Hal, aged four years and 10 months, has been in the setting for three months, having just been placed with an adoptive family after spending most of his life in care. It is likely that he has Reactive Attachment Disorder (often seen in children in care or who have been adopted). Today he is in the junk modelling area, where he sifts through the junk and scatters and throws it on the floor. He eventually selects an egg box and throws it in the air a few times, catching it perfectly, even when it is thrown quite high. He begins to jump around, interfering with others, shouting, laughing loudly and making high-pitched squeaks. Other children tell him to be quiet and close ranks around the table. He elbows his way in and two children leave. He bangs his box on the table while searching for something. He finds the masking tape, tears off strips and winds them around the box. He continues to bind the tape around the box, concentrating hard, until the box is fully enclosed and the tape has run out. He then takes another roll and begins to wind it around his waist. He stops when another child draws attention to it.
Observation and assessment
Consider the following questions before reading the assessments:
* What observations cam you make about Hal's physical skills?
* What evidence is there of social skills? Imagination and creativity? Learning schemas?
* What can you observe about Hal's concentration skills, perseverance and independence?
* What might this observation say about Hal's emotional needs?
Points for discussion
* Inexperienced children find masking tape easier to use than transparent sticky tape. Do you provide sufficient quantities of such resources?
* How do you balance the need for children to learn to use resources economically and with increasing control, with the importance of meeting their emotional needs? What practitioner intervention (if any) would have been appropriate in this instance?
* How do you support children and families in the public care system? Are you aware of their particular needs and the support available? What are the symptoms of Reactive Attachment Disorder and where would you find out more information?
* How would you extend Hal's physical skills and his learning?
Scenario evidence of learning
Hal initiated the activity independently. He knew how the area was organised and that he could help himself to resources. His throwing and catching skills are well developed and he knew how to use masking tape and could manipulate it well. He was able to work with concentration and accuracy. He would appear to be exploring an envelopment schema (which further observations could confirm) and this may well be linked to his emotional needs.
Extending learning
* Observe Hal in other situations to confirm whether or not he is exploring an envelopment schema. For example, does he like to play under tables or cover himself in blankets?
* Give Hal opportunities to continue developing (and receive praise for) his 'wrapping' and throwing and catching skills, and make assessments on other areas of physical development, which may be a useful way to raise Hal's self-esteem.
* Find out from his adoptive parents if the behaviour and activities you have observed are mirrored at home. Discuss how to support his learning schema, self-esteem and physical skills and explore the links with his emotional and behavioural development.
