100 Ideas for Teaching Personal, Social and Emotional by Judith Thwaites

By Judith Thwaites

Every Early Years practitioner, together with childminders, can have a statutory responsibility to convey the hot Early Years Framework. This booklet will supply a pragmatic, dip-in source to assist them meet the necessities of the non-public, Social and Emotional zone of the framework.

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See if the children spot the coloured ‘dirty’ water. • Blot the clean, wet bibs on clean towels and guide children to understand that now the ‘dirt’ has gone, they have two clean bibs. • Let the children help to empty the used water down the plughole. Dry the bibs on a radiator or peg them up to dry. • Make sure the children thoroughly wash, rinse and dry their hands to finish. Taking this further Safety note If you prefer, demonstrate the washing of a genuinely dirty item, letting the children watch at a dry distance.

45 IDEA A Sort of Assault Course 39 Focus Group size Preparation/Resources Making Relationships Behaviour and Self-control 2–6 Set up an ‘assault course’ with simple objects, such as a large cushion, kitchen-roll tubes taped together, a strong, shallow box with rope attached for pulling, a play tunnel or sheet/material to drape over chairs to create a tunnel, a wheeled sit-on toy As well as being fun, this game gives practice in waiting, sharing and turntaking, and in keeping to simple boundaries and rules.

Have the owner of the photo sit or stand with you, facing the other children; help them to hold up the photo for the others to see. ’ Or: ‘[Janine’s] dog did something silly. [Janine], did your dog eat something off the kitchen table? Was he sick somewhere? Where? What did your mummy say? ’ • Ask for hands up who has: a sister/the same pet as the one being discussed/ a similar story to tell; hands up who likes [Janine’s] dog. • List aloud the names of the children who all have a sister/who like [Janine’s] dog, and so on, to make all the children feel they belong to the group.

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