Marie Potter - Meeting Mental Health Needs Young 0-5 PB

POSITIVE MENTAL HEALTH

This new series of texts presents a modern and comprehensive set of evidence-based strategies for promoting positive mental health in educational settings. There is a growing prevalence of mental ill-health among children and young people within a context of funding cuts, strained services and a lack of formal training for practitioners. The series recognises the complexity of the issues involved, the vital role that educational professionals play, and the current education and health policy frameworks, in order to provide practical guidance backed up by the latest research.

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First published in 2019 by Critical Publishing Ltd

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without prior permission in writing from the publisher.

The authors have made every effort to ensure the accuracy of information contained in this publication, but assume no responsibility for any errors, inaccuracies, inconsistencies and omissions. Likewise, every effort has been made to contact copyright holders. If any copyright material has been reproduced unwittingly and without permission the Publisher will gladly receive information enabling them to rectify any error or omission in subsequent editions.

Copyright 2019 Jonathan Glazzard, Marie Potter and Samuel Stones

British Library Cataloguing in Publication Data

A CIP record for this book is available from the British Library

ISBN: 978-1-912508-89-1

This book is also available in the following e-book formats:

MOBI ISBN: 978-1-912508-90-7

EPUB ISBN: 978-1-912508-91-4

Adobe e-book ISBN: 978-1-912508-92-1

The rights of Jonathan Glazzard, Marie Potter and Samuel Stones to be identified as the Authors of this work have been asserted by them in accordance with the Copyright, Design and Patents Act 1988.

Cover and text design by Out of House Limited

Project Management by Newgen Publishing UK

Printed and bound in Great Britain by 4edge, Essex

Critical Publishing

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St Albans

AL3 5RX

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CONTENTS

	JONATHAN GLAZZARD Jonathan Glazzard is series editor for Positive Mental Health. He is Professor of Teacher Education at Leeds Beckett University and is the professor attached to the Carnegie Centre of Excellence for Mental Health in Schools. He teaches across a range of QTS and non-QTS programmes and is an experienced teacher educator.
	MARIE POTTER Marie Potter is a Senior Lecturer in the Institute of Childhood and Education at Leeds Trinity University. She is the Programme Leader for the BA (Hons) Early Childhood Studies and BA (Hons) Education Studies and a dissertation supervisor on the MA in Education. Marie is an experienced HE lecturer with a background in early years, she previously worked as the manager of an early years setting and as a freelance consultant specialising in emotional development, play and learning and behaviour management; she also worked as an early years adviser and CPD trainer for Leeds Education Authority and Social Services.
	SAMUEL STONES Samuel Stones is associate leader of maths, computing, economics and business at a secondary academy in North Yorkshire. He works with initial teacher training students in university and school contexts and is an experienced educator and examiner. He supports a teacher well-being and mental health working group.

The Early Years Foundation Stage provides a unique opportunity to support childrens holistic development. The prime areas of learning underpin the specific areas and are therefore critical to childrens learning. Children cannot thrive if they have poor well-being, low self-worth and are unable to regulate their behaviour and emotions. Effective practitioners know that all children are unique. They learn at different rates, have different strengths and interests and therefore require varying levels of support. Some children will have endured adverse childhood experiences, including abuse, neglect and parental conflict and separation. These experiences can have a long-lasting detrimental impact on their mental health and on their learning and development. Effective early years practitioners understand the importance of establishing positive, warm and trusting relationships with children. They recognise the need for children to experience a sense of belonging in the setting and they understand the importance of giving children agency. High-quality early years settings can reduce the effects of adverse childhood experiences but cannot necessarily eradicate the impact that these experiences have had on childrens development.

This book provides an overview of the risk and protective factors that result in mental ill-health in the early years. The themes of attachment, resilience and self-regulation are explored from a theoretical perspective and in relation to the practical implications for early years practitioners. Case studies are used to exemplify some of the issues and to illuminate effective practice.

Childrens experiences of transition can affect their mental health. Transitioning from the home environment to the pre-school setting can be traumatic for some children. Skilled practitioners will be aware that while some children are more resilient than others and are able to adapt to change more quickly, some children take longer to adapt and require more support during times of transition. Demonstrating kindness, empathy and treating children with respect are simple ways of supporting children through difficult transitions.

This book recognises the critical role of learning through play in the early years. It emphasises the value of adult intervention in childrens play to extend learning and development and the role of play in supporting all schoolification in the early years is a misinformed move, which could have significant and detrimental effects on young childrens mental health.

Children in the early years can experience a range of forms of mental ill-health. This book addresses the main mental health needs and provides an overview of the signs and symptoms of mental ill-health. It is argued that the development of a social and emotional curriculum, which provides children with the skills that they need to develop positive social interactions, empathy, resilience and emotional regulation, is an essential aspect of the early years curriculum, which can support positive well-being in the early years.