As our children find themselves growing up in a fast-paced world, with very little time to stop and simply be, wholly in the present moment, we believe now, more than ever, in the importance of nurturing the skills needed to manage the emotional challenges of our ever-evolving world. Therefore, effectively enabling the children to reach their full potential. In February we recognised ‘Children’s Mental Health Week’, through promotion of positive actions that support good mental health, which are embedded within our curriculum and practice all year round.

Exercise is proven to reduce negative mood through releasing of endorphins and improves cognitive function and self-esteem. With this in mind, we strive to implement and influence a positive attitude towards exercise, through a variety of physical opportunities, including our pre-school’s  daily Bouncing Bridges sessions. These vary from going running around a local field, to physical-based games within our hall  and outdoor area, not forgetting those all-important warm-up sessions, where we really take time to stretch and warm-up our muscles.

“A child’s mental health is just as important as their physical health and should be given the same quality of support”

Alternatively, we also recognise and influence the often-uncelebrated practice of, simply being in the moment, being still and at one with ourselves and the immense importance of having an opportunity where we can be aware of our thoughts and build an understanding of our feelings and emotions. Examples of this can be seen in our Mindfulness sessions, where the children are encouraged to participate in a number of opportunities to be present with their bodies. From simple breathing exercises and basic yoga positions, accompanied by periods of rest, where we may listen to a quiet story or some calm music, alongside other techniques that will enable the children to navigate and manage stress more effectively.

Here at Shotley Bridge Nursery School we help our children to develop a strong foundation of skills which will help them self-regulate in the future. In order to develop the tools to express themselves and the way they feel, children must first have the language to do so. We support children to recognise their emotions in all situations by scaffolding their language from the earliest age. By building language skills, children are more able to express causes of overwhelming emotions verbally, which allows practitioners to co-regulate with them and provide the necessary support to work through these moments. This is something that is both recognised and supported in the ways we manage and see children’s behaviours, both positive and challenging. Repeated experience of co-regulation helps children develop strategies which they can implement independently in the future, enabling them to work through difficult or heightened situations.

90% of brain development happens in the first five years of a child’s life, and recent research has concluded that the synaptic connections for the higher-level abilities of self-regulation, self-esteem and motivation, are formed during this time. This simply re-confirms the criticality of supporting children effectively throughout their early education. We believe focusing on children’s mental health and well-being is of fundamental importance, and it is our mission to ensure our children move on to school with the highest levels of well-being and strategies to thrive.