1. Unit 8 Professional Practice Portfolio 1
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2. LO6 Understand the role of the early years practitioner in relation to the health and well-being requirements of current frameworks.
AC 6.2 Discuss resilience in relation to a child’s emotional well-being.
AC 6.3 Evaluate provision for health and well-being for children in early years settings during transitions.
AC 6.4 Describe strategies to support children to manage their own behaviour.
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3. ‘If at first you don’t succeed, try, try and try again.’
LO6 Understand the role of the early years practitioner in relation to the health and well-being requirements of current frameworks [AC 6.2]
Time: 15 mins
‘If at first you don’t succeed, try, try and try again.’
Does this describe you?
Consider:
How many times would you attempt something before you gave up?
Would it bother you if you did not succeed?
If something looks difficult, would you even bother trying?
Do you use every means possible to get a job done?
Does it all depend on the job or task, your mood, or who you are with?
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4. Resilience in relation to child’s emotional well-being
LO6 Understand the role of the early years practitioner in relation to the health and well-being requirements of current frameworks [AC 6.2]
Resilience in relation to child’s emotional well-being
Resilience:
The power or ability to return to the original form, position, etc., after being bent, compressed, or stretched; elasticity.
Ability to recover readily from illness, depression, adversity, or the like; buoyancy. (
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5. Resilience in relation to child’s emotional well-being
LO6 Understand the role of the early years practitioner in relation to the health and well-being requirements of current frameworks [AC 6.2]
Resilience in relation to child’s emotional well-being
Resilience in relation to a child’s emotional well-being is their ability to bounce back from difficult situations.
Children need to know that it is acceptable to get things wrong and try again.
The practitioner has an important part to play in assuring them of this and praising them for effort.
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6. Think about the children in your setting and discuss:
LO6 Understand the role of the early years practitioner in relation to the health and well-being requirements of current frameworks [AC 6.2]
Time: 15 mins
Think about the children in your setting and discuss:
One situation where a child has shown a great deal of determination and resilience
One situation where a child has given up very quickly or become frustrated or upset when something does not go according to plan.
Consider the role of the practitioner in each of these situations.
Teacher notes:
Learners should discuss their own experiences.
If time permits, a sample of situations could be discussed across the class.
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7. Emotional well-being during transitions
LO6 Understand the role of the early years practitioner in relation to the health and well-being requirements of current frameworks [AC 6.3]
Emotional well-being during transitions
It is vital that practitioners provide for the health and emotional well-being of children during transitions.
A child may be going through a transition at home such as parents/carers separating and this can have an impact on their emotional well-being.
Children who are about to move setting and join a reception class will need time to talk and adjust to the change.
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8. LO6 Understand the role of the early years practitioner in relation to the health and well-being requirements of current frameworks [AC 6.3]
Time: 15 mins
Discuss a range of transitions and explain how the setting supports the child’s health and emotional well-being.
Consider:
Moving
New sibling
Change of setting
Bereavement
Long-term illness of child or family member.
What works well and what needs to be improved?
Teacher notes:
This activity will enable learners to discuss their setting.
This list is not exhaustive, but just a starting point.
The final question will lead learners to start to evaluate provision.
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9. LO6 Understand the role of the early years practitioner in relation to the health and well-being requirements of current frameworks [AC 6.4]
Manage own behaviour
Children need opportunities to learn to manage their own behaviour.
If an adult steps in and solves every dispute, argument or disagreement then children will never learn to work things out for themselves.
Children need to be shown how to negotiate, compromise and think of others.
Practitioners need to remain calm and be consistent in their approach to supporting children to manage their own behaviour.
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10. Is that always effective?
LO6 Understand the role of the early years practitioner in relation to the health and well-being requirements of current frameworks [AC 6.4]
Time: 15 mins
How are children encouraged to manage their own behaviour in the setting?
Is it always effective?
What do practitioners do when children are unable to manage their own behaviour?
Is that always effective?
Describe a situation where you have helped a child manage their own behaviour.
Teacher notes:
This activity will enable learners to share a range of strategies.
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11. Manage own behaviour Strategies:
LO6 Understand the role of the early years practitioner in relation to the health and well-being requirements of current frameworks [AC 6.4]
Manage own behaviour
Strategies:
Ask children to think about what they have done, this will enable them to reflect and think about their actions in future
Provide sand timers so that children can use one when waiting for something, this will help reduce frustration and anger
Get children to talk to one another after a dispute so they can hear how the other one feels, this may help them to think of others before behaving in that way in future.
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12. LO6 Understand the role of the early years practitioner in relation to the health and well-being requirements of current frameworks [AC 6.4]
Manage own behaviour
Strategies to support children to manage own behaviour must be age and stage appropriate.
Very young children will not be able to manage their behaviour but can still be expected to ‘think about’ what they have done.
Older children will develop strategies that will enable them to deal with situations before it affects their behaviour.
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13. Do you follow the strategies in the policy?
LO6 Understand the role of the early years practitioner in relation to the health and well-being requirements of current frameworks [AC 6.4]
Time: 15 mins
Ask your supervisor if you can look at your setting’s behaviour policy.
Consider:
Do you follow the strategies in the policy?
Write a short reflective account when you next support a child to manage their own behaviour.
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14. For each example, describe how this situation could have been avoided.
LO6 Understand the role of the early years practitioner in relation to the health and well-being requirements of current frameworks [AC 6.4]
Time: 15 mins
While it is important to support children to manage their own behaviour, it is also important to try to avoid situations where conflict may occur.
Consider:
Identify situations when children may struggle to manage their own behaviour
For each example, describe how this situation could have been avoided.
Teacher notes:
Learners could bring this information to the next lesson after they have had time to observe situations in the setting.
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15. In this lesson we have learnt that:
Children need to develop their self-resilience and this will help their emotional well-being.
During transitions practitioners need to be aware of the health and emotional well-being of all children.
Children need to be given time to manage their own behaviour.
Practitioners will support children to develop strategies to help them manage their own behaviour.
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16. Name three transitions a child may experience.
Define ‘resilience’.
Name three transitions a child may experience.
For each one describe how it may affect their emotional well-being.
Give two reasons for encouraging children to manage their own behaviour.
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