The Early Years Foundation Stage provides a unique opportunity to support children’s holistic development. The prime areas of learning underpin the specific areas and are therefore critical to children’s learning. Children cannot thrive if they have poor well-being, low self-worth and are unable to regulate their behaviour and emotions. Effective practitioners know that all children are unique. They learn at different rates, have different strengths and interests and therefore require varying levels of support. Some children will have endured adverse childhood experiences, including abuse, neglect and parental conflict and separation. These experiences can have a long-lasting detrimental impact on their mental health and on their learning and development. Effective early years practitioners understand the importance of establishing positive, warm and trusting relationships with children. They recognise the need for children to experience a sense of belonging in the setting and they understand the importance of giving children agency. High-quality early years settings can reduce the effects of adverse childhood experiences but cannot necessarily eradicate the impact that these experiences have had on children’s development.
This book provides an overview of the risk and protective factors that result in mental ill-health in the early years. The themes of attachment, resilience and self-regulation are explored from a theoretical perspective and in relation to the practical implications for early years practitioners. Case studies are used to exemplify some of the issues and to illuminate effective practice.
Children’s experiences of transition can affect their mental health. Transitioning from the home environment to the pre-school setting can be traumatic for some children. Skilled practitioners will be aware that while some children are more resilient than others and are able to adapt to change more quickly, some children take longer to adapt and require more support during times of transition. Demonstrating kindness, empathy and treating children with respect are simple ways of supporting children through difficult transitions.
This book recognises the critical role of learning through play in the early years. It emphasises the value of adult intervention in children’s play to extend learning and development and the role of play in supporting all aspects of children’s development. Providing children with rich, stimulating learning opportunities through play can support the development of self-regulation skills, which are vital for positive mental health. At the same time, the book acknowledges that the value of play-based pedagogy in the Reception year has been questioned by Ofsted. In Chapter 7, it is argued that a focus on ‘schoolification’ in the early years is a misinformed move, which could have significant and detrimental effects on young children’s mental health.
Children in the early years can experience a range of forms of mental ill-health. This book addresses the main mental health needs and provides an overview of the signs and symptoms of mental ill-health. It is argued that the development of a social and emotional curriculum, which provides children with the skills that they need to develop positive social interactions, empathy, resilience and emotional regulation, is an essential aspect of the early years curriculum, which can support positive well-being in the early years.
We hope you enjoy reading this book.