If I am at home early evening I often see a pre-school child and his mum walking past my home. This child has caught my attention as sometimes I notice that he is crying.
On a few occasions, I have had a brief conversation with his mum who looks very tired and unsure what to do. My thoughts are that he is tired and the crying is a reaction to seeing his mum and this is his way of communicating his feelings. (Note to self – add a section in my Supporting Transitions course, around preparing children for the handover to their parents at the end of the day.) In addition, I believe that he is picking up that his mum is tired.
I saw them again as I was walking to my car during the Christmas week and I noticed that he wasn’t crying. When I wished them both Happy Christmas, mum replied ‘I’ll not be […]
It’s time to step up our game: Promoting ‘Baby Love’
Guest Blogger: Catherine Rushforth: National Consultant and trainer in Safeguarding and Child Protection.
It is an exciting time in the early years’ sector. Key publications, point to us as those who will be instrumental in making the shift into new ways of working possible. Central to this change is way that we :
– recognise strong emotional attachment between very young children and their parents
– intervene early where we see that this attachment is shaky, perhaps inconsistent or appears to be missing completely.
In this blog I will run through why a strong attachment is so essential for children’s development, outline our professional role in assisting parents to build on this key relationship and make a call for all early years’ practitioners to upgrade their practice in this vitally important area.
We know from rapid development in neuroscience that a baby’s brain development is directly effected by the quality of […]
For a while now, I have been reflecting on what we in the sector mean by the term ‘positive relationships’ and its impact on interactions between children and practitioners. With this in mind, my thoughts are on whether we should change the term to ‘personal relationships’ and more importantly how we should look at personal relationships between the practitioner and child in our day-to-day practice?
For instance, I have a positive relationship with the staff in my local bank, but this is not a personal relationship. Indeed practitioners need to have a positive relationship with children in order for the relationship to be personal and meaningful. Time and time again, when carrying out my mock inspection visits, I observe practitioners having positive relationships with children, but not on a deeper personal level. If done on a superficial basis and as part of the daily routine, the relationship is one where it is routine led rather than […]