At Fairfield we believe that our Personal, Social and Emotional Curriculum needs to be embedded across all areas of learning as it is crucial to children's ability to learn and develop.
The development of our Image of the Child and our curriculum is highly influenced by the work of Amy Lew and Betty Lou Bettner (B.L. Bettner and A. Lew (1989, 2005) Raising Kids Who Can) and their interpretation of Alfred Adler's psychological principals. Adler believed that for children to develop resiliency and thrive, they must master each of the "Crucial C's":
Connect - "I need to believe I have place I belong."
Children need to connect with others. Children who are connected feel secure, they are able to safely explore the nursery environment and they believe that they belong.
Capable - "I need to believe I can do it."
Children need to feel they are able to do things for themselves. When children feel capable, they feel competent; they develop self-control and are ultimately able to manage their own behaviour. Children who are capable also believe they can do whatever they set their minds to.
Count - "I need to believe I can make a difference."
Children need to feel that they are significant, that they count. Children who feel they count believe that they can make a difference in the world, that they have value and that they can contribute to others and their community. Children need to feel that they matter.
Courage - "I need to believe I can handle what comes."
Children need to know and be equipped to face challenges in nursery and beyond. They need to know they can take risks, even if they are not sure that they can succeed.
Building on our understanding of the Crucial C's and how they complement and weave through our image of the child, the intent of our PSED curriculum is structured in key phases/stages inspired by the Birth to Three matters:
- Me, Myself and I
- Being Acknowledged and Affirmed
- Developing Self Assurance
- A Sense of Belonging
Through each phase, there are key aspects that the children follow. Our teaching Of PSED is built around these:
- Building friendships
- Working together
- Using language
- Developing social skills
- Expressing their feelings
- Understanding their feelings
- Managing feelings and behaviour
- Understanding how others feel
- Self awareness
We implement our PSED curriculum through:
- Our Image of the Child
- Our understanding of attachment
- Carefully planned transitions from before children start at nursery to when they leave for primary
- A strong and robust key worker system
- Key worker group times
- Daily and weekly routines, including access to our woods, exploring the Atelier, cooking and baking, preparing and sharing snack, getting changed to access the outdoors, visiting the local area and beyond and family activities and visits
- Involving parents in their children’s learning
- Listening to children’s voices and following their interests and enquiries