- Plan small group circle times when children can explore feelings, eg through stories.
- Create familiar, predictable routines, including opportunities to help in appropriate tasks, eg setting the table or putting away toys.
- Display a sequence of photographs to show the routines in the setting to support younger or new children and children with additional needs.
- Provide photographs and books where emotions are being expressed to look at and talk about with children.
- Plan activities which include children exploring ways to express emotion, be fair, be kind and help each other. Provide a range of music, stories, open ended materials and play opportunities, play props and resources to support young children in exploring and making sense of feelings such as fear, anxiety and anger.
- Offer environments that include stimulating and challenging spaces but also calm and comfortable spaces.
- Set, explain and maintain clear, reasonable and consistent boundaries so that children can feel safe and secure in their play and other activities.
- Use pictures, shared gestures or sign language to show young children and those with additional needs the expected behaviours.
- Involve children in agreeing codes of behaviour and taking responsibility for implementing them.
- Provide books with stories about characters that follow or break rules, and the effects of their behaviour on others.
- Carefully prepare all children for any changes to their routine, provide strategies to help sequence events and support transitions. Have agreed procedures outlining how to respond to unexpected or unusual changes in children’s behaviour.
- Share policies and practice on safeguarding procedure with parents/carers from the outset.
- Provide and engage in CPD that supports educators understanding and response to children’s emotional difficulties and safeguarding concerns.
