Positive effects of dating relationships

A positive adult-child relationship built on trust, understanding, and caring will foster children’s cooperation and motivation and increase their positive outcomes at school (Webster-Stratton, 1999). In a review of empirically derived risk and protective factors associated with academic and behavioural problems at the beginning of school, Huffman et al.

2000) identified that having a positive preschool experience and a warm and open relationship with their teacher or child care provider are important protective factors for young children.

The “Key Person” role is the focus of this particular study.

The current government guidance on the role of the Key Person seems to place great weight on attachment theory as a driving point for the development of positive relationships in the Early Years.

These protective factors operate to produce direct, ameliorative effects for children in at-risk situations (Luthar, 1993).

John Bowlby’s (1969) theory of infant attachment sought to understand the relationships between infants and their caregivers.

Current guidance and the EYFS Good points highlighted above and relevant link made to attachment theory.

As mentioned previously, attachment theory appears to have had a rather significant impact on current guidance, policies and practice with children and young people (Slater, 2007).

• Even when children are older and can hold special people in mind for longer there is still a need for them to have a Key Person to depend on in the setting, such as their teacher or a teaching assistant.” – These guidelines came under the “Positive Relationships” principle, and whilst online access to this has now been archived, the translation of these points in to practice formed the initial focus of this piece of research. 3) When staff shares positive bonds with children’s families, it helps the staff feel more connected, valued, rewarded and appreciated.

Staff can more easily respond to children’s needs by understanding a child’s relationship with their parents, carers and siblings.

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