BERA/TACTYC Review of Early Childhood Education and Care in the UK, 2003-2017 has involved a wide... more BERA/TACTYC Review of Early Childhood Education and Care in the UK, 2003-2017 has involved a wide range of early childhood specialists, both in the early consultation stages, and in writing the five main sections of the Review. Teams of authors and their reference groups came together from TACTYC – the Association for Professional Development in Early Years, and the BERA Early Childhood Education and Care SIG. Using specific questions to interrogate the literature, each team worked on one of five main themes: Professionalism; Parenting and Family; Play and Pedagogy; Learning, Development and Curriculum, and Assessment and School Readiness. These themes are contextualised within broad policy issues in the UK. The Introduction shows the working methods for the Review, and the Conclusion brings together key messages and suggestions for future research. We hope that the Review will prove useful to a range of early childhood specialists, including students, researchers, practitioners, po...
Background:This paper describes the impact upon well-being of pupils, staff, and families followi... more Background:This paper describes the impact upon well-being of pupils, staff, and families following the introduction of Emotion Coaching as a whole school approach.Objective:This paper’s objective is an attempt to redress the lack of published evidence about the use of Emotion Coaching in schools and to highlight how a school has been able to adopt a humanistic relational approach in a climate in which behaviorist principles are dominant in schools.Method:A case study approach using mixed methods was used. Data were examined from an outcomes model perspective where the benefits and changes intended from Emotion Coaching were the starting point. Perspectives from pupils, staff, and families were gainedviainterviews and structured questionnaires alongside quantitative measures of pupil academic progress and staff and pupil behavior.Results:Results indicate that Emotion Coaching improved the pupil’s ability to regulate their feelings and had a positive effect upon teacher-pupil relatio...
The European Journal of Social & Behavioural Sciences, 2015
Emotion coaching is a parenting style clinically observed in the USA which supports children’s em... more Emotion coaching is a parenting style clinically observed in the USA which supports children’s emotional self-regulation, social skills, physical health and academic success. A pilot study in a rural disadvantaged area in England sought to evaluate the effectiveness of training practitioners who work with children and young people in schools, early years settings and youth centres to apply emotion coaching strategies in professional contexts, particularly during emotionally intensive and behavioural incidents. The study rested on the premise that supportive adults can individually and collectively empower children and young people to build a repertoire of internal and external socio-emotional regulatory skills that promote prosocial behavior. A mixed method approach was adopted (n=127). The findings suggest the efficacy of adopting emotion coaching strategies to support behavioural management approaches and policies within settings across the age range. Data from school contexts are...
Background:Application of attachment theory in school contexts lacks empirical evidence. The Atta... more Background:Application of attachment theory in school contexts lacks empirical evidence. The Attachment Aware Schools pilot project was commissioned by two Local Authorities in England to improve the educational outcomes of Looked After Children, and to build an evidence base. Informed by attachment research, the Attachment Aware Schools program provides a coherent and integrated theoretical framework, discourse, and practice for all practitioners working with children and young people.Objective:The primary focus was to provide whole school and targeted attachment-based strategies to support children’s well-being, behavior, and academic attainment. This paper; however, documents a secondary objective, which was to facilitate collaborative partnerships with families.Method:As part of the mixed methods approach to the Attachment Aware Schools project, a series of case studies were collected and thematically coded. The case studies were generated by practitioners using an outcomes-base...
This paper positions Emotion Coaching as a universal strategy for supporting sustainable emotiona... more This paper positions Emotion Coaching as a universal strategy for supporting sustainable emotional and behavioural well-being within community and educational contexts. It offers Emotion Coaching as an effective strategy that promotes resiliency skills and locates it within the broader social agenda. The paper will address the key elements of Emotion Coaching which reflect a bio-psycho-social model for universal well-being and are informed by theory and research from neuro-science, interpersonal neurobiology, developmental psychology and attachment theory. The paper will review the growing international evidence base for Emotion Coaching and its multi-disciplinary application to a range of professional and personal contexts. Emotion Coaching helps to create nurturing relationships that scaffold the development of effective stress management skills, develop capacities to promote emotional and behavioural self-regulation and support pro-social behaviours. We argue that Emotion Coachin...
International Journal of Early Years Education, 2013
ABSTRACT This study focused on the learning experiences of 50 undergraduate students undertaking ... more ABSTRACT This study focused on the learning experiences of 50 undergraduate students undertaking a residential field trip (RFT) to Sweden as part of their Early Childhood Studies degree. Three dimensions were examined: the physical and emotional value afforded to the students from the active learning context; how this was interpreted and reflected in their knowledge, understanding and personal practice once they had left university; and the influence of factors such as age, and professional status on students' practice. The methodology was interpretive, and both deductive and inductive approaches were employed to analyse qualitative, narrative data sets derived from semi-structured questionnaires, interviews and written essays. The findings suggested that the physiological effects of hands on engagement influenced both the students' perceptions of the learning experience and their confidence to become agents of change. Subsequent changes directly attributed to the RFT experience, involved the re-evaluation of both the stereotypical pedagogic role and the way in which they related to children; students re-conceptualised their practices to reflect a more child-centred approach and increased their use of outdoor play and sustainable resources. The RFT was a catalyst that promoted empowerment, and informed both personal and professional transformations.
BERA/TACTYC Review of Early Childhood Education and Care in the UK, 2003-2017 has involved a wide... more BERA/TACTYC Review of Early Childhood Education and Care in the UK, 2003-2017 has involved a wide range of early childhood specialists, both in the early consultation stages, and in writing the five main sections of the Review. Teams of authors and their reference groups came together from TACTYC – the Association for Professional Development in Early Years, and the BERA Early Childhood Education and Care SIG. Using specific questions to interrogate the literature, each team worked on one of five main themes: Professionalism; Parenting and Family; Play and Pedagogy; Learning, Development and Curriculum, and Assessment and School Readiness. These themes are contextualised within broad policy issues in the UK. The Introduction shows the working methods for the Review, and the Conclusion brings together key messages and suggestions for future research. We hope that the Review will prove useful to a range of early childhood specialists, including students, researchers, practitioners, po...
Background:This paper describes the impact upon well-being of pupils, staff, and families followi... more Background:This paper describes the impact upon well-being of pupils, staff, and families following the introduction of Emotion Coaching as a whole school approach.Objective:This paper’s objective is an attempt to redress the lack of published evidence about the use of Emotion Coaching in schools and to highlight how a school has been able to adopt a humanistic relational approach in a climate in which behaviorist principles are dominant in schools.Method:A case study approach using mixed methods was used. Data were examined from an outcomes model perspective where the benefits and changes intended from Emotion Coaching were the starting point. Perspectives from pupils, staff, and families were gainedviainterviews and structured questionnaires alongside quantitative measures of pupil academic progress and staff and pupil behavior.Results:Results indicate that Emotion Coaching improved the pupil’s ability to regulate their feelings and had a positive effect upon teacher-pupil relatio...
The European Journal of Social & Behavioural Sciences, 2015
Emotion coaching is a parenting style clinically observed in the USA which supports children’s em... more Emotion coaching is a parenting style clinically observed in the USA which supports children’s emotional self-regulation, social skills, physical health and academic success. A pilot study in a rural disadvantaged area in England sought to evaluate the effectiveness of training practitioners who work with children and young people in schools, early years settings and youth centres to apply emotion coaching strategies in professional contexts, particularly during emotionally intensive and behavioural incidents. The study rested on the premise that supportive adults can individually and collectively empower children and young people to build a repertoire of internal and external socio-emotional regulatory skills that promote prosocial behavior. A mixed method approach was adopted (n=127). The findings suggest the efficacy of adopting emotion coaching strategies to support behavioural management approaches and policies within settings across the age range. Data from school contexts are...
Background:Application of attachment theory in school contexts lacks empirical evidence. The Atta... more Background:Application of attachment theory in school contexts lacks empirical evidence. The Attachment Aware Schools pilot project was commissioned by two Local Authorities in England to improve the educational outcomes of Looked After Children, and to build an evidence base. Informed by attachment research, the Attachment Aware Schools program provides a coherent and integrated theoretical framework, discourse, and practice for all practitioners working with children and young people.Objective:The primary focus was to provide whole school and targeted attachment-based strategies to support children’s well-being, behavior, and academic attainment. This paper; however, documents a secondary objective, which was to facilitate collaborative partnerships with families.Method:As part of the mixed methods approach to the Attachment Aware Schools project, a series of case studies were collected and thematically coded. The case studies were generated by practitioners using an outcomes-base...
This paper positions Emotion Coaching as a universal strategy for supporting sustainable emotiona... more This paper positions Emotion Coaching as a universal strategy for supporting sustainable emotional and behavioural well-being within community and educational contexts. It offers Emotion Coaching as an effective strategy that promotes resiliency skills and locates it within the broader social agenda. The paper will address the key elements of Emotion Coaching which reflect a bio-psycho-social model for universal well-being and are informed by theory and research from neuro-science, interpersonal neurobiology, developmental psychology and attachment theory. The paper will review the growing international evidence base for Emotion Coaching and its multi-disciplinary application to a range of professional and personal contexts. Emotion Coaching helps to create nurturing relationships that scaffold the development of effective stress management skills, develop capacities to promote emotional and behavioural self-regulation and support pro-social behaviours. We argue that Emotion Coachin...
International Journal of Early Years Education, 2013
ABSTRACT This study focused on the learning experiences of 50 undergraduate students undertaking ... more ABSTRACT This study focused on the learning experiences of 50 undergraduate students undertaking a residential field trip (RFT) to Sweden as part of their Early Childhood Studies degree. Three dimensions were examined: the physical and emotional value afforded to the students from the active learning context; how this was interpreted and reflected in their knowledge, understanding and personal practice once they had left university; and the influence of factors such as age, and professional status on students' practice. The methodology was interpretive, and both deductive and inductive approaches were employed to analyse qualitative, narrative data sets derived from semi-structured questionnaires, interviews and written essays. The findings suggested that the physiological effects of hands on engagement influenced both the students' perceptions of the learning experience and their confidence to become agents of change. Subsequent changes directly attributed to the RFT experience, involved the re-evaluation of both the stereotypical pedagogic role and the way in which they related to children; students re-conceptualised their practices to reflect a more child-centred approach and increased their use of outdoor play and sustainable resources. The RFT was a catalyst that promoted empowerment, and informed both personal and professional transformations.
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