Transcript Personal social and emotional development: PSED

Making relationships
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
Making relationships
For practitioners, supporting young children in
making relationships involves helping them to:
• form positive relationships and develop
respect for others
• understand how to behave appropriately in
groups.
How can we support young
children in making relationships?
Attitudes and ethos
The physical environment
Key person working
Opportunities and experiences for children
Building partnerships with parents
Our attitudes and ethos
• How well do we act as good role models for children
and colleagues?
• How well do we all understand the importance of body
language, eye contact, and tone of voice?
• What more could we do to enable children of different
ages to mix and meet with one another?
• Can we find a way to organise our systems to minimise
the number of changes in key person that a child and
family experience?
• Have we tried to find out how effective our settling-in
processes are for new children and families?
Physical environment
• How could we review our environments to make sure
they are welcoming and reassuring – for adults as well
as children?
• Are there better ways we could set up the rooms to
encourage children to interact with one another?
• When did we last review our range of picture books
and stories that focus on relationships and friendships?
• Should we have more images displayed around the
setting that show how we value relationships?
• How can we make sure the outdoor space includes
dens and small spaces where children can play with
one or two friends?
Key person working
• How do we show that we all understand the benefits of
key person working ? Do we feel we implement this
approach well?
• How effective is our back up procedure if a key person is
absent or on holiday?
• How could we minimise the number of transitions that
children experience?
• How well do we explain key person working to parents?
• Do all staff feel confident in interacting with the parents
of their key children?
Opportunities and experiences for
children
• How well do we organise activities and experiences that
enable children to see the benefits of cooperating with one
another?
• Should we spend more time talking together with children as
a group, helping them to negotiate how the group will spend
its day?
• How do we plan for longer term projects, based on children’s
interests, that groups of children can work on together?
• How could we improve how we manage mealtimes to make
these pleasant social occasions?
• Should we give the children more opportunities to engage
with the wider community through visits and visitors?
Building partnerships with parents
• Do we feel we spend enough time building up a
relationship with parents and helping them to
understand how we work?
• How well do we prepare children and parents for
transitions within the setting?
• How could we improve the partnerships we have in
place to support a young child’s transition to a new
setting?
• What more could we do enough to make fathers feel
welcome?