Nurturing approaches are on psychological theory, including, child development and Nurture has a growing evidence base with over attachment theory. The approach aims to provide children and young people with academic studies carried out over the past attachment figures from whom they develop safe and secure relationship. With this twenty years (Nurture Group Network, 2015). attachment securely in place, the child or young person can fully develop their social and Outcomes include emotional skills, which in turn impact on their academic attainment and mental wellbeing. long-term mental health improvements Boxall (2002) suggests that when a child feels safe, these attachment behaviours are (O’Conner and Colwell, 2002) accompanied by explorative behaviours. Furthermore, once children successfully develop greater academic attainment (Reynolds et al, secure social and emotional skills, they can go on to develop effective cognitive functioning 2009; Seth-Smith et al, 2010) and and successfully engage in learning. improved attendance (Cooper, 2011) Nurture has six underlying principles (Lucas, Insley and Buckland, 2006): Cooper, Arnold and Boyd (2001) found that children with social, emotional and behavioural needs who Children's learning is understood developmentally received Nurture made more academic progress The learning environment offers a safe base than similar children in a control group who had not The importance of nurture for the development of self-esteem received Nurture. They were also found to be more Language is a vital means of communication likely to remain within mainstream education. All behaviour is communication Cooper and Whitebread (2007) found that significant The importance of transition in children's lives improvements were demonstrated in social and emotional functioning. They also found stronger The principles are based on Attachment theory and child development and aim to effects where Nurture had been established for at support a child or young person develop self-regulation skills. Nurture aims to use these least two years. principles not only as part of a targeted intervention, but also to help create a nurturing and inclusive community. Nurture seeks to permeate the vision, values and ethos of the Effects found in the research have shown to be community and contribute systemically to supporting social and emotional and sustained over time. development (Lucas, 1999; Doyle, 2003).
Nurturing approaches are on psychological theory, including, child development and attachment theory. The approach aims to provide children and young people with attachment figures from whom they develop safe and secure relationship. With this attachment securely in place, the child or young person can fully develop their social and emotional skills, which in turn impact on their academic attainment and mental wellbeing. Boxall (2002) suggests that when a child feels safe, these attachment behaviours are accompanied by explorative behaviours. Furthermore, once children successfully develop secure social and emotional skills, they can go on to develop effective cognitive functioning and successfully engage in learning. Nurture has six underlying principles (Lucas, Insley and Buckland, 2006): Children's learning is understood developmentally The learning environment offers a safe base The importance of nurture for the development of self-esteem Language is a vital means of communication All behaviour is communication The importance of transition in children's lives The principles are based on Attachment theory and child development and aim to support a child or young person develop self-regulation skills. Nurture aims to use these principles not only as part of a targeted intervention, but also to help create a nurturing and inclusive community. Nurture seeks to permeate the vision, values and ethos of the community and contribute systemically to supporting social and emotional and development (Lucas, 1999; Doyle, 2003). Nurture has a growing evidence base with over academic studies carried out over the past twenty years (Nurture Group Network, 2015). Outcomes include long-term mental health improvements (O’Conner and Colwell, 2002) greater academic attainment (Reynolds et al, 2009; Seth-Smith et al, 2010) and improved attendance (Cooper, 2011) Cooper, Arnold and Boyd (2001) found that children with social, emotional and behavioural needs who received Nurture made more academic progress than similar children in a control group who had not received Nurture. They were also found to be more likely to remain within mainstream education. Cooper and Whitebread (2007) found that significant improvements were demonstrated in social and emotional functioning. They also found stronger effects where Nurture had been established for at least two years. Effects found in the research have shown to be sustained over time.
East-Ayrshire-Relationships-Framework.docx