Professional Development Children in care Making the Transition from Foundation Stage to Year 1 Summer Term 2015
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 2
Keep the child in Mind! Work on your own ……. • Write down how this child presents • What do you know about the child her/him self to you and the peer you will be teaching in September? group • Confer and talk about the child, how much did you know and what questions do you need to ask ? 3
Attachment Theory • Three major categories of insecure attachment are: – The Avoidant Attachment – The Resistant /Ambivalent Attachment – The Disorganised Attachment 4
• Secure base: this occurs with a • In addition there soon develops figure who gradually becomes a preference for contact and the significant attachment proximity with this person, figure. regardless of basic needs. • In the context of this relationship, the infant’s survival needs are met in terms of physical requirements for food, warmth and protection. 5
The quality of the attachment relationship has implications for how the child learns about him/herself and others. 6
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 7
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 8
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 9
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 or 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. 10
These concrete tasks will help keep strong emotions which can trigger reactive behaviour. 11
Resistant/Ambivalent Attachment Learning Profile • 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. 12
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. 13
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 14
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 of incompetence , difficulty accepting “ not knowing” • Skills and difficulties: may seem unimaginative and underachieving 15
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 oppositional behaviour 16
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 17
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. 18
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