EEY: Selectively mute, shy & anxious children: enabling confidence to learn

EMPOWERING EARLY YEARS CPD TRAINING

EEY: Supporting/ Enabling Quiet, Shy, anxious (QSA) or Selectively mute children - enabling confidence to thrive and learn!

Includes:

• Reflective pack for each delegate for setting impact
• CPD PDF notes
• Online delivery of session - 1.5h (ltd timeaccess to recording if unable to attend).
• CPD certificate

Looking at our understanding of children who may present as shy, quiet or anxious in settings, or may show situational mutism(and why this may be); concepts of self esteem/confidence, observed learning, autonomy, friendship building, interactions, play and language.

The role of the educator in supporting this/ ideas for in provision, practice, interventions and pedagogy to allow unique children to thrive and learn.

This course is focused around empowering those EY professionals working with young children to develop their practice, provide key CPD reflections or as a refresher on child development related research into excellent Early Years practice - allowing children 0-5 + to thrive and learn.

Recent research and theory will be easily explained into excellent EY practice (s), so that the course is accessible, useful and relevant to enabling excellent provision and practice.

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Led by experienced Early Years Teacher Hannah O’Donnell (MA Early Years (MA - Dist), EYTS, Pg Dip Early Years - Dist'), EYITT Personal tutor, Assessor (Education), EY trainer (EEY since 2016) & former Associate Lecturer / academic tutor(BA Hons - Professional Development/ FdA Early Childhood).

T he course covers (but isn't exclusive to!)

*Understanding terminology of shyness, quiet (er) and anxiety, based on research understanding and socio-psycho-emotional concepts (easily explained) for all children.

* Why some children may present as QSA - Practitioner understanding of the unique child & the positives this can also afford

*Situational Mutism/ Selective mutism understanding - presentation, context and enabling practice to support this and reduce anxiety for the child.

* How this can link to later outcomes (sometimes), or how we understand the importance of self-esteem and self-awareness/ confidence for interactions and development.

* Looking at the key skills gained through play opportunities to support QSA children & what they may need support with.

* The role of the Educator in enabling confidence building, self esteem, friendship building, language interactions and small group work to enhance wellbeing opportunities for children who may seem QSA - ideas for this.

* Developing environments which support those QSA children and practices to support and enable thriving and learning as part of the unique child's growth and development.

* An opportunity to reflect and apply knowledge to own setting and ask questions.

E: empoweringearlyyears@gmail.com