Ordinarily Available Inclusive Provision

Self-esteem and resilience in the early years

What is self-esteem and resilience?

Self-esteem is how we value and perceive ourselves. It’s based on our opinions and beliefs about ourselves, and includes our sense of worth and self confidence.

Resilience is the ability to cope with and bounce back from difficulties and challenge.

Building resilience and self-esteem in children is crucial for their overall mental well-being and helps them navigate life’s ups and downs more effectively.

In the early years it is important to bear in mind the child’s age and stage of development when identifying need.

  • Identification – what you may see in the child

    • Does not approach opportunities with curiosity, energy and enthusiasm.
    • Has low or poor resilience in learning and does not always persevere when things are tricky.
    • Is reluctant to try new things, to avoid failure, or because it increases anxiety.
    • Does not always feel safe to take risks as they may worry about making mistakes.
    • Struggles to take risks in their learning or see mistakes as a part of their learning process.
    • Struggles to cope when things go wrong, for example may dysregulate or withdraw.
    • Doesn’t always respond positively to appropriate praise. In EYFS praise should be specific, noting effort such as how the child concentrates, tries different approaches, persists, solves problems, and has new ideas (Birth to Five Matters).
    • Does not maintain focus on things that interest them over time.
    • Doesn’t understand that they are accepted and valued, for example, does not seek an adult for help or to share an experience.
    • Has limited self-help strategies and may not accept help or comfort from a familiar adult.
    • Hasn’t developed a growing sense of self-identity and belonging for example, does not talk about home experiences or relationships.
    • Finds it difficult to manage feelings.
    • Is unable to express concerns and worries about what may happen next for example, lunchtimes may make them feel worried, anxious etc.
    • May become overwhelmed with the expectations of the setting for example, may become frustrated or withdraw.
    • Unable to express their opinion and/or to make a choice.
    • Does not attend the setting consistently (even though attendance is non-compulsory).

     

  • Planned provision in the setting

    Based on need, some of this provision will be effective.

    • Use a planned and agreed ‘How to Help Me Regulate Plan’ to support all staff to use the same approaches with the child when helping them with their emotions.
    • Plan support around access to, and engagement with the setting. The child may need an available adult to support their choices in the provision, or model play and interactions. Adults may need to teach the child how to play and practice this with the child until they feel emotionally secure to do it independently.
    • Provide activities and resources that motivate the child based on their interests and support them to make choices for example, limit choices, use choices boards/ visual prompts.
    • Build on what the child can do. Look for opportunities to find something the child can do well that will build a sense of belonging and purpose within the setting.
    • Notice success and provide consistent positive messages. Adults notice and show a genuine interest in the child’s interests and successes and provide enhanced opportunities for strengths to be noticed and celebrated.
    • Adjust the timing and duration of learning activities, including group and carpet times to meet the child’s needs.
    • Praise and feedback given is meaningful and specific to the achievement, for example ‘You kept on trying even when it didn’t work the first time’ rather than ‘well done’.
    • Listen to the child’s views. Plan opportunities for children to talk about their likes and dislikes and talk about and share preferences, with adult support and modelling.
    • Be curious about children’s attendance, even though it is non-compulsory. Each setting must have an attendance policy and should work with parents, children and families to highlight the importance of regular attendance.
    • Understand Emotionally Based Setting Non Attendance (EBSNA) to support children and families without judgement, and support the child to access their early years entitlement.
    • Empower the child by supporting them to make choices for example, at snack time.
    • Provide support to manage anxieties and increase self-esteem and self-confidence through strategies such as modelling breathing techniques, mindfulness activities and yoga.
    • Learning consists of short achievable activities that can be accomplished independently and provide a high level of success that is explicitly recognised by all adults.
    • Adults model that it is okay to make mistakes. Model being a thinker, showing that you do not always know, are curious, and can think and find out.
    • Consider the impact of possible Adverse Childhood Experiences on a child or young person’s self-esteem or resilience.
    • Give clear reasons for endings or change, especially when a child is transitioning between rooms or from setting to school, so that the ending is not interpreted as a rejection. Create a positive memory book or floor book of shared experiences and fun times as a frame of reference to draw upon and look at. Social stories can also support this process.