Nurture in East Lothian - Schools - 1. All learning is understood developmentally

All learning is understood developmentally

All learning is understood developmentally

Play, fun and laughter are important
Learning activities should help us connect socially
Consider attachment needs
Revisit and consolidate previous learning
Assessment and Intervention

Play, fun and laughter are important

Reconnecting with learning should not be threatening or overwhelming. Children and young people will have had different experiences during lockdown. We should offer activities that are motivating and enjoyable. These should be designed to help children and young people recognise and appreciate their personal strengths. Play and games are the obvious choice as a way of reconnecting with learning and having some fun.

Learning activities should help us connect socially

Learning activities should be considered in the context of the current physical distancing measures and related guidance. We need activities that will help us connect socially but keep our distance physically e.g. play, outdoor activities, gardening, music, drama, art, sport, baking, shared snack and meal times.

Consider attachment needs

Consider children and young people's different attachment needs (Geddes, 2006). Children and young people who find relationships difficult may need tasks they can work on independently at first, giving them time to build their tolerance of staff presence. This can be done using the activity as the bridge, as opposed to the relationship e.g. not ‘How are you feeling?’ but ‘How do you think the girl in the poem feels?’ Children and young people who need constant adult connection might require short time-limited tasks with regular staff feedback and reassurance.

How brains are built

This video by the Alberta Family Wellness highlights how early experiences impact on brain growth and subsequent development.

Attachment and learning

This link takes you to an article by Dr Heather Geddes (2018). "Attachment & Learning - The Links Between Early Experiences and Responses in the Classroom". The paper reviews the findings from Geddes' book "Attachment in the Classroom" (2006). It firstly identifies different attachment patterns and their related behaviours and then describes the related implications for classroom practice.

Attachment aware schools

This website explores the importance of understanding attachment in our schools. It considers the information gathered through research and outlines the importance of creating attachment aware schools.

Attachment Aware Schools Bath Spa University

Revisit and consolidate previous learning

‘Catching up’ is not our first priority. We need to give children and young people the time to make the transition, share their experiences and reconnect. We can observe, assess and take them from where they are at when the time is right. Concepts and skills may require to be revisited and consolidated. We want to make sure the foundations are strong before introducing new concepts and topics.

Assessment & Intervention

Children and young people will be returning with different experiences of of lockdown and home learning. For many of our vulnerable children and young people the gap that already exists in their learning, will have grown. We need to think and act very carefully in terms of how we respond to this need.

After providing pupils with time to recover and reconnect you then need to consider how you assess their needs . This should be done sensitively e.g. with non-threatening knowledge based check-ins and reviews that do not single out individuals.
Curricular areas will have specific related assessment tools and standardised tests. When assessing wellbeing the GIRFEC principles and National Practice Model should be adhered to.
Once you have the information on where the gaps are you need to consider what the research says about the most effective interventions. The Education Endowment Foundation Review have produced a COVID-19 Support Guide for Schools (2020) that highlights effective interventions. Their website also contains An accessible summary of the international evidence on teaching 5-16 year-olds .
Targeted interventions should be clearly matched to need e.g. specific targeted interventions, as opposed to generic 'catch-up sessions'.
Consider related implementation requirements in terms of assessment and related interventions e.g. costs, staffing, training, resources, data analysis, evaluation. (The ELC Implementation Framework and Nurture Implementation learnPro module can support your thinking and decision)..

References and further information:

Bomber, L.M. (2007). Inside I’m Hurting: Practical Strategies for Supporting Children with Attachment Difficulties in Schools. London: Worth Publishing Ltd.

Geddes, H. (2006). Attachment in the Classroom: A Practical Guide for Schools. London: Worth Publishing Ltd.

Geddes, H. (2018). Attachment and learning – the links between early experiences and responses in the classroom. International Journal of Nurture in Education, 4(1), 15–21.

The Boxall Profile is a tool to support the assessment of social and emotional skills Boxall Profile Online.

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