Pre-Birth to Three guidance (2.3 - Education Scotland

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36 PRE-BIRTH TO THREE: POSITIVE OUTCOMES FOR SCOTLAND’S CHILDREN AND FAMILIES ATTACHMENTS Bonding is the term that is commonly used to describe the deep and powerful connection between babies and the important people in their lives. Mothers can bond with their babies before birth, creating a strong connection which allows them to tune in to their babies’ needs quickly and create secure attachments. It was previously thought that babies only bonded with their parents, but it has been known for some time that babies can bond with a number of significant people such as grandparents, siblings, staff in early years settings and carers (Roberts, 2010). Attunement between the adult and baby helps to support the development of the baby’s emotional health and wellbeing. In this kind of secure relationship, the child learns about emotions and this supports a positive sense of self. Babies and young children look for reactions and responses from people around them and they often mirror what they see. They respond to facial expressions, tone of voice, body language, eye contact and the kind of care they receive. Secure attachments also help young children to develop the skills, values and attributes which are essential for them to become confident individuals, successful learners, effective contributors and responsible citizens. When babies and young children feel confident, they find it easier to get along with others and feel secure about exploring the world around them. Positive attachments can help babies and children to develop resilience. According to Perry and Szalavitz, ‘Children become resilient as a result of the patterns of stress and of nurturing that they experience early on in life.’ (2006, p 32) Children can become more resilient through, for example, developing positive relationships with kind and caring adults who act as effective role models. Strong relationships developed through secure attachments and attunement help babies and young children to develop empathy, the ability to understand the feelings of others. It is very important as it can facilitate and improve life chances as well as acting as a form of protection against developing aggressive and violent behaviour.
ATTACHMENTS The National Scientific Council on the Developing Child in the United States of America asserts that: ‘Early, secure attachments contribute to the growth of a broad range of competencies, including a love of learning, a comfortable sense of oneself, positive social skills, multiple successful relationships at later ages, and a sophisticated understanding of emotions, commitment, morality and other aspects of human relationships.’ Staff in early years settings can promote secure attachments and positive relationships through: (2004, p 1) • being kind, loving and respectful when interacting with babies and young children • developing a consistent approach to the care and wellbeing of each child • being responsive to children’s needs and giving them confidence that their needs will be met • building effective and respectful relationships with colleagues • providing calm and safe but also challenging and stimulating environments which offer flexible, individualised and consistent routines • making certain that children have caring relationships with reliable and attuned key members of staff • ensuring a well-planned transition process from home to setting, acknowledging that the separation experience for babies and parents may require support • showing respect for, and getting to know, children and their families. Providing opportunities for children to develop close attachments and feel nurtured should be embedded in the ethos of every organisation. Building and sustaining strong relationships is dependent upon a shared understanding of, and a commitment to, the need for secure attachments. WWW.LTSCOTLAND.ORG.UK/EARLYYEARS 37
Page 1 and 2: Pre-Birth to Three Positive Outcome
Page 3 and 4: Pre-Birth to Three Positive Outcome
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 and 20: 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: ATTACHMENTS Attachments Responsive
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
Page 71 and 72: PLAY Play For many years, there has
Page 73 and 74: PLAY Planning and Supporting Play B
Page 75 and 76: PLAY Play and Risk Opportunities fo
Page 77 and 78: PLAY Case Study - Play Joe is 28 mo
Page 79 and 80: REFERENCES AND FURTHER READING Refe
Page 81 and 82: REFERENCES AND FURTHER READING Podm
Page 84: Learning and Teaching Scotland The

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