Professional Development Articles

Emotion coaching: Part 2

In Part 1 we saw how Emotion Coaching offers a relational model for supporting children’s behaviour. We compared Emotion Coaching to traditional behaviourist approaches and also to other styles of managing children’s behavior, such as a disapproving or dismissing approach. We saw how Emotion Coaching offers a powerful way to connect with young children’s emotional state and helps them to manage their own feelings and desires – to learn to self-regulate their behaviour internally rather than relying on extrinsic rewards or sanctions to modify their behaviour.

January 16th, 2014

Emotion Coaching- a new approach to supporting children's behaviour: Part 1

This article, by Dr Janet Rose from Bath Spa University, draws attention to a growing base of research evidence which suggests that a ‘relational’ rather than a ‘behavioural’ approach to supporting young children’s learning and behaviour is likely to facilitate the development of better self-regulation and social functioning. Such an approach operates to create ‘internal’ mechanisms within the brain. An approach that encapsulates this more affective and effective way of managing behaviour is called ‘Emotion Coaching’. It reflects the evidence that the most successful programmes, in terms of improving behaviour for learning, are those that focus on the emotional and social causes of difficult to manage behaviour and proactively teach social and emotional competencies. It is also supported by recent findings from neuroscience.

December 3rd, 2013

The Role of the Adult in Early Years Settings: Part 2

Part 2 continues the journey of exploring our role in supporting young children’s learning and development. It outlines the five remaining ‘selves’ of the ‘plural practitioner’ framework that encompass this role. The ‘plural practitioner’ framework is offered as a useful vehicle for enabling us to clarify our role in the day to day interactions with children that occur throughout our practice. It offers a way forward in helping us to minimize any uncertainty about whether ‘to intervene’ or ‘not to intervene’ in children’s play.

November 10th, 2013

Understanding and Developing Reflective Practice

This article will focus on the need for early years practitioners to develop their knowledge of reflective thinking. It will focus on some of the history and theory of reflective practice considering and discussing how theory can help develop practitioners knowledge of how and when to use reflective thinking in day to day situations. It will then go onto to discuss how reflective practice relates to the plethora of policy and guidance documents used within early years practice. The final section will draw on specific examples to illustrate how reflective practice has helped make early years practice more inclusive.

September 16th, 2013

The Role of the Adult in Early Years Settings: Part 1

This article explores the many different ways in which adults interact with young children in early years settings. Research demonstrates that the heart of quality practice lies within the interactions that take place between adults and young children and reveals how, in a typical day, early years practitioners might have over 1000 ‘interpersonal interactions’ with children. The process of this interactive engagement between adults and children is explored through a framework known as the ‘plural practitioner’. It clarifies what the adult role entails and outlines practical strategies that practitioners can employ in order to ensure their provision is effective for supporting young children’s learning and development. Before exploring this process, we will consider a key debate amongst early years provision, namely the role of the adult in adult-led and child-initiated activities.

July 13th, 2013

Thinking Approaches for the Reflective Professional

Our aim as professionals is to achieve better outcomes for children, families and the community. We want to provide effective learning experiences for the children in our care, and strive for continuous quality improvement, but also want to ensure personal and professional development. With this shared understanding and vision of the early years, reflection, through adopting certain thinking approaches, is the tool that supports us to achieve this. Ruksana Mohammed, Lecturer in Early Childhood Studies at the University of East London identifies some effective processes we can adopt to develop our skills of reflection.

March 8th, 2013

Using Self-Reflection Diaries: Some thoughts on a worthwhile and rewarding habit.

When I say to most EYPs that it’s a really good idea to do yet another piece of paperwork, they usually look at me as if I was mad. However, I firmly believe that this is one piece of paperwork that will change the whole of your practice. I've known about the idea of reflective journals for some time, but it wasn’t until I did my Masters that the real benefits became obvious.

July 3rd, 2012

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