Learning of values, attitudes and social interaction

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Transcript Learning of values, attitudes and social interaction

Sparc, Babysparc and ICAN
 Background
 The materials
 Evaluation
 Discussion
Presentation to Scrutiny
Panel, 17.10.07
Di Pollitt and Janet Philpott
The Context
National and local evidence indicating
concerns about:
 Poor social skills and emotional difficulties at
school entry
 Limited communication skills
 Growing mental health issues for older
 Inconsistent standards in child care
 Increase in levels of unusual physical
The Emotional Literacy
“Students who are anxious, angry or depressed
don’t learn; people in these states do not take in
information efficiently or deal with it well… when
emotions overwhelm concentration,what is being
swamped is the mental capacity cognitive scientists
call ‘working memory’, the ability to hold in mind all
information relevant to the task in hand”
Daniel Goleman, Emotional Intelligence
Neural Development
 Significant brain development occurs in
the first three years
 Neural pathways form the foundations
for intelligence, social behaviour and
 Development is based on the simplest
of everyday activities
 Supporting
 Positive
 Attention and
 Reciprocal
 Communication
Sparc Aims
 To promote social and emotional
development, 0-6 years
 To promote the inclusion of all children
 To facilitate partnership working in
developing the ECM agenda
Sparc Aims
 To engage local people and
professionals in promoting emotional
 To build the confidence and skills of
local people
 To facilitate the flow of information
(parents/carers individual
Getting to Know You
Getting to Know You
Sparc Evaluation
 Supports transition into nursery,
through developing early concepts
 Produces greater insight into child’s
development, by increasing parental
involvement in learning
 Engages fathers
 Is likely to be most effective when
delivered through a home visiting
Sparc Evaluation (2)
 Initial evaluation extremely positive:
broad and specific areas (see leaflet)
 Identified the need for a separate
‘Baby’ pack
 Arose from discussion with teenage
 Addresses issues connected with
physical as well as emotional
 Promotes further partnership working
between agencies
Babysparc Aims
 To promote early development of
babies aged 0-6 months, as active
 To help parents understand their
baby’s needs
 To establish firm foundations for later
skill development
BabySparc Aims
 To develop successful motor outcomes
and prevent the onset of unusual
 To support parents as partners in
children’s learning
 Focuses on skilling up the workforce,
and monitoring standards
 3 Levels: Supportive, Enhanced and
 Establishes accredited core standards
across Children’s Centres
 Aims to raise levels of communication,
language and learning for children
under 5
 Improves social and emotional literacy
 Increases the resilience of children
The Way Forward
 Further develop the use of
Babysparc/Sparc in home visiting,
tailored to individual need
 Trial Babysparc in the neo-natal unit,
James Cook (350 children per annum)
 Deliver the ICAN partnership
agreement with Children’s Centres