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Health and Wellbeing- The Whole Child
Health and Wellbeing- The Whole Child
Learning in health and wellbeing ensures that children and young people develop the knowledge and understanding, skills, capabilities and attributes which they need for mental, emotional, social and physical wellbeing now and in the future. Each setting should take a holistic approach to promoting health and wellbeing, one that takes account of the stage of growth, development and maturity of each individual, and the social and community context.
The Six Areas of Health and Wellbeing
The Six Areas of Health and Wellbeing
Laid out in the Curriculum of Excellence, HWB can be split up into 6 areas:
Mental, Emotional, Social and Physical Wellbeing
Planning for Choices and Change
Physical Education
Physical activity and sport
Food and Health
Substance Misuse
Relationships, Sexual Health and Parenthood
In Early Years, we strive to cover the Health and Wellbeing Curriculum through open ended Play and opportunities for outdoor learning.
To see the CfE experiences and Outcomes go to:
The Wellbeing indicators are at the heart of Health and Wellbeing
GIRFEC uses eight words to describe what it looks like when things are going well
´The idea is that in these eight words we cover every part of a young person’s life, rather than just focusing on one or two things
The first letter of each of these eight words creates the acronym SHANARRI. For more on GIRFEC follow this link:
my-world-triangle.pdfThe ‘My World’ Assessment Triangle provides the basis for holistic assessment of a child’s or young person’s needs. It is an ecological approach to assessing him/her holistically. How the child/young person grows and develops is understood in relation to the care he/she is receiving from others and how he/she experiences their wider social and physical environment.
Learning about Emotions
Teaching Emotions
Teaching Emotions
Emotional intelligence can be referred to as “the ability to identify and manage one’s own emotions, as well as the emotions of others.”
An emotionally intelligent person has many great qualities, including self-awareness, self-regulation, empathy, and social skills.
While these qualities don’t develop overnight, the more you speak to children about feelings and how to manage them, the more it helps the child increase their emotional intelligence over time.
How can we teach emotions to the children in nursery?
Talk about emotions in the books we read at story time. Ask children how they think the characters feel. Use your voice to show emotions in the stories
Read stories about emotions- there are some really great ones!
Play games where children need to show their different emotions on their face, with body language or using their voice
Name the emotion that the child is feeling "I can tell that you are feeling sad today."
Use a mirror to show the child how they look while having the emotion, and explain how the emotion might make them feel. "I can tell you are really angry, look at the way your eyebrows are. You might feel hot, and your hands are balled into fists"
Share your feeling with the children, whether from today or talking about your memories. Apologise when you lose your temper.
Use puppets or toys to act out emotions
Model expression of feelings using "I feel...." statements
Praise emotional language when heard
Co-regulation
Co-regulation
Young children can not self-regulate until they are taught how to by Co-regulating with a trusted adult. It is important that their emotions are validated not dismissed. To help a child caught up in a big emotion:
Tune in: Notice or become aware of your own and the child’s emotions. Make sure you are calm enough to practice co-regulation, otherwise, you might want to give both of you a quick breather;
Connect: Use this situation as an opportunity for you to practice and for the child to learn. State objectively (This is important!) what emotions you think the child is experiencing to help them connect their emotions to their behavior;
Accept and Listen: Practice empathy. Put yourself in the child’s shoes, think about a situation when you felt a similar emotion, and try to remember what it felt like;
Reflect: Once everyone is calm, go back over what the child said or did, mentioning only what you saw, heard, or understand of the situation. Reflect on what happened and why it happened;
End with Problem Solving/Choices/Setting Limits: Whenever possible, try to end the situation by guiding or involving the child in problem-solving
Have a look at the Froebel Trust's information about Self-Regulation
Nurturing-self-regulation-–-A-Froebelian-approach.pdfPage updated
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