PACE model
Dan Hughes’ (2006) PACE Model is an approach to working with children and young people that focuses on four personal qualities: Playfulness, Acceptance, Curiosity and Empathy. These personal qualities allow adults to support children to further develop their emotional intelligence, self-regulation and resilience. PACE is a model that advocates a way of thinking, feeling, communicating and behaving that aims to make children and young people feel safe. This approach can help support pupils reintegrate with school life during the recovery phase feeling a sense of safety, belonging and value. Over time and with practice, children and young people gain tools to better understand and regulate their emotions, especially following and during times of change and uncertainty.
Playfulness - a lighthearted, spontaneous approach.
When children laugh and feel a sense of fun, they are more relaxed and less defensive. With a playful manner you can help diffuse a difficult or tense situation for children and help them to keep difficult thoughts and feelings in perspective. Moments of shared fun and silliness give children a sense of belonging and safety.
Acceptance - unconditionally accepting a child makes them feel safe, secure and loved.
When you actively communicate to a child that you understand what they might be going through, they feel safer. Acceptance is about creating the conditions for unconditional positive regard. By accepting feelings, thoughts, perceptions and memories that lie beneath behaviours you allow children and young people to safely explore and communicate their “inner life”.
Curiosity - showing a genuine sense of wonder to understand.
Using a curious, quiet, accepting tone helps children realise that you are genuinely trying to understand their experiences. It is not about interpreting or fact finding; it is about letting children know you want to get to know them in a sensitive way... For example, “I’m wondering what you thought about…., “I’ve noticed XXX and think you might be worried about...”
Empathy - a genuine desire to “feel with” a child; to step into their shoes and connect with their emotional perspective.
You are communicating strength, love and commitment, with confidence that sharing the child’s distress will not be much; “together we will get thought this”. This gives a child the safe space to reflect and problem solve. Actively letting a child know that you are emotionally present and “get it” For example, “I know this is really tricky for you….”
Brene Brown on Empathy
Considerations for returning to school:
Using playful interactions will help children feel welcome after a long time away and promote their sense of felt safety.
Playfulness and spontaneity will soothe pupils' (and adults'!) brains and release hormones that cause pleasure and combat stress.
As we adhere to distancing regulations, playing and learning outdoors should be facilitated as much as possible.
Play-based learning, multi-sensory learning and injecting a sense of fun into learning; these approaches should be promoted as much as possible.
How can expertise of Early Years staff in relation to play and learning be shared most effectively with the wider team?
Do all staff feel able and know how to facilitate positive relationships for pupils' emotional wellbeing? Looking after their own wellbeing will be vital. Emotion Coaching is a relational approach that promotes a non-judgemental and accepting response to emotions. Empathising with and putting ourselves in the child's shoes is key to this approach.