Observing Children with Attachment Difficulties in Preschool Settings

Ann Frost works in Early Years and Education for ISL, supporting looked after and adopted children by raising awareness of their additional needs in schools and early years settings.Jane Fain is an early years practitioner for ISL, supporting the transition of children from early years settings into school.Sian Templeton is an educational psychologist. Previously, she taught in primary education.Eleanor Durrant is currently completing a Doctorate in Clinical Psychology, with a special interest in attachment.Kim S. Golding, CBE, BSc, MSc, D. Clin. Psy. AFBPsS is a clinical psychologist who works in Worcestershire, England where she was influential in the founding of the Integrated Service for Looked After Children - a multi-agency, holistic service providing support for foster, adoptive and residential parents, schools and the range of professionals supporting children growing up in care or in adoptive families. Kim was trained and mentored by Dan Hughes in the use of Dyadic Developmental Psychotherapy (DDP). She is on the board of the Dyadic Developmental Psychotherapy Institute supporting the use of DDP in Europe, USA and Canada. She accredits and trains professionals in the approach in the UK and has been invited to speak about this work internationally.

This is a very useful resource for all managers and key persons, and includes not only checklists but also an overview of children's development and action plans for their effective support... This book, therefore, is primarily a welcome guide to deeper understanding of young children and their relationships with their prime carers.

• Acknowledgements. Foreword by Louise Bombèr. Introduction: About this Resource. 1. Child Development in the Early Years. 2. Recognising the Emotional Needs of Children in Early Years Settings. 3. Understanding Emotional Needs through Knowledge of Attachment Theory. 4. Introducing the Observation Checklist. 5. Detailed Guidance for Completing the Checklist Section by Section. 6. Worked Examples of the Observation Checklist: Emily and Sam. 7. Analysis of Information: Interpreting the Completed Checklist. 8. Worked Examples of Interpreting the Checklist and Support Plans: Emily and Sam. 9. Helping the Child with Attachment Difficulties in Early Years Settings. 10. Helping the Child with Different Attachment Styles in Early Years Settings. 11. Supporting the Emotional Needs of Children with Attachment Difficulties. 12. Supporting Children with Multiple Difficulties. Appendix 1. Observation Checklist. Appendix 2. Attachment Theory and Early Years Settings. Appendix 3. Glossary. Appendix 4. Glossary for UK Education System. Appendix 5. Bibliography and Websites. References.