All My Children

Toni always attaches herself to an adult by holding their hand when she is outside and will attempt to stay with that person for the entire session. When other children approach her and ask her to join them she becomes even more attached to the adult, holding on to their hand more tightly. All suggestions and encouragements from staff fail to engage Toni in the activities on offer. Continue Reading »

Children need to develop a range of skills in order to utilise play experiences to the full. These can be considered in six areas and generally, there needs to be a fairly balanced development in each one. The six areas are:

Social — where the child shows an interest in other people and begins to develop empathy

Communication — where the child wants to communicate through verbal and non-verbal communication

Fine motor skills — where the child develops fine motor co-ordination and dexterity

Gross motor skills — which are related to mobility and body posture Imagination and thinking skills — needed for pretend play

Attention — where the child develops concentration and focused attention

It can be very useful to use the following tables as a checklist to consider children’s strengths and the areas in which they may need support at different ages and stages. Continue Reading »

The adult asks the children to draw a picture of themselves in the middle circle and the people closest to them (i.e. those who live with them) in the second circle. In the third circle the children draw people they see most days (these could be neighbours, relatives, pre-school friends and staff etc.). The children draw people they sometimes see in the next circle (e.g. doctors, shopkeepers, the postman). A final outer circle could be added for the children to draw people who they rarely see (e.g. relatives living abroad). Children who find drawing too challenging can be provided with a jar of buttons to represent themselves, their famly and their friends. Continue Reading »

Week Three

If all the children got on well in the second week and all seemed to benefit from playing together, it may be a good idea to keep the same grouping for the rest of the programme. On the other hand, if the adult feels that introducing a different child, either as well as or instead of the original friends, would be a good idea then this would be an ideal opportunity to do so.

By the end of Week Three it will probably become apparent if this input is having any effect. A short, formal observation using the same chart as before may be helpful to see if there are any pockets of major improvement or a noticeable lack of it. Continue Reading »

When setting targets it is important that they are as specific as possible. Playing ‘nicely’ is far too vague to be measurable. Sharing a toy for a set period of time (anything from one minute at a time up to, say, ten minutes) will be far more useful as evidence of a child’s progress. Simple notes will need to be kept of progress and will provide evidence of what parts of the programme have been least and most successful. Every child is an individual but following a core set of activities during the programme will make it easier to deliver similar interventions to others in the future.

Once the parent interview, staff briefing and target setting have been done the programme itself can be started. All early years settings are different but a sample plan is outlined below. Continue Reading »

Like most self-invented symbolic play, Goethe’s act, as previously suggested, had meaning on many different, important and urgent levels, whereas play material created by others can only rarely fit so well the always-changing demands of the moment. Goethe’s play expressed his feeling that he had been thrown out; his wish that his sibling should be thrown out; his punishing his mother by throwing her dishes out. But on still another level, Goethe probably wanted to get rid of all the dishes, so that he would no longer be fed from them, or be expected to eat from them. His sibling was being nursed, and his play expressed also his own desire to return to an earlier feeding situation that his competitor was now privileged to enjoy, and for which he envied him. Continue Reading »

A child doesn’t want to be “kept quiet.” He needs and wants to do things that are important to him. For example, it is always exciting for the young child to investigate the contents of a purse—but nothing can compare with turning his mother’s purse inside out. Fascinating as adult secrets are in general, none are more interesting than those of one’s parents. The child is curious about the contents of his parents‘ drawers! What other people do, what they have, how they organize things—all these become important as the child begins to learn about the differences in how things are done by his family and how they’re done in other households. But first he wants to learn how things are done at home. Continue Reading »

Years later, after his father’s death, the son became much more successful in his profession than his father had ever been. But he still had a hard time fighting his feelings of inferiority, the seeds of which, he was convinced, had been planted in this shattering experience. Afterward, he could never again trust himself when he thought he was doing well. Most of his memories of his father were a combination of a nostalgic desire for the paradise he had enjoyed before his father became convinced it was time to introduce him to the adult levels of stamp collecting, and his resentment over being suddenly criticized and made to feel inferior. Continue Reading »

Contrary to adult fears—the usual motive for many parents to supervise and regulate their children’s games—even aggressive play in childhood serves often crucial civilizing functions. This is true if children are left to their own devices, in which case it only very rarely leads to mishap. Iona and Peter Opie, to whom we owe the most sensitive and comprehensive study of the games modern British children play on their own and under supervision by adults, write: Continue Reading »

Children Conscience and Punishment

The first thing to realise about juvenile delinquency is that it’s not one type of misbehaviour but an overall term for everything for which an adolescent may be haled into court, from parking offences to murder. It’s as if everything that an adult could do wrong were called adult turpitude, a label which would certainly hinder rather than aid the understanding of different types of adult offences. The reason why all juvenile offences have been lumped together has been to get young people into special courts where, it was hoped, their difficulties could be understood and dealt with constructively rather than punitively; if they had to be removed temporarily from society, they would not be jailed with confirmed adult criminals but placed in rehabilitation institutions. Continue Reading »