Child Protection Fundamentals

We look at how our babies’ brains grow and how connections start to form. Children need to have ‘serve and return’ interactions with the people around them to co-regulate and feel reassured. The stress response system can help babies to become calm more quickly with the reassurance of our practitioners. We explore appropriate experiences that coincide with Penny Tassoni’s Prime Time Experiences. We then go on to discover the differences between treasure baskets and heuristic play. Quality prime times are also discussed and explored through scenarios. In addition we also look at respectful handling of children.

We explore how the role of the key person has evolved to include working with both children and their families. It is much more than just meeting our children’s care needs. In Birth to Five Matters the importance of the ‘Triangle of Trust’ is mentioned. The presence of a key person helps a child to feel emotionally secure when they are away from home and provides a reassuring point of contact for parents. Every child deserves an adult that understands the power of connection and helps them to be the best that they can possibly be. They deserve a champion!

We consider how we can create adjustments to reduce greenhouse gases. The biggest contributors towards global warming are energy, transport, water, food and fashion. We explore how an average nursery contributes to these areas and then offer suggestions on how we can reduce our impact on the planet. We highlight the United Nations 17 Sustainable Development Goals. These goals identify that ending poverty and other deprivations must be considered with strategies that reduce inequality, improve health and education, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests, starting with the early years.

The ranges within Birth to 5 Matters are explored. We breakdown what an observation is and why they are important. We look at advantages and disadvantages of a range of observations to discover how we can observe. We dive into the characteristics of effective learning, consider whether we are interacting/interfering and if we are objective or subjective when making observations. The differences between formative and summative assessments are discovered. Continuous provision is analysed and recommendations are given for inspiration. You even get to create provocations or invitations. Everything then links into the intent, implementation and impact of children’s learning.

The brain and its architecture play a huge part towards self-regulation. Connections that are used more are strengthened and contribute to the building of circuits within the forebrain which in turn helps our children’s understanding. We look at the behaviours that we see in our children and consider why these behaviours may be being observed. We look at how to help children self-soothe and support the children in our care. We also explore how environments - in addition to our practitioner - may contribute towards children’s associated behaviours.

All the training that we deliver surrounds the Statutory Framework of the Early Years Foundation Stage (EYFS). This is the mandatory document that we need to follow. All practitioners need to have a comprehensive understanding of what this entails. This is split into 3 sections, Learning and Development, 2. Assessment, 3.Safeguarding and Welfare Requirements. The EYFS has 4 overarching principles, A Unique Child, Positive Relationships, Enabling Environments and Learning and Development. In order to do this we follow Birth to Five Matters and aim to nurture, educate and inspire our children.

This training challenges the viewpoint that a natural outdoor environment with a wealth of experiences cannot be offered in certain settings. We look at nature’s language and how certain words are disappearing from our children’s vocabulary. We assess the risks versus the benefits of learning experiences within our nurseries as well as look at how we can dynamically risk assess to consider the individual and environmental risks. Through discussion and interactive experiences we consider how - as practitioners - we can be effective educators and how we can avoid hindering the learning process.