- 120 pages
- English
- ePUB (mobile friendly)
- Available on iOS & Android
The Wellbeing of Children under Three
About This Book
The most rapid and significant phase of development occurs in the first three years of a child's life. The Supporting Children from Birth to Three series focuses on the care and support of the youngest children. Each book takes a key aspect of working with this age group and gives clear and detailed explanations of relevant theories together with practical examples to show how such theories translate into good working practice.
Children's personal, social and emotional wellbeing has a huge impact on their overall development. Drawing on recent research, this book looks at what wellbeing means for the under threes in the light of key aspects of UK and international social policy and practically demonstrates how practitioners can support children in this area.
Focusing on the home-setting partnership with parents, work attitudes, adult and child interaction and quality learning environment, the book explores the holistic role that adults play in supporting children's individual personal, social and emotional needs. Features include:
- clear explanation of relevant theories
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- case studies and examples of good practice
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- focus points for readers
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- questions for reflective practice
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Providing a wealth of practical ideas and activities, this handy text encourages explores all aspects of babies and toddlers' wellbeing to help practitioners ensure effective outcomes for the youngest children in their care.
Frequently asked questions
Information
Defining wellbeing |
Wellbeing and children’s rights
1. | The right to a childhood. Childhood is recognised as a crucial time for growth and development, but also as a time of potential vulnerability, which means that children need extra protection compared to adults. |
2. | The right to be educated. Articles relating to education include specific references to children who are disabled. |
3. | The right to be healthy. Every child has the right to health care, clean water, nutritious food and a safe environment so they can be as healthy as possible (Article 24). |
4. | The right to be treated fairly. All children have the same rights, no matter where they are from, what their family background may be or whether they are disabled or not. Currently in the UK, the fifth richest country in the world, around four million children live in poverty. |
5. | The right to be heard. Article 12, for example, states that all children have a right to be able to give their opinion when adults are making a decision that will affect them, and adults should take that opinion seriously. |
• | Article 3: all organisations concerned with children should work towards what is best for each child. Working towards what is best for each child should be the primary aim of every early years setting, fundamentally reflected through their mission statement, their aims and their ethos, as well as their practical provision and pedagogy within the care environment. The phrase ‘working towards’ suggests a reflective approach, one that allows for response, evaluation and change where appropriate. It also suggests a collaborative approach among members of staff who collectively represent ‘the organisation’ or the setting, and who together develop appropriate environments, learning and developmental opportunities for every child based on individual need. |
• | Article 16: all children have the right to privacy. Sometimes children simply need to be quiet. They need a space in which they can be undisturbed. A quiet area in the setting will allow for such privacy when children wish to withdraw for whatever reason, whether to sleep, read a book or play alone. Babies need privacy and concentrated one-to-one attention during intimate moments such as nappy changes. Changing a nappy whilst carrying on a conversation with another member of staff, talking over the child and ignoring them sends out poor signals to them and is a sign that their privacy during this intimate time is not of the practitioners’ uppermost consideration. Degotardi and Davis (2008) asked early years practitioners to comment on videotaped extracts of their interactions with a child in their care during a nappy changing routine. While not always the case, many of the practitioners gave descriptive responses that contained more information about the practitioner’s behaviour than that of the child, with some responses not referring to the child at all: |
This may be a scenario perhaps to reflect on in relation to current setting practice. | |
• | Article 30: children who come from a minority group have the right to learn and use the language and customs of their own families. Inclusive practice should be a prime concern for all early years settings in that it should reflect some aspects of babies’ and children under three’s homes, communities and cultures: for example, using images and messages that represent home experiences and that recognise cultural diversity. Practitioners should work towards an understanding and respectful acknowledgement of a child’s culture because this may have an impact on appropriateness in relation to provision of care. |
• | Article 31: all children have the right to relax and play, and to join a wide range of activities. This article is exemplified within the high number of early years curricula supporting principles of learning through play. Further, children under three need to experience a learning and care environment that offers many opportunities for exploration and enquiry and that enables them to further their understanding of the world around them as they grow and develop. |
1. | How is Article 31 exemplified within your setting? |
2. | Go back to each of the five umbrella headings from the UN Convention on the Rights of the Child. What evidence can you provide to show how you support each of these elements within your setting’s approach to childcare? Make notes under each heading to return to later in the chapter. |
Table of contents
- Cover Page
- Title Page
- Copyright Page
- Contents
- Introduction
- 1 Defining wellbeing
- 2 Personal, social and emotional wellbeing
- 3 Wellbeing, the early years practitioner and the early years setting
- 4 Wellbeing within the early years setting: supporting babies and children under three
- 5 Wellbeing: principles behind and into practice
- 6 Drawing the threads together
- References
- Index