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329 views17 pages

Meeting The Mental Health Needs of Young Children 0 5 Years 1st Edition Ebook Download

Ones

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ghuynh.ghoangroon.gnam
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Meeting the Mental Health Needs of Young Children 0 5 Years

- 1st Edition

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POSITIVE MENTAL HEALTH

This new series of texts presents a modern and comprehensive set of


evidence-based strategies for promoting positive mental health in
educational settings. There is a growing prevalence of mental ill-health
among children and young people within a context of funding cuts,
strained services and a lack of formal training for practitioners. The series
recognises the complexity of the issues involved, the vital role that
educational professionals play, and the current education and health policy
frameworks, in order to provide practical guidance backed up by the latest
research.

Our titles are also available in a range of electronic formats. To order, or


for details of our bulk discounts, please go to our website
www.criticalpublishing.com or contact our distributor, NBN International,
10 Thornbury Road, Plymouth PL6 7PP, telephone 01752 202301 or email
[email protected].
First published in 2019 by Critical Publishing Ltd

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording or
otherwise, without prior permission in writing from the publisher.

The authors have made every effort to ensure the accuracy of information contained in this
publication, but assume no responsibility for any errors, inaccuracies, inconsistencies and omissions.
Likewise, every effort has been made to contact copyright holders. If any copyright material has been
reproduced unwittingly and without permission the Publisher will gladly receive information
enabling them to rectify any error or omission in subsequent editions.

Copyright © 2019 Jonathan Glazzard, Marie Potter and Samuel Stones

British Library Cataloguing in Publication Data


A CIP record for this book is available from the British Library

ISBN: 978-1-912508-89-1

This book is also available in the following e-book formats:


MOBI ISBN: 978-1-912508-90-7
EPUB ISBN: 978-1-912508-91-4
Adobe e-book ISBN: 978-1-912508-92-1

The rights of Jonathan Glazzard, Marie Potter and Samuel Stones to be identified as the Authors of
this work have been asserted by them in accordance with the Copyright, Design and Patents Act
1988.

Cover and text design by Out of House Limited


Project Management by Newgen Publishing UK
Printed and bound in Great Britain by 4edge, Essex

Critical Publishing
3 Connaught Road
St Albans
AL3 5RX

www.criticalpublishing.com
CONTENTS

MEET THE SERIES EDITOR AND AUTHORS


INTRODUCTION

01
Factors that put children at risk

02
The significance of attachment in the early years

03
Developing resilience in the early years

04
Working in partnership to address needs

05
The importance of self-regulation in the early years

06
Identifying and supporting early years children with possible mental
health needs
07
The role of high-quality provision in the early years in mitigating risk

08
Mental health in the early years Foundation Stage framework

CONCLUSION
REFERENCES
INDEX
MEET THE SERIES EDITOR AND
AUTHORS

JONATHAN GLAZZARD
Jonathan Glazzard is series editor for Positive Mental
Health. He is Professor of Teacher Education at Leeds
Beckett University and is the professor attached to the
Carnegie Centre of Excellence for Mental Health in
Schools. He teaches across a range of QTS and non-QTS
programmes and is an experienced teacher educator.
MARIE POTTER
Marie Potter is a Senior Lecturer in the Institute of
Childhood and Education at Leeds Trinity University.
She is the Programme Leader for the BA (Hons) Early
Childhood Studies and BA (Hons) Education Studies and
a dissertation supervisor on the MA in Education. Marie
is an experienced HE lecturer with a background in early
years, she previously worked as the manager of an early
years setting and as a freelance consultant specialising in
emotional development, play and learning and behaviour
management; she also worked as an early years adviser
and CPD trainer for Leeds Education Authority and
Social Services.
SAMUEL STONES
Samuel Stones is associate leader of maths, computing,
economics and business at a secondary academy in North
Yorkshire. He works with initial teacher training students
in university and school contexts and is an experienced
educator and examiner. He supports a teacher well-being
and mental health working group.
INTRODUCTION

The Early Years Foundation Stage provides a unique opportunity to


support children’s holistic development. The prime areas of learning
underpin the specific areas and are therefore critical to children’s learning.
Children cannot thrive if they have poor well-being, low self-worth and are
unable to regulate their behaviour and emotions. Effective practitioners
know that all children are unique. They learn at different rates, have
different strengths and interests and therefore require varying levels of
support. Some children will have endured adverse childhood experiences,
including abuse, neglect and parental conflict and separation. These
experiences can have a long-lasting detrimental impact on their mental
health and on their learning and development. Effective early years
practitioners understand the importance of establishing positive, warm and
trusting relationships with children. They recognise the need for children to
experience a sense of belonging in the setting and they understand the
importance of giving children agency. High-quality early years settings can
reduce the effects of adverse childhood experiences but cannot necessarily
eradicate the impact that these experiences have had on children’s
development.
This book provides an overview of the risk and protective factors that
result in mental ill-health in the early years. The themes of attachment,
resilience and self-regulation are explored from a theoretical perspective
and in relation to the practical implications for early years practitioners.
Case studies are used to exemplify some of the issues and to illuminate
effective practice.
Children’s experiences of transition can affect their mental health.
Transitioning from the home environment to the pre-school setting can be
traumatic for some children. Skilled practitioners will be aware that while
some children are more resilient than others and are able to adapt to change
more quickly, some children take longer to adapt and require more support
during times of transition. Demonstrating kindness, empathy and treating
children with respect are simple ways of supporting children through
difficult transitions.

This book recognises the critical role of learning through play in the early
years. It emphasises the value of adult intervention in children’s play to
extend learning and development and the role of play in supporting all
aspects of children’s development. Providing children with rich,
stimulating learning opportunities through play can support the
development of self-regulation skills, which are vital for positive mental
health. At the same time, the book acknowledges that the value of play-
based pedagogy in the Reception year has been questioned by Ofsted. In
Chapter 7, it is argued that a focus on ‘schoolification’ in the early years is
a misinformed move, which could have significant and detrimental effects
on young children’s mental health.

Children in the early years can experience a range of forms of mental ill-
health. This book addresses the main mental health needs and provides an
overview of the signs and symptoms of mental ill-health. It is argued that
the development of a social and emotional curriculum, which provides
children with the skills that they need to develop positive social
interactions, empathy, resilience and emotional regulation, is an essential
aspect of the early years curriculum, which can support positive well-being
in the early years.

We hope you enjoy reading this book.

Jonathan Glazzard, Marie Potter and Samuel Stones


CHAPTER 1
FACTORS THAT PUT CHILDREN AT RISK

PROFESSIONAL LINKS

This chapter addresses the following:

Department for Education (2017) Statutory Framework for the Early


Years Foundation Stage: Setting the Standards for Learning,
Development and Care for Children from Birth to Five. London: DfE.

CHAPTER OBJECTIVES
By the end of this chapter you will understand:

the risk factors that can result in children developing mental ill-health;
your role as a practitioner in mitigating these risk factors.
INTRODUCTION
This chapter addresses the risk factors that increase the likelihood that
children will develop mental ill-health. Some of these factors are related to
adverse childhood experiences that children are exposed to in the home and
the community. While you cannot always eradicate these from children’s
lives, there are things that you can do within the context of the early years
setting to compensate for the effects of these adverse experiences. This
chapter addresses the individual, family and community factors that increase
the risk of childhood mental ill-health. It also addresses the role of
practitioners within the setting in mitigating some of these risks.

INDIVIDUAL FACTORS
GENETIC INFLUENCES
As a practitioner, you must understand the ways in which genes influence
children’s learning. Developing this understanding allows the children you
teach to thrive, become more fulfilled and thus experience positive mental
health. Furthermore, children are individuals with their own traits,
temperament, needs and preferences (Asbury and Plomin, 2013). Therefore,
we need to acknowledge that more of the same is unlikely to be the most
suitable approach for most children.

If a child is not learning in the same way as other children or is not making
the progress they are expected to, you must adapt your approach and use your
knowledge of children as individuals. This is likely to involve making
decisions to allocate or target resources and support at specific children while
withdrawing these from others. Through understanding the needs of all
children, education can support all children and ensure that genetic influences
are not a negative barrier to a child achieving successful outcomes (Asbury
and Plomin, 2013).
Children may also seek learning opportunities on the basis of their
preferences, which have been shaped by their genes (Asbury and Plomin,
2013), and as a practitioner you must look for and respond to these calls to
maximise children’s chances of fulfilling their potential across all area of
learning and development in the Early Years Foundation Stage framework.
Doing so personalises a child’s learning, provides an inclusive environment
for all and allows positive mental health to permeate the early years.
While research studies have confirmed that genetic factors have a substantial
influence on children’s learning (Schumacher et al, 2007), the debate of
nature and nurture remains critical. This debate continues to produce
evidence that demonstrates the impact of environmental loci (Hart et al,
2014). These include the children themselves, as well as practitioners and
parents who can work together and overcome many of the challenges of
genetic influence (Hart et al, 2013).

LEARNING DISABILITIES
Children with learning disabilities have a higher risk of developing mental ill-
health compared to the general population (Hackett et al, 2011). It has been
argued that they are six times more likely to develop mental health difficulties
(Emerson and Hatton, 2007), and for those with learning disabilities who are
placed in the care system the likelihood of developing mental ill-health may
be even higher than this (Taggart et al, 2007).

Children with learning disabilities may experience multiple forms of


disadvantage. They are more likely to experience social deprivation and
adverse childhood experiences. They may also have multiple and complex
disabilities, and this can affect their feelings of self-worth. The rates of
anxiety disorders in children with autistic spectrum conditions range from 11
per cent to 84 per cent (Brookman-Frazee et al, 2018) and research suggests
that children with autism often access mental health services due to
demonstrating challenging behaviour (Brookman-Frazee et al, 2012).

FOETAL ALCOHOL SPECTRUM DISORDER

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