1. Children’s Health
and Wellbeing

2. Children’s well-being consists of
● Attachment
● Role of the key
person
● Transitions and
significant event
● Physical care needs
● Factors affecting
health and well-being
● Local and national
initiatives to promote
health and well-being
● Working in
partnership
● Food and nutrition
● Exercise

3. Well-being wheel

4. Well-being wheel Scotland

5. Key person

6. Emotional Well-being

7. Attachment

8. Bowlby media clip
Remember to make notes throughout this
clip

9. Bowlby media clip
1)what attachment behaviour could be
shown?
2)what did Bowlby say children were
seeking other than to be fed?
3)what did Bowlby say about children’s
outcomes?

10. Bowlby media clip
4) what type of attachment do parents and
babies need to make?
4) what did the parent say impacted on her
building attachment to her child?

11. Bowlby theory
6) who elses theory was used to prove the
type of attachment that the mother had
with her child?
7) what conditions could be apparent if
children are not forming attachment with
their parent/main carer?

12. Developing attachments
Think, pair, share how you would advise
parents and main carers to develop secure
attachments.

13. The importance of attachment
in your group you are going to research and
present, explaining one of the following:
● the importance of attachment to a child’s
emotional development
● factors impacting on attachment including
reasons for separation following birth

14. The importance of attachment
● implications for attachment in relation to
mothers health including post natal
depression
● interruptions to the attachment process
● multiple attachment and Michael Rutter
multiple attachment theory

15. The importance of attachment
● Harry Harlow and attachment theory
● James and Joyce Robertson and
separation theory
● The socialisation process
● Emotional growth of children and how
they manage their feelings, emotions and
behaviour

16. Secure attachments

17. In small groups
Evaluate the importance of attachment for
children’s development.

18. Key person’s role in relation to
children’s emotional well-being

19. In your groups discuss;
● work in partnership with parents/carers
and other professionals
● develop relationships with children
● record keeping and profile assessment
tracking
● encourage and support children’s
emotional well-being

20. What does the EYFS state?
Look at your EYFS Statutory guidance what
does this state about the role of the key
person ?

21. Key Terminology
independance
resilience
confidence
self- reliance
empowerment
relationship building
well-being

22. Analysis
Independently analyse the impact of secure
relationships on a child’s wellbeing.

23. Transition
Think, pair, share different transitions and
significant events that a child may
experience.

24. Transitions and significant
events
● moving to school
● starting and moving through day care
● birth of a sibling
● moving home
● living outside the home
● family breakdown
● loss of significant people

25. In groups
Pick at least two transitions
Discuss how the transitions can interrupt a
child’s development and emotional well-being

26. Consider
● How an early years practitioner would
prepare the child for the planned
transition
● How an early years practitioner would
support the child during the transition

28. Role of the early years
practitioner for transitions
● prepare the child
● work in partnership with others
● identify needs of the child during
transitions
● support the child during transitions
● Be aware of implications for child’s
emotional health - key terminology

29. Physical needs of children
● rest and sleep
● fresh air
● food and water
● protection from injury/illness
UNCHR

30. United Conventions for Rights of
Child
● right to be with their family or who care
best for them
● right to enough food and clean water
● right to health care
● right to be heard

31. In your group
You are required to research your given
area and produce a routine sheet and a
checklist that everyone will be assessed
against.

32. You are now able to begin your
assessments for unit 2.