100 Ideas for Teaching Personal, Social and Emotional by Judith Thwaites

By Judith Thwaites

Every Early Years practitioner, together with childminders, could have a statutory responsibility to bring the hot Early Years Framework. This booklet will supply a realistic, dip-in source to assist them meet the necessities of the private, Social and Emotional sector of the framework.

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36 IDEA 31 New Achievements Focus Group size Preparation/Resources Dispositions and Attitudes Self-confidence and Self-esteem Self-care Individual or small 2–3 floor cushions Plastic bowl, cup and spoon Ingredients to make a sandwich Painting materials and aprons Access to a PC (optional) This is essentially a list of achievable, fun skills which give the children opportunities to succeed and to grow in self-confidence. Teach the children to: • put two or three cushions squarely on top of one another and sit proudly on top of the pile • spoon fresh water out of a clean bowl into a clean cup, and drink it (with or without spouted lid.

The children stand in a space facing you. ’ They need to keep their eye on Teddy, though, because when he lies down (cradled in your arms), the children must walk around quietly, with a finger against their lips until he gets up again. • Prompt the children if necessary by saying, ‘Poor Teddy wants to lie down now. ’ Safety note If the children are moving around for this game in a fairly large room, encourage them always to walk into an empty space to avoid collisions. g. a variety of washed, sliced/ segmented fruit; raisins), perhaps with variations from the kind of snack the children normally have in their nursery setting Sets of small, clean plastic containers to hold the different foods Children’s individual bowls or plates An early interest in healthy food, along with any food hygiene routines taught carefully at this age, will stay with the children for life.

An adult could announce why each child’s attempt was special. g. chart with individuals’ names and smiley-face stickers In order to foster the children’s personal, social and emotional development, carers need consistently to reinforce positive behaviour. Use every practical opportunity to draw attention to and praise a child or group of children who have shown that: • they are responding to a simple boundary or expectation, such as asking to have a toy out from a cupboard instead of helping themselves, or giving up a ride-on toy to another child even though they may still be enjoying their turn • they are aware of the consequences of their actions or words, such as kindly letting another child into the playhouse or saying thank you to other children or adults • they are showing care for others, living things or their environment, such as helping up or showing concern for a child who has fallen over/wanting to feed the birds/telling an adult about a spillage.

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