DEVELOPING EXCELLENCE TOGETHER Bite-size training Personal, social and emotional development: Managing feelings and behaviour

DEVELOPING EXCELLENCE TOGETHER Aims and outcomes Participants to:  know the early learning goal in relation to managing feelings and behaviour  understand how to work with children to support their capabilities in managing feelings and behaviour  know how the physical environment, resources and routines support children in managing their feelings and behaviour  gain confidence in planning for this area of learning and development for children of different ages and stages.

DEVELOPING EXCELLENCE TOGETHER In advance  Before the training session you will have read: Handout 1: What quality looks like in practice: PSED: Managing feelings and behaviour  If you have not read the handout please inform the trainer.

DEVELOPING EXCELLENCE TOGETHER Step 1 (5 -10 mins)  Read the early learning goal relating to understanding: ‘Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.’ Think about what the early learning goal means for you in practice.  Working in twos, think of three examples of interesting activities to support children in managing their feelings and behaviour which you do in practice; write them on post-it notes to share with the whole group.

DEVELOPING EXCELLENCE TOGETHER Managing feelings and behaviour in practice

DEVELOPING EXCELLENCE TOGETHER Step 2 (10 mins) In small groups of 3 or 4 discuss the following questions: Under 3s  At the start of the day how easy is it for parents to spend time talking us about how their child is feeling?  Are we all consistent in the way in which we talk to the children and in how we manage different types of behaviour?  Do we know if we have achieved a successful balance between structured routines and making time to tune in to children’s interests?  Do we all know how to put our behaviour management policy into practice? 3-5s  How well do we support parents in addressing any challenging behaviour that their child might demonstrate?  Do we spend enough time on helping children to understand their duties and responsibilities as well as their rights?  Are we consistently good role models in how we manage our own feelings and behaviour?  Do we all know how to put our behaviour management policy into practice?  Are we effective in sharing our strategies for managing behaviour with parents to ensure children experience a consistent approach?

DEVELOPING EXCELLENCE TOGETHER Feed back your ideas to your trainer

DEVELOPING EXCELLENCE TOGETHER Step 3 (5-10 mins)  Thinking about what you read in Handout 1 and what you have learned today, work on your own to plan an activity or new routine to support the children you work with in managing their feelings and behaviour.  Share your ideas with a colleague.

DEVELOPING EXCELLENCE TOGETHER After the training  After the training use Handout 3: Individual Action Plan to plan three or four things you will do in the next two weeks to improve your provision for PSED: Managing feelings and behaviour  Give your action plan to your trainer in the next seven days.

DEVELOPING EXCELLENCE TOGETHER  Use Handout 2: Environment Audit to check how well you have arranged your setting’s spaces, resources and routines to enhance children’s capabilities in managing their feelings and behaviour  Make a note of any changes you need to make or resources which need to be replaced.  Hand in the completed audits to your trainer.