Hi, examine what type of emotions babies and young children express eg. fear, like, dislike, terror, shock or surprise, contentment, pain, hunger, thirst, being wet, hot, cold, tired, over stimulated, under stimulated, has a soiled nappy, shows interest, determination, expresses their satisfaction when they are successful and how they express each emotion - gasp, limb and body reflex, cry, whimper, restless, smile, gurgle, babble, cling to someone or something and how you directly respond to those expressions .. body language, smile, look, maintain eye contact, frown, turn towards them, play, arrange to feed, provide drinks, clean, hug, cuddle ..
For developing speech & language and communication eg. how a baby will turn their head when a noise happens, look, focus respond when something interests them .. the
ages & stages on talkingpoint.org.uk will help.
http://www.understandingchildhood.net/ also has useful resources.
For transitions you could ask ' without management what would transitions be/look like in the setting - how aware of them would everyone be? What support might be in place for them? How understanding would everyone be in respect of positive and negative impact they can have? How could a setting plan for transitions if they were not a management consideration.
Types and about transitions
Maybe research how transitions have the ability to support or damage a child's resillience, reassure or scare, bridge the gap between what is unknown and what is familiar. See thow positive transitions are important as they
enhance a sense of belonging - Bernard van Leer foundation 2008 pg 5
Opportunities for children to be active and quiet assist them in reflecting on their surroundings, take in what's happening, be an active part of what's happening, choose between full active participation and observational participation - social learning theory, vicarious learning and modelling. Quiet times are opportunities where children can recall home and parents/carers that aren't currently present. Managing transitions recognises the difficulty children have when they feel the loss of significant people - John Bowlby, Mary Ainsworth
attatchment theory. It's a consideration that enables a setting to plan routines and activities that support a child's various worlds - home, childminders, setting, grandparents, whilst out in their community. Busy times engage all the senses in exploration, discovery, learning, problem solving that tires the cognitive functioning or processess of the brain. Rest, quiet and sleep supports recovery and understanding.
In summary of page 281 of the cache handbook:
In order for children to be healthy in the widest sense, children need
-- nutrituious food and drink
-- real play opportunities
-- to experience things first-hand
-- love and support
-- a healthy, hygienic environment
-- to be protected
-- accomodation and clothing
-- periods of physical activity, rest and sleep
Helping children's transitions between activities
The search page will help with threads for sleep and rest, these leaflets from USA's PennState are also an excellent read -
sweet dreams part 1,
sweet dreams part 2
Page 113 of
the cache handbook will also help with this if you have access to a copy.
Hth xx
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