We know that children’s wellbeing is foremost and that “emotional wellbeing and physical wellbeing provide the basis for learning and development.” (EYE, 2013:32 Volume 15 No 6).
Is it imperative that early years practitioners observe young children and acknowledge indicators of a child’s well-being. A child’s level of well-being is intrinsically linked to levels of involvement and motivation to learn. The signals of involvement correlate with the three characteristics of effective teaching and learning in the EYFS – playing and exploring, active learning, and creating and thinking critically.
The characteristics of effective learning concern children’s involvement physically, intellectually and emotionally in their play and learning, a total absorption in what they are doing, in the right environment with support of adults.
Person:EYE, 2013:32, Volume 15 No 6
The scales of well-being and involvement developed by Ferre Laevers and his team can be utilised by early years practitioners to ensure that they are providing the right environment both emotionally and physically for learning to take place.
Babies and toddlers
Separate guides for babies and toddlers have been developed by Penn Green Children's Centre and research base:
Signs
The book 'A process-oriented child monitoring system for young children'. Laevers, F. (2006) Leuven, Belgium: CEGO Publishers, explains the process-orientated child monitoring system for young children. Developed by Dr F Laevers and his team, it also contains further information on well-being and involvement and useful ideas for possible interventions.