Hi
page 65 of this EYE handbook lays out those ways of supporting children's emotional wellbeing:
Supporting independence (activities that enable children to find, sort through and choose resources)
Build resilience and perseverance (activities that are not too challenging or too easy and ones that can be tried again if a first attempt isn't sucessful)
Build confidence: (activities that encourage children to take part, explore independently and be recognised positievely for what they're doing)
- Acknowledge children's attempts at being independent for example a baby tryoing to feed itself
- Provide materials and resources that will allow children to access themn and tidy them away easily.
- Recognise children's achievements,however small, and acknowldge when children have tried to be independent or have persevered.
- Provide resources that require a little perseverance - for example, constrruction blocks and jigsaws - and coach children where necessary.
- Create routines that encourage independence, for example collecting own plate, serving own food, wiping own face.
- Be positive when children have tried to do something for themselves, even if not always sucessfuly - for example, spilt drinks or toys put back in the wrong placve.
Equip children to protect themselves- When tolieting and nappy changing, treat children with dignity and encourage them to do as much as they can independently. With older children, give opportunities for privacy.
- Show children that you respect thay they rights over their bodies - for example, not patting children on the head or insisting that they should come for a cuddle.
Build relationships between children- Provide materials that will allow toddlers to play alongsoide each other (eg water, gloop)
- Provide activities where children come together with an adult eg. cooking, parachute games
- Play simple games so that children from three years can learn to take turns eg picture lotto
- Praise and encourage children when they are playing / cooperating
- Encourage older children to resolve their own squabbles.
Activity ideas:
Treasure baskets: balls, ratles, wooden blocks, spoons
Books and stories
Puppets
Sensory materials eg. playdough, sand and water
Painting and drawing
Role play - dressing up or small world animals and cars
Making music
Page 208:
Opportunities to show independence
Children need oppotunities to be as independent as possible. In indoor settings this means labelling item with print or with photographs so that children can find what they are ,ooking for. It also means making sure that furniture and storage are child sized and that areas for keeping coats, bags and shoes allow children to be independent. Enabelling env ironments that support independence indoors also encourage children to self-serve at meal and snack times or in the case of babies, it also means that members of staff work in ways that recognise what babies are trying to communicate - for example, not continuing to fed a baby when they turn their heads.
Page 341 then goes on to look at different activities for the age groups
Planning opportunities to promote children's personal, social and emotional development
0-1 year 11 months
Peek a boo and similar activity games
Playing with mirrors
Knock down play
Meal times
Musisical gadgets
Balls
2-2 years 11 months
Playing with sand and water
Looking at ohoitographs
Laying the table
Making doiugh
Home corner play
3-5 years
Painting and drawing
Sharing books
Sensoruy materials and small world play
Role play
Cooking activities
For equipping babies to protect themselves, this is something that begins as soon as we start encouraging them to communicate and how we show we value that communication.
In the
Development Matters guidance (p.10) at 8-20 months old, children 'Learns that own voice and actions have effects on others' when children are supported to know how important their voice is you are equipping them with knowledge that they can use to protect themselves.
Hope this all helps a little xx
PSED Activities planning ideas for personal social and emotional development
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