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Na Harmony Na Harmony Liverpool sitere n'ike mmụọ nsọ nke Venezuela's El Sistema ma na-eji egwu egwu egwu na-eme ka ahụike, agụmakwụkwọ na ọchịchọ nke ụmụaka na ndị ntorobịa nọ na Everton. N'ịbụ onye guzosiri ike na 2009 na Faith Primary School na ụmụaka 84, Na Harmony Liverpool agbasawanye nke mere na ihe karịrị ụmụaka 700 na ndị na-eto eto dị afọ 0-18 na ezinụlọ ha na-ekere òkè ugbu a na egwu orchestral-eme nke kachasị mma kwa izu, n'efu. n'ime na n'èzí ụlọ akwụkwọ. Ime egwu na-ewere ọnọdụ na Faith Primary School, The Beacon CE Primary School, Everton Nursery School na Family Center, All Saints Catholic Primary School, Anfield Children's Center na Liverpool Philharmonic na Friary, ebe mmeghari anyị na West Everton._cc781905-5cde- 3194-bb3b-136bad5cf58d_ Sophie Plumb john-connolly Alex Holladay Gareth Twigg Alexandra Dunn Otu esi akpọtụrụ na Harmony Liverpool: Tel: 07800 873981 www.liverpoolphil.com/inharmonyliverpool www.twitter.com/IHLiverpool https://www.facebook.com/LiverpoolPhilharmonic

Liverpool City Region and beyond Early Years Stronger Practice Hub Hub Home Events Programmes Documents Subscribe Newsletters Blogs Childminders Early Years Professional Development Programme Recruitment Recruitment Do something BIG, work with small children - early years recruitment campaign now live! The Department for Education’s early years and childcare recruitment campaign is now live: ‘Do something BIG. Work with small children.’ The campaign aims to raise the profile of the sector and showcase the important contribution made by early years professionals in preparing young children for school and beyond. It is a multi-channel broadcast campaign, running across TV, cinema, social media, online, radio and out of home advertising to boost interest in the sector and support the recruitment of talented staff. The campaign will point people to a newly launched early years careers website which includes information on the opportunities out there to build a fulfilling career in nurseries, pre-schools or as a childminder. ACTION 1: Upload vacancies to Find a job The campaign and website direct users to DWP’s Find a job platform (which is free to use) to search for roles in their area. We want to ensure as many roles as possible are available to potential applicants in one place. We therefore strongly encourage you to ensure all current or upcoming roles in your setting are listed on Find a Job. Please watch these video tutorials to help you create an employer account and post your jobs. You should use the term ‘early years’ in the title of your job adverts and select ‘Education jobs’ for the job category. This will ensure your vacancies are seen by a large pool of potential candidates. ACTION 2: Help us to promote the campaign We’d be grateful for any support you can offer in promoting the campaign locally. Please use the dropbox of campaign assets to amplify the campaign across your networks and tag all social posts with #DoSomethingBig. The campaign TV advert can also be accessed here . We’ll also be sharing a campaign toolkit with you shortly that contains further assets you can download and use for your own promotional and recruitment needs. If you have any questions about the campaign, please email earlyyears.careers@education.gov.uk . Foundation Years is funded by the Department for Education and brought to you by Coram Family and Childcare and Hempsall's. Strategic Partners ​Stronger Practice Hub Privacy Notice

1/6 Ụlọ Nzukọ na ụgwọ ụlọ Ụlọ Nzukọ na ụgwọ ụlọ Anyị nwere ike ịnye ọnụ ụlọ nzukọ kwesịrị ekwesị maka oge ọ bụla site na otu gaa n'otu nzukọ, gaa na ogbako maka mmadụ 100 ị nwere ike ijide n'aka na oge dị jụụ na Ụlọ Akwụkwọ Nursery Everton na Ebe Ezinụlọ. Ndị ọrụ kichin anyị nọ na saịtị nwere ike gboo mkpa na ihe ndị ị chọrọ. Enwere ike ịnye ihe ngosi na akụrụngwa ICT gụnyere ihe ngosi LCD, kọmpụta, ọkà okwu na ọtụtụ ndị ọzọ. Maka ozi ndị ọzọ biko kpọọ 0151 233 1969. Ọnụ ego ụgwọ ụlọ £ 250 kwa ụbọchị, 8.30am-4.30pm £ 125 kwa ụbọchị, 8.30am-12.30pm ma ọ bụ 12.30pm-4.30pm Ojiji elekere dị n'etiti elekere 3 nke ehihie. na 7pm ma na-ana ya £30.00 kwa elekere. Enwere ike ịnye ume ọhụrụ (Tii, kọfị, mmiri na biscuits). Ịdọba ụgbọala efu dị. Room Booking Form

Ozi Gọvanọ Iwu​ ​ Ọbịbịa ndị gọvanọ Ndị gọvanọ Ọbịa PFR ​Parent Governors​ Gọvanọ Handbook​​ ​ Onye nhazi afọ Gọvanọ ​ Ọdịdị Gọvanọ na kọmitii ​Ndị otu Gọvanọ na ozi 2022/2023

Ọnụ ego nke EYFS Ndị ọrụ na Everton Nursery School na Ebe Ezinụlọ ewepụtala ọtụtụ akụrụngwa maka ndị ọkachamara. DVD na akwụkwọ nta anyị na-ekpuchi ọtụtụ isiokwu. Chọgharịa na ihe ngosi mmịfe anyị ka ịhụ ihe anyị dị iche iche. Pịa ebe a maka akwụkwọ iwu anyị. Resources Booklet

Center for Nurture Nabata na Center for Nurture page. Biko hụ n'okpuru ebe a ọtụtụ ihe omume ka gị na nwa gị na-enweta mgbe nọ n'ụlọ._cc781905-5cde-3194-bb3b-136bad5cf58d na anyị ga-aga n'ihu na-agbakwụnye. ibe a. Ọ bụrụ na ị nwere aro ọ bụla maka mmemme mmụta ụlọ maka ndị dị afọ 4-7, biko emailEvertonnsfc@evertoncentre.liverpool.sch.uk ​ ​ Akụrụngwa Akụkọ na ọwa Youtube anyị ​Akụkọ sitere n'aka ndị ọrụ na ọwa You Tube anyị. ​ Children have access to daily sensory circuits which include proprioceptive and vestibular movements that are designed to alert, organise and calm; helping to regulate. From April 2022, our Centre for Nurture became a Local Authority resourced provision for children with special educational needs and disability (SEND) for children 2.5 years to 5 years of age. The Objectives of the Resourced Maintained Nursery School Provision The objectives are to provide specialist provision and strategies that are suitable for the age, ability and aptitude or SEND of each child so that: they are happy at nursery, feel included and fully participate in the life of the nursery school they have a successful transition to the next setting their parents have confidence in the SEND provision offer in Liverpool’s maintained nursery schools Eligibility Criteria for the Provision at Everton Maintained Nursery School Age ​ Children will be aged 2.5-5 years In exceptional circumstances, the local authority may place children outside this age criteria SEND SEND eligibility will be assessed by a LCC SEND Early Years Officer In exceptional circumstances, the local authority may place children outside this SEND criteria Children will have speech, language and communication needs or be on the neurodevelopment pathway or have a diagnosis of autism Communicative abilities will be significantly delayed in both expressive and receptive skills and children are highly likely to have had these needs identified very early by a trained professional such as a speech and language therapist The severity of the impact of autism, or potential autism, upon the child will be profound and multi-faceted and will have a significant detrimental impact upon the child’s ability to: Engage in any level of formal learning or purposeful play Demonstrate or develop the fundamentals of communication, https://www.intensiveinteraction.org/find-out-more/fundamentals-of-communication/ Self-manage behaviours that challenge such as aggressive behaviour, self-harm, or alternative high risk behaviours Self-regulate potential sensory processing disorders resulting in the need for seeking/avoidance mechanisms to cope with environments even when adapted Naturally interpret, and learn from social situations at an age appropriate level despite targeted and specific learning attempts Naturally develop the ability to apply flexible thinking techniques as part of typical development, e.g. making choices, anticipating sequences/outcomes, managing micro and macro transitions Some children will be under assessment for or have additionally diagnosed conditions including cognition and learning needs (CLN) and sensory needs associated with autism or potential autism Children identified for maintained nursery school resourced places are highly likely to be working at levels identified within the engagement model https://www.gov.uk/government/publications/the-engagement-model The above needs impact upon the child simultaneously resulting in significant challenges to delivering provision without significant adaptations, namely: 1:1 teacher led specialist programmes, highly adapted environments individual, specific and personalised assess, plan, do and review cycles requiring highly specialist skills and knowledge Some children will be under assessment for or have additionally diagnosed conditions including cognition and learning needs (CLN) and sensory needs associated with CASC Children identified for resourced maintained nursery school places are highly likely to be working at levels identified within the engagement model https://www.gov.uk/government/publications/the-engagement-model Placement of Children in Resourced Maintained Nursery Schools Whilst the placement process is embedded, individual children will be identified by the local authority in partnership with key staff in the maintained nursery schools (please see Maintained Nursery School Resourced Placement Pathway). In order to quickly place and meet need, children will not require an EHCP to be eligible for a resourced maintained nursery school place, as it is expected that, as criteria for resourced provision has been met, children being placed will be assessed using the statutory frameworks, to ensure pathways into reception are considered at the earliest opportunity For children with an EHCP, maintained nursery schools will be consulted by LCC's SEND Team Upon placement, the current high needs funding agreement for the child will cease and the High Needs Support Team will be alerted by the maintained nursery school The placement process will be reviewed on an ongoing basis to ensure an equitable citywide offer Criteria for Children The Headteacher or SENDCo at Everton Nursery School and Family Centre will support transition to the next setting and bring to the attention of the local authority at the earliest opportunity any potentially deferred children The Accommodation for the Provision The accommodation will consist of an appropriate early years teaching and learning space for children with SEND, aged 2.5-5 years Staffing The provision will be overseen by the Senior Leadership Team of Everton Nursery School Individual children’s SEND support planning will be overseen by staff holding qualified teacher status Staff will have annual performance management reviews resulting in the writing of a development plan outlining their continuing professional development, to ensure that they are kept updated in the field of SEND, and early years provision.

Gọvanọ Learning Walk Njirimara nke mmụta dị irè Proforma Ihe ị ga-achọ na njem mmụta EYFS.

Na Harmony Blogs Lost Words Na Harmony Liverpool sitere n'ike mmụọ nsọ nke Venezuela's El Sistema ma na-eji egwu egwu egwu na-eme ka ahụike, agụmakwụkwọ na ọchịchọ nke ụmụaka na ndị ntorobịa nọ na Everton. N'ịbụ onye guzosiri ike na 2009 na Faith Primary School na ụmụaka 84, Na Harmony Liverpool agbasawanye nke mere na ihe karịrị ụmụaka 700 na ndị na-eto eto dị afọ 0-18 na ezinụlọ ha na-ekere òkè ugbu a na egwu orchestral-eme nke kachasị mma kwa izu, n'efu. n'ime na n'èzí ụlọ akwụkwọ. Ime egwu na-ewere ọnọdụ na Faith Primary School, The Beacon CE Primary School, Everton Nursery School na Family Center, All Saints Catholic Primary School, Anfield Children's Center na Liverpool Philharmonic na Friary, ebe mmeghari anyị na West Everton._cc781905-5cde- 3194-bb3b-136bad5cf58d_ ‘Lost words’ reflected through the three pillars of sustainability and the SDGs. By Diane Boyd As early years practitioners we recognise the importance of our role in supporting children’s oral skills through holistic development. Influential research by Hart and Risley (1992,1995) stated that early year’s children living in poorer disadvantaged situations experienced significantly less adult directed words than their higher socio-economic peers. The research implied there was a ‘30-million-word deficit’ for the lower socio-economic children by the time they were four. That is a lot of missing words! These crucial findings draw attention to the importance of what quality practitioners can do to support and narrow the gap for children through quality interactions and using their quality environments (SDG 4 Quality Education). So, how can we close the gap and support children’s communication skills? The Early Years Foundation Stage (EYFS DfE, 2024, p9) clearly states the importance of “back-and-forth interactions” as a necessary requirement for language and cognitive development in young children. Sameroff and Fiese (2000) suggest back-and-forth interactions are more important than the quantity of the vocabulary children are exposed to, because the bi-directional conversations shared together are closely entwined with Personal, Social and Emotional Development, a universal prime area (EYFS, DfE,2024). As practitioners we need to focus on ensuring all children have opportunities to encounter through modelling and scaffolding, complex language input with a high level of longer, richer sentences (Rowe, 2008). This aligns with the Education Endowment Foundation – Communication and Language toolkit, which reminds practitioners to support and model effective linguistic aspects of communication. However, reflecting on pedagogical interactions Margaret Donaldson (1978) says this must make ‘human sense’ to the children, suggesting the need to draw on the socio-cultural aspects of community too (SDG 11 Sustainable Cities and communities). Within the Specific Area Understanding the World (EYFS, DfE,2024, p11) practitioners are asked to guide “children to make sense of their physical world and their community.” Taking children out beyond the gates of your setting allows them to experience holistically their neighbourhood, and what makes sense to them. Every neighbourhood is different (think of smells in a city compared to a beach town!) but as the EYFS (DfE, 2024, p 11) states “the frequency and range of children’s personal experiences increases their knowledge and sense of the world around them”. One such example is walking with your children through the town daily or weekly, past the local shops and engaging in back-and-forth conversations, adding new vocabulary as they walk. Exchanging hellos and making conversation with shop keepers will help children to become familiar with new vocabulary that is seemingly being lost due to the overuse of supermarkets. In large supermarkets everything is there and available in one stop – just come in and buy! There are limited interactions, relationships and vocabulary shared. Sadly now, how many children know for instance, what a cobbler is and what their work comprises of, linking here to SDG 8 Decent Work and Economic Growth. By visiting in a natural organic way through a neighbourhood walk, children will become familiar with the shop keepers such as an optician, haberdasher, greengrocer, butcher, chemist, and baker (remember use this core language) that reside on their high street. When do children ever hear these occupational words now? So, it is imperative early years practitioners highlight these words before they become ‘lost’. Reinforce the words further through reading non-fiction books and revisit language associated with each profession, for example, Dylan the Shopkeeper by Guy Parker Rees. Set up your role play as different shops visited to consolidate language further. The new vocabulary can be extended to understand the produce they can purchase from the different shops, resonating with SDG 8, SDG 9, and SDG 11. The EYFS (DfE,2024) asks practitioners to build ‘positive relationships’, and this is a way of doing this through your locality. For example, in the greengrocer discuss the type of apple with the children and then taste test them. Granny Smith or Royal Gala which are sweet or bitter? Think of the lovely describing words or faces here! Other extension activities could include memory games- I went to the baker and I bought bread, a cake, some pastries; or I went to the butcher, and I bought some pork sausages, a bacon chop, some beef burgers; this consolidates the produce from each shop and the repetition aids the children’s cognition. After visiting the high street, the children could make their own big story book from each shop rather than buying books to support. This would be very effective as this supports children’s understanding of text - words and images together have meaning, that there is a beginning, middle and end in books which will make ‘human sense’ to them as this connects them to their community high street shops, and the satisfaction of knowing they wrote the book. Due to plastic credit cards being used in supermarkets there are other words that are now less frequently used in the terms of monetary currency. How often do children hear in purchasing back and forth conversations, or the words pennies and pounds being used? By highlighting during your neighbourhood walks not just the local shop keepers, their profession and produce sold, take the children into the shop, and model the use of real money. As the EEF Communication and Language states “settings should use a range of different approaches to developing communication and language skills.” It is important that children hear your “back-and-forth interactions” (EYFS, DfE,2024p, 9) with the shop keepers, as they are valuable conversations of both produce and currency together. The EEF (Early numeracy approaches) research shows that by utilising holistic pedagogy it has “a higher impact than when maths was delivered as a supplementary activity.” Through these conversations children will hear pennies, pounds, change and cost which they can replicate in role play back at your setting because this makes “human sense” (Donalson,1978) to them. Moving out into the locality and community children will have countless opportunities to use their 5 senses – hearing, smelling, tasting, seeing, and touching. By visiting local parks, gardens, or beaches regularly children will develop empathy and care for their environment. The emphasis is that you always use correct terminology with the children. For example, not the generic term ‘flower’ but daffodil or snow drop, and you encourage the children to observe the fauna but not pick them. There is a fabulous book called Lost Words by Robert MacFarlane and Jackie Morris (2021) which focuses again on disappearing words but this time in the natural world. The book states “all over the country, there are words disappearing from children's lives. These are the words of the natural world; Dandelion, Otter, Bramble, and Acorn, all gone. A wild landscape of imagination and play is rapidly fading from our children's minds. The Lost Words stands against the disappearance of wild childhood”. This book could be used as a follow up to walks or scientific observations in woodland. Crucially for the planet we need to ensure young children hear, use, and understand key words from nature. As the EEF- Early Literacy approaches state you must ensure that “your early literacy strategy is well-balanced and combines approaches that will support the development of skills, knowledge and understanding”. From a sustainable perspective we need to invest in our locality whether this is the high street or park or woodlands or coastline. If children develop a relationship with their community and locality then they will love the area, respect the area and care for the area. EEF- Early years evidence highlights “approaches for teaching early literacy should, therefore, be used in ways that build on approaches that support communication and language, which are fundamental to children’s literacy.” This resonates with the Specific Area Knowledge and Understanding which asks practitioners to “foster their understanding of our culturally, socially, technologically, and ecologically diverse world” EYFS (DfE,2024, p11). Extending and developing these ‘lost words’ of the high street and environment builds “important knowledge,” and “extends their familiarity with words that support understanding across domains” (EYFS, DfE, 2024, p11). Economic sustainability through regular opportunities to use and understand words associated with currency, socio-cultural sustainability through engaging and connecting with your local community high street shops and environmental sustainability with care and empathy because of a relationship with the natural world. This clearly demonstrates the interconnected and holistic approaches to both early childhood and sustainability.

Nchekwa n'ịntanetị Nchekwa ọnlaịnụ dị anyị ezigbo mkpa na ụlọ akwụkwọ ọta akara Everton na ebe ezinụlọ. Lee n'okpuru njikọ dị iche iche iji kwado gị n'ichekwa onwe gị na ụmụaka mgbe ịntanetị._cc781905-5cde-3194-bb3b-158d -5cde-3194-bb3b-136bad5cf58d_ Anyị amalitela ọwa You Tube nke anyị n'oge na-adịbeghị anya. Iji chebe nwa gị ka ọ na-ekiri gị Tube biko hụ PDF na-egosipụta ntuziaka dị mfe maka ịgbaso dị ka nne na nna na ndị nlekọta ka ị soro wee gbanye 'Echibidoro Ọnọdụ' mgbe ị na-eji You Tube. Nke a ga-egbochi ọdịnaya tozuru oke ma ọ bụ na-ekwesịghị ekwesị ka nwa gị na-eme nchọgharị na weebụsaịtị. Ntuziaka maka igbochi YouTube Maka ntuziaka ndị nne na nna na Facebook, biko pịa Ebe a . Ozi ndị ọzọ na Facebook, Njikọ . Ntuziaka mgbasa ozi mmekọrịta ndị ọzọ Ebe a. Chee echiche bụ mmemme mmụta sitere na NCA-CEOP, otu UK nke na-echebe ụmụaka ma n'ịntanetị na offline ​ Thinknow Nchekwa n'ịntanetị na ngwugwu ụlọ Ezinụlọ mmemme nkeji iri na ise dị mfe nwere ike ime iji kwado nchekwa nwa ha n'ịntanetị n'ụlọ. Ngwugwu dị maka afọ 4 ruo 14+. Ndị nne na nna nwekwara ike ilele ntuziaka vidiyo anyị na isiokwu nchekwa dị iche iche n'ịntanetị. Thinkuknow Ngwa nchekwa nchekwa n'ịntanetị Maka mmụta ihu na ihu: Bitesize ihe omume na akwụkwọ ọrụ dabere na ngwugwu mmemme ụlọ anyị nke ị nwere ike ibugara ụmụaka na ndị ntorobịa ihu na ihu na ntọala agụmakwụkwọ gị. Enwere ike iji ngwa ọrụ na afọ 5 ruo 14+. Maka ozi gbasara ọtụtụ ihe gbasara ICT gụnyere mgbasa ozi ọha, biko pịa Ebe a iji nweta ibe Webụsaịtị BBC. Everton Nursery School na Ebe Ezinụlọ nyere nzere ogo 360, Nchekwa Ọnlaịnụ afọ ole na ole gara aga ugbu a. Iji gụọ ma ọ bụ budata amụma nchekwa n'ịntanetị n'ụlọ akwụkwọ/etiti, biko pịa Ebe a .

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Ibe Nne na Nna/Nlekọta Ụdị na ozi Nbanye FỌM NKWUKWU USORO AKPARAMAGWA Ịla azụ n'ọkwa Ihe egwuregwu ụmụaka na ọba akwụkwọ Akwụkwọ ozi ndị nne na nna/Ndị nlekọta Ụdị nkwupụta nne na nna Ntụziaka nne na nna na EYFS Akwụkwọ ozi ndị nne na nna 3-5 Uwe echekwabara Ndepụta ọnụahịa UNIFORM IHE Ị GA-atụ anya na EYFS Okwu ndị nne na nna gbasara ụlọ akwụkwọ ọta akara anyị Jekọb nwere mmetụta na nchekwa, nkwado na a hụrụ n'anya na nursery, ịnweta awa iri atọ nke agụmakwụkwọ nyere ya ohere itinyekwu oge n'ịchọgharị na ịmụta ihe na ndị ọgbọ ya'. Ụlọ akwụkwọ a na-enye ebe kachasị mma maka ụmụaka ịmụta, chọpụta na ịnụ ụtọ agụmakwụkwọ nwata. Anyị na-enwe obi ụtọ dị ka ndị nne na nna na a na-elekọta Jekọb ruo n'ụkpụrụ kachasị elu, faịlụ onye ọrụ ezinaụlọ ya enyerela anyị aka ịghọta ọganihu mmepe ya na ebumnuche ya'. -Eliza Willis - Nne na nna Jacob Willis Bea enweela nnukwu usoro ọganihu ma na ọha na eze na agụmakwụkwọ. Obi ike ya dị elu nke ukwuu na anyị agaraghị enwe ike inye ya ọkwa dị elu dị otú ahụ nke ndokwa. Anyị agaraghị arịọ maka ndụ ka mma maka obere nwa anyị nwanyị. Bea hụrụ ebe dị n'èzí n'anya, nke a bụ otu n'ime ọtụtụ ihe mere anyị ji họrọ ụlọ akwụkwọ ọta akara a. -Sam McKenna nne na nna Bea McKenna Heidi nwere mmasị ịbịa ụlọ akwụkwọ ọta akara na enweghị m ike ịkele ndị ọrụ maka nraranye, nkwado na ịrụsi ọrụ ike ha niile iji hụ na Heidi na-enwe ọganihu n'akụkụ niile nke mmụta ya. Ahụmahụ ndị ọ nwere na ụlọ akwụkwọ ọta akara mara mma na nkwurịta okwu n'etiti ụlọ na ụlọ akwụkwọ mara mma. Daalụ! -Francine McArdle nne na nna Heidi Hughes Ruby na-enwekarị ike ọgwụgwụ na ihere na ndị ọhụrụ, usoro ụlọ akwụkwọ na ọnọdụ dị mma emeela ka Ruby nwee ike ịmalite inwekwu obi ike. Ọnụ ọgụgụ mgbalị ndị nkuzi na-aga iji kwadebe ụdị ntụrụndụ dị otú ahụ, ọrụ okike na iche echiche abụghị ihe a na-ahụghị anya. Ruby na-agwa m na ọ na-enwe mmasị igwu egwu n'èzí, dịka nne ma ọ bụ nna m na-eche na ebe dị n'èzí dị ịtụnanya. Ma mụ onwe m na papa Ruby enwewo mmasị n'ịgụ akụkọ na ịhụ foto Ruby na-ekpori ndụ nke ukwuu! - Courtney Needham - Nne na nna Ruby Needham Enzo eritela uru nke ukwuu site na agụmakwụkwọ awa iri atọ. Asụsụ ya na-akawanye mma nke ukwuu n'afọ a, ọ na-asụ Bekee ugbu a karịa anyị, ọ na-agbazikwa mmejọ anyị mgbe ụfọdụ. Enzo hụrụ usoro ihe omume ụlọ akwụkwọ n'anya wee malite ụbọchị na ịhịa aka n'ahụ. Mkparịta ụka ya na onye nkuzi klas ya na onye ọrụ ezinụlọ dị mma, enwere m obi ike mgbe niile na Enzo na-anụ ụtọ ụlọ akwụkwọ na a ga-agwa ya nsogbu ọ bụla ozugbo. -Maria Siqueira - Nne na nna Enzo Siqueira

Liverpool City Region and beyond Early Years Stronger Practice Hub Hub Home Events Blogs Childminders Programmes Documents Subscribe Early Years Professional Development Programme Newsletters Recruitment Supporting self-regulation in the early years Amanda Quirk is an early years teacher and leader with over 30 years’ experience working with children 0 -5, early years teachers and educators in PVIs and schools. Amanda currently works as EYFS Lead for the Liverpool City Region and Beyond Early Years Stronger Practice Hub, is EYFS lead for Generate Teaching School, and is an area lead for the DFE Experts and Mentors programme. In my role I am lucky enough to be out and about the North West, supporting many early years’ practitioners, leaders and managers. Working with young children post COVID has brought some even bigger challenges to us all. One current issue I have observed and I hear about is children who lack basic social skills, have poor emotional regulation, no impulse control, lack focus and are unable to adapt to different situations. These behaviours are closed aligned to self-regulation. I am not alone in worrying about this trend and what it may mean in the future for these children. The Early Years Foundation Stage statutory framework for group and school-based providers. January 2024, states. ‘Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary.’ Self-regulation is what makes self-control possible. Without the skills linked to self-regulation, there is an inability to manage oneself and to control actions linked to strong emotions and feelings. This could lead to conflict with peers and adults, a brake down in friendships, and may become a barrier to learning. As early year’s educators, we are fortunate, in that we have a chance to work with children at their most receptive and responsive. This thought always gives me hope and the belief that in early years, we can be arbiters of change. The OFSTED report ‘Best Start in Life Part 2’ makes clear the research that supports links between strong PSED skills and academic success (follow the link below) Here are 3 key strategies that research advocates in supporting young children to start better self-regulation: Help children to name a range of different emotions. Use yourself, books and stores, pictures, mirror play, photographs and role play to name and recognise different emotions and feelings with children to extend their vocabulary. Help children to understand these different emotions. Talk about how different emotions look or feel like in order to help children better understand themselves. Model a range of feelings and emotions and how to deal with them. : Be a role model by demonstrating positive behaviours. Encourage empathy and understanding by discussing feelings and emotions with children, helping them develop their language and emotional intelligence. Co regulation before self-regulation. Initially narrate the problem and possible solutions with children, then gradually move on to coaching children through real life events that will help to develop language and strategies available to them independently. The good news is that we can teach self-regulation skills, and they can be learnt. The tools and resources you use may not cost a lot but will have a big impact on the lives of the children in your setting. If we help children to identify their emotions and teach strategies to help children to cope with how they are feeling or what is happening, we will be giving the life-long gift of being able to achieve goals and navigate life’s challenges. For further information and reading, please click the links below. OFSTED Research and analysis. Best Start in Life Part 2 Best start in life part 2: the 3 prime areas of learning - GOV.UK (www.gov.uk) EEF. Personal Social and Emotional Development. Approaches and practices to support Personal, Social and Emotional development in the Early Years EEF | Personal Social and Emotional Development (educationendowmentfoundation.org.uk) Strategic Partners ​Stronger Practice Hub Privacy Notice