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1. Joseph feels alone and upset as he may have a secure attachment with his mum and is missing her. He may also be struggling with the change in routine from the transition to living with his grandparents. He may also feel concerned about his mum as she’s ill

2. Reading fun books about having a new sibling and about grandparents, get him to draw a picture of what he thinks his new baby will look like, create toys for the baby to play with or make a card for his mum

3. Tell him some games he likes to play, suggest some books he can read with him, some ideas of activities that may help Joseph

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1. The Reggio Emilia classroom is very welcoming and aesthetically pleasing. Teachers draw inspiration from the community, their students' cultures, nature, and fill the room with natural, colorful, and useful materials – from musical instruments to seashells.

2. Enables hands-on learning which encourages creative exploration

-Ensures children learn at their appropriate developmental level which decreases their level of frustration and boosts their self-confidence

-Provides multi-sensory experiences that are meaningful to each child and which therefore enable true comprehension

-Encourages critical, scientific and logical thinking

-Play-based activities enables development in all areas namely cognitive, emotional, physical and social skills

-Inspires a love of learning

3. Educational supports for attachment in Reggio Emilia involve devoting atten tion to delicate beginnings, satisfying celebrations, and careful endings as children and families move through the centers; harmonious separations and reunions each day; and close communication and continuity of care

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Sleep

Colouring

Having a bath

Cleaning your room

Having a chill night in

Watching a movie

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I’m the moment:

Give the child space and remind them you are their when needed

Use a melodic tone to aid the regulation of the nervous system

Ensure that there is an area that is modelled for relaxation

In the future you could:

speaking to parents about how they may be feeling in the morning eg. They had a good night sleep

Introduce ways to calm when the child is not feeling dysregulated

Nams emotion in the moment and then ensure that they are talked about during circle time, story time and play.

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Self regulation- the ability to manage your own energy states, emotions, behaviours and attention, in ways that are socially acceptable and help achieve positive goals such as maintaining good relationships

Co-regulation- the ability to manage other peoples own entertainment sates, emotions, behaviour and attention. This could be a key person.

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Strengths- knows the childrens likes and dislikes, strengths and weaknesses, to communicate in the way they prefer, to know when they are in need of help, when they are not putting in all their effort, what will interest them into doing a task, ways to help when needed (maybe when upset).

Weaknesses- being more confident and believing in myself that I know what I’m doing, don’t look for people approval when I know something is working and be more confident in doing the right thing to help the children.

Opportunities- having more experience in the school, getting to know the children better each week, training to know new ways to support children.

Threats- not agreeing with someone about how they’re treating specific children.

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knows the child’s individual needs

Good relationship with the parents

Handovers are clear and communicative

Knows the child’s interest

Strengths and weaknesses

Knows family background

Writing clear feedback day to day- writing down anything that went wrong during the day, how to improve it and any good days.

Having a trusting relationship

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Deaf can be defined as the lack of hearing in the range of perceived sound common to most people

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1:1- meeting before starting school, playing with them, engaging with what they are saying, finding out their interests.

When starting school have rewards linking to their interests, reading one plans, talking to old school

Getting down on their level, giving physical touch when needed, using calming techniques that work well, using toys which they like. Understanding needs.

Parents: handover at home time, picking up from office, tapestry posts and communication books.

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They conducted a longitudinal study with 60 babies over 18 months, observing them monthly. Results revealed that being sensitive to a babies needs supported the attachment with the primary caregiver.

4 specific stages of attachments:

asocial

Indiscriminate

Specific/ discriminate

Multiple

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Bowlby theory of attachment suggests that a child has an innate need to attach, meaning that they are born with the drive to attach to one main attachment figure, called monotony.

This means that one relationship is more significant than any other and in Bowlby’s studies, he concentrated on this being the mother.

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Mary ainsworth 1967- devised a technique called “strange situation classification” to try a new approach in observing children attachments and to analyse different ways that attachment may very between children.

3 attachment styles:

secure

Insecure avoidant

Insecure ambivalent/resistant

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Positive

children are active participants in their learning

Teacher observations allows them to create purposeful learning activity

Appropriate milestones to work towards

Child led

Social skills

Plan do review

Negative

Lack of technology

Doesn’t use typical learning process

Children may fall behind in subjects they are not interest in

No standards testing

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Positive-

slower paced learning

Focus on their creativity

Build relationships with one main teacher

Maths isn’t done until the child is ready

Technology kept to minimum

Religious aspect

Negative-

non high scope activities are not permitted

Activities are strict

Not all parents want assessments at such a young age

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Initiative- children demonstrate initiative as they explore their world.

Planning- children make plans and follow through on their intentions.

Engagement-children focus on activities that interest them .

Problem solving- children solve problems encountered in play

Use of resources-children gather information and formulate ideas about their world.

Reflection- children reflect on their experiences

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The positives for the Goldschmieds approach is that it’s environmental friendly, helps sensory play, helps heuristic develop. The negatives is that the natural resources may have faults and hazards such as sharp edges, chocking hazard or can cause illness. The children may get bored.

Positive for Montessori is that they have freedom to choose the toys of their interests, allows them to develop at their own pace, creates independence. Negatives is that the child’s development may be delayed if needing extra support with it, may choose the same toy, may not explored

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Independence and self-direction was paramount in childrens learning and development. The role of the adults was as an observer who directs a childs innate psychological development. Children free choice regarding materials, uninterrupted focus and freedom of activities.

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Heuristic play

Enriching type of play where babies a young children interact with everyday objects. The goal is to provided a wide range of sensory stimulation to help children discover a learn things for themselves.

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After off with allowing the children to paint with child led play, using all colours can mixing paints. Then the teacher will put in input abiut what animals, season, places they can make . Then allowing them to choose what to paint but with a structured idea.

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Janet Moyles believes that play begins when a child has access to play materials first, then the support of an adult (demonstrating how to use the play materials), and then finally allowing the child to play on their own with the play materials.

For example, child can explore a construction kit, then parent can show them how to use it, and then leave child to use the kit on their own.

Shown in practice

Use child-centre approach to choose an assortment of play materials that are age appropriate and considers child's, interest, likes and preferences.

Provide play materials that promote learning and development.

Provide play materials that refect background of children from different cultures.

Implement equal opportunity policy by providing play materials that include all children to use or engage in.

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multi links

Numericom

10s number line

Number blocks, writing the number to match the character

Subtilising

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Unoccupied play:

• 0 - 12 months.

• Random movements and gestures,

• Remains in one place.

• Foundation for future play.

Solitary play:

0-2 years

Playing alone

Entertaining themselves during the day

Exploring the environment

Onlooker play:

18-2 half years

Interested in other children in play

Playing closely to other children but not joining in

Parallel play:

2-3 years

Choosing similar toys or activities to other children

Playing alongside other children

Watching and listening to other children's play

Associative play:

3-4 years

Playing with other children in pairs or in groups

Choosing the same toys or actives as other children

Beginning to engage with others

Cooperative play:

4-5years

Playing with children in a group

Defining rules of play

Beginning to work together and have shared goals

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Explalning and emphasising the correct use of mathematical vocabulary supporting children in understanding and follow instructions,

Questioning and prompting children

Consolidating children's learning by providing extension tasks,

Supporting children to select and use appropriate mathematical resources.

Using differentiation and personalised learning.

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multi links

Numericom

10s number line

Number blocks, writing the number to match the character

Subtilising with bears, blocks

Baking

Shapes art creations

Meter sticks

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Atypical development is when development doesn’t follow the normal course. Atypical development may occur for a variety of reasons, which may be biological or environmental.

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Physical- using bucket and spade with sand, moving trucks around and tipping over buckets

Social- 4 children together, creating imaginative play together, talking together

Emotional- feel proud of their building, using happy imagination

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physical

Social

Lit numerical

Emotional

Brain

Cognitive

Speak lang communication

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An APGAR score is used to assess the health of a new born baby and determine wether they need additional medical care immediately after birth. A score is recorded one minute after they are born and then 5 minutes after. The nurse has criteria and will given 0,1 or 2 points.

7 is average

5 is immediately need support

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Development milestones: normative stages, patterns and sequences of development.

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Rate and pace of physical development.

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Physical growth and maturation:

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1. Changing Social Norms: In the early 20th century, marriage was often seen as a social necessity, with strong societal pressure to marry and have children. Over time, these norms have shifted, and there is now greater acceptance of diverse family structures, including cohabitation without marriage, single parenthood, and same-sex marriages.

2. Economic Factors: Economic changes have also played a role. In the past, economic stability often depended on marriage, with one partner (typically the man) working while the other (typically the woman) took care of the home. Today, dual-income households are more common, and financial independence is more achievable for individuals, reducing the economic imperative to marry.

3. Legal Changes: Legal reforms have also influenced family life. The introduction of no-fault divorce laws has made it easier for couples to separate, leading to higher divorce rates. Additionally, the legalization of same-sex marriage has expanded the definition of family.

4. Gender Roles: Shifts in gender roles have had a profound impact. Increased gender equality and women's rights have allowed women greater freedom to pursue careers and education, which has influenced decisions about marriage and family planning.

5. Cultural Shifts: Cultural attitudes towards marriage and family have evolved. There is now greater emphasis on personal fulfillment and happiness, leading individuals to prioritize finding the right partner and delaying marriage until later in life.

6. Technological Advances: Technology has also played a role, from the introduction of birth control, which has given couples more control over family planning, to online dating, which has changed how people meet and form relationships.

These factors combined have led to a more diverse range of family structures and a shift in the traditional concept of marriage and family life.

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In the UK, family structures can vary widely, and here are some common types along with their definitions:

1. Nuclear Family: This is the traditional family structure consisting of two parents (a mother and a father) and their biological or adopted children living together.

2. Extended Family: This includes the nuclear family plus other relatives such as grandparents, aunts, uncles, and cousins who may live together or in close proximity.

3. Single-Parent Family: This structure consists of one parent raising one or more children, which can result from divorce, separation, or the choice to have children outside of marriage.

4. Blended Family: Formed when one or both partners in a relationship have children from previous relationships, and they come together to form a new family unit.

5. Same-Sex Family: This consists of two parents of the same sex raising children together, which can include biological children, adopted children, or children from previous relationships.

6. Childless Family: A couple who may choose not to have children or are unable to have children, living together without offspring.

7. Cohabiting Family: This structure involves two people living together in a long-term relationship without being married, which may or may not include children.

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Authorian:

Authoritarian parenting is a style characterized by high demands and low responsiveness. Parents who use this style set strict rules and expectations, often with little room for flexibility or open dialogue.

Pros:

- Provides clear structure and rules, which can create a sense of security.

- Children may develop strong discipline and respect for authority.

Cons:

- Can lead to lower self-esteem and increased anxiety in children.

- May hinder open communication and the development of decision-making skills.

permissive:

Permissive parenting is a style where parents are very responsive but have few demands. They tend to be lenient, allowing children a lot of freedom and not enforcing strict rules.

Pros:

- Encourages creativity and self-expression in children.

- Parents often have a close, friendly relationship with their kids.

Cons:

- Children may struggle with self-discipline and authority.

- Can lead to issues with boundaries and expectations.

authoritive:

Authoritative parenting is a style characterized by high demands and high responsiveness. Parents who adopt this style set clear standards and limits for their children while also being supportive and nurturing.

Pros:

- Promotes healthy emotional development and self-esteem in children.

- Encourages independence while maintaining a strong parent-child relationship.

Cons:

- May require more time and effort to maintain the balance between discipline and support.

- Some children might still struggle with expectations if not communicated effectively!

Instinctive:

Instinctive parenting is a style where parents rely on their natural feelings and intuition to guide their parenting choices, rather than following specific rules or methods.

Pros:

- Allows for a more organic and flexible approach to parenting.

- Can foster a strong emotional bond between parent and child.

Cons:

- May lead to inconsistency in parenting decisions.

- Some parents might struggle with setting boundaries or expectations.

uninvolved:

Uninvolved parenting is a style where parents are detached from their children's lives, offering little emotional support or guidance. They typically have low demands and low responsiveness.

Pros:

- Children may develop independence and self-sufficiency.

Cons:

- Can lead to feelings of neglect and low self-esteem in children.

- Lack of guidance can result in poor decision-making skills.

hellicopter:

Helicopter parenting is a style where parents are overly involved in their children's lives, often micromanaging and controlling their activities.

Pros:

- Can provide children with a sense of security and support.

- Parents might help their kids avoid mistakes and challenges.

Cons:

- Can hinder children's independence and problem-solving skills.

- May lead to anxiety and stress in children due to high expectations.

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how i build a relationship with parents 

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how i build a relationship with parents 

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contact books

hand overs- talks about day, any issues, left uniform.

tapestry posts

shows and plays

parent tours

parent trials

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Providers must inform parents and/or carers of any accident or injury sustained by the child on the same day as, or as soon as reasonably practicable after, and of any first aid treatment given.

Providers must only release children into the care of individuals who have been notified to the provider by the parent, and must ensure that children do not leave the premises unsupervised. Providers must take all reasonable steps to prevent unauthorised persons entering the premises

Providers must also ensure that there is an area where staff may talk to parents and/or carers confidentially, as well as an area in group settings for staff to take breaks away from areas being used by children.

Providers must maintain records and obtain and share information (with parents and carers, other professionals working with the child, the police, social services and Ofsted or the childminder agency with which they are registered, as appropriate to ensure the safe and efficient management of the setting, and to help ensure the needs of all children are met65. Providers must enable a regular two-way flow of information with parents and/or carers, and between providers, if a child is attending more than one setting. If requested, providers should incorporate parents' and/or carers' comments into children's records.

Providers must make available to parents and/or carers details about how to contact Ofsted or the childminder agency with which the provider is registered as appropriate, if they believe the provider is not meeting the EYFS requirements.

Providers must put in place a written procedure for dealing with concerns and complaints from parents and/or carers, and must keep a written record of any complaints, and their outcome.

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The term parental responsibility is defined in the Children Act 1989 in the UK. It outlines the rights and responsibilities that a parent has towards their child.

Parental responsibility means the legal rights, duties, and responsibilities that a parent has towards their child. This includes making decisions about the child's upbringing, education, health, and welfare. It’s all about ensuring the child’s best interests are looked after!

According to the law, parental responsibility is typically held by:

1. Birth mothers automatically.

2. Birth fathers if they were married to the mother at the time of the child's birth or if they are named on the birth certificate (for births registered after 1 December 2003).

3. Parents who have legally adopted a child.

4. Individuals who have obtained a court order granting them parental responsibility.

These individuals have the legal authority to make important decisions regarding the child's life!

The responsibilities of a parent include providing care, ensuring the child's safety, making decisions about education and health, and supporting their emotional and social development. Parents are also expected to provide financial support and guidance as their child grows. It's all about nurturing and helping them thrive! !