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5. The following essay will explore, discuss and evaluate children’s emotional wellbeing in the early years. Firstly, identifying what the term, emotional wellbeing means, conveying what factors, relating to this subject effect children and their families, followed by a brief discussion into how children’s mental health is paramount to their overall development including the impacts on brain development, happiness and fulfilment in later life.
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7. Secondly, analysing current theory and the complexities of the key person role, how and why this is intrinsic to children’s wellbeing, and investigating how positive attachment is fundamental to children, not just in the early years, but throughout childhood and into adult life. Comparing current government policy, and summarising as a nation, how current thinking has evolved, when considering a child’s emotional and mental health needs. The essay will also acknowledge the current early years framework as well as the new EYFS curriculum, coming into effect in September 2021.
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9. Looking at in depth, comparing different theoretical models and how early years practitioners and teachers apply and enable children to form positive bonds with unfamiliar adults. The essay will consider the implications of negative attachments, exploring the impact for a child’s emotional wellbeing and development and how this can be drastically detrimental to a child.
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11. Finally, concluding with a summary of findings, relating to the current topic, discussion and recommendations as to the pivotal role of the early years practitioner’s key person status, and how this promotes, secures and solidifies attachments.
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13. A child’s mental health and wellbeing is and always should be in the fore front of parents, teachers and extended family’s minds, during the current COVID-19 pandemic, these two important factors have been discussed at length and identified as fundamental to a child’s happiness. (Bradford, 2012) attempts to explain the definition, of this vast term. Wellbeing, especially in the United Kingdom is notable difficult to explain, with references to the term being held in policy, but often confused with other statements.
14. Children’s Rights have become increasingly prevalent during past years, with the concept of wellbeing being recognised as critical to everyone, not just children. The Declaration of Rights, defines that children aged between 0-18 years of age, acknowledges individual’s rights and these should be upheld.
15. (Ton, 2017) Discusses the importance of the UN Convention and in particular Article 54. The convention sets out all 54 articles, which cover every aspect of a child’s life, this includes the wellbeing and mental health of children. It is expected that every government, around the world is to recognise and uphold each statement, therefore protecting, enabling and recognising children, keeping them safe and encouraging children to thrive and achieve in life.
16. The wellbeing of children has become a prevalent a concern, especially over recent years, with a greater understanding of the pressures children and young people now face, giving parents, teachers and other professionals a wider knowledge of how to support and protect children.
17. Identification of these factors is paramount, with so many variables to consider, the job itself can be overwhelming for many. Physicality’s, emotional needs, bullying, stresses of school, divorce between parents, bereavement and abuse are all just a small factor that children can face, causing a child to become withdrawn and experience unhappiness. Stressful situations, will impact on everyone, including a child, mental health is affected, with often positive images of one’s own self, being undervalued by the individually themselves. (Gadseden, et al., 2016)
18. The family unit can experience pressures for a multitude of different reasons, parents are constantly feeling the stresses and strains from a range of different sources and enviably, children will be affected. (Lamb, 2012) It is noted from the writer that families, with whom experience divorce, can often affect a child’s wellbeing, and experience feelings of sadness, hopelessness and, through a lack of understanding of the situation, feel a sense of blame.
19. A new, but very common factor relating to, not just children but to adults too, is social media. The implications for mental health and wellbeing, in many cases can be drastic and overwhelming for so many. (Edu-care, 2021) discusses how children can become obsessed with their online, digital selves, contemplating how they are preserved by others and in some cases experiencing online hate, now know as ‘Trolling’. The ramifications can be horrific, with some adults and even children causing injury to themselves, and in several upsetting and distressing cases, committing suicide.
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21. With this in mind, brain development can and will be affected in ways that can impinge on a child’s life, both in the here and now, and in later life. An obvious sign of the negative impacts on a child’s wellbeing, can be seen as early as eighteen months of age. A child could shy away from eye contact with their mother, rarely smile or laugh or in some cases, crawl away without seeming to look back.
22. It is widely acknowledged in the medical profession, regarding the importance of the chemical Cortisol and how higher levels in one’s blood stream can affect the brain. Children experience Cortisol changes too, this having impacts on their mental health and wellbeing, causing stress and worry. The more Cortisol that is realised, the more a person begins to feel anxious and concerned. Children are often exposed to stressful situations, for instance, going to school or settling into a new home, however, with the correct support, for example a key person creating a secure secondary attachment, levels of Cortisol are drastically reduced, giving the child a sense of stability and comfort. (Lindon, 2010)
23. (Fraiberg, 1974) describes children who have experienced negativity from a young age as ‘monsters’ and ‘stubborn’ with a ‘fight’ response being added to the child’s range of responses, enabling them to cope with situations that may arise. The impact of this is a negative one, with the child seeking not to interact with others, creating a negative integral environment for the child to deal with. It is noted that children who are neglected by their mothers, have expected trauma to brain development, having little interest with social interactions, conforming to society and making very superficial attachments with others.
24. (Music, 2016) describe children who have unfortunately experienced neglect and suffering, often become ‘children of lost in an empty world’. The term Disorganised Attachment, can often be associated with children, reflecting on what situations and how parents and carers support a child’s wellbeing.  Children who exhibit attachment struggles, problems and issues, are often described as chaotic, with controlling behaviours, causing distress and anguish, impacting on their abilities to interact with others, and effecting development.
25. The early years of a child’s life is fundamental to development, wellbeing, education and overall happiness, and positive attachments play a key role in achieving all of these ideals. With the introduction of the key person role in? , sometimes being referred to as a key worker, the importance of a secondary, secure attachment was recognised throughout the teaching profession. This role became a statutory requirement in ? , with all providers welcoming the approach and recognising the crucial impacts a secure attachment can provide.
26. (Mickelburgh, 2011) examines the complexities of attachment, discussing attachment theory and analysing the positive outcomes for children and their families. She notes, the importance of the key person approach, building individual relationships together, supporting children and enabling all to feel secure and safe.
27. Attachment is a process, rather than something that happens quickly, or ‘overnight’, with time and compassion shown to the child and their family. Often, the system has been confused with the role being solely responsible for report writing and recording of observation, however this is not the case.  
28. The Department of Education, England (DofE) have addressed the importance of this crucial role, stating that, every child entering early years must be assigned a key person, meeting the child’s individual needs and requirements. This enables children to feel safe and secure in new environments, supporting development and promoting secure attachments for the whole family. (DofE, 2017) It is important to note, The Early Years Foundation Stage and Development Matters, has been updated and will come into effect on the 1st September 2021. The emphasis regarding the importance of the role is still recognised and statutory in all early year’s settings. (DofE, 2021)
29. Identification of the term ‘key person’ and how this differs from the term ‘key worker’ is essential, as both have quite different roles. The key worker role refers to a role that communicates with other professionals, enabling outside services to come together, supporting children and their families. The role also supports nurseries, when looking at strategic strategies’ levels, giving more opportunity for the nursery, as a business. (Lemos, 2012)
30. A key person’s role refers to, a practitioner who works closely with children and families, supporting healthy attachments and enabling all involved to form trust.
31. Practitioners on occasion, have been confused by both terms, with most referring to more of a report writing and observational role. This can be unnerving for parents, looking for guidance and support, when leaving a child with others working in education. (Laxtonis, 2013)
32. Positive interactions between a child and their key person are an imperative part of the process and needs careful thought from the person involved. Gathering information from parents, and in some cases other settings, can ensure a smooth and positive attachment to take place. (Soni & Bristow, 2012)
33. The 1001 Critical Days Review, written by politicians from cross parties, identified that children and could potentially be missing out on life changing positive experiences, due to poverty, parental issues and other factors. Discussion led to, attachments from care givers or key persons, beginning given a high priority and recognised as highly beneficial to all children. The Manifesto identified factors, highlighting in detail what each and every child deserves and should have access to, supporting parents with parental education, giving parents and children the right to freely access services, such as adult social care, health visitor support and antennal groups, educating parents with early years and school options, being just a few. (Leadsome, 2013)
34. Transitions can often be stressful times for children, parents and practitioners, (Kerlsake, 2016) identifies again the importance of a key person’s role. If a secure attachment has been achieved by individuals, then transition to a new room, new setting or just from nursery routines can be calming and smooth.  
35. Positive attachments between children and adults, can be one of the most important, rewarding and integral aspects of a child’s development, and happiness, again making the key person role invaluable to a child and their families. (Holmes, 1993) explores the thoughts and ideals of John Bowlby, how his ideas explain why and how attachment is vital to children and their progression, with emphasis regarding on how a strong secondary attachment is achieved. Bowlby, described attachment as ‘Monotropic’ meaning, attachment occurs with a single figure, in most cases the child’s mother, insuring a child can develop deep and meaningful connections, giving feelings of security and therefore give meaning to life.  
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43. Bradford, H., 2012. The Wellbeing of Children Under Three. London: Routledge.
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45. Department of Education, 2021. Statutory Framework for The Early Years Foundation Stage. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974907/EYFS_framework_-_March_2021.pdf (Accessed 13th May 2021
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47. Department of Education, 2017. Statutory Framework for The Early Years Foundation Stage. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/596629/EYFS_STATUTORY_FRAMEWORK_2017.pdf (Accessed 13th May 2021
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55. Gadseden, V., Ford, M. & Breiner, H., 2016. Parenting Matters, Washington: The National Academies Press.
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57. Kerlsake, A., 2016. Supporting Transitions Using A Key Person, 18(7), pp. 34-37.
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60. Laxtonis. 2013. Confusion Reigns: Key Person Approach or Key Person System. https://www.magonlinelibrary.com/doi/abs/10.12968/eyed.2012.14.1.38 (Accessed 14th May 2021).
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63. Lemos, M. 2012.  Positive Beginnings: The Role of the key Person in Early Years.  
64. Lamb, M., 2012. Mothers, Fathers, Families and Circumstances: Factors Affecting Children’s Adjustments. Applied Development Science, 16(2), pp. 98-111.
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66. Lindon, J. 2010. The Key Person Approach. Positive Relationships in the Early Years. London. M.A. Education LTD.
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