Module

16
Nurturing
Development:
Supporting Children
through Transitions
and Attachment
Workbook
Introduction
Welcome to the workshop workbook for “Module 16: Nurturing
Development - Supporting Children through Transitions and
Attachment.” This workbook is designed to be your companion as you
engage in insightful activities, discussions, and reflections during our
workshop sessions.

In this workbook, we'll further develop the knowledge and skills you've
acquired during your eLearning sessions. Through interactive and
engaging activities with your fellow learners, you'll gain a deeper
understanding of the subject matter.

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This workbook is an important part of your learning journey and will serve
as evidence of your attendance. Your workshop tutor will allocate time at
the end of the session for you to upload it to Bud and will be available to
provide any assistance or guidance you might need.

This workshop aims to deepen learners’ understanding of how secure

attachments and well-managed transitions impact children's
development, and to enable them to critically apply theory to practice
when supporting children through change and emotional challenges.

Within the eLearning, you have come across some icons that highlight
some of the personal development areas you would have covered within
the module, this will be the same within your workshop.

Some of the icons you will see during this module are the following:

We hope you enjoy your Module 16 workshop!

Recap: Match the Meaning

Instructions:

Match each term on the left with the correct definition on the right. Write
the word to make the correct matches.

 Assessment
 Next Steps
 Reflective Practice
 Scaffolding

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A. Supporting a child’s learning by offering just enough help to encourage
independence.
Answer:

B. Planned actions or activities to support further development based on

what has been observed.
Answer:

C. Regularly think about and evaluate your own practice to improve

outcomes.
Answer:

D. Judging and evaluating a child’s progress and development using

gathered evidence.
Answer:

Activity 1: Key Person’s Role

Objective: Analyse the responsibilities of the Key Person in
fostering secure attachments and supporting transitions.

The Key Person plays a vital role in supporting a child’s emotional security,
especially during key transitions. This activity will give you the chance to
explore what the Key Person does to build positive relationships and
support children through change. You’ll collaborate with peers to identify
both the practical steps and emotional sensitivity required to support
secure attachments and smooth transitions.

Instructions:

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 You will be put into groups.
 Together discuss and collaborate on: What is the Key Person’s
role when supporting attachments and transitions?
 Consider the following in your discussion:
 How does the Key Person build a strong relationship with a
child?
 How do they support children starting or leaving a setting?
 What communication is needed with parents or carers?
 How do they recognise and respond to signs of stress or
separation anxiety?
 Write down the main points discussed so you can share with the rest
of the group.
 Nominate 1 person to provide feedback to the group.

Your Notes:

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Activity 2: Supporting Transitions
Objective: Evaluate strategies to support children through
attachments and transitions and justify the involvement of
internal and external professionals using scenario-based
evidence.

In this activity, you’ll work through a scenario in a small group to explore

how children can be supported through attachment and transition
challenges. You will identify strategies to help the child and consider the
wider team and professionals who may be involved in providing support.

Instructions:

 You will be put into groups.

 Together, read through the scenario and create a mind map
showing:
 How the Key Person and the setting can support the child
emotionally and practically.
 Who needs to be involved (e.g., parents, SENCO, health
visitors, external agencies).
 Why each person or professional is important in supporting
the child.
 As you work, think about:
 The child’s emotional needs.
 How to build trust and continuity.
 The importance of communication and partnership with
families and professionals.
 Nominate 1 person to provide feedback to the group.

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Scenario 1
A 1-Year-Old in Care
Struggling with Daily Transitions

Amira is a 1-year-old baby girl who has recently been

placed in foster care. She has been attending your
early years setting for 3 weeks on a part-time basis.
Amira has a new Key Person and is slowly
starting to engage with her.

Observed Behaviour and Challenges:

 Amira becomes visibly distressed during every transition point
throughout the day—washing hands, nappy changing, getting coats
on, tidy-up time, moving from indoors to outdoors.
 She often cries, clings to the nearest adult, and becomes rigid when
asked to do something new.
 Amira doesn’t yet have the language to express how she feels, but
she shows signs of anxiety through whimpering, thumb-sucking, and
avoiding eye contact.
 She is starting to form a bond with her Key Person, but still becomes
unsettled if they are not present.

Your Notes:

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Scenario 2
Death of a Pet

Leo is a 3-year-old boy who lives at home with his mum

and older sister.
Scenario
He has recently3experienced the death of the family dog, Max,
whoBirth of Siblings
had been (Twins)
part of the family since before Leo was born.
Freya is Behaviour
Observed a confident and
and chatty 4-year-old who has been in
Challenges:
the setting since she was 2. Her mum has just given birth to
 Leo has become unusually withdrawn, choosing to play
twin babies.
alone Freya
rather thannow
withlives
his in a busier
usual smallhousehold
friendshipwhere
[Link]
Scenario
routine has
4 changed significantly.
 He talks
Parents about Max frequently, saying things like,
Separating
“Max didn’t wake up” or “Max is lost.”
Observedquiet
 During
Behaviour
times,boy and
Leo Challenges:
sometimes bursts
Riley is a 3½-year-old whose parents haveinto tears or becomes tearful
 Freya has become more attention-seeking in the setting,
when reading books about animals.
recently separated. He now spends weekdays with
frequently
He shows
 mum
interrupting
increased adults,
clinginess speaking
at drop-off loudly,
and criesand displaying
when his mum
his and weekends with his dad.
regressive behaviours like baby talk and pretend crying.
leaves.
This change is new and happened about
 She has told staff that her mummy is "always busy with the babies"
Practitioners
a month ago. have also noticed that Leo gets angry quickly, throwing
toysand "doesn’t to
or refusing cuddle
followme anymore."
simple instructions.
 Freya has started saying she doesn’t want to go home and prefers
Observed Behaviour and Challenges:
to stay at nursery.
 Riley has become more emotional and easily overwhelmed, often
 She has shown signs of emotional insecurity, becoming upset when
crying during group activities or becoming frustrated when asked to
things don’t go her way or if another child receives praise or
share.
Your Notes:attention.
 He has started soiling himself after previously being toilet trained.
 At home, her sleep pattern has become disrupted, and she often
 Riley often says things like “Daddy doesn’t live with us anymore,” “I
wakes in the night crying.
don’t want to go to Daddy’s house,” or “I want both my houses
together.”
 Practitioners have observed that Riley sometimes brings toys from
home that he insists on keeping close all day as a comfort object.
 He has been more reluctant to engage in imaginative play,
Yoursomething
Notes: he previously enjoyed.

Your Notes:

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Activity 3: Comparisons
Objective: Explore children’s behaviours in response to change, assess
how established child development theories apply to their scenario, and
justify the selection of the most effective theoretical approach to support
the child’s needs.

In this activity, you’ll return to your scenario and build on your mind map
from the previous activity. You’ll explore why the child may be
behaving this way by linking their behaviour and needs to
relevant early years theories. Then, you’ll discuss whether
another theory could offer a more effective explanation or
support strategy—and why.

Instructions:

 You will be put back into your groups

 Together, look back and reflect on your mind map, ask:
Why might the child be acting this way?
 Link your ideas to 1 theory you’ve learned about (e.g. Bowlby,
Ainsworth, Erikson, Bronfenbrenner, Skinner, Gardner, Howe).
 Think critically: Is there another theory that might better explain the
child’s behaviour or guide your support?
 Note down:
 The theories you’ve chosen
 Why do they apply to your scenario
 Any alternative theory, and your reason for selecting it
Nominate 1 person to provide feedback to the group

Your Notes:
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Recap: Finish the Sentence

In this activity, you’ll work together as a group to build a meaningful

sentence about attachments or transitions — one word or phrase at a
time. It’s a fun and reflective way to practise key terms and ideas from
the workshop.

Instructions:
 The tutor will put a collaboration board up and allocate you a
number
 At the top of the page, there’s a sentence starter like “Secure
attachments help children feel…”
 Add Your Contribution
 Watch It Grow
 Keep track of how the sentence changes as more people add to it.
 Reflect Together

Your Notes:

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Reflection
Using the questions below complete a reflection of your
workshop.

 What were the most important things you learned

during the workshop?
 How do you plan to apply what you learned in
your work or daily life?
 Did the workshop challenge any of your
previous ideas or beliefs? If so, how did your
perspective change?
 What activities or exercises in the workshop did
you find most helpful or enjoyable? Why?
 Which personal development skill resonated
most strongly with you, and how could further
developing this skill enhance your effectiveness in your role?
 What initial step can you take to cultivate this skill?

Your reflection:

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