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Supporting self-regulation in the early years Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders 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 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

Liverpool City Region and Beyond Early Years Stronger Practice Hub Hub Home Events Newsletters Blogs Programmes Documents Subscribe Childminders Recruitment Literacy Blog, written for Childminders By June Cargill (Childminder) As an Ofsted Registered Childminder with 29 years of experience in the Early Years Sector I know we are unique, being flexible for parents, with a development rich opportunity to offer life experiences and activities in readiness for children to attend school and become adults. Experiences in the first years of a child’s life are crucial and it is an honour to have that in our hands every day, nurturing, caring and sparking children’s imagination, interests and passions…… seeing them flourish and grow is a privilege to behold and we should, quite rightly feel proud. I also appreciate that working with the under-fives can sometimes be intuitive. We know what stages children should be at their expected development ages and that the diversity rich activities and experiences we give children encourage future skills for their next steps. Understanding in depth why we do what we do can be crucial to be able to reflect and review on our own setting as well as working with parents when we identify possible challenges and development delays. Our ongoing personal development is key to broaden our understanding of children’s development, learn new key findings from research undertaken for the early years and broaden our depth of understanding on children’s learning outcomes. There is an absolute wealth of evidence based information, videos, case studies and examples for best practice available you can read at your own pace, but did you know that researching, investigating and using the Education Endowment Foundation EEF Evidence Store shows that you are reflecting on your setting so make sure you add these to your personal development record. What does the evidence say? The Early Years Foundation Stage Framework Early years foundation stage (EYFS) statutory framework - GOV.UK refers to The Development Matters document, a non-statutory curriculum guidance…… ”It is crucial for children to develop a life-long love of reading. Reading consists of two dimensions: language comprehension and word reading. Language comprehension (necessary for both reading and writing) starts from birth. It only develops when adults talk with children about the world around them and the books (stories and non-fiction) they read with them, and enjoy rhymes, poems and songs together. Skilled word reading, taught later, involves both the speedy working out of the pronunciation of unfamiliar printed words (decoding) and the speedy recognition of familiar printed words. Writing involves transcription (spelling and handwriting) and composition (articulating ideas and structuring them in speech, before writing)” Development Matters - Non-statutory curriculum guidance for the early years foundation stage The Education Endowment Foundation Evidence Store also highlights the definition of Early Literacy Early Years | EEF “Literacy describes a range of complex skills. It includes the word-level skills of both word reading and spelling and the text-level skills of reading comprehension and writing composition. The overall aim of these skills is for an author to effectively communicate their message and for a reader to understand it. These literacy skills (word reading, spelling, reading comprehension, and writing composition) rely, to some extent, on the same underlying processes and are therefore linked. Learning to be a reader and writer relies on three broad underlying skills or areas of learning: speech, language, and communication skills; physical development, particularly fine motor skills; and executive function skills, including working memory and speed of retrieval from memory. The extent to which these processes are involved differs between aspects of reading and writing and at different points during literacy development. Educators working with early years children play a pivotal role in laying the foundations for literacy by facilitating the development of the skills above, helping children learn how to engage these processes so they work together and, in the latter part of the early years phase, teaching knowledge specifically for literacy (for example, letter-sounds and features of books). EEF | Early Literacy Approaches that support communication and language are fundamental to supporting children’s early literacy. Children with language weaknesses may need more support with such skills to facilitate their literacy learning. Children with language weaknesses include those with a language impairment and may include children with English as an additional language or those from lower income families. Educators should use their own professional judgement and seek additional guidance when applying early literacy approaches to these groups of children. These approaches that the Evidence Store referred to are as follows; I have added examples from my own practice to help unpick what may be unfamiliar words or reference: 1. Interactive reading: actions within the context of shared reading that encourage children to become an active participant in ‘reading’ the book; “Seeing children who are eager lead their own story time, we must recognise this is such an important part of their development. Seeing proof that our story times are fun, interactive and having an impact on their love of books is so rewarding. Having books accessible to children as a continuous provision and making “quiet areas” so children can take the opportunity to sit and look through books is an essential part of any setting. Try and identify a favourite book that children return to which can then assist planning for children’s next steps in Literacy and other development areas” 2. Teaching sound discrimination: supporting children to identify sounds and notice similarities and differences between individual sounds and groups of sounds; “My minded children love interactive sessions when we explore sounds, from their first letter of their name to practice pronunciation or rhyming words that extend their vocabulary but can end up made up words eg Bee, Me, Pee, Fee or Honey, Funny, Punny, Tunny. Satisfaction knowing you can not only extend children’s word knowledge but hear evidence when children giggle at words they understand are not real”. 3. Teaching sound manipulation: supporting children to break down, combine, and change sounds; Again like sounds, using rhyming word string is helpful and I enjoy using clapping to help identify syllables not only during adult let activities but throughout the day to help them “decode” words but I have found the children enjoy this approach and are eager participants. Children love the fact that I only get one clap for my name! Not only will you extend and introduce words like Rhinoceros, Hippopotamus and Tyrannosaurus instead of Rhino, Hippo or TRex but the opportunities to explore syllables are limitless. 4. Teaching sound-letter mapping: learning the written letters (graphemes) that go with particular letter-sounds (phonemes); “This is difficult to map the impact with mapping as evidence shows that children must have a good understanding of sound discrimination and manipulation but in my experience word labels, a self -registration board, name tags and resource labels are an important part of my setting. I can reflect that children that then move to pre-school can all recognise their printed name and are good at recognising printed words in their community 5. Teaching mark-making and letter formation: adults support children to use tools to make marks that represent their thoughts and ideas: “Communication, Language and Physical Development play a huge role in mark making, letter formation and Interactive writing. We all know that a young child who is unable to use palmar, tripod grip or with limited gross movements effectively can impact on all areas of Literacy in their future development. 6. Teaching sound-letter mapping: learning the written letters (graphemes) that go with particular letter-sounds (phonemes); “This is difficult to map the impact with mapping as evidence shows that children must have a good understanding of sound discrimination and manipulation but in my experience word labels, a self -registration board, name tags and resource labels are an important part of my setting. I can reflect that children that then move to pre-school can all recognise their printed name and are good at recognising printed words in their community What can we do? Given literacy’s reliance on other areas of learning, practitioners should be aware of a child’s development in all areas of the Early Years Foundation Stage (EYFS) essential to Early Literacy. We recognise that most of a child’s learning is in their home, we support and observe their development so working with parents is a major part of our role. Difficult conversations can take place when we identify a possible delay and parents do not agree or may be reluctant to see an issue. This can be difficult if as practitioners, we refer to development delays in a negative way. To inform parents that their child cannot use palmar grip effectively to hold a crayon in mark making, use one handed tools in play or mealtimes can counterproductive for their support at home. Negative communication with parents can be detrimental to parents understanding. Instead of stating what a child cannot do something use positive communication, saying that you are concentrating on palmar grip in all areas of play, independence and for meal times explaining, in turn this will develop the child’s ability to use one handed tools effectively, which in turn give them the hand strength abilities to start using mark making and writing skills…. helping parents see the goal you are supporting their child for. Offering suggestions for activities for example nursery rhyme bags, story sacks and books, suggest practical examples how parents can correct or encourage for example how the child holds a spoon and turn pages in a book. Send photographs during the day to see the activities first hand, offer information sheets or resources to borrow. Childminders are unique in knowing not only our children but their families too and can draw on this knowledge to adapt our strategy for home learning support. We know our families and in March 2025 the Government published “18% of children in working families were in low income” Households Below Average Income: an analysis of the UK income distribution: FYE 1995 to FYE 2024 - GOV.UK Knowing our families so well we can understand that buying resources and books could be difficult as well as finding “free” time outside of their working days so by way of sharing resources and ideas as well as embedding an Early Literacy rich environment in our setting is crucial. We also need to be aware of our community and the impact that can have on our minded children from English as an additional language, Areas of Deprivation, poverty and local areas of learning from parks, museums, places of interest and their accessibility for your minded children. I have added some further reading, evidence based practical information and Personal Development suggestions I hope you find useful and remember, log on your personal development 😊 References Early Years Foundation Stage Framework for Childminders EYFS statutory framework for childminders Development Matters Development Matters - Non-statutory curriculum guidance for the early years foundation stage Government Help for Early Years Providers Help for early years providers : Areas of learning The Education Endowment Foundation Evidence Store Early Years | EEF https://educationendowmentfoundation.org.uk/early-years/evidence-store/early-literacy The Governments Free Early Years Child Development Training with 7 modules to access at your own pace Early years child development training : Home page Strategic Partners Stronger Practice Hub Privacy Notice

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Our aim is to encourage and inspire our families to support their child’s home learning. Through our Remote Learning Contingency Plan طرح اضطراری آموزش از راه دور Remote Learning Contingency Plan (Review Jan 27)

All 3 to 4-year-olds in England already receive 15 hours free early education a week, or 570 hours a year. From September 2017 some 3 and 4-year-olds will be entitled to 30 hours free early education/childcare a week, or 1140 hours a year. 30 ساعت همه کودکان 3 تا 4 ساله در انگلستان در حال حاضر 15 ساعت آموزش اولیه رایگان در هفته یا 570 ساعت در سال دریافت می کنند. از سپتامبر 2017، برخی از کودکان 3 و 4 ساله مستحق 30 ساعت آموزش زودهنگام/مراقبت از کودک در هفته یا 1140 ساعت در سال خواهند بود. شما می توانید از ترم بعد از تولد 3 سالگی فرزندتان تا رسیدن به سن مدرسه اجباری مطالبه کنید شایستگی واجد شرایط بودن شما بستگی به موارد زیر دارد: اگر در حال کار هستید درآمد شما (و درآمد شریک زندگی شما، اگر دارید) سن و شرایط فرزند شما وضعیت مهاجرت شما شما می توانید 30 ساعت مراقبت از کودک رایگان را همزمان با درخواست اعتبار جهانی، اعتبار مالیاتی، کوپن های مراقبت از کودک یا مراقبت از کودکان بدون مالیات دریافت کنید. اگر در حال کار هستید اگر شما (و شریک زندگیتان، اگر دارید) معمولاً می توانید 30 ساعت مراقبت از کودک رایگان دریافت کنید: سر کار در مرخصی استعلاجی یا مرخصی سالانه در مرخصی مشترک والدین، زایمان، پدری یا فرزندخواندگی اگر در مرخصی فرزندخواندگی برای یک کودک 3 تا 4 ساله هستید، باید ظرف 31 روز از تاریخی که برای اولین بار برای 30 ساعت مراقبت رایگان از کودک درخواست دادید، به محل کار خود بازگردید. اگر الگوی کار شما به دلیل ویروس کرونا (COVID-19) تغییر کرده است، ممکن است همچنان بتوانید 30 ساعت مراقبت از کودک رایگان دریافت کنید. اگر در حال حاضر کار نمی کنید اگر شریک زندگی شما کار می کند، ممکن است واجد شرایط باشید و مزایای ناتوانی، کمک هزینه ناتوانی شدید، کمک هزینه مراقب یا کمک هزینه اشتغال و پشتیبانی را دریافت کنید. اگر در 31 روز آینده کار خود را شروع کرده یا دوباره شروع کنید، می توانید درخواست دهید. درخواست برای 30 ساعت مراقبت از کودک رایگان شما می توانید برای 30 ساعت مراقبت از کودک رایگان در یک برنامه خدمات آنلاین مراقبت از کودکان در این آدرس درخواست دهید www.childcare-support.tax.service.gov.uk ایمن کردن مکان 30 ساعته شما اگر فکر می کنید ممکن است واجد شرایط 30 ساعت مراقبت رایگان از کودک باشید، لطفاً در اسرع وقت به ما اطلاع دهید. برای اطلاعات بیشتر مراجعه کنید:www.childcare-support.tax.service.gov.uk GOV.UK - مکانی برای یافتن خدمات و اطلاعات دولتی.

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نیازهای آموزشی ویژه و معلولیت در مهد کودک و مرکز خانواده اورتون، ما متعهد هستیم که بالاترین استانداردهای ممکن را برای یادگیری و آموزش برای همه کودکان بدون در نظر گرفتن توانایی، سن، قومیت یا جنسیت در هر زمان تضمین کنیم. در حالی که ما اذعان داریم که کودکان با سرعت خودشان یاد میگیرند و رشد میکنند، هدف ما این است که همه کودکان را از طریق تجارب متفاوت آموزشی و یادگیری و از طریق تعیین اهداف آرزویی برای دستیابی به چالش بکشیم. لطفاً برای سند پیشنهاد مدرسه ما به زیر مراجعه کنید، که تمام کارهایی که ما برای ارائه آموزش با کیفیت بالا با مراقبت از کودکان دارای نیازهای آموزشی ویژه و ناتوانی انجام می دهیم را تشریح می کند. سند پیشنهاد مدرسه ما را دانلود و بخوانید. خط مشی نیازهای آموزشی ویژه و معلولیت ما را دانلود و بخوانید. Download and read our Special Educational Needs and Disability Summary. طرح دسترسی ما را دانلود و بخوانید. Click اینجا برای دسترسی به صفحه «دایرکتوری راهنمای اولیه» مقامات محلی لیورپول.

تاریخ های ترم Term Dates 2025 / 2026 Term Dates 2026 / 2027

Parent carer information forms letters and what to expect. صفحه والدین / مراقب فرم ها و اطلاعات پذیرش فرم درخواست کد رفتار تاخیر در مهد کودک کتابخانه اسباب بازی و کتاب چه چیزی در EYFS انتظار می رود نامه به والدین / مراقبین فرم اظهارنامه والدین راهنمای والدین برای EYFS جزوه اطلاعات والدین 3-5 لباس یدکی لیست قیمت یکنواخت TOILET TRAINING نظرات والدین در مورد مهد کودک ما جیکوب در مهدکودک احساس امنیت، حمایت و عشق میکند، دسترسی به سی ساعت آموزش به او این امکان را میدهد که زمان بیشتری را برای کاوش و یادگیری با همسالانش صرف کند. این مدرسه عالی ترین محیط را برای یادگیری، کشف و لذت بردن از آموزش دوران کودکی برای کودکان فراهم می کند. ما به عنوان والدین احساس خوشبختی می کنیم که از جیکوب با بالاترین استانداردها مراقبت می شود، پرونده Family Worker او واقعاً به ما کمک کرده است که نقاط عطف رشد و اهداف او را درک کنیم. -الیزا ویلیس - پدر و مادر جیکوب ویلیس Bea گامهای بزرگی در پیشرفت اجتماعی و تحصیلی برداشته است. اعتماد به نفس او بسیار بالاتر است و ما نمی توانستیم چنین استاندارد بالایی را برای او فراهم کنیم. ما نمی توانستیم برای دختر کوچکمان زندگی بهتری بخواهیم. بیا عاشق فضای باز است، این یکی از دلایل زیادی است که ما این مهد کودک را انتخاب کردیم. -Sam McKenna والد Bea McKenna هایدی دوست دارد به مهد کودک بیاید و من نمی توانم به اندازه کافی از کارکنان برای تمام فداکاری، حمایت و تلاششان برای اطمینان از پیشرفت هایدی در تمام زمینه های یادگیری خود تشکر کنم. تجربیاتی که او در مهد کودک دارد فوق العاده است و ارتباط بین خانه و مدرسه درخشان است. متشکرم! -فرانسین مک آردل پدر و مادر هایدی هیوز روبی همیشه در اطراف افراد جدید بسیار خسته و خجالتی بود، روتین مدرسه و جو مثبت به روبی اجازه می دهد تا تمرین کند تا اعتماد به نفس بیشتری پیدا کند. میزان تلاشی که معلمان برای تهیه چنین کارهای سرگرم کننده، خلاقانه و تخیلی به خرج می دهند بی تاثیر نبوده است. روبی به من می گوید که دوست دارد بیرون بازی کند، به عنوان یک پدر و مادر احساس می کنم که فضای باز شگفت انگیز است. هم من و هم پدر روبی از خواندن داستانها و دیدن عکسهایی از روبی که در حال لذت بردن بسیار است لذت بردهایم! - کورتنی نیدهام - والدین روبی نیدهام انزو از سی ساعت آموزش بسیار سود برده است. مهارت های زبانی او امسال بسیار بهبود یافته است، او اکنون بهتر از ما انگلیسی صحبت می کند، حتی گاهی اوقات اشتباهات ما را اصلاح می کند. انزو عاشق روال مدرسه است و روز را با ماساژ شروع می کند. ارتباط با معلم کلاس و کارمند خانواده اش عالی است، من همیشه مطمئن هستم که انزو از مدارس لذت می برد و هر گونه نگرانی به سرعت اطلاع رسانی می شود. -Maria Siqueira - والدین Enzo Siqueira

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