‘Children must be provided with experiences and support that will help them to develop a positive sense of themselves and of others; respect for others; social skills; and a positive disposition to learn. Providers must ensure support for children's emotional well-being to help them to know themselves and what they can do.’
An example: going away for a trip
Pack three different bags: a rucksack containing winter and wet-weather clothes such as Wellington boots, a jumper, a woolly hat, an umbrella; a suitcase containing baby clothes, nappies, and a rattle; a small overnight bag containing things such as pyjamas, a cuddly toy, a pair of pants, socks, a T-shirt, and toothbrush. Show children the three closed, packed bags. Ask children about who has ever been away, what they know about going away, and how they prepared for going away. Open up each bag in turn, and ask children to guess whom the bag might have been packed for, and what sort of journey the bag might be for. Talk about the important things you need when going away, even for one night. For example, children will have special toys or blankets that they want to have with them wherever they go. Ask children about taking washing things away, and why we take our own toothbrush. Look at how each item is folded in the bags, and discuss why we fold clothes to put them away. Talk about packing heavy things (boots) and light things (socks), and large things (coat) and small things (toothbrush), and where to put them. Give children a choice of bags and cases to pack for themselves, and a selection of clothes and other items that they might take away. When they have packed their bag, they can go to the outside area to the ‘camping site’ or the ‘luggage transporter’, or to the role-play area to the ‘holiday camp’.
Key learning intentions: Respond to significant experiences, showing a range of feelings when appropriate (PSED); Using problem-solving skills to decide what to pack for going away, and how to pack things (PSRN).