Life at Two – Ava starts nursery26 months – Introducing key person approach – acting as a secure base.
Contents of section
- Introducing key person approach
- Main attributes of key person
- Elfer - separation anxiety
- Key person shows availability, sensitivity and warmth
- Elfer - secondary attachments don't undermine attachments at home
- Mum leaving
- Elfer - key person professionalism - boundaries
- Playground - coping with peers - key person acts as secure base
- Reunion with mum
- Elfer - parents anxieties about nursery attachments
What did you notice?
- What is separation anxiety, why is it normal and what’s a good way to deal with it?
- Why would a key person help Ava?
- What are the main attributes of a key person?
- What does Claire do to help when mum is leaving?
- What does Ava do when the girl takes her doll?
- How does Claire help Ava in the playground?
- What does the reunion between Ava and her mum say about their attachment relationship?
- What does Claire do to begin to establish a good relationship with mum?
- How do you think attachments at nursery may affect attachments at home?
These days a large number of children spend a considerable amount of time at nursery. Ava’s mum is returning to work and has chosen a nursery for her to go to. While Ava is at nursery, she will be looked after by her key person, Claire. They have visited the nursery together several times and mum and Claire have already built up the start of a good parent – key person relationship. Claire has helped to make sure mum feels welcome and at ease at the nursery. Claire will be Ava’s ‘secure base’ when mum is away.
Athey, C. (1990) Extending thought in Young Children. London: Paul Chapman. Bowlby, J. (1993) A Secure Base. Clinical Applications of Attachment Theory Travistock/Routledge.
Goldberg. S (2000) Attachment and Development. London: Arnold.
Bruce, T. and Meggitt, C. (2002) Child Care and Education. Hodder Arnold.
Edwards, A. (2002) Relationships and Learning: Caring for Children from Birth to Three, National Children’s Bureau/Peers Early Education Partnership.
Elfer, P. Goldschmied, E. & Selleck, D. (2003) Key persons in the nursery: Building rela- tionships for quality provision. London: David Fulton Publishers.
Elliot, L. (1999) Early Intelligence. How the brain and mind develop in the first five years of life. London: Penguin.
Farmer, N. (2006) Get Engaged. Nursery World, 13. 04. 06
Gerhardt, S. (2004) Why Love Matters: How affection shapes the baby’s brain. Brunner Routledge.
Goldshmied, E. and Selleck, D. (1996) Communication between babies in their first year. National Children’s Bureau.
Grenier, J. (2005) Developing Positive Relations with Children. Nursery World, 2.06.05.
Holmes, J. (1993) John Bowlby & Attachment Theory. Hove and New York: Brunner- Routledge.
Lindon, J. (2001) Understanding Children’s Play. Nelson Thornes.
Lindon, J. (2005) Understanding Child Development: Linking Theory and Practice. Hodder Arnold.
Lindon, J. (2006) What does it mean to be two? Step Forward Publishing.
Lindon, J. (2006) Taking Charge. Nursery World, 7.12.06
Lindon, J. (2006) Close to you. Nursery World, 26.01.06
Manning Morton, J. and Thorp, M. (2003) Key Times for Play: The First Three Years. Maidenhead: Open University Press.
Manning Morton, J. (2005) Working with Two – Year – Olds. Nursery World, 5.5.2005.
Meggitt, C. (2006) Child Development. An illustrated guide. Heinemann.
Nutbrown, C. (1994) Threads of Thinking. Young Children Learning and the Role of Early Education. Paul Chapman Publishing.
O’Connor, A. (2002) Figures of Speech. Nursery World, 9.05. 02. Scott, W. (2006) All About Independence. Nursery World, 7.12.06.
Selleck, D. (2006) Key Persons in the early Years Foundation Stage in Early Education – Autumn issue.
Sure Start (2002) Birth to Three Matters: A framework to support young children in their earliest years. London: DfES.