Professional Development Children in care Making the Transition - - PowerPoint PPT Presentation

Professional Development Children in care

Making the Transition from Foundation Stage to Year 1 Summer Term 2015

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Aim: to work together to enhance CiC provision by:

• Recognising behaviours linked to the three main attachment theories
• Exploring intervention strategies for young children which will raise

attainment and support social and emotional wellbeing

• Ensuring the PEP and PPPG will enhance the provision
• By increasing awareness of the new Ofsted guidelines

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Keep the child in Mind!

Work on your own …….

• Write down how this child presents

her/him self to you and the peer group

• Confer and talk about the child,

how much did you know and what questions do you need to ask ?

• What do you know about the child

you will be teaching in September?

Attachment Theory

• Three major categories of insecure attachment are:

– The Avoidant Attachment – The Resistant /Ambivalent Attachment – The Disorganised Attachment

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• Secure base: this occurs with a

figure who gradually becomes the significant attachment figure.

• In the context of this

relationship, the infant’s survival needs are met in terms

• f physical requirements for

food, warmth and protection.

• In addition there soon develops

a preference for contact and proximity with this person, regardless of basic needs.

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The quality of the attachment relationship has implications for how the child learns about him/herself and others.

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Avoidant Attachment Learning Profile

• Approach to school /classroom: apparent indifference to uncertainty

in new situations

• Response to the teacher: denial of need for support and help from the

teacher and sensitive to proximity of the teacher

• Response to the task: needs to be independent of the teacher, hostile

towards the teacher but is directed at the task

• Skills and difficulty: limited use of creativity, underachieving and

limited use of language

• The child avoids the relationship with the teacher and directs focus

towards the task

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Intervention Strategies

• The presence of another child can moderate the intensity of the

teacher’s proximity. Pairs or small groups might help the child to experience closer proximity to the teacher

• The learning task is the starting point for pupils who find relationships

difficult.

• A plan made clear at the beginning is helpful , with clear structured

tasks ,completed with little help from the teacher with all the materials at hand can reduce the perceived threat of “ not knowing”

• Need for concrete structured activities with little use of imagination

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Intervention Strategies

• Differentiation of task into small independent steps and turn taking to

model two separate people working alongside each other

• A timer can help moderate anxiety during short, timed independent

tasks.

• Board games can create opportunities to express hostility towards

adults in a safe manner- with structure and rules.

• Holding a special object - “ please look after this for me for a while”
• Making explicit comments across the classroom- demonstrating that

the teacher is aware and is thinking of the child.

• Curriculum - stories can provide material around issues of separation,

identity and independence

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Intervention Strategies

• Writing is sometimes difficult for them as it is associated with self
• expression. Structure is important, filling in boxes, completing

sentences can help to calm fears about “ spilling out” onto a blank page.

• Use stories carefully, it often gives the opportunity to explore hidden
• r dangerous feelings. Boxes, bridges, castles have a significance about

closeness and distance, containment and fears.

• Structured games with rules, maths with defined procedures and clear

right and wrong answers are likely to appeal.

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These concrete tasks will help keep strong emotions which can trigger reactive behaviour.

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• Approach to the classroom : high level of anxiety and uncertainty
• Response to the teacher: need to hold the attention of the teacher,

evidence of dependence on the teacher in order to engage in learning and expressed hostility towards the teacher when frustrated.

• Response to the task : difficulties attempting the task unsupported,

unable to focus on the task for fear of losing teacher's attention.

• Skills and difficulties: likely to underachieve , achievement may not be

commensurate with language skills, poor numeracy skills.

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Resistant/Ambivalent Attachment Learning Profile

Intervention Strategies

• There needs to be reliable, consistent adult support, this will alleviate

high stress levels.

• Involve carers ,show the child that the school is fostering a

strengthened alliance

• Make contacts with networks who can help, CAMHs, Virtual School

team if attendance is poor

• Tasks which involve small groups and which are engaging
• Invite the child into school earlier than other children to give them

time to adjust to the setting

• Arrange with the carer how the separation is going to be managed.

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Disorganised Attachment

• Severe and challenging behaviour
• Proximity seeking followed by avoidance of forming a relationship
• Contradictory behaviour/ i.e. approaching with head averted or

looking away whilst being held

• Undirected displays of anxiety such as rocking
• Direct expressions of confusion or apprehension i.e. hand in the

mouth

• Behavioural stilling when all movements cease, dazed expression

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Disorganised Attachment Learning Profile

• Approach to school: intense anxiety- may be expressed as controlling
• Response to teacher: great difficulty in trusting adults ( teachers) but

may well respond to may submit to authority of a Headteacher, may be unable to accept being taught or unable to admit the teacher knows more than them

• Response to task: the task may be seen like a challenge to their fears
• f incompetence , difficulty accepting “ not knowing”
• Skills and difficulties: may seem unimaginative and underachieving

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Intervention Strategies

• Need for a structured day with predictable activities, visual timetable,

same person meeting them at the school ( LSA?)

• May need a physical container –the house , box , corner of the room- a

secure base

• Being “held in mind“
• Use strategies such as a calm box with an adult to settle breathing and

give opportunities for quietness and reflection

• The teacher /LSA to remain calm, non-reactive and to communicate

some understanding

• Formulate a plan with colleague – agree procedures and responses to
• ppositional behaviour

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Intervention Strategies

• Step back if possible- understand that fear can fuel aggression
• Engage a “safety routine”- removal to a quiet ,safe ,unstimulating

place, engage the help of a senior teacher who is perceived as powerful/ safe

• A Calm box - concrete routine activities.
• Once everything has calmed down , talk through the incident and

return child to the classroom.

• THIS REQUIRES FORWARD PLANNING

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A School/ Classroom as a Secure Base supporting Attachment

• Common features are:
• Respect for everyone no matter what their skills
• A safe building with adequate supervision
• An understanding of different forms of behaviour
• Predictable, reliable routines
• Familiar long term relationships - pupils feel known
• Modelling of good relationships between relationships
• Informed reflection about incidents
• A system of disciplinary procedures which is fair and non abusive.

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