for service providers
The wellbeing of children is related to where they live. This is particularly true for children growing up in the early years as they interact with other children in playgroups, in childcare, in their local playground, in preschool and at school. Their parents and caregivers also interact with other parents and their children in these spaces as well as with community groups and services. Place-based approaches are designed to meet the needs of families in their locations. They engage communities across all sectors in decision-making, making the most of local skills and resources and adapting new information to the local context. Local organisations are supported to work together, share ownership and co-design new initiatives to support children and families and enable them to thrive.
At Salisbury we have been doing this over a number of years and have seen the development of some innovative initiatives such as the FamilyZone Ingle Farm Hub, the Salisbury Family Hub and First Steps Playtime at the Salvation Army Ingle Farm.
Contact Jane Swansson
(08) 8397 9333
the wellbeing classroom
Beyond the family context, schools provide the environments where children over five years of age spend most of their time. Children’s ability to cope with the social, emotional and behavioural demands of schooling is thus significantly shaped by their experiences in the home and in the early years of school. Teachers are instrumental in creating classroom environments to support children’s learning and development. Teachers need to understand the difficulties faced by traumatised and chronically stressed children, and what can be done in the learning environment to support them. Assisting children to become aware of their emotional and physical states and to learn strategies to self-regulate when they are feeling stressed or reacting to past traumas, provides pathways to improved social and emotional well-being, and enables effective learning. An evaluation of the Wellbeing Classroom project showed it identified improvements in children’s social relationships, their abilities to identify their own and others’ feelings and school attendance. Reading and spelling development trajectories were maintained, indicating that attention to social and emotional learning at school does not adversely affect children’s academic achievement.
(08) 8378 6800
DRUMBEAT is a structured learning program using music, psychology and neurobiology to reconnect with ourselves and others. The name DRUMBEAT is an acronym for Discovering Relationships Using Music, Beliefs, Emotions, Attitudes, and Thoughts. Our DRUMBEAT program runs in various primary schools in the Salisbury area.
(08) 8209 5040
The course includes sections on:
The importance of the early years for brain development as it relates to social and emotional learning and the role of parents in this.
A six step process that facilitates good practice in co-parenting including listening, agreeing together, settng boundaries and rules, emotional self-regulation in the process of doing this, choices and consequences.
Options that can be tailored in depending on the needs of the group include:
Partner relationship issues
A process for resolving conflict through negotiation
Understanding a child’s needs
Mindful, respectful, unified and consistent parenting
Improved relationship bonds between parents and children
Understanding how to resolve conflict
Available for large and small groups or individuals
Contact Jane Swansson - (08) 8397 9333
The Children Communities Connections Learning Network is a network of child and family practitioners, researchers and policy makers who work together to build stronger communities for children. Click the logo below to go to the CCCLN page containing resources as well as information about conferences and events.