How to support self-care in the early years

Helping children to develop independence in self-care is about so much more than just teaching routines. It’s about empowering them with habits for health, hygiene and safety which can have life-long benefits. In the early years, we play a vital role in developing children’s confidence and independence, by turning ‘everyday’ moments into valuable learning experiences.

The resources we use in settings offer clear examples of children’s progression in self-care. Think about toilet training. Babies and children begin with nappies, then move to using the potty or toilet. Or how they drink; to stay hydrated, babies drink with a lidded cup with handles. Then, we provide a cup without a lid or handles. Finally, children might use a small jug or dispenser to pour their own drinks.

When we focus on resources, however, we miss a crucial opportunity to highlight the invaluable contribution that educators' sensitive, skilled support makes to children’s development. Our evidence helps to highlight the practices (behaviours) educators can use in their daily practice and routines, for promoting children’s self-care.

Research evidence shows that promoting self-care can positively impact children’s:

• healthy habits (like their food choices and physical activity levels),

• hygiene (including handwashing, toothbrushing and toilet training)

• safety knowledge (including staying safe near roads).

Promoting children’s self-care is likely to be more effective when we encourage children to practise regularly and consistently as part of our daily routines. Both evidence and experience suggest the impact can be greater if parents are involved, too.

Practices which support this approach are straightforward to implement and incorporate into daily routines. Of course, they do take time – but evidence suggests this will be time well spent.

Let’s watch Nazmul put this approach into action as he supports some 3- and 4-year-olds washing their hands before lunch.

As you watch, notice how Nazmul supports the children through:

• Discussion: to build children’s understanding of self-care routines and practices.

• Instructing: using verbal instructions and physical demonstrations of the sequence involved in a self-care routine.

As you reflect on the video, think about the impact these practices have on the children in the moment.

Of course, all children and settings are different. So, your professional judgment is important when putting evidence into action. Carefully consider the developmental stages of children in your care and the routines in your setting to adapt the approach.

Visit the Early Years Evidence Store’s Personal, social and emotional development theme to review the new ‘Promoting self-care' approach in full.