How can we ensure that children’s Personal, Social and Emotional Development needs are being met, asks Anne O’Connor
Relationships that are warm and nurturing are vital to children’s PSED
Relationships that are warm and nurturing are vital to children’s PSED

As we count down to the introduction of the revised EYFS in September this year, we need to remember that ‘the wording may have changed, but child development has not’ (Merrick 2020). This applies to all areas of learning, but particularly the Prime area of Personal, Social and Emotional Development.

PSED – along with the other Prime areas of Physical Development and Communication and Language – crucially plays a universal and time-sensitive role in children’s development and learning. This means it is fundamental in a child’s life from birth onwards and is foundational to any later Specific areas of learning within the framework.

There is inevitably a potential for overlap between the Prime areas, as children’s development has never fitted completely into neat categories, and in this latest version of the EYFS, Self Care has been moved from PD to sit within PSED.

There has also been a broadening of PSED, with a reference to ‘attachments’ and more emphasis on self-regulation, which, in some ways, reflects growing knowledge of how our brains develop. However, the complexity of these areas, along with the associated field of executive functions, means that they are not well served by the simplistic way they have been added to the ELGs (see box).

Moreover, when a recent report finds that ‘From trauma to bereavement to domestic abuse – the majority of nursery workers are encountering children facing extremely challenging and complex backgrounds; and many feel underprepared for the task’ (Album 2021), we need a framework that supports practitioners to address these challenges.

The report title makes it clear that ‘Their challenges are our challenges’, and this sits in the current context of early years practitioners also facing extra challenges to their own physical and emotional health and well-being.

So, regardless of changing frameworks, let’s look at PSED in the context of the four guiding themes within the EYFS (A Unique Child, Positive Relationships, Enabling Environments, and Learning and Development), and consider just some of the questions that our children might have for us as we focus on their need for a rich and fulfilling curriculum – one that works to provide them with the security as well as the challenge essential for these difficult times.

A UNIQUE CHILD

Child development

We are all unique in our personal, social and emotional development – a product of our unique specific biology (nature) and the very particular environment created for us by our families and community (nurture). Even siblings within the same family will have unique personality traits, dispositions and motivations and move through early development stages at their own pace and not always in the same order.

Understanding our unique children involves a knowledge of child development ‘milestones’, together with a sensitivity to what each child communicates to us about their developmental processes. This is often through their behaviour and non-verbal communication, as much as through their words.

The pandemic will have affected all children’s development differently, but development will have taken place – it is our job to recognise not only the gaps but also the progress in areas that might surprise us.

A child’s perspective

  • How well do you know me? Are you monitoring not just the steps I take towards ‘milestones’ but also recognising when I am consolidating new PSE learning or going through a development surge?
  • Do you match tasks and expectations (such as sharing and following instructions) to suit my developmental stage (rather than my chronological age) and understand that I might need to regress in times of stress or uncertainty?
  • Can you meet me where I am at, so we can raise expectations of what I can achieve together?

Typical and atypical development

A good understanding of how development can differ in children helps us respond to the unique child, and understand how best to support and include children with SEND that is both visible and invisible, and when to seek extra support and guidance.

A child’s perspective

  • How aware are you of various conditions or early trauma that might affect my PSED but might be mistaken for poor parenting, immaturity or ‘bad choices’?
  • Can you appreciate the biological, social and environmental influences that might mean I am not yet ready to make attachments and friendships? This might be due to my early experiences and is particularly relevant if I am adopted or in foster care, though there may be other reasons why I prefer to play on my own or with just one special friend or adult.
  • How can you help everyone to appreciate I am not defined by any disability I may have and to appreciate my PSED challenges, especially if my disability is ‘invisible’?

POSITIVE RELATIONSHIPS

Warm, nurturing relationships are crucial for children’s PSED. Current understanding of attachment theory and neuroscience informs us that we rely on the interactions of consistent primary and secondary attachment figures for our early sensory and neurological development, as well as our physical and emotional welfare.

A growing body of research suggests that this also has a long-lasting impact on our later physical and mental health. These relationships do not need to be perfect, but without ‘good enough’ attachments, it is much harder for children to develop the feelings of emotional security that are essential for thriving and learning, and which promote the later development of higher-order executive functions needed to flourish socially and emotionally in the world.

Attunement plays a significant role in relationship-building and it is the responsibility of the adults in a child’s life to ‘tune in’ to the child, to help them feel ‘known’ and understood, respected and valued.

A child’s perspective

  • How well do you tune into me, my needs, interests and motivations, especially if I am pre-verbal or find communication difficult?
  • Are you able to respond rather than react to my behaviour, knowing it’s a primary way for me to communicate and share my feelings and concerns? Can you recognise when my behaviour might trigger an emotional reaction in you and get help with this if you need it?
  • Can you sit with me when I am struggling with difficult feelings and ‘lend me your calm’, co-regulating and modelling healthy ways of managing stress and difficulty, until I am ready to try for myself?
  • How do you help me hold in mind, now more than ever, the people who are most important to me when I am away from them, reassuring me not only that I am held in mind by them, but also by you when we are apart and especially at times of change and transition?

Partnerships

A child’s family have a very intimate and pertinent knowledge of their child. Parents of a child with SEND, in particular, may have a lot of information to share and will need to feel a strong sense of partnership in working together in the best interests of their child, along with all other agencies involved.

A child’s perspective

  • How flexible and differentiated are your settling policies, allowing me and my family to take the time we need during transitions from home and within settings?
  • What do you understand about ‘professional love’ (Page) and why it matters to me and my family?
  • How will you help everyone around me understand that my identity and sense of self is influenced by everything I see, hear and experience and that feelings of unconditional love and positive regard are important for my current and future mental health?
  • What do you know about my earliest life experiences and how they might impact on my PSED? And how will you sensitively explore this with my family?

ENABLING ENVIRONMENTS

Providing the time, space, people and resources to actively promote children’s PSED is essential, particularly during challenging times when families may struggle with their own mental health as well as challenges the child may present.

A child’s perspective

  • Are you making sure that I have all the rich and varied social experiences I need for my developmental stage, especially where these have been affected by pandemic restrictions?
  • Does my environment provide me with open-ended opportunities for supported challenge and risk, as I test out my energy as well as boundaries and learn to regulate my brain and my body?
  • Does the key person approach in my setting provide me with a good ‘back-up team’ of secondary attachment figures, ensuring my PSED needs are met so that I feel ready, willing and able to learn and to approach transitions with confidence?

LEARNING AND DEVELOPMENT

Observation and monitoring

It is our knowledge of child development matched with our observations that helps us judge what a child might need help with, when they need time to consolidate new learning and what they need next to stretch them.

Our understanding of a child’s PSED underpins everything else we know about them and gives us precious insights into their personality, their lived experience and what they need from us to continue to grow and develop in healthy ways.

A child’s perspective

  • How do your observations of me alert you to any difficulties I may have with attachment, socialisation, self-care or my well-being in general?
  • Do your observations and monitoring support you in recognising when I need emotional or practical help and when to encourage my independence?
  • How does your observation of my schemas (repeated patterns of behaviour or actions in play) support your understanding of my social and emotional development?

EQUITY AND BIAS

Upbringing and later experiences can impact our unconscious attitudes towards children and their families, causing us to have differing expectations and to fall back on stereotypes. We need to be more aware of this, of the language we use and the resources we provide, so we don’t present children with limited choices or lead them to have a narrow view of themselves or others.

This involves making sure we are knowledgeable about racism and other forms of bias and that we continue to challenge ourselves to be the best role models for our children in the way we support our own PSED, as well as theirs.

A child’s perspective

How will you help me to:

  • feel good about myself as an individual and as a member of different (social and cultural) groups – but not defined solely by any one of them?
  • interact comfortably and empathically with people from backgrounds different to mine?
  • begin to recognise bias and injustice and to feel able to challenge it
  • understand that there are many ways to create and be part of family life and ensure that me and my family feel a sense of ‘belonging’ in your setting?

PSED before and after: the changes in close-up

EDUCATIONAL PROGRAMMES EYFS 2017

Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.

EYFS 2020 – early adopter version

Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.

The changes in close-up

Positives

  • The broader scope of the 2020 educational programme acknowledges the crucial importance of PSED in children’s lives, highlighting a wider range of developmental processes.
  • Attention is drawn to the importance of a child’s early attachments and the need for warm, supportive relationships with adults.

Negatives

  • Attachments and relationships are described primarily in the context of children understanding feelings and developing attributes for school and later achievement, rather than their fundamental role in early sensory and neurological development and physical and emotional security.
  • The adult role is described in the context of modelling and guidance rather than the crucial task of providing a ‘secure base’ and ‘safe haven’ (Bowlby) in which attachments and relationships can thrive and flourish.
  • There is no mention of the importance of relationships and children’s emotional needs during periods of transition and the significant role that relationships play in supporting children’s growing resilience for change.

Positive and negative

Underlining the strong links with Physical Development by incorporating aspects of a physical welfare into this section is both a positive and a negative. As with many aspects of the Prime areas, there is a great deal of overlap, but it is perhaps unhelpful to remove this aspect from PD as so many of the aspects listed as ELGs in Managing Self are directly linked to physical development processes.

Early Learning Goals EYFS 2017

Self-confidence and self-awareness: children are confident to try new activities, and say why they like some activities more than others. They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities. They say when they do or don’t need help.

Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

Making relationships: children play co-operatively, taking turns with others. They take account of one another’s ideas about how to organise their activity. They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

EYFS 2020 – early adopter version

Self-Regulation

Children at the expected level of development will:

  • Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly;
  • Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate;
  • Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.

Managing Self

Children at the expected level of development will:

  • Be confident to try new activities and show independence, resilience and perseverance in the face of challenge;
  • Explain the reasons for rules, know right from wrong and try to behave accordingly;
  • Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices.

Building Relationships

Children at the expected level of development will:

  • Work and play co-operatively and take turns with others;
  • Form positive attachments to adults and friendships with peers;
  • Show sensitivity to their own and to others’ needs.

The changes in close-up

Positives

  • The role of self -regulation in a child’s development is recognised and that what is evident by the end of the EYFS are the beginnings of self-regulation.
  • The importance of helping a child to understand (and not just talk about) their own feelings and those of others is acknowledged.

Negatives

  • Attachments and relationships ideally begin even before birth, but like other aspects of the Prime areas of learning are dependent on a range of factors over which children have no control. It is the behaviour of the adults around them that is most significant, along with other factors (for example, biological, social and environmental) and it is, therefore, inappropriate to set them as ELGs. Monitoring a child’s well-being and security in relationships is an essential part of our work in care and education at any age, and should inform our safeguarding as well as our holistic response to children and families, but is totally inappropriate as a learning goal.
  • Many of the PSED goals are linked to later executive functions – a complex brain process that eventually allows us to be able to plan independently and follow through not just tasks and activities but also many aspects of daily life, as well as our responses to stress. The foundation for this process lies in the security of our early attachments and the way this impacts on our brain development. Much of it is also evident throughout the Characteristics of Effective Teaching and Learning where they might be more usefully assessed in the context of children’s play, rather than in judgements about self-control and behaviour.
  • There is little acknowledgement of the intrinsic nature of ‘behaviour as communication’. Behaviour is regarded purely as something to be brought under control and ‘managed’ as early as possible.

ABOUT THIS SERIES

This series on the seven areas of learning aims to help you prepare for the introduction of the revised EYFS in September this year by:

  • comparing the 2017 and 2021 educational programmes and Early Learning Goals
  • highlighting the significant changes
  • exploring key aspects of practice.

REFERENCES AND FURTHER INFORMATION