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
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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
pupils
Inconsistent standards in child care
Increase in levels of unusual physical
development
The Emotional Literacy
Curriculum
“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
personality
Development is based on the simplest
of everyday activities
Sparc
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
health
To build the confidence and skills of
local people
To facilitate the flow of information
(parents/carers individual
settings/schools)
Structure
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
service
Sparc Evaluation (2)
Initial evaluation extremely positive:
broad and specific areas (see leaflet)
Identified the need for a separate
‘Baby’ pack
Babysparc
Arose from discussion with teenage
parents
Addresses issues connected with
physical as well as emotional
development
Promotes further partnership working
between agencies
Babysparc Aims
To promote early development of
babies aged 0-6 months, as active
learners
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
development
To support parents as partners in
children’s learning
ICAN
Focuses on skilling up the workforce,
and monitoring standards
3 Levels: Supportive, Enhanced and
Specialist
Establishes accredited core standards
across Children’s Centres
ICAN
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