INDEX

+ ABUSE, 1, 7–9, 30–32, 72
and attachment disorders, 23
and mental ill health, 45
+ ACTIVE LEARNING, 98
+ ADULT-DIRECTED LEARNING, 11, 41, 61–62, 87, 97, 100
+ ADVERSE CHILDHOOD EXPERIENCES, 1, 30–32
and resilience, 28
as risk factors, 4, 5, 9
+ AGENCY, 29, 36, 99
+ AGE-RELATED EXPECTATIONS, 8–10
+ AINSWORTH, MARY, 19
+ ALCOHOLISM, 8
+ ANXIETY
and adverse circumstances at home, 8
disorders, 5, 70–71
and poverty, 30
and self-confidence, 67
and transitions, 82
managing, 42, 45, 62
reducing, 11, 57
+ AREAS OF LEARNING, BALANCE BETWEEN, 103
+ ARTS AND DESIGN, 98
+ ASSESSMENT OF LEARNING, 102
+ ATTACHMENT, 1
criticisms of theory, 18
impact of poor, 22
and mental ill health, 45
signs of poor, 18
types of, 19–22
use of term, 16
young children transferring, 17
+ ATTACHMENT DISORDERS, 18–19, 22–23, 67, 75
+ AUTISM, 5, 34, 96
+ AVOIDANT ATTACHMENTS, 20
+ BEHAVIOUR
managing, 68, 87, 96, 102–104
understanding and responding to, 104
+ BEHAVIOURAL DISORDERS
and deprivation, 22
and ethnicity, 103
prevalence of, 77
+ BOLD BEGINNINGS REPORT, 79–80, 83–85, 86, 107
+ BROFENBRENNER’S BIOECOLOGICAL SYSTEMS THEORY, 31
+ CAMHS (CHILD AND ADOLESCENT MENTAL HEALTH SERVICES), 46–47
+ CHILD-INITIATED ACTIVITY, 59, 87, 100
+ CHILD-INITIATED LEARNING, 11, 41, 61, 93, 100
+ CHOICE, OPPORTUNITIES TO EXERCISE, 11, 58
+ COGNITIVE FLEXIBILITY, 81
+ COLLABORATIVE LEARNING, 68
+ COMMUNICATION SKILLS, 11, 12, 54, 68, 94
+ COMMUNITIES OF PRACTICE, 47–48
+ CONDUCT DISORDERS, 75–77
and attachment, 18, 21, 23
and gender, 13
grief and loss, 73
intervening with, 87
+ CONFLICT RESOLUTION, 68, 76, 82
+ CONNECTEDNESS, 35, 96–97
+ CONTINUOUS PROVISION, 12, 97
+ CO-REGULATION, 56
+ CREATIVITY, 82, 98
+ DATA PROTECTION LEGISLATION, 48
+ DEATH, 8, 29, 48, 73–74
+ DECISION-MAKING, 29, 58–59
+ DEPRESSION, 71–73
and adverse circumstances at home, 8
and poverty, 30
managing, 42, 45
+ DOCTORS, 45
+ DOMESTIC VIOLENCE, 8–9, 30, 32, 45, 77
+ DRAWINGS, AS WARNING SIGNS, 69
+ EARLY LEARNING GOALS, 61
+ EFFECTIVE TEACHING AND LEARNING, 55, 80, 92, 98–99
+ EMOTIONAL REGULATION
and attachment, 23
modelling, 36
see also self-regulation
+ EMOTIONAL SKILLS
groupings of, 55
teaching, 36, 75–76
+ EMPATHY
demonstrating, 1, 34–35, 68–69, 107
learning, 68, 98
+ EPPE (EFFECTIVE PROVISION OF PRE-SCHOOL EDUCATION), 44, 85–87, 101–104
+ EXECUTIVE FUNCTION, 54–55, 81
+ EYFS (EARLY YEARS FOUNDATION STAGE) FRAMEWORK
and holistic development, 1, 5
Early Learning Goals in, 61–63
key persons in, 15, 100
mental health in, 92, 99–100
on adult- and children-led activity, 61
on partnership, 39, 41
play-based learning in, 59, 80, 84
prime areas of learning, 53, 94–97
principles of, 28–37, 92, 108
PSED in, 66
school readiness in, 54
special needs in, 101
specific areas of learning, 97–98
+ FAILURE, EXPOSURE TO, 29
+ FAMILY BREAKDOWN, 7–8, 30, see also parental separation
+ FASD (FOETAL ALCOHOL SPECTRUM DISORDER), 5–6, 14
+ FATHERS, SINGLE, 18
+ FEELINGS
managing, 49, 68, 96
talking about, 94
+ FRIENDS, CIRCLE OF, 24
+ FRIENDSHIPS
developing, 35, 83
disputes within, 33
grieving for, 73
+ GENDER
and conduct disorders, 13
and mental ill health, 7, 70, 102
and oppositional defiant disorder, 103
+ GENETIC INFLUENCES, 4
+ GRADUATED APPROACH, 101
+ GRIEF, 73–74
+ HEALTH CARE PROFESSIONALS, WORKING WITH, 44
+ HEARING DIFFICULTIES, 6
+ HIGH-QUALITY EARLY YEARS PROVISION, 80
+ HOLISTIC DEVELOPMENT, 1, 40
+ HOME LANGUAGE see language, of home environment
+ HOME LEARNING ACTIVITIES, 44
+ HOME, ADVERSE CIRCUMSTANCES AT, 8, 31
+ IMPULSE CONTROL, 55, 57
+ INCLUSION, 6, 10, 36
+ INDIVIDUAL REWARD SYSTEM, 24, 76–77, 88, 102–104
+ INFORMATION, SHARING, 48, 49
+ INHIBITORY CONTROL, 55, 81
+ INSTRUCTIONS, CHILDREN COPING WITH, 54–55, 57
+ INTELLIGENCE, AND RESILIENCE, 33
+ INTERESTS
of children, 1, 88, 93, 99
lack of, 72
shared, 47
+ KEY PERSONS, 15, 100
+ KEY WORKERS
building bonds with children, 17
and depression, 73
developing resilience, 35
and problems at home, 8
and transitions, 82
+ LANGUAGE
of home environment, 99–100
shared, 48
skills, 81, 94
+ LEARNING
personalising, 5
prime areas of, 53
+ LEARNING DISABILITIES, 5,
+ LEARNING ENVIRONMENT, 72, 83, 102
+ LEARNING OPPORTUNITIES, 99
+ LITERACY
direct teaching of skills, 80, 83–84
and mental health, 97
+ LITERACY DEVELOPMENT, 82, 108
+ LONG-TERM STRESSORS, 30
+ LOSS, 8, 30, 73–74
+ MACROSYSTEM, 31
+ MAKATON, 94
+ MAKE-BELIEVE PLAY, 60
+ MASLOW’S HIERARCHY OF NEEDS, 23
+ MATHEMATICS
and mental health, 97
direct teaching of skills, 80, 83–84
+ MEMORY, WORKING, 55, 81
+ MENTAL DISORDERS, RATES OF, 47
+ MENTAL ILL HEALTH
prevalence in pre-school children, 61, 70, 77
and social isolation, 96
types of in children, 2, 66
warning signs, 69–70, see also risk factors
+ MESOSYSTEM, 31
+ MICROSYSTEM, 31
+ MOTHER–CHILD RELATIONSHIP, 16–17
+ MOTOR SKILLS, 33, 82, 95, 97
+ MULTI-AGENCY TEAMS, 47
+ NEGLECT, 1, 7, 8, 9, 30–32
and attachment disorders, 23
and depression, 72
and mental ill health, 45
+ NEGOTIATION SKILLS, 54, 68
+ NURSES, 45
+ OBSERVATIONS OF CHILDREN, 41
+ OFSTED, 2, 79–80, 83–84
+ OPPOSITIONAL DEFIANT DISORDER, 18, 77, 103
+ PARENTAL MENTAL HEALTH, 9, 42
+ PARENTAL SEPARATION, 72
+ PARENTS
as experts, 47
communication with, 82, 88
death of, 74
same-sex, 18
use of term, 40
working with, 41–44, 82
see also primary carers
+ PARTNERSHIP, WORKING IN, 39–41
+ PETS, 21, 73–74, 88
+ PHOBIAS, 70
+ PHONICS, 83
+ PHYSICAL DEVELOPMENT, SUPPORTING, 95
+ PLANNING, INVOLVING PARENTS IN, 43
+ PLAY, RISKY see risk-taking
+ PLAY-BASED LEARNING, 80–81, 88
and agency, 36
and mathematics, 97
and PSED, 68
and self-regulation, 59
and social integration, 35
in Reception year, 2, 83–85
practitioner intervention in, 11
+ POLICY/PRACTICE TENSION, 61
+ POSITIVE BEHAVIOURS, RECOGNISING, 76–77, 88, 102–104
+ POVERTY, 8, 30, 56
+ PRIMARY CARERS, 99
attachment to, 16–19, 22–23, 45, 67, 107
breakdown of relationship with, 32
+ PROBLEM-SOLVING, 59, 68, 82
+ PROFESSIONAL LEARNING, 45
+ PROGRESS CHECK, 44
+ PSED (PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT), 66–69, 95–96
+ READING, IN RECEPTION YEAR, 83
+ RECEPTION YEAR, CURRICULUM OF, 2, 79–80, 83–85
+ RELATIONSHIPS
effective, 41, 68
positive, 10, 75, 93, 107
resilience in, 33
+ RESILIENCE, 1, 6
developing, 34–37
perspectives on, 28
use of term, 32–34
+ RESISTANT ATTACHMENTS, 20
+ REVIEW MEETINGS, 43
+ RISK FACTORS, 4
and partnership working, 40
family and community, 7–10
individual, 4–7
related to setting, 10–13
+ RISK-TAKING, 28–29, 68, 98
+ ROLE-PLAY, 60
+ RULES, FOLLOWING, 12, 56, 59
+ SCAFFOLDING, 12, 67
+ SCHOOL READINESS, 54–55, 58
+ SCHOOLIFICATION, 2, 84, 107
+ SECURE ATTACHMENTS, 20, 23, 75
+ SELF-AWARENESS, 56, 66–67, 95
+ SELF-CONFIDENCE, 60, 66–67, 95–96
+ SELF-CONTROL, 55, 59
+ SELF-HARM, 45, 74–75
+ SELF-REGULATION, 2, 53, 54, 59, 62, 63
development of, 55–58
and playful learning, 59–61, 81
and poor behaviour, 70
modelling, 58
+ SELF-SOOTHING, 56, 62
+ SELF-WORTH, 96
low, 36
+ SEND (SPECIAL EDUCATIONAL NEEDS AND DISABILITY) CODE OF PRACTICE, 39–41
+ SEPARATION ANXIETY, 70
+ SILENCE, PRACTICING, 58
+ SOCIAL CARE PROFESSIONALS, 45
+ SOCIAL DEPRIVATION, 5
and behavioural disorders, 22
and learning disabilities, 5
and mental ill health, 45
as parental stressor, 42
as risk factor, 8–9
and transition to school, 86
+ SOCIAL INTERACTION, SKILLS OF. see social skills
+ SOCIAL ISOLATION, 8, 96
+ SOCIAL LEARNING THEORY, 10, 22
+ SOCIAL PHOBIAS, 71
+ SOCIAL PLAY, 59
+ SOCIAL SKILLS, 10, 36, 54, 82, 87
groupings of, 55
teaching, 36, 76
+ SOCIO-ECONOMIC DISADVANTAGE. see social deprivation
+ SPECIAL EDUCATIONAL NEEDS (SEN), 69, 101, see also SEND
+ STEINER WALDORF SETTINGS, 60
+ STEREOTYPING, 8
+ STRANGE SITUATION PROCEDURE, 19
+ STRESS, 71, 72
and adverse circumstances at home, 8
and transitions, 82
managing, 43, 45
reducing, 11, 57
+ THINKING
critical, 98
flexible, 55
sustained shared, 85
+ TIMERS, 58
+ TRANSITIONS, 1
managing, 82–83
+ TRUST
and attachment, 23
establishing relationships of, 1, 10, 67
and resilience, 34
+ WELLBEING CHAMPIONS, 50
+ ZONE OF PROXIMAL DEVELOPMENT, 67, 85