Transcript Personal social and emotional development: PSED

Self-confidence and self-awareness
EYFS Framework Guide: Personal, Social
and Emotional Development
What is PSED?
Personal development is about how children come to
understand who they are and what they can do.
Social development covers how children come to
understand themselves in relation to others, how they
make friends, understand the rules of society, and behave
towards others.
Emotional development is about how children
understand their own and other’s feelings and develop
their ability to be empathetic - to see things from another
person’s point of view.
Three aspects of PSED in the EYFS
Self-confidence and
self-awareness
Making
relationships
Managing
feelings and
behaviour
Self-confidence and self-awareness
Practitioners can nurture young children’s selfconfidence and self-awareness by providing lots
of opportunities for them to:
• develop a positive sense of themselves and
others
• have confidence in their own abilities.
How can we support young children
to be self-confident and self-aware?
Attitudes and ethos
The physical environment
Key person working
Opportunities and experiences for children
Building partnerships with parents
Our attitudes and ethos
• How effectively do we act as role models for the
children by being open to new ideas and
experiences?
• Does everyone understand the importance of active
listening?
• How well do we show we value individual children’s
strengths and abilities?
• How effectively do we help children to express
themselves in a confident and self-assured way?
• Are children given enough opportunities to take
responsibility for helping to ensure the setting
functions smoothly?
Physical environment
• How wide a range of open-ended creative resources do we
have for children to express their thoughts and ideas?
• Is the physical environment well organised, to encourage
children to make choices?
• How well is the outdoor environment resourced to provide
interesting and engaging experiences?
• How could we rethink the organisation of the day to allow
more time for children to become absorbed in their selfchosen activities?
• What is our collective view on how to provide very young
children with risk and challenge?
• How could we improve the display of information around
the setting to emphasise the importance of children’s
attitudes and approaches to learning ?
Key person working
• Are we happy that all members of staff fully
understand their key person role?
• Do we feel the routines and staffing arrangements of
the setting are supportive of key person working?
• How could we spend more time ‘getting to know’
children and families when they join our setting?
• Do we have effective systems for monitoring our key
person system to ensure that it is working well?
Opportunities and experiences for
children
• How good are we at observing children and using
their interests as the basis of future planning?
• Do we all feel we give children sufficient time,
opportunity and encouragement to master skills?
• How could we provide more opportunities for
children to engage with people in the outside
world - through visits and visitors?
• Do the images displayed around the setting fully
reflect the community from which the children
come?
Building partnerships with parents
• How well do we support new parents in
understanding their young child’s learning and
development?
• In how many different ways do we share children’s
achievements with parents?
• Do we take enough time to listen to parents and to
share information with them?
• How creative are we in finding different ways to
involve parents in the life of the setting?