The school setting for this study is a mixed reception and year one class. Fifteen reception children and eight year one children. This is due to the size of the school which only has three classes in total for seventy five pupils whole school. My interventions centre on a four year old boy currently in reception, who I have named Child A for confidentiality throughout my learning journal and assignment.
The child who I name in my learning journal as child A has one friend child B that he always plays with, eats with and socializes with. This child needs to feel accepted and wanted by his friend constantly this is observed whilst they play as child A will always ask questions to re affirm that they are friends and are best friends and only play with each other.
This is observed as the child’s need, what he needs to feel content. The rest of the children in the class all socialize well and observations have shown good friendships throughout both age groups. Emotional development is important for all children and should begin in Early Years. The emotional needs have to be put in place and come before learning. (Robinson, M. p.126)
The reason I have chosen child A Is because I don’t feel he is developing relationships and socializing with others as he could. He is working towards the Early Learning Goals from the Revised Early Years Foundation Stage Curriculum from 2008(EYFS). One of milestones in Personal and emotional development is having confidence and learning to work with others. Currently the milestones in this area are not being achieved. This study is intended to help child A avoid ostracism from other children in the future from not developing new relationships with classmates. If this intervention can help Child A by using fun, games and positive re-enforcement he may develop more confidence to play with other children.
I feel that child A does have some attachment issues with Child B that helps him feel safe and able to get through the day. Child B observed does not seem affected by the behaviors as he enjoys socializing and communicating with other children in the class. The interventions used all intend to make simple but lasting changes in the area of Personal, social and emotional development. Mainly managing feelings, interaction, friendships with others and confidence.
The aim of the school setting is to provide inclusive education for all children and making sure the school develops this way (Ainscow et al 2006) this is shown in the schools last Ofsted report and also includes comments and the social and emotional development of children in Foundation stage.
The last inspection report by Ofsted for my school praised children’s personal, social and emotional development and rated it good. Also stating that ‘’Continuous encouragement from teachers and support staff to behave well and show good attitudes to learning. (Ofsted, 2011)
The main research that has been most useful to this child and to the study overall came from the guidance booklets used in my setting aimed at Early Years and already sometimes used to promote Personal, social and emotional development (PSED). Published by the Department for children, school and families resources already provided in the setting are most useful because they are easy to read and follow and the activities are simple but worthwhile.
The booklet provides ideas for resources and clearly shows what targets children are working towards in this area. Strong emphasis on child led decisions and how the child feels. To help practioners to understand how these feelings can affect children’s learning and development of new relationships. At the age of my child in the study the booklet shows that throughout that reception children should be working towards understanding their own feelings, recognizing when they are sad, angry, upset. To be confident in new activities and speak in familiar...