Page 46 - Unit 1 Getting Started Flipbook

What does this all mean to our practice?

Be curious, not furious in your tone, words and actions when a child struggles to keep to
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expectations.

2 Help children work out what is stopping them from doing well.

Focus on working out the unmet needs and missing skills that are stopping the child from
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doing well, rather than trying to control them with bribery or threats.

Try to keep a focus on skills you want your child to learn in the long-term rather than

fixing things for the moment.

For example, it may be quicker to get a child to finish a task by standing over them and

4 refocusing them the moment their attention wanders, but if you keep doing it, they won’t

learn the skills to focus and complete tasks on their own and will continue to be reliant on
an adult. Start with tiny steps forward so that they can feel successful and don’t forget to

plan a Pathway to Independence.

Be patient: as we will find out in the Brain Building unit, new brain pathways do not build

5 overnight – new skills take time. Don’t expect children to do better next time just because

you ‘had a chat’ – it takes practice of skills and lots of rehearsal to improve.