It is important practitioners fully understand children’s Personal, Social and Emotional Development (PSED) and how social and emotional factors can impede on children’s development.
When practitioners are completing children’s two year progress checks, this is time to assess a child’s Personal, Social and Emotional Development. The purpose of this assessment is to help create a picture of children’s current development and to inform parents and practitioners, it is also a great tool to help identify areas that may need some additional support.
For this assessment to be effective practitioners need to be fully aware of all aspects within the areas of learning. As some practitioners may be caring for vulnerable two years olds it is important that practitioners are fully aware of any contributing factors that may be impeding on children’s development and the effects they may have on the child’s progress.
To help practitioners fully understand the definition of PSED it can be found in the Early Years Foundation Stage Statutory Framework. It states that adults need to help children develop a positive sense of themselves and others: to form strong positive relationships and develop respect for others.
As there are a range of factors that can adversely affect a child’s PSED such as premature, poor health, lack of affection from adults, poor housing, abuse, it is down to practitioners to work together with parents and other professional to support these children.
Assessment carried out in early years settings for example a progress check should be based on ongoing observations carried out by practitioners mainly the child’s key person. Observations should be part of everyday practice and it is best practice to complete a variety of different observations. The EYFS gives information as to what a child may achieve in PSED within the different age bands. These can be found in the Development Matters in the Early Years Foundation Stage (EYFS).
It is important to understand the importance of PSED for a child’s life chances and how children’s development can be affected by social influences. As practitioners can make a huge difference on young children and families it is important to evaluate practice regularly especially when caring for those vulnerable children. Having a stimulating learning environment that meets children’s individual needs and promotes equality and diversity is effective for cognitive, social and behavioural development.
Together with regular discussions with parents, other professionals and regular observations of the child it will help practitioner assess the child’s level of PSED and when the time comes to complete the progress check all information collected will contribute to the outcomes.
When a child starts a setting it is good practice to obtain information from parents regarding their child’s development, this will help assess a child’s on entry levels to the setting and help practitioner to plan effective activities to progress the child.
To help those children who are having difficulties in dealing with certain aspects of their PSED it is important that practitioners make children feel safe and secure and remember that these young children will display different types of behaviour and emotions.
It is paramount that practitioners look at the learning environment and ensure that it is offering the appropriate levels of support and learning. We know that young children need an environment that is safe and secure and the freedom to explore. Children need to feel secure and valued in order to develop their sense of well being. In order to help support young children’s PSED children thrive in a peaceful environment and some children cannot cope with an overload of noise and stimulation.
It is very difficult for practitioners to assess children’s development in PSED unless they have observed and examined their well-being, Ferre Laevers shows how practitioners can measure children’s well being by ensuring the environment succeeds in helping children. Ferre Laevers suggests the most effective way to to assess the quality of the setting is to focus on
- The degree of emotional well being of the children
- The level of involvement of the children
Practitioners working in early years hold an important factor in helping children to strive in their learning and development, however it is important to remember that all children are different and their may be contributing factors that impede on areas of children’s development.