*NEW*EEY - Inclusion & Belonging: basics of neuro-affirming practices in EY

NEW!

EMPOWERING EARLY YEARS

ONLINE CPD TRAINING: Inclusion & Belonging: basics of neuro-affirming practices in EY

This course aims to unpick notions of egality in early education, to support the unique child, through understanding research-led NEURO-AFFIRMING practices, as part of inclusive education.

Aspects of neuro-divergent thinking will be explored, linked to excellent EY practices and provision, where creativity, divergent thinking and innovation are key to enhance outcomes for all children and especially boost self esteem for the long term.

The role of the EY environment, adult interactions, potential stressors and an overall reflection upon how EY can truly be neuro-affirming and impactful for life and learning for all unique children will all be unpicked, with links to recent research and reading.

Aspects of supporting reflection in action/ on practice and provision will also be supported with ideas, processes and key research led support to ensure impact.

*Live online session

*Reflective practitioner pack (for unique setting impact)

* PDF course notes

* CPD certificate upon completion.

This course (as all with EEY) 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'), EY trainer (EEY since 2016), EYITT personal Tutor & Associate Lecturer (BA Hons - Professional Development/ FdA Early Childhood).

Course aims:

• Understanding of Neurodivergence and how this may present/ or be exacerbated by environmental limits/ expectations, as part of holistic and unique development.
• Deconstruction of potential issues faced by those with sensory interuptions as part of SPD/ ASD/ ADHD, neur-diversity etc or undiagnosed and implications for these needs not being met in terms of regulated behaviours and anxiety/ MH/ Learning potential.
• Contemporary understanding of why sensory needs are exacerbated today in recent times/ practices
• Egality, inclusion and belonging in EY - why this matters for learning and life outcomes.
• Regulation and dysregulated (F,F,F ) behaviours/ impact on the child - health and wellbeing/ learning
• Research led understanding of learning through sensory opportunities to enhance cognitive skills and EF skills/ overall learning and relative / salient practice and how this occurs.
• Ideas for provision (in setting/ classroom)& practice in general which support neuro-affirmation.
• Links to inclusive, diverse and equity practices in education and why these matter for outcomes, impact and wellbeing (role of the adult and advocates/ pedagogy)
• An opportunity to reflect and apply knowledge to own setting and ask questions.

E: empoweringearlyyears@gmail.com