Personal, Social and Emotional Development Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children, they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life. 

Personal, Social and Emotional Development ELG: Self-Regulation 

Children at the expected level of development will: 

- Show an understanding of their own feelings and those of others, and begin to regulate their behaviour accordingly.

 - Set and work towards simple goals, being able to wait for what they want and control their immediate impulses when appropriate.

 - Give focused attention to what the teacher says, responding appropriately even when engaged in activity, and show an ability to follow instructions involving several ideas or actions.

 ELG: Managing Self 

Children at the expected level of development will: 

- Be confident to try new activities and show independence, resilience and perseverance in the face of challenge.

 - Explain the reasons for rules, know right from wrong and try to behave accordingly.

 - Manage their own basic hygiene and personal needs, including dressing, going to the toilet and understanding the importance of healthy food choices. 

ELG: Building Relationships 

Children at the expected level of development will: 

- Work and play cooperatively and take turns with others.

 - Form positive attachments to adults and friendships with peers.

 - Show sensitivity to their own and to others’ needs. 

Supporting Transition

Term 6 - PSHE: (Personal, social, health and economics)

In this unit, children will learn how to look after their wellbeing through exercise, meditation, a balanced diet and care for themselves. 

Looking After Ourselves

Star Words - healthy, unhealthy, exercise, diet, food, fruits, vegetables, body, clean, germs, sleep. 

Exercise

Food

Our Favorite Kids Songs About Good Habits | Super Simple Songs – YouTube Kids 

Oliva shared the food she has grown at home. Thank you for sharing your healthy food with us. 

We are trying to eat a rainbow diet. These foods keep our bodies healthy. We are trying to only eat a few treats. We do not eat sugary foods or fizzy pop very often. 

Term 5 - PSHE: (Personal, social, health and economics)

Building relationships: My family and friends

In this unit, children will learn how we all have different beliefs and celebrations, what characteristics make a good friend, and how we need to listen to one another.

Festivals and Celebrations

Team Building

We have all learnt to care and share, so we have been learning to work as a team in our classroom and in the big playground. Team work makes the dream work...We are ready for Year One!

Stars in the Jar Treat - Bring in a game or toy.

Taking turns, sharing and caring - well... just fun in the sun!

Term 4 - Stay & Play ~ Celebrating Mother's Day & lovely ladies.

We made Easter biscuits to share with our special ladies. 

Term 4 - PSHE: (Personal, social, health and economics)

Self-regulation: Listening and following instructions

In this unit, children will learn why it is important to be an honest, thoughtful and resilient active listener who can respond to instructions. 

To link this to our behaviour policy, we are now changing our 'Time Out' strategy, to a more child friendly strategy. If a child is not following our classroom rules or a child become too angry or too upset to have a conversation, staff will now say, "Go to the cosy or calm corner to have a think. Then, when the child is ready, we will ask the children to talk to us and discuss what went wrong in a calm manner. This will help all of our children to meet the PSHE - Self regulation. We will write in your diary if we feel this is something you need to be aware. Try this at home. Ask the children to choose a quiet corner or area in your house where they can go to calm down and have a think. Then, when they/you feel they are ready, you can have a calm conversation to talk about what happened and see if your child can tell you what they could do next time to stay calm and make a good choice. 

This our new Shine like a Star Chart and these are the books we are reading to support this.

Obstacle Race

We created an obstacle course to learn about following several instructions and shared our calming strategies so the children learn how to persevere when they find things difficult.

Blindfold Walk

Star Words - listen, carefully, think, focus and trust

We are learning to listen more carefully, so we were blindfolded and had to listen really carefully to follow instructions from our trusted friend. 

Treasure Hunt

Mindful Monster - Relaxation (Snug)

Term 3 -PSHE: (Personal, social, health and economics)

Managing self: Taking on challenges

In this unit, children will understand why we have rules, the importance of persistence and perseverance in the face of challenges, learn how to communicate effectively with others, practice 'grounding' coping strategies, and to learn new skills that will help them show resilience and perseverance in the face of challenge.

Grounding strategies

We have talked about what we can do to self regulate to feel calm.

Try these at home:

• Lie on the floor and press your arms and legs gently into the ground so that it feels like your body is sinking. Make sure your fingers and heels of your feet are connected to the floor. Concentrate on feeling your body pressing into the floor at every point.

• Have a look around the room and choose an object to focus on. Describe it in great detail – the way it looks, its colours, its position, its shape etc. (After you have demonstrated, put the children into pairs, asking them to describe the object to their partner).

• Run/sprint on the spot.

• Squeeze your hands into fists and release. Repeat until you feel calm.

• Practise calm breathing: breathe in for four, hold for seven and out for eight (breathe out slowly through pursed lips).

Den Building - Working as a team!

Mindful Monsters - Giggles 

This term we are learning about positivity. When faced with a challenge or we feel something is too difficult to do, we say "I can't do it yet!"

Term 2

Odd Socks Day - Anti Bullying Week

We wore odd socks to show it is good to be different. We talked about what a bully is like and what a buddy is like.

Mindful Monster - Thinky teaches us about concentration

We all made a purple monster. Ask your child what they need to do to concentrate.

Term 2 -PSHE : (Personal, social, health and economics)

In this unit, children are learning to explore why families and special people are valuable, understand why it is important to share and develop strategies, see themselves as valuable individual and explore diversity through thinking about similarities and differences. 

We are Unique

Star Words: unique, special, different, similar, interests, like and dislike.

We shared a circle time to celebrate our interests. We decided that it is Ok to like different things.

"!  am special.

I am unique.

I like different things than my friends and that’s ok.

I am interesting, I am different, I am important."

Sharing and Taking turns

Today, we played different board games to show that we can take turns together,

Term 2 - PSHE: (Personal, social, health and economics)lation: Listening and following instructions

In this unit, children will learn why it is important to be an honest, thoughtful and resilient active listener who can respond to instructions and how they can become one.

Special People

Star Words: valuable, special, unique and different

We made a circle map of all the special people we know and then drew a picture of the special person in our lives. 

We shared who is special to us during circle time. 

Families

Star Words: parents, carers, siblings, relatives and trusted adults.

We drew our families and talked about why our families are special.

Term 1

PSHE - (Personal, social, health and economics)

In this unit, children are learning to explore and understand their feelings, identify when they may be feeling something, and begin learning how to communicate and cope with their feelings and emotions.  

To create a calm corner and talk about our worry box.

Star Words - worry, tell, trusted adult, calm, happy and safe

To explore different adjectives that can be used to describe feelings.

Star Words - delighted, miserable, annoyed, friendly peaceful, relaxed, nervous and worried.

This week, we learnt new vocabulary to share how we are feeling. We tried to pull the faces to show each feeling and talked about what we could do if we ever have the feelings we do not like. 

https://www.youtube.com/watch?v=o1mxBUXZdqY

To learn coping strategies to learn to self regulate.

We talked about different scenarios that happen in school that might make us feel angry or sad. We talked about what we could do to stop reacting and making wrong choices. We decided that if we are cross, we could go to the reading corner and squeeze a cushion, but we must not hurt others. This will help us to calm down. If we feel sad, we must tell a trusted adult. Talk about what makes you angry or sad with your child at home and what you do to make good choices. This helps a child to understand we all feel angry and sad, but we do something to calm down and feel happy again. 

To identify and express my feelings.

To identify different feelings and emotions.

 Transition & Golden Rules

Bing Videos 

Whole Body Listener Song

This week, we have been talking about taking turns, listening, caring and sharing. The children are learning to share their toys and take turns when talking, playing and during circle time. We all say, "Eyes looking, ears listening and hands in our basket", so we are ready to learn. 

The continuous provision is planned weekly to meet the children's interests and support the children to meet the Early Learning Goals through play and challenges. 

Through play, challenges and adult interaction, the children learn to stay safe, self regulation, manage self and build trusting relationships. 

This week, the children have enjoyed finding their carpet space, learning the school routine and our golden rules. The children have had fun making new friends too!

Family Dining: 

The children are earning to make healthy food choices and use a knife and fork.