Belonging and connecting. The Aims and Principles A Stirling Perspective. Early Years Principles. To empower the child as a learner To promote learning within a developmentally appropriate context, both inside and outside To reflect a commitment to the holistic way that children learn.
The child will be enabled:
Jack and Charlotte
This is Jack. He has been attending Fallin Nursery since he was 11 months old.
Jack is now 3 years old.
This is Charlotte. She has been attending Fallin Nursery since she was 1½ years old.
Charlotte is now 2 ½
We introduced Jack and Charlotte to foot printing but Jack didn’t want to put his feet in the paint. Charlotte observed him and refused too. He became quite upset so we offered paintbrushes as an alternative.
These are the learning processes we think the children were working through.
Learn to interact in positive ways with others.
Explore their environment confidently.
Learn how to communicate their own needs and rights, within their intimate groups.
Belonging and connecting.
Rely on others and build up a sense of security and trust.
Forming mutually respectful relationships with close and familiar adults and children, through non-verbal communication.
Be accepted by and accepting of others, which further develops self confidence and positive relationships.
Communicate and interact
Jack and Charlotte have now made the transition into the Heatherbell room
Charlotte’s transition only took a few days. We feel the process was facilitated by Jack’s presence in the room.
Jack – “Charlotte, you help, you help”
Charlotte picks up the spade and starts to put the sand in the bucket.
Jack – “Fill it up again”
Jack – “It’s a sand castle”
Jack and Charlotte are in the garden on the tricycles.
Jack – “A want ahelmet”
Educator helps Jack with the helmet.
Jack – “Charlotte want one”
They continue to cycle around the garden following each other.
Jack and Charlotte were in the garden.
Charlotte had a ball.
Jack came over to Charlotte and took the ball from her.
Charlotte started to cry and Jack laughed. When he realised he had made her sad, his facial expression changed to a look of concern.
Jack then walked over to Charlotte saying.
“Charlotte, ok, ok Charlotte?”
He then rubbed her head and touched her ponytail softly.
Rhys came over and began to rub her arm and pointed at the ball.
After a few minutes Charlotte decided she would play on a bike.
Jack then decided to drop the ball and play on a bike also.
“Relationships are influential. They are the basis not only for effective learning but also for healthy development and emotional wellbeing. Whether in the home, in early years setting or in wider community, relationships are central importance.”
(Birth to three, supporting our youngest children, Scottish Executive)
Sense of involvement/ can join in and contribute
Develop warm and reciprocal relationships
To be listened to and communicate
Learning about the needs and feelings of others
Developing a sense of self
Trust and understanding
Accepting of othersChildren’s Learning and Development
As a staff team we feel Jack and Charlotte are learning to become effective citizens for life-long learning. Charlotte is gaining self respect and enjoyment from her achievements because Jack is giving her the confidence to try new experiences. We as educators must recognise and respect the child’s preferred learning strategy and accommodate changes and new learning styles. The importance of group learning provides the child with the tools that are vital skills for life.
Key to making the most of children’s capabilities is the quality of the warm, affectionate and responsive relationships surrounding babies and young children. Children become confident, independent and most resilient where they are secure in the relationships around them.