Playing, learning and developing p28
We use a variety of approaches to respond to children’s cues to support development of self-regulation, empathy, confidence, creativity and curiosity.
Wellbeing, inclusion and equality p52
This quality indicator recognises that strong, collaborative partnership working between those supporting children is essential. It highlights the importance of meaningful engagement with children and families to inform decisions about how children’s needs should be met.
Wellbeing, inclusion and equality – p53 Positive Relationships and Wellbeing
We support children to understand and manage their emotions and behaviour in ways that promote positive relationships, engagement and inclusion. We understand fully that relationships lie at the heart of children’s development and lay the foundation for lifelong learning and wellbeing. The wellbeing of children and families is paramount and is central to the work of our setting.
QI 3.1, p48
Ensuring wellbeing, equality & inclusion
Features of highly effective practice
All staff and partners model behaviour which promotes and supports the wellbeing of all.
All staff and partners are sensitive and responsive to the wellbeing of each individual child and colleague.
Challenge questions
How well do all staff understand their role and responsibility in supporting learners’ health and wellbeing?
Have we successfully established an inclusive learning environment? How do we know?
p15
There is a balance to be struck. On the one hand, there is the knowledge and skills that we want children to develop, such as self-regulation, confidence, and curiosity. On the other hand, we know that this is best done in a child-centred way where children have permission to follow their interests and to develop at their own pace.
p23
As a starting point, research with young children supports the view that the following dimensions are among the most important aspects of child development, underpinning not just learning but also essential for survival and flourishing: executive function and self-regulation, communication and language, confidence, creativity and curiosity, movement and coordination, and self and social development.
Self-regulation covers all the skills and processes that help us to stay safe and to get through the day.
Babies and young children often need to “borrow” our ability to manage stress, whether it is the adult’s understanding that all is well, or help to manage the strong feelings, or to work out what to do about it.
