Overview

Have you ever wondered why children behave the way they do or why they can become overwhelmed with emotions so quickly? This practical resource has been created to help educators effectively support their children’s behaviour and better understand their emotions. The book focuses on the idea that all behaviour is a form of communication and explores central areas such as self-regulation and attachment, offering strategies that can be used to support challenging behaviour. Each chapter includes examples of practice, reflective questions and an activity for the reader to help consolidate their learning and encourage them to become ‘behaviour detectives’. Key topics discussed include: • Attachment theory, adverse childhood experiences and the importance of feeling safe and secure in the home and setting. • Characteristics of children during conflict situations or moments of challenging behaviour. • Developmentally appropriate expectations for children, and why it is vital that expectations are realistic. • Emotion coaching and the significance of acknowledging and validating feelings. • Linking behaviour with schematic play. Written from first-hand experience and filled with practical advice as well as recommendations for further reading and resources, Supporting Behaviour and Emotions in the Early Years is an essential read for early years educators.

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9780367684273

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Reviews

Fantastic! My new 'go to' book about behaviour. Tamsin's wealth of experience, knowledge and writing style has enabled her to find the perfect balance between theory/research/practical examples to create a really clear companion to reflective practice. Her refreshing and realistic approach, recognises the challenges for practitioners and the complex influences on behaviour for the children in their care. As we know there is no quick fix for 'behaviour' that we find challenging. But increasing our emotional, mental health and trauma awareness enables us to use a proactive nurturing, loving pedagogy to develop an ethos that will give adults and children the 'best possible chance' of feeling listened to and understood. As Tamsin says and demonstrates in her practical suggestions, by 'responding mindfully rather than reacting emotionally' we can improve our practice and each child's experience incrementally day by day. Dr Kay Mathieson, International speaker, author and independent early years consultant.

'Fantastic! My new go to book about behaviour. Tamsin's wealth of experience, knowledge and writing style has enabled her to find the perfect balance between theory/research/practical examples to create a really clear companion to reflective practice. Her refreshing and realistic approach recognises the challenges for practitioners and the complex influences on behaviour for the children in their care. As we know there is no quick fix for behaviour that we find challenging. But increasing our emotional, mental health and trauma awareness enables us to use a proactive nurturing, loving pedagogy to develop an ethos that will give adults and children the best possible chance of feeling listened to and understood. As Tamsin says and demonstrates in her practical suggestions, by responding mindfully rather than reacting emotionally we can improve our practice and each child's experience incrementally day by day.' Dr Kay Mathieson, International speaker, author and independent early years consultant

Author Information

Tamsin Grimmer is the early years director of Linden Learning and teaches on the Primary and Early Years Initial Teacher Training PGCE Programmes at Bath Spa University. She has a wealth of experience and has written several books supporting early years teachers and educators. Tamsin is passionate about young children’s learning and development and is fascinated by how very young children think. She believes that all children deserve educators who are inspiring, dynamic, reflective and loving. She has coined the phrase 'loving pedagogy' and has a keen interest in schematic play, promoting positive behaviour and supporting children's emotional development.

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