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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.

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The aims and principles a stirling perspective

The Aims and Principles A Stirling Perspective


Early years principles
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



  • Curriculum Aims are:- and other educators to support children’s learning

    The child will be enabled:

  • To develop physically, emotionally and spiritually

  • To develop warm interpersonal relationships

  • To develop a sense of belonging

  • To develop effective means of communication

  • To develop strategies for leaning


Birth to three
Birth to Three and other educators to support children’s learning

  • Relationships

  • Responsive Care

  • Respect


Relationships
Relationships and other educators to support children’s learning

  • Relationships are influential. They provide the basis for young children’s development and learning


Relationships1
Relationships and other educators to support children’s learning

  • Warm and secure relationships are of central importance where children are able to

  • Communicate their needs and feelings

  • Rely on others and build up a sense of security and trust

  • Develop a positive sense of themselves and who they are

  • Learn to interact in positive ways with others

  • Develop the skills necessary to cope with conflict, challenges and new situations.


The key factors of resilience are
The key factors of resilience are and other educators to support children’s learning

  • Having the experience of coping with challenging situations

  • Forming a positive relationship with an adult, not necessarily a parent, who is reliable and unconditionally supportive

  • Having access to high-quality early years provision that takes account of the needs of the whole child


Belonging and connecting1

Belonging and Connecting and other educators to support children’s learning

Jack and Charlotte


Jack and other educators to support children’s learning

This is Jack. He has been attending Fallin Nursery since he was 11 months old.

Jack is now 3 years old.


Charlotte
Charlotte and other educators to support children’s learning

This is Charlotte. She has been attending Fallin Nursery since she was 1½ years old.

Charlotte is now 2 ½

years old


Exploring paint in the jewel room
Exploring Paint in the Jewel room and other educators to support children’s learning

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.


Respectful relationships
Respectful Relationships and other educators to support children’s learning

  • Jack is painting with brushes and Charlotte is observing.

  • He hands Charlotte the brush saying, “Charlotte, Charlotte, Charlotte”

  • She takes the brush and starts to paint.


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


Heatherbell
Heatherbell working through.

Jack and Charlotte have now made the transition into the Heatherbell room


Jack s transition
Jack’s Transition working through.

  • Visit the Heatherbell with key worker

  • Meetings with key worker and parents

  • Provided familiar experiences and routines

  • Able to revisit familiar people important to them

  • Effective ongoing communication


Charlotte s transition
Charlotte’s Transition working through.

Charlotte’s transition only took a few days. We feel the process was facilitated by Jack’s presence in the room.


Learning together
Learning Together working through.

  • Imitating

  • Building confidence

  • Feeling safe

  • Developing self- esteem

  • Developing relationships



Working together
Working Together participate actively

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”


Thinking about the needs of others
Thinking about the Needs of Others participate actively

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.


Observation
Observation participate actively

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.


The importance of relationships
The Importance of Relationships participate actively

“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)


Children s learning and development

Develop Sense of belonging participate actively

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

Confidence

Accepting of others

Children’s Learning and Development


Analysis
Analysis participate actively

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.


  • Jack has moved into the 3-5 room, he has settled well and is confident to access all areas within the playroom

  • Charlotte is building new friendships with other children within the Heatherbell (2-3) room

  • When Jack and Charlotte come together in nursery they still have a special bond, as educators we feel this could be due to the connection of the relationship they experienced in the early years


Where are we now
Where are we now? confident to access all areas within the playroom

  • Charlotte has now moved into the 3-5 room, Charlotte has settled well and is confident to access all areas within the playroom. Jack has welcomed Charlotte into his social circle of friends



Next steps
Next Steps have a special bond, as educators we feel this could be due to the connection of the relationship they experienced in the early years

  • Educators will continue to observe and document Jack & Charlotte’s relationship

  • Educators will record the children’s significant learning and share it with the children and their families


Key messages
Key messages have a special bond, as educators we feel this could be due to the connection of the relationship they experienced in the early years

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.


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