Baby Room Project – Spring term 2020 (3 Compulsory Sessions)
Practitioners will have opportunities to:
• Explore the importance of infant brain development and how this relates to attachment, play, and development.
• Consider the role of the adult and the importance of attachment and love.
• Discuss the developmental needs of babies, including schemas and how best to support them.
• Consider the importance of everyday routines and activities for developing communication and language skills.
• Gain ideas on implementing the EYFS especially babies personal, social and emotional development, communication and language and physical development.
• Explore the impact of sensory play including treasure baskets and heuristic play
• Understand the importance of effective, enabling environments, including outside and resources to best support infant development.
• Develop ways to build on parent partnerships.
• Reflect on their current practice, identify strengths and areas for further development.
This session will guide practitioners working with babies and under two’s to develop a deeper understanding of baby development, how best to support their unique needs including enabling environments, role of the adult and support babies to make sense of the world around them.
By the end of the session practitioners will have:
• Developed their knowledge and understanding of how babies develop and what they need to thrive.
• Considered the different stages of development, how the role of the adult and environment best supports this.
• Explored what is needed to develop an effective, high-quality physical and emotional environment that best supports babies.
• Considered what experiences and opportunities are on offer to support babies’ individual needs and stages of development
• Identified how to implement the EYFS in practice especially babies personal, social and emotional development, communication and language and physical development.
• Gained ideas on how to work in partnership with parents.
• Reflect on their own practice and identified actions to take back to their setting.