Pre-Birth to Three guidance (2.3 - Education Scotland

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20 PRE-BIRTH TO THREE: POSITIVE OUTCOMES FOR SCOTLAND’S CHILDREN AND FAMILIES FOUR KEY PRINCIPLES FOR BEST STARTS AND POSITIVE OUTCOMES Inclusion and responsive care are crucial if children’s rights are to be promoted effectively. Through working closely with parents and other professionals, staff in early years settings recognise that all those involved with children and families have an important contribution to make. 5 All staff working with children have an important role to play in ensuring that children’s rights are safeguarded and actively promoted. Children’s rights and the respect that they are entitled to must not be overlooked just because they cannot necessarily safeguard their own interests. 6 When adults make decisions that affect children they need to: • have a sound knowledge and understanding of the UNCRC • think first about children as individuals and what is best for them • listen to children and take their views into account • ensure all agencies are working together to help children and families to secure the best outcomes for themselves. 5 See section on Partnership Working 6 See section on Role of Staff
FOUR KEY PRINCIPLES FOR BEST STARTS AND POSITIVE OUTCOMES Relationships Babies are genetically predisposed to form relationships; this is their strongest evolutionary survival mechanism. This important process begins even before the baby is born. Relationships begin with the care and attention that babies experience whilst in the womb. As a result of this, babies are born with a predisposition to form relationships and make connections with others. Relationships are essential to the baby’s health and wellbeing, and determine their future potential and life chances (Balbernie, 2001). Newborn babies are skilled not only in responding to others but also in initiating interactions. The ability to establish and maintain relationships is a lifelong process, but one that can be seen even in the first few days and weeks of life. Babies learn and begin to make sense of the world through responsive care, warm and accepting relationships, play, and being involved in everyday routines. Love is essential in building close and companionable relationships with babies and young children. Welcoming smiles, hugs, consistency and reassuring comments help babies to develop trust and an understanding that their needs will be met. 7 Whilst children’s early experiences play a role in shaping their future attitudes and dispositions, it must be remembered that children are able individuals in their own right. With kind and sensitive support, children develop the ability and inner strength to enjoy life and overcome many of life’s challenges. It is essential that all staff working with children are aware of their responsibilities in ensuring and promoting positive relationships and the impact this has on children’s future outcomes and life chances. The importance of respecting children, and ensuring they are welcomed into a safe, secure, loving and familiar environment, cannot be overstated. 7 See section on Attachments WWW.LTSCOTLAND.ORG.UK/EARLYYEARS 21
Page 1 and 2: Pre-Birth to Three Positive Outcome
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Page 5 and 6: Contents Ministerial Foreword 7 Int
Page 7 and 8: MINISTERIAL FOREWORD Ministerial Fo
Page 9 and 10: INTRODUCTION Introduction There is
Page 11 and 12: INTRODUCTION Many countries are loo
Page 13 and 14: INTRODUCTION Recognising that all a
Page 15 and 16: THE IMPORTANCE OF THE EARLY YEARS T
Page 17 and 18: USING RESEARCH TO INFORM PRACTICE U
Page 19: FOUR KEY PRINCIPLES FOR BEST STARTS
Page 23 and 24: FOUR KEY PRINCIPLES FOR BEST STARTS
Page 25 and 26: FOUR KEY PRINCIPLES FOR BEST STARTS
Page 27 and 28: NINE FEATURES OF THE KEY PRINCIPLES
Page 29 and 30: ROLE OF STAFF Role of Staff Staff w
Page 31 and 32: ROLE OF STAFF Key Person The key pe
Page 33 and 34: ROLE OF STAFF Reflection and Action
Page 35 and 36: ATTACHMENTS Attachments Responsive
Page 37 and 38: ATTACHMENTS The National Scientific
Page 39 and 40: TRANSITIONS Transitions Transitions
Page 41 and 42: TRANSITIONS • being closely obser
Page 43 and 44: OBSERVATION, ASSESSMENT AND PLANNIN
Page 49 and 50: PARTNERSHIP WORKING Partnership Wor
Page 51 and 52: PARTNERSHIP WORKING Partnerships Ac
Page 53 and 54: PARTNERSHIP WORKING Reflection and
Page 55 and 56: HEALTH AND WELLBEING Health and Wel
Page 57 and 58: HEALTH AND WELLBEING The Scottish G
Page 59 and 60: HEALTH AND WELLBEING Case Study - H
Page 61 and 62: LITERACY AND NUMERACY Literacy and
Page 63 and 64: LITERACY AND NUMERACY Case Study -
Page 65 and 66: ENVIRONMENTS Environments The envir
Page 67 and 68: ENVIRONMENTS Environments and Resou
Page 69 and 70: ENVIRONMENTS Case Study - Environme
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PLAY Play For many years, there has
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PLAY Planning and Supporting Play B
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PLAY Play and Risk Opportunities fo
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PLAY Case Study - Play Joe is 28 mo
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REFERENCES AND FURTHER READING Refe
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REFERENCES AND FURTHER READING Podm
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Learning and Teaching Scotland The
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Pre-Birth to Three guidance (2.3 - Education Scotland

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