TEY-10.2

Connection not Catch-Up The current pandemic has led to unpredictability and uncertainty, and sowemust consider the role of transition and emotional safety for childrenwith SEND. KerryPayne shares some tips for key people… KERRY PAYNE IS AN EARLY CHILDHOOD SEND SPECIALIST. The reality is that many of us feel anxious about the way our settings will adjust following the events of the pandemic. Children often pick up on adult’s cues and moods and it is important to consider how you can lead with empathy. One such way is to model your own ways of dealing with change and talking to the children openly about this. For example, you might talk about your own feelings and what strategies you use. One of the best techniques for developing empathy is to connect over shared experiences and a simple “I feel that way too” can go a long way in supporting a child to feel emotionally safe. Reflect back when talking to children and be open to sharing your own feelings as a way of developing empathy. There will be an ongoing element of recovery over the next few months, and what we have to value is the importance of taking our time. We may have lots of expectations and pressures but the best thing to do is to write these down and then more than halve them. This relates as much to your to-do list than anything else and it is the starting point for being able to spend uninterrupted time with children. This isn’t the time to think about outcomes but instead getting to know each other again. As an educator, you will also need time to settle in too. No significant learning can happen without a significant relationship and enjoying being in each other’s presence again will build strong foundations for a healthy adjustment. Let children know the ways they have been held in mind and make opportunities for uninterrupted time to just be. Transition is a marathon, not a sprint. It might be tempting during transition to aim for order and control because change can make practitioners and children feel unsettled. Contrary to some of the concerns about restrictions, the use of bubbles for some has been an opportunity to tune-in with children’s daily rhythms. Practitioners have not been as tied to strict routines and this has led to children having greater control over their play. While some structure is important, particularly for children with SEND, a degree of flexibility means you can meet a variety of needs. You are likely developing plans and ideas for what an average nursery day will look like. Once this is established, send out a visual or guide for parents to introduce to children. Unfortunately, there have been some narratives about children during lockdown that can be unhelpful. The use of the term “catch up” suggests that without education children cannot learn, and this is untrue. While there will have been an assortment of experiences, we must acknowledge the efforts of families. For children with SEND, it is likely that parents have been continuing with the strategies and techniques at home. Work from a “can-do” approach and ask questions about progress rather than how far they have fallen behind. Ask empowering questions such as “what new things did you learn about your child” and value the parent as a co-educator. 2 Model your own ways of dealing with change 3 Provide predictability and allow some control 4 Realistic expectations, not lowered expectations 1 Time to settle-in 12 Teachearlyyears.com