April / May 2014 Sample

Magazine magazine of of the the Professional professional Association association for for Childcare childcare and and Early early Years years | April/May april/may 2014 2013

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HEALTH AND WELLBEING BRAND NEW FACE WELCOME TO YOUR NEW LOOK SENSORY PLAY PROFESSIONAL ASSOCIATION

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Creating sensory space in your setting

Sensory play refers to activities which stimulate the five senses of touch, smell, taste, hearing and sight. When a child engages in sensory play, their brain is stimulated and nerve connections are built, aiding learning and development, and helping the child to make sense of the world around them.

There are some wonderful sensory toys and products available for childcare settings to buy, but bespoke equipment can be costly and with a little imagination you can create some fun sensory toys and spaces for your setting.

Dens and cosy spaces

Written by Lizzie Duffey

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Draping a table with a cloth is one way to create an instant cosy den – and the ways in which this can be adapted to extend children’s play are endless.

l Tape a string of fairy lights to the underside of the table for a sparkly sky effect. This can be particularly soothing for babies who are captivated by gently twinkling lights. For older children, consider taping the

lights into a different shape each time – try a star, a house, a flower or a ship – all great conversation starters, too

Vary the materials you use to create your den. For example, thin voile lets lots of light through, and children will be able to see what’s happening outside. Heavier cloth reduces the light, creating the perfect environment for fairy lights, torches and glow-in-thedark materials l

l Get inventive with a sewing machine and create a cover for your table. Careful measurements and some imagination could result in a play house that simply folds away at the end of the session

l Tack lengths of ribbon to a strip of fabric and pin this around the edge of the table. Children will love running the ribbons through their fingers, exploring the different colours and textures

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Helping babies and children to explore textures is wonderfully rewarding. As well as stimulating their learning and development through making sense of the world around them, sensory play introduces a range of language: soft, squishy, cold, hard, warm, wet, dry, gritty and so on.

Exploring textures also supports the fine motor skills that are so crucial later on for skills such as writing and using cutlery.

So exploring textures is especially beneficial for children who experience difficulties with fine motor skills.

Here are some ideas for your setting. These will need to be adapted to suit the ages and abilities of the children in your care:

Playdough is an invaluable resource in many childcare settings. It is easy to make your own playdough – there are many possibilities for varying the mixture for different activities. l

The action of kneading and mixing the dough not only supports fine motor skills, but may also help children to vent frustration and anxieties. Why not try: mA dding cocoa powder for chocolaty scents mM ixing in glow-in-the-dark paint to use in a dark space mA dding in flower petals, leaves and blades of grass mA dding drops of essential oils, for example lavender or peppermint mO ffering different tools for cutting, rolling and shaping the dough

Providing texture-based activities for babies and toddlers can be a challenge, especially when they’re at the stage of l

Draping a table with a cloth is one way to create an instant cosy den

exploring their world with their mouths. Use edible materials and it’s less of a worry. For example, mashed potato mixed with food colouring; pasta shapes and cooked, coloured spaghetti. You could even make edible finger paints using condensed milk and food colouring

A texture treasure basket can also provide a rich learning experience for babies and young children.

Include items such as paintbrushes, wooden spoons, pinecones, combs, fabric and safety mirrors l

Squidgy sandwich bags

Check your household items and recycling for some sensory toy materials! The children will have fun helping to create the bags as well as playing with the finished articles.

Encourage mark-making in sensory play by filling resealable sandwich bags with shaving foam.

Double-bag them for safety and then securely tape them to an accessible glass door or window.

Babies and young children can practise early mark-making by drawing and tracing shapes through the foam with their fingers.

If you have some coloured hair gel left over from the activities on page 12, use this in the bags and add some sequins, too. The light shines through the gel and makes the sequins sparkle.

Sensation is vital for children’s development, and children of all ages will benefit from sensory play. Use your imagination and share ideas with other childcare professionals to create a rich bank of sensory play equipment to enhance your setting. n

Always ensure activities you plan are suitable for the age and stage of development of the children in your setting.

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IDEAS

Exploring textures

Sensory play refers to activities which stimulate the five senses of touch, smell, taste, hearing and sight

Further inspiration Turn the page for sensory play craft ideas Pinterest www.pinterest.com/ paceylocal Treasure basket factsheet www.pacey.org.uk/ treasurebaskets Share ideas on PACEY Local local.pacey.org.uk

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Understanding children’s mental health

It is essential for childcare professionals to understand the issues that children and young people may face. According to YoungMinds, the UK’s leading charity for the mental health and emotional wellbeing of children and young people, one in 10 children and young people aged between 5 and 16 suffer from a diagnosable mental health disorder.

Written by Katie Lyttle

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What affects children’s mental health?

How can we support children’s mental health?

The circumstances into which a child is born are the first determinant of mental health and wellbeing. There are strong links between children suffering through issues such as poverty, neglect, parental substance misuse, or the mental health of parents/carers, and mental health issues (Royal College of Paediatrics and Child Health (RCPCH) (2010).

The root cause of certain mental health issues can even be traced to before birth. A report by the Maternal Mental Health Alliance, NSPCC and Royal College of Midwives (2013) suggests that in expectant mothers, unchecked mental health issues can result in long-lasting emotional changes in the child due to stress hormones released during foetal development. During the postnatal period, depression in fathers, as well as mothers, may affect a child’s mental health in later childhood (Ramchandani et al.

2008). Support for new parents, especially those who are on the fringes of society or suffering mental health issues themselves, is therefore extremely important.

There are many factors which can affect children’s mental health as they grow up, such as being able to form strong attachments with adults including family members and others such as childcare providers; forming relationships with other children; social pressures; bullying; moving home; and changes or bereavement in the family.

As well as recognising and supporting children through any difficulties they may be having, exercise and nutrition are two important factors to consider. A report by Van de Weyer (2005), linking nutrition and mental health, states that “Just like physical health, mental health is also partly dependent on the food system that feeds it.” A report by Kids Company (2014) even says that improving the nutritional status of children can have therapeutic effects. For example, a study carried out on children

aged 6 to 12 years found that supplementing diets with Omega-3 fatty acids was associated with a decrease in depressive symptoms (Nemets 2006).

Exercise is a free and simple way of boosting our children’s mental health. An article by the NHS (2013) suggests that exercise at any age can be beneficial. Dr Nick Cavel states that, “If exercise were a pill, it would be one of the most cost-effective drugs ever invented.” People who engage in regular physical activity are up to 30 per cent less likely to suffer from depression. It is recommended that to support

Early intervention has the power to change lives

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understood, valued and safe Being interested in life and having opportunities to enjoy themselves l Being hopeful and optimistic l Being able to learn and having opportunities to succeed l Accepting who they are and recognising what they are good at l Having a sense of belonging in their family, school and community l Feeling they have some control over their own lives l Having the strength to cope when something is wrong (resilience) and the ability to solve problems l

Mental health and SEN

YoungMinds states that “emotional wellbeing is an important aspect to consider when supporting children with special educational needs (SEN)”. Children with SEN may experience difficulty

with making friends, settling into a new setting or adjusting to social situations. According to YoungMinds, “They may also feel frustrated and angry about the difficulties they face with learning or social situations. These problems need addressing so the child can go on to enjoy learning and school and can do as well as they can.”

It has been argued that children with learning difficulties have higher levels of mental health issues because they may experience negative messages, including stigma and damaging generalisations (Wilson 2007).

Wilson continues that without an aware workforce and a culture where people feel more able to talk freely about their mental health, children and young people will continue to be at risk of developing mental health problems.

RESEARCH

children’s health and wellbeing they should have a mix of both moderate and vigorous aerobic activity for one hour (5-years plus), and toddlers should be active for three hours every day.

BOND (2014), a partner organisation of the Mental Health Foundation, suggests the following considerations for supporting children’s mental health and wellbeing: l Being in good physical health, eating a balanced diet and getting regular exercise l Having time and the freedom to play, indoors and outdoors l Being part of a family that gets along well most of the time l Going to a school that looks after the wellbeing of all its pupils l Taking part in local activities for young people. l Feeling loved, trusted,

Mental health issues in young people can have diverse causes and manifest themselves in a variety of ways. Chris Leaman, Policy Manager at YoungMinds, explains that, “Early intervention in mental health problems is really important. If left unchecked, mental health problems can escalate and increase in severity.

It is therefore crucial that mental health training is available for the early years workforce and that those working with children can feel confident about where to turn for help and advice regarding mental health.”

An awareness of issues surrounding mental health and wellbeing in children and young people is the first step in this process. Early intervention has the power to change lives. n

NHS (2013). Benefits of exercise – Live Well – NHS Choices. www.nhs.uk/ Livewell/fitness

Early intervention

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References YoungMinds www.youngminds.org.uk BOND (2014). Children and Young People with Learning Disabilities: understanding their mental health. www.cypmhc.org.uk Kids Company (2012). The Impact of Malnutrition on Children’s Physical and Mental Development. www.kidscoplatepledge.org

Maternal Mental Health Alliance, NSPCC, & The Royal College of Midwives. (2013).

Specialist Mental Health Midwives – What they do and why they matter Van de Weyer, C (2005).

Changing Diets, Changing Minds: how food affects mental wellbeing and behaviour. Sustain – the alliance for better food and farming Wilson, C (2007). Selfesteem in children with Down’s Syndrome in the mainstream classroom.

Institute of Work, Health and Organisations, University of Nottingham

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Written by Mel Parks

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How can centre-based and home-based childcare settings effectively support children with autism?

Registered childminder Ann Ross and nursery owner Emma Battersby share their experiences.

Lily was 3 years old when she joined Ann’s setting and her first afternoon was spent under the hall rug. Lily was anxious about being with her new childminder; she found a good place to hide and Ann joined her. Ann knew that settling in Lily might take some time, so she made sure she had no other children to care for and could devote her full attention to Lily. The next time Lily came to Ann’s setting she went straight to the living room, looked Ann in the eye and laughed.

Lily has autism and Ann knew that caring for her meant that she needed to be flexible in her thinking, that Lily finds the world confusing, and that baby steps were what it would take to develop a bond with her.

Lily is now 10 years old and thriving. “Her parents are delighted that Lily has friends here. She has sounds that we know the meaning of, so it’s much easier to communicate,” says Ann. If you work in a nursery or playgroup, you may not be able to spend the afternoon under a rug, but you can take extra care to settle a child with autism into your setting. Emma from Flutterbies Nursery in Rotherham says, “We may need to do more visits for a child with autism or other additional needs to introduce the child to our nursery.

We’ll also ask lots of questions about what the child likes to do

Children with autism are usually visual learners, so being able to show them what we mean is important and what they don’t like, and encourage the parents to share as much information as they can about their child.”

Real partnership with parents

Autism consultant Gina Davies says that whether you’re based in a nursery or a home setting, it’s vital to make real partnerships with parents. “Ask them what makes their child tick. Also, ask questions such as: ‘What do I need to do to make your child happy?

What makes them nervous? How will I know if they’re unhappy?

What should I do if things go

wrong? Do they like climbing?

Sand? Water?’” It’s also important to be open with parents. Tell them whether or not you have experience of supporting autism, and be open to their child and the possibilities.

Use pictures

Children with autism struggle to make sense of language and social interaction and yet these are what we use to communicate and build relationships. Children with autism are usually visual learners, so being able to show them what we mean is important. Gina suggests that if a child is about to

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Show, don’t tell

As well as pictures and signs, show the child what you want them to do. Go to the snack table, pick up a cup and drink from it, then offer it to the child. Or, if you want to introduce the child to a new activity, take it to them in a place where they are comfortable, rather than expecting them to

stop what they are doing and follow you.

Be predictable

training and talking to other childcare professionals with experience of supporting children with autism. Not all children who come to you will come with a diagnosis, so be prepared to support a family through the statementing and diagnostic process. “Offer to be a listening ear for parents at meetings,” suggests Gina. But at the very least, have a list of phone numbers and websites available that you can signpost parents to for support (see page 32 for some useful organisations that support the parents of children with SEN).

Nurseries can be very structured, which helps children with autism, but what’s most important, says Gina, is that you make your day predictable. “Count down to end an activity and show the child what’s coming up next.” This really helps to manage anxiety, which can occur when a child doesn’t know what’s going on. Reducing anxiety and helping the child to feel secure will help reduce some of the behaviour associated with autism.

Build a support network

Share your joy

As well as getting to know the child, it’s important to understand the condition. “If you don’t know,” says Emma, “there’s no way you can offer support.” Whether you are a childminder or nursery worker, find out what support there is locally from your early years inclusion team. Reading books and journals helps, as does

Wherever you’re based, your enthusiasm, skills and care will shine through if you share with the parents the brilliant things the child has done that day, the small steps forward they’ve made, and their contribution to your setting.

“I love caring for Lily,” says Ann. “No two days are the same and she gives so much back.” n

FEATURE

join your setting, take photos of any other adults that work with you, the toilet, different play areas, the garden, where you eat; then give them to the parents before they join, so they can share them with the child.

Ann agrees with the need for visuals. She says, “I have lots of photographs and posters, and I’ve used a picture exchange communication system with Lily in the past, but now she’s older, she has other ways of letting me know what she wants.” Ann hosts a weekly signing class, and Makaton is important for Flutterbies, too.

PACEY free TRAINING Turn to page 25 to find out about our free online training course, ‘An introduction to children diagnosed with Autism Spectrum Disorder (ASD)’ MORE INFORMATION The National Autistic Society (NAS) is the leading UK charity for people with autism (including Asperger syndrome) and their families.

To find out more, visit www.autism.org.uk

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