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Extra info for The Early Years: Assessing and Promoting Resilience in Vulnerable Children

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How does he or she respond to offers of help with an activity? The Early Years, © Brigid Daniel and Sally Wassell 2002 © Iain Campbell 2002 [ 4. What goals does the parent or carer seem to have for this child, for example, do they seem to have a view about what he or she needs to learn next? 5. What might be it be helpful for a parent or carer to do now to promote healthy play and exploration? 6. Can this child play cooperatively with adults? 7. Does anyone read to and with the child? What wider opportunities does this child have for cognitive stimulation?

There is likely to be a circular pattern whereby children who already show problems such as aggressiveness and poor social skills have difficulty in making friends and are therefore less likely to have the opportunity to learn better skills. It is a matter of concern if a young child appears to have generally poor peer relationships because the quality of early experiences of peer relationships provides the basis for the development of more specific friendships in later years. From a young age children need relationships with adults and with other children, so that they can develop a network of attachments (Holmes 1993).

Can you think of anyone else in the family or among friends who might have the time and interest to offer time to the child for play, reading, learning support and so on? 6. Are there any local play groups, toddlers’ groups or clubs for small children that he or she attends? Would you like some help finding out about what might be on offer locally? The Early Years, © Brigid Daniel and Sally Wassell 2002 © Iain Campbell 2002 41 5 Friendships Background information From a remarkably early age, children not only can describe their various network associates, but can offer candid appraisals of the extent of support they expect from each.

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