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Transcript of Nurture
The aim of nurture
-To provide a carefully routined day~ (most successful in the afternoon), where there is a balance of learning and teaching, affection and structure within a home-like
A brief history
Nurture groups were started in 1969 by Marjorie Boxall, an educational psychologist working working for the Inner London Education Authority based in Hackney where there were large numbers of children with severe emotional, behavioural and social difficulties
theory and nurture
-Remained part of the class.
-Whole school understanding.
-Reputation of the groups was so high that other children wanted to join them.
-The idea of nurture spread.
First five years of life are critical
Babies form very few attachments
They learn by experience from primary care giver to predict how others will behave.
Through the first two years of life the brain cells and their wiring are established, closing down connections which are seldom used and reinforcing those which are often used
The still face experiment - Dr. Edward Tronik
The levels of stress experienced in infancy permanently shape the stress responses in the brain, which then affect memory, attention, and emotion.
Permanent brain changes - lead to elevated responses to stress throughout life, such as higher blood pressure and heart rate. This elevated response begins quite early. Even infants regularly exposed to stress already demonstrate higher cortisol releases and more sustained elevations of cortisol in response to stressful situations.
Research carried out to look at children who could be pre-programmed to turn off the genes which reduce stress.
Takes 20 mins for cortisol levels to return to normal in adults, more for children.
The Boxall profile
Contains two sections:
Some scary facts:
* 1 in 10 children aged 5-16 suffer from a diagnosable mental health disorder which is around 3 in every class.
*The top reason for self harm for children in secondary school is down to school work.
*70% of men in prison suffer attachment disorder.
-Recap a little about attachment disorder.
-How nurture can support children in bridging their developmental gaps.
-The Boxall Profile and how we can use it in school.
Finally, the fun bit - our nurture/sensory room and how we can make it work for our school.
80% of children with ADHD have attachment disorder.
1/3 of children have an attachment issue with one or more care givers.
Enter basic data about the child
Open the form to show pages B and C
Open again at B to reveal the items for section 1, developmental strands
Working from 1-34 IN ORDER (important, do not miss and go back to any)
Fill in the histogram.
Repeat for the diagnostic strands
What children in your class fit the profile?
Beyond the Boxall...
Each section (developmental and diagnostic) is broken into strands.
Summary of what this tells you about the child.
Recommended activities linked to these strands.
6 principals of nurture groups:
- Children's learning is understood developmentally
-The classroom offers a safe base
-Nurture plays an important role in developing self esteem
-Language is a vital means of communication
-Transitions are significant in the lives of children.
L behaviour is communication
A-E most basic working across.
Targets set from the Boxall.
Finally, the fun bit!
We have been given 10,000 in a lottery grant to spend!
Any ideas welcome...
We also need a name!
Ideal structure of the day...
Meet and greets/breakfast
Playtime calm down if needed
Eat lunch together
After lunch nurture group
Other uses during the morning:
Sensory room for children with proprioceptive difficulties/sensory processing issues
Calm down area/area to talk about sensitive issues
Area for outside agencies to work with the children e.g. school nurse
Meet with parents to update/offer support in how to support their child/children at home