Page 54 - PSPS: A Training guide

Unit 5 Social and Emotional Development

Introduction

According to Aistear (2009) ‘Children’s relationships and interactions with their families
and communities contribute significantly to their sense of well-being. Children need to
feel valued, respected, empowered, cared for, and included. They also need to respect
themselves, others, and their environment. They become positive about themselves
and their learning when adults value them for who they are and when they promote
warm and supportive relationships with them’.

In this unit, with the child at the centre, understanding and providing environments
and practices that support these aspects of children’s development are identified and
addressed.

Unit 5 Social and Emotional Development: Objectives

The core objectives for this unit are that each adult in the child’s life will:

Understand and respond to all aspects of the child’s social and emotional issues
relating to the transition

Understand the role and impact that attachment and separation may have upon
the child’s ability to process the transition

Have awareness of particular vulnerabilities that may affect a child

Allow sufficient time and support to each individual child to process their
transition at their own pace

Enable children to be strong psychologically and socially.

Unit 5 Social and Emotional Development: Self-Reflection Suggestions

School/Teachers

Does our school have a written transitions policy?

How do we engage with parents throughout the transition process?

Do we have an information board or on-line portal for parents?
Are we communicating openly and regularly with parents so that they are
comfortabletalking to us about any concerns or expectations?

How do we as teachers support the child in adapting to the larger group in the
class?

How do we acknowledge the child’s shift in role as they become pupils?

Are children in school able to take a break if feeling overwhelmed?