Page 57 - PSPS: A Training guide

Am I living in circumstances that might be adversely affecting my
child, such as being in homeless accommodation, if so, what
information will I share with the school?
If the preschool has given me a passport for my child, is there
anything I want to add?

Am I happy to share that passport with the school?

How will I keep checking in on how my child is feeling during the transition? Tip: We
know that asking a young child how their day at school was can result in a simple ‘ok’
answer. Every evening over dinner or before bed, play the rose and thorn game. Ask
your child for one good thing (rose) about their day and one not so good thing (thorn),
and share yours with them. This is a simple but great way to learn about any hopes or
worries they might have.

What these outcomes mean for the child

Reflection will ensure that the individual child will be understood, that their apparent
shyness or boisterousness may be masking anxiety, that they need some extra
reassurance, a listening ear or some practical supports such as being with the most
suitable group for that child. It may mean that should they have a vulnerability that is
not obvious, that accommodation will be made for this. All this will support them
through the emotional challenges that they are facing, and help them to learn the
coping skills that will be of benefit through this and future transitions.

Unit 5 Social and Emotional Development: Knowing/Identifying the Needs

Connection is at the heart of every decision we make. We consciously foster an
emotional connection with each child. This provides the foundations for a safe learning
space. When we feel emotionally safe in our environment, our capacity for learning and
growth flourishes. It gives us space to laugh, play and learn, all the joys of childhood. In
order to be able to learn, a child needs to feel psychologically and physically safe.
Environments and teaching practices, along with behaviour policies must therefore be
relational, as opposed to authoritative/punitive - because without the safety these
provide, a child's emotionally reactive brain is constantly activated, with their ‘thinking’
brain compromised and thus, unable to learn.

The Irish curriculum framework, for young children, (which covers children from 0-6
including the first years of primary school ) Aistear (aistearsiolta.ie), in its first aim for
its theme of well-being states that Children will be strong psychologically and socially.