Putting pedagogy into practice

Look at Section 7: Putting pedagogy into practice.

The activities to support the guidance focus on wellbeing. Further discussion in the guidance on children’s wellbeing considers the following.

A focus on:

Babies – what do they need?

Experiences which:

• allow the baby to respond to voices and expressions where the baby can smile or is soothed and comforted by the practitioner’s voice or being held appropriately
• allow the baby to relax by touching soft cuddly toys, and/or by listening to a reassuring voice telling a story
• allow the baby to respond by showing happiness by gurgling or smiling and is beginning to understand routines of the day
• involve playing games which are fun, stretching out and touching hands or toes
• enable the baby to sit supported to watch others, play with toys or roll over to reach items placed just out of reach to encourage movement
• support how the baby likes to be fed, go to sleep and be changed.

Toddlers – what do they need?

Experiences which:

• give daily access to the outside to look at and investigate the immediate environment which helps the toddler to feel settled, happy and promotes a response from the toddler to show others how they feel
• encourage the toddler to wait their turn with their friends in short games, for example, being outside and having the patience to wait for a turn on a bike, or dig in the garden
• encourage the toddler to walk, jump and run with support in necessary
• support the toddler to understand their emotions of feeling happy, sad, frustrated, calmly and reasonably
• encourage toddlers to be socially comfortable with others by ‘reading’ the messages a friend may give, for example, being unhappy, sad or upset and trying to resolve this perhaps by sharing a special toy or book or giving a hug
• develop physical skills by building with blocks, strengthening muscles by moving in and around objects inside and outside.

The young child – what do they need?

Experiences which:

• encourage an understanding of others’ emotions; for example talking about why a child is upset perhaps because others have excluded them from playing in the house corner
• help young children become independent in managing conflict
• highlight the growing awareness of the need for some rules and why this is important and being able to respond to basic structures. For example, why is it important to use your own box or tray to keep important items, or why is it necessary to take care of things on display
• allow opportunities to play and learn together, to share ideas and interests, to reconcile differences and to begin to develop a sense of fairness
• encourage children to contribute their own ideas and be involved in decision making about their day
• engage children in daily energetic play, which supports and extends their developing physical skills, stamina and strength
• use real tools and equipment to help coordination of fine movements; for example, combining items together using different fasteners, preparing snack, using a camera or keyboard
• encourage physical skills, such as finding out about distance and speed by throwing, chasing and running.