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Social, emotional and behavioural development

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Patricia Shaw

on 2 November 2015

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Transcript of Social, emotional and behavioural development

Social, emotional and behavioural development
Research evidence identifies links between:
Low self-esteem
Social, emotional and behavioural problems
Learning difficulties and
Academic achievement
Causal factors
Within the home
Supportive factors
Within the setting
Supportive factors
Factors affecting self-esteem
Social, emotional and behavioural development
Negative parenting that reduces confidence and self-esteem.
Poor diet and standards of hygiene.
Child abuse – physical, sexual, emotional or neglectful.
Alcohol and/or drug abuse by parents.
Poor attachments.
Parental separation, bereavement or other loss.
Unrealistic expectation of parents.

Good knowledge base of child development.
Knowledge and understanding of responding to individual needs in a holistic philosophy.
Familiarity with current legislation and guidance.
Effective planning, record keeping and time management.
Good organisational skills.
Poverty and deprivation.
Poor housing causing stress and anxiety.
Poor parenting skills – too restrictive, protective, lenient, lacking structure and routine – often the result of poor parenting in their own childhood.
Parenting style that lacks love and security, often due to parental lack of self-esteem and confidence.

Structured day and individual lessons/working times.
Clear guidelines and rules.
Positive staff attitudes.
Well-motivated staff.
An ethos of individualised and holistic planning.
Meaningful policies.
Positive parental partnerships.
Appropriate tasks presented for child’s current level of performance.
Not over reliant on standardised worksheets.
Ability to plan SMART targets which are appropriate for individual needs.
Inclusive practices.
Ability to recognise when additional training is required.
Awareness of gender and multicultural issues
Levels of motivation
Positive experiences of learning
Feeling valued and respected
Levels of confidence
Positive feedback for effort as well as achievement
Security and love
Practitioner awareness of affective development
Consistent structure and routine
Clear and realistic expectations of parents, practitioners and the child him/herself.
Social and emotional difficulties
Whether or not the time is allocated to work on children’s affective functioning too often depends on adventitious encounters with teachers who have converted to the need to address such areas. It is time -as a profession – that we all recognised, for example, the need to give adequate time to ‘working on the self’. It is iniquitous for us not to undertake this task. As educators, are we called upon to educate the whole child? If not, who looks after the neglected parts?
(Charlton and Jones, 1990: 149)

Legislation and guidance
SEND Code of Practice: 0 to 25, (DfE, 2015),
Social, emotional and mental health difficulties
6.32 Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms tha are medically unexplained. Other children and young people may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
6.33 Schools and colleges should have clear processes to support children and young people, including how they will manage the effect of any disruptive behaviour so it does not adversely affect other pupils.
Legislation and guidance
The government published the Social and Emotional Aspects of Learning (SEAL) programme
It focuses specifically on improving outcomes for children in the areas of personal, social and emotional learning and development.
SEAL is firmly based on research findings which highlighted:
The key benefits of working on social, emotional and behavioural skills include:
Greater educational and work success
Improvements in behaviour
Increased inclusion
Improved learning
Greater social cohesion, increase in social capital
Improvements to mental health.
(Primary National Strategy, 2005: 48-50)
Legislation and guidance
The United Nations Convention on the Rights of the Child (DCSF) Article 29 states that:
The education of the child shall be directed to:
The development of the child’s personality, talents and mental and physical abilities to their fullest potential;
The development of respect for human rights and fundamental freedoms, and for the principles enshrined in the Charter of the United Nations
Legislation and guidance
The development for the respect of the child’s parents, his or her own cultural identity, language and values, for the national values of the country in which the child is living, the country from which he or she may originate, and the civilisations different from his or her own;
The preparation of the child for a responsible life in a free society, in the spirit of understanding, peace, tolerance, equity of sexes and friendship among all people, ethnic, national and persons of indigenous origin;
The development of respect for the natural environment.
(DCSF, 2009k)
Legislation and guidance
Personal, social and emotional development
Harnett provides a summary of research in this area:

The importance of developing children in this area is well documented from Piaget (1896-1980, quoted in Barnes, 1997) through to writers such as Rogers (1983) and the High Scope Educational Research Foundation (Hohmann and Weikart, 1995). Reports such as Plowden (1967) and Gulbenkian (1982) also highlighted the need for children to have a broad and balanced curriculum that developed the whole child.
(Harnett, 2002: 62)
Bertram and Pascal identify 5 key messages relating to this area:
Children’s overall development is fundamentally affected by their relationships and feelings.
Children’s sense of self and their ability to from relationships with others is substantially shaped by their early interactions with others.
The emotional life of the young child underpins the way they explore and make sense of the world.
The social and emotional life of the child is culturally embedded.
Children’s identities are shaped by the nature of their interactions with different culture.
(Betram and Pascal, 2010: 75)
Personal, social and emotional development
Social, emotional and behavioural development
Watch the video and consider the following:
Why do you think Caleb behaves this way?
What difficulties might Caleb face returning to school from the PRU?
What could the teacher do differently?
Full transcript