Nurture

Principle 5 – All behaviour is communication

Key Messages:

All nurture principles are embedded into the day-to-day life of the setting.

“Positive relationships are at the heart of the school/ELC setting and are seen as underpinning all successful learning and teaching.”

(Applying Nurture as a Whole School Approach, Education Scotland, p. 14)

  • All practitioners should be aware of the effects of Adverse Childhood Experiences (ACEs) on children’s presenting behaviours.
  • All practitioners understand that they provide the ’emotional environment’ for children.  Therefore, there is a calm and nurturing atmosphere within the setting.
  • All practitioners KNOW that all behaviour is communication.  
  • Practitioners address the ‘behaviour’, not label the child.  By drawing upon their knowledge of the child, the practitioner can make sense of the behaviour and support them individually.  Observation is vital when interpreting behaviour.
  • Agreed approaches such as Positive Interaction Scripts and Zones of Regulation are meaningful to the children and followed consistently by all practitioners.
  • Practitioners precisely model how communication can express feelings and emotions and support children and young people to do the same (Nurture Principle 4).
  • All practitioners ensure that they interact with the children at their level. 
  • Cosy nooks and quiet areas are sensitively planned for in the environment.  Children can be observed using these areas for reflection, quiet time and 1:1 interactions.  In addition, developmentally appropriate resources are readily available for children to help identify and regulate emotions.
  • There is a strong ethos of confidentiality and respect within the setting; children and behaviours are never discussed within earshot of other children or adults.
  • Practitioners understand that toddlers cannot regulate their emotions effectively and use body language and facial expressions when communicating with them.
  • Support interventions are offered to families to help understand the child’s behaviour and support them at home.
  • Effective communication between home and settings are in place ensuring practitioners are aware of changes in children’s lives that may be impacting their behaviour.
  • All practitioners develop their knowledge and understanding of how best to support children with additional needs.
  • Practitioners must ensure that, from the outset, family and partner agency links are valued, visible, strong and purposeful.
  • Practitioners use praise and positive reinforcement at all times.
  • All achievements are celebrated – no matter how small!

 

Ways we can do this:

All practitioners have engaged with nurture training and put the nurture principles into action during their everyday interactions with the children.

The development of positive attachments from day one will support the child to feel safe and secure within the setting.  Parents and children know which practitioners are in the setting each day.  Where possible, children and families are informed of practitioner changes in advance.

All practitioners create an emotional environment and atmosphere which allows children to feel safe and secure.  All practitioners know their body position, language, facial expressions, and tone of voice when interacting with the children.

All practitioners understand their role as a safe base providing emotional calm and security for children.

 

(Play is the Way, Palmer, p.29)

Circle of Security Website 

 

If appropriate, allow children to naturally build a secure relationship with an adult of their choosing.  This is the adult THEY have chosen to support them in times of distress and may not necessarily be their keyworker.

Children are sensitively encouraged to talk about their feelings.

Children are encouraged to think about the effect of their actions on others.

The physical environment is calm and offers alternative spaces for the children to access independently.

Appropriate resources are in place to support children to recognise and talk about their behaviour and emotions.

Regular contact with families and updated chronologies and care plans provide practitioners with important information to be considered when supporting children’s behaviour patterns.

A clear, team agreed bespoke approach is in place for supporting individual children with additional needs.  The team then regularly discuss and moderate these approaches to ensure their efficacy and improved outcomes.

Ensure approaches such as Positive Interaction Scripts and Zones of Regulation are followed consistently by all practitioners.  Team discussion is vital to ensure that all practitioners understand the Why and How behind these techniques.

Positive interactions scripts and other intervention techniques must be reviewed at least annually and adapted to the needs of each cohort of children.  The whole setting’s team commitment to interventions such as Zones of Regulation is required for success.

All restorative approaches and interventions must be shared with families to support a consistent approach between home and the setting.

Interactions and interventions must be developmentally appropriate for the individual child.

Learn More  

Nurture Principle 1.  Children’s learning is understood developmentally

Nurture Principle 2.  The environment offers a safe base

Nurture Principle 3.  The importance of nurture for the development of wellbeing

Nurture Principle 4.  Language is a vital means of communication

Nurture Principle 6.  The importance of transition in children’s lives