By Judith Thwaites

Every Early Years practitioner, together with childminders, can have a statutory responsibility to convey the recent Early Years Framework. This publication will supply a pragmatic, dip-in source to aid them meet the necessities of the private, Social and Emotional region of the framework.

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Extra info for 100 Ideas for Teaching Personal, Social and Emotional Development

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Have necessary items easily accessible. Encourage a younger baby simply to pass to you, or an older child to fetch from nearby, the accessories for their own personal routines. These could be practical and comfort items for the mid-morning nap routine (nappy, box of baby wipes, cuddly toy or blanket, picture book) or a tin of food, bowl and spoon and cup/bottle for lunch. • Praise and thank the baby for helping. As you use each item, talk about where the baby found it. Taking this further Progress to asking children to retrieve items from increasingly far-flung places.

Putting mismatching shoes on the child. – Dressing a favourite cuddly toy in a glove. – Breaking any normally unchanging routine, such as using a different spoon at meal time, or a different coloured flannel or towel at bath time. • See if the child notices anything different without being prompted, but otherwise draw attention to the ‘odd’ detail in a surprised and interested tone of voice. When she/he spots the difference, chat about what’s going on, for example: ‘Oh dear, we’ve got a red shoe and a brown shoe here!

Help each of the children in turn to give their dirty bib a good swish about and a rub in the suds, then a squeeze and at least two rinses, changing the rinse water as necessary. Use the words ‘dripping’, ‘squeeze’, ‘rinse’ and ‘wet’. • See if the children spot the coloured ‘dirty’ water. • Blot the clean, wet bibs on clean towels and guide children to understand that now the ‘dirt’ has gone, they have two clean bibs. • Let the children help to empty the used water down the plughole. Dry the bibs on a radiator or peg them up to dry.

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