All early years practitioners are aware that children, like adults, have a wide and varied home life and experience different relationships. They are part of a family and a wider community, as well as members of the setting's community. That is why early years practitioners have always viewed children holistically. This approach is reflected in the Early Years Foundation Stage.
When considering the individual needs of children, it is important for practitioners to think about what they already know about a child. This means thinking about what is happening to the child both inside and outside the setting. Through understanding a child's needs, practitioners will be able to:
- put a child's behaviour in context
- understand why a child is behaving the way they are
- work out how best they can support that child to move on.
The diagram opposite shows pictorially the holistic development of a child. That is, it links all aspects of a child's life and shows how each aspect leads to another. It demonstrates how young children need to have their basic needs met before they can move on to learn and discover, develop empathy, and live in harmony with their peers and the adults around them.
The role of early years practitioners is to support children as they work their way through the stages of the diagram towards beginning to realise and reach their own potential. Children who are near the top of the diagram are usually beginning to appreciate why they should behave well and will try to behave positively most of the time. They will be developing empathy and are beginning to understand the needs of others. Different factors may impact upon children as events (most of which are out of the child's control) occur in their life. Reactions to these events and changing relationships may make some children move up and down through the stages. An obvious indicator of this is often seen in the way children behave.
This moving up and down through the stages also happens to adults and usually occurs as a reaction to an event or change of circumstance. A strong foundation then must be laid in each step in order for the other levels to be securely built upon. If one level is insecure, it will be difficult for a child to move on, because all their needs are inter-related. The aim for practitioners is to support children to move on to stages 5 and 6 towards the top of the diagram.
Through careful observation and open communication with parents and carers, practitioners should be able to identify when children are struggling. Practitioners and parents can then work together to support children back on track.
What the stages of the diagram may look like in practice
1. 'The need to satisfy hunger, thirst, sleep, etc'
Case study:
Ahmed
- He has had a good night's sleep.
- He has had a drink and some cereal for breakfast.
- His mother dropped him off on time.
- His mother gave him a hug and said: 'See you later - I love you.'
Alfie
- He has been awake half the night because his baby brother was crying.
- He has had a biscuit for breakfast and is still hungry.
- His mother overslept so they had to rush to nursery.
- His mother was cross because he had been slow and left without saying
goodbye.
How might both children behave?
The difference to the start of Ahmed's and Alfie's day can and probably would affect how they behave at nursery. Ahmed is ready for the day ahead and is probably keen to get on and be busy. Meanwhile, Alfie may be fretful, tired and possibly hungry.
What practitioners could do
Alfie could and should be given a cuddle and comforted. He could be given some breakfast before he sits down, perhaps for a one-on-one story with his key person. This would provide him with some nourishment and a rest. When he feels better he could join his friends. His key person should then, however, keep a close eye on him, as he may be short-tempered and not at his best.
Alfie's mother could be encouraged to get advice from her health visitor about sleep issues with her younger child as well as advice on how to set up routines within the home.
2. 'The need to be secure and safe and out of danger'
Case study:
Hamida
Practitioners are worried about Hamida. Although she attends the setting happily, she is very fretful when her mother leaves her. This is distressing for both Hamida and her mother. Throughout the day Hamida has to be taken away from the door where she sometimes sits waiting for her mother to return.
Hamida frequently upsets her friends by trying to take away the toys they are playing with. Practitioners have noticed that Hamida snatches toys from others, then surprisingly doesn't even want to play with them herself. Instead, she holds on tightly to the equipment or tries to puts it into her own special tray or lunch box.
Through a meeting with Hamida's parents, practitioners have learned:
- Hamida's family are refugees who have fled their own country
- the family have left all their belongings in their home country
- some of their relatives have recently been deported back to their country of origin.
What practitioners could do
Hamida clearly isn't completely settled at the setting. She is insecure and worried that her mother won't return for her.
- A home visit could be arranged so that Hamida could see that her parents and her key person trust and respect each other.
- A new morning routine could be devised to ensure that Hamida is supported by both her mother and key person to feel more confident about being left. This could include using a visual timetable so that Hamida would know how the day was progressing and when her mother would be back.
- Hamida could be included in activities by all practitioners that would teach her how to play and share with her friends.
- One-on-one time could be arranged for Hamida and her key person.
- Hamida's mother could be encouraged to spend some time in the setting playing with Hamida and her friends.
- Hamida's family could be encouraged to use local toy and library services so that Hamida could get used to being around and playing with toys and equipment.
- The setting could send home some books and activities for Hamida to share with her family.
- Hamida and her family could be supported in meeting other members of the setting community by being invited to coffee mornings and other social events.
This is an edited extract from 'Building Better Behaviour in the Early Years' by Chris Dukes and Maggie Smith
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TAKING A HOLISTIC VIEW
1. Physical needs
The need to satisfy hunger, thirst, sleep, etc.
2. Physical needs
The need to be secure and safe and out of danger
3. Emotional needs
The need to belong, love and be loved
4. Emotional needs
The need for approval and appreciation
5. Aesthetic wants and needs
To explore, understand and learn
6. Self-fulfilling
Self-actualisation and reaching potential
Source: Haynes, N. and Orrell, S. (1993) Maslow in Psychology: An Introduction. Harlow: Longman.
