This week we can talk about mental health and wellbeing……
The content of my Week Ahead a couple of weeks ago focussed on positive self-image and the importance of adults supporting children to appreciate themselves and others as unique individuals. I believe that the content struck a chord with many parents and colleagues as I received numerous messages in support of the message that I was trying to convey.
Last week, I wrote about how we judge pupil development against the stage related expectations of the Hiba Academy Shanghai academic framework. You may think that these two articles are at odds with each other: how can we possibly celebrate the unique child when we also wish them to meet certain expectations at each stage of the curriculum? It is important to clarify how these are both equally important and intertwined with each other.
Our academic framework is designed based on what would be
usual to expect of a child at each stage in terms of their learning, physiological and psychological development and demonstrated behaviours. These are based on age-related developmental norms, which are threaded in to the different stages of the curriculum. Our expectations of EY1 children naturally differ from those for EY2, 3 and 4 children, as you would expect. With each year, pupils have lived more time on earth, have had more time to speak new words and practise how to use vocabulary, learned socially acceptable norms, learned more ‘stuff’ about the world in which they live, moved more in different ways, developed and refined skills etc.
It must also be noted that expectations differ throughout the year – what we expect to see at the end of the academic year is very different to what we would expect at the very beginning. However, it would be accurate to assume that we would expect that
most children will meet expectations, as the norm at any given time. Some children will be below, and some will be above, but most will be working at expected levels of development.
What is crucial is for those children who are below expected levels, they are supported to become the very best versions of themselves. For those children who are at and above expected levels, they must be continually stretched and challenged.
Expectations may be met, or they may not be met. The most important point here is the acceptance of who a child is and where their strengths lie. As adults, we must be cautious not to get too carried away on the academic bullet train, especially at this young age. I am alarmed when I hear of young children having multiple tutors outside of nursery or preschool that work them in to the evening or having classes on a Saturday and Sunday to be better at English, phonics, logic, critical thinking or Maths. Surely this is time for making memories with the family and enjoying being a child? If a child is the best version of themselves then who are we, as adults, to tell them that they are not good enough; that this doesn’t meet
our standards,
our expectations. The message to the child here is that they are a disappointment to us as parents as they are – can you imagine how that must feel, especially to one so young? Moreover, what does that do to the parent-child relationship? By accepting a child for who they truly are, rather than who we would like them to be, we are telling them: I love you unconditionally, no matter what. We are reinforcing that we will always be there for them, that we genuinely celebrate who they are. When we force a child to read, write, do maths, draw, dance, play an instrument for hours at a time because
we believe it is right for them, we are telling them: I will love you if you are better at this (whatever ‘this’ may be) as then you will be what and who
I believe you should be.
That’s not to say that at the nursery we don’t offer strategies to support a child to meet their developmental norms. Strategies for support in the nursery, at home or involving an external professional are key to affording every child the chance of getting to where is expected as an age and stage appropriate developmental norm, nothing more. Support will help a child to access the curriculum and enjoy what we do each day. There’s no guarantee that they will, but the support should always be grounded in the aim of trying. That is something quite different to forcing a child who is five to behave or achieve what a seven year old would be expected to achieve. Hearing a parent boast that their child can read books for a child much older never impresses me as Head of Early Years (even less so as a mum). It paints a picture of a certain parental style. Plus, it should be acknowledged that many children can read words on the page of a book above their natural ability level. However,
understanding and
applying what has been read is another matter, but that’s for writing about at another time.
I trust that parents choose Hiba Academy Shanghai because we are absolutely committed to the development of the whole child. We very much promote the development of the physical, personal, social and emotional facets of every unique human being in the nursery. Our parents appreciate this and share our vision. They know that we believe that provocative, intentional and purposeful play promotes learning and development in all defined areas, thereby supporting a holistic, well-rounded child. Our parents would not put unrealistic expectations on their children, as they understand that childhood is important. They wish to cherish this all too brief stage of life, that passes by in the blink of an eye. They understand that the impressions that we make on a child’s emotional blueprint will last beyond childhood and in to adulthood. For this, I am grateful.
The emotional wellbeing of children is just as important as their physical health. Good mental health allows children and young people to develop the resilience to cope with whatever life throws at them and grow into well-rounded, healthy adults.
Things that can help keep children and young people mentally well include:
- being in good physical health, eating a balanced diet and getting regular exercise
- having time and the freedom to play, indoors and outdoors
- being part of a family that gets along well most of the time
- going to a school that looks after the wellbeing of all its pupils
- taking part in local activities for young people
Other factors are also important, including:
- feeling loved, trusted, understood, valued and safe
- being interested in life and having opportunities to enjoy themselves
- being hopeful and optimistic
- being able to learn and having opportunities to succeed
- accepting who they are and recognising what they are good at
- having a sense of belonging in their family, school and community
- feeling they have some control over their own life
- having the strength to cope when something is wrong (resilience) and the ability to solve problems
Most children grow up mentally healthy, but evidence suggest that more children and young people have problems with their mental health today than 30 years ago. That’s probably because of changes in the way we live now and how that affects the experience of growing up. Food for thought, don’t you think? Adapted from:
https://www.mentalhealth.org.uk/a-to-z/c/children-and-young-people
