D E V E L O P I N G E X C E L L E N C E T O G E T H E R

Physical development: Health and self-care

EYFS Bite-size Training

D E V E L O P I N G E X C E L L E N C E T O G E T H E R

Aims and outcomes

Participants to:

know the early learning goal in relation to health and self-care

understand how to enhance their work with children as they become aware of their own health and self-care needs

know how the physical environment and resources support children in developing their understanding, skills and abilities in staying healthy and self-care

gain confidence in planning for this area of learning and development for children of different ages and stages

D E V E L O P I N G E X C E L L E N C E T O G E T H E R

In advance

Before the training session you will have read Handout 1: What quality looks like in practice

If you have not read the handout please inform the trainer.

D E V E L O P I N G E X C E L L E N C E T O G E T H E R

Step 1 (5–10 mins)

Read the early learning goal relating to health and self-care:

‘Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe. They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently.’

Think about what the early learning goal means for you in practice.

Working in twos, list five examples of interesting activities and practices relating to health and self-care which you carry out and share them with the whole group.

D E V E L O P I N G E X C E L L E N C E T O G E T H E R

Physical development: Health and self-care

D E V E L O P I N G E X C E L L E N C E T O G E T H E R

Step 2 (10 mins)

In groups of 3 or 4 discuss the following questions:

Under 3s

How could we find out more about the latest guidelines on healthy eating for young children?

Could we find a way to let toddlers be more independent at snack and meal times?

How much do we value children learning how to dress themselves, and do we give them enough time to do this?

How could we change the outdoor environment to give younger children small challenges they can master?

3-5s

How could we organise the space and routines to make mealtimes better?

Are there ways we could change the layout of the room to create some cosy areas for rest and relaxation?

How good are we at encouraging young children to be adventurous and to actively explore their environment?

Do we always know which children have been active during the day and who has been largely sedentary?

D E V E L O P I N G E X C E L L E N C E T O G E T H E R

Feed back your ideas to your trainer

D E V E L O P I N G E X C E L L E N C E T O G E T H E R

Step 3 (5–10 mins)

Thinking about what you read in Handout 1 and what you have learned today, work on your own to plan a new activity relating to health or self-care to use with the children you work with.

Share your ideas with a colleague who works with a different age range.

D E V E L O P I N G E X C E L L E N C E T O G E T H E R

After the training (part 1)

After the training use Handout 3: Individual action plan to plan three or four things you will do in the next two weeks to improve your practice in ‘Physical development: Health and self-care’.

Give your action plan to your trainer in the next seven days.

D E V E L O P I N G E X C E L L E N C E T O G E T H E R

After the training (part 2)

Use Handout 2: Environment audit to check whether or not you have all the policies and practices in place to ensure quality practice in supporting children’s good health and self-care skills and understanding.

Make a note of any changes you would like to make in your practice.

Hand in the completed audits to your trainer.