Hempsalls feedback (#378)

* First batch of hempsalls amends

* Additional hempsall's amends

* Behaviour wording amend

* age 5 wording

Co-authored-by: helenrappand <[email protected]>

config/locales/modules/brain-development-and-how-children-learn.yml

@@ -384,7 +384,7 @@ en:
         body: |
           ![A young child and a practitioner playing together with brightly coloured building blocks](/assets/2-1-3-1a-636672368.jpg)
 
-          Babies and young children need to experience positive, reassuring and dependable relationships to support their brain development. This begins with parents and carers, but as an early years practitioner you also have a significant role. Children will need to be supported to understand what appropriate relationships look like and to understand the boundaries of acceptable behaviour. This will ensure that all children are protected from pursuing the wrong relationships that could put them at risk.
+          Babies and young children need to experience positive, reassuring and dependable relationships to support their brain development. This begins with parents and carers, but as an early years practitioner you also have a significant role. Children will need to be supported to understand what appropriate relationships look like and to understand the boundaries of acceptable behaviour. This may help children to make positive relationship choices.
 
           You can support their understanding through the use of appropriate activities such as:
 
@@ -558,7 +558,7 @@ en:
           Adverse childhood experiences are stressful and traumatic events such as:
 
           - abuse, including emotional abuse
-          - household dysfunction, such as mental health issues or substance misuse
+          - family and environmental factors, such as mental health issues or substance misuse
           - witnessing domestic abuse
           - death of a parent or sibling
           - a parent in jail
@@ -631,7 +631,7 @@ en:
           It is essential that you ask the relevant questions surrounding development as a child settles with you.
           This will ensure you can support the child’s needs fully.
 
-          This is then the perfect opportunity to provide appropriate activities and experiences to help the baby to develop these skills.
+          This is then the perfect opportunity to provide appropriate activities and experiences to help the child to develop these skills.
 
           It’s also important to monitor if this makes an impact. If you are able to see progress,
           it is likely that the baby or young child simply requires more support and

config/locales/modules/child-development-and-the-eyfs.yml

@@ -845,7 +845,7 @@ en:
 
           You should find out about the child’s home life, previous experiences, preferences and interests. You should then decide how the care you provide and the learning environment offered by the setting can compliment this.
 
-          When you are able to successfully identify individual children’s starting points you can stop potential gaps in learning from opening or widening further by giving the correct support.
+          When you are able to identify children’s starting points, you can work towards narrowing potential gaps in learning by giving the correct support.
 
           The remainder of this module will consider how using your professional judgement and child development knowledge can ensure that this support is accessible through enabling environments and implementation of the EYFS.
 
@@ -897,13 +897,13 @@ en:
 
           Outdoor environments often give children a greater opportunity to develop gross motor skills. In your setting, you could give children the option to participate in obstacle courses and access equipment such as bikes, balls, trampolines, slides or climbing apparatus.
 
-          Not all children have access to outdoor space on a regular basis at home and so you should maximise opportunities to encourage physical exercise within the setting. If you work in a smaller setting with limited outdoor space, you can do this by taking childen to a local park, playground or community group.  
+          Not all children have access to outdoor space on a regular basis at home and so you should maximise opportunities to encourage physical exercise within the setting. If you work in a smaller setting with limited outdoor space, you can do this by taking childen to a local park, playground or community group.
 
           ##A balance of familiar and new
 
-          Children will benefit from the familiarity of routine and an environment that has been well planned to include key features such as dedicated areas for reading, creativity and role play. Children will then need to be challenged through the introduction of new and unfamiliar items, for example those relating to unfamiliar countries or festivals.
+          Children will benefit from the familiarity of routine and an environment that has been well planned to include key features such as dedicated areas for reading, creativity and role play.
 
-          Children will first need access to familiar and consistent activities that support them to secure knowledge and skills. Then, you should introduce challenging or unfamiliar activities and resources to support their development.
+          They will first need access to familiar and consistent activities and resources that support them to secure knowledge and skills. Then, you should introduce challenging or unfamiliar activities and resources to support their development.
 
           ##A secure emotional environment
           Children will thrive in an environment where they:
@@ -1086,7 +1086,7 @@ en:
 
           Further focus on the prime areas will put language at the heart of the curriculum and place emphasis on physical development and personal, social and emotional development.
 
-          Critically, effective implementation of the EYFS, combined with professional judgement and child development knowledge, will stop gaps from opening or widening any further as it strives to offer benefits to all children.
+          Critically, effective implementation of the EYFS, combined with professional judgement and child development knowledge, may stop gaps from opening or widening any further as it strives to offer benefits to all children.
 
           ##How the EYFS benefits children
 
@@ -1193,7 +1193,7 @@ en:
 
           See [guidance to provide support](https://www.gov.uk/government/publications/progress-check-at-age-2) when completing the early years foundation stage (EYFS) progress check at age 2.
 
-          Ofsted's blog ['Curriculum: keeping it simple'](https://educationinspection.blog.gov.uk/2021/12/08/curriculum-keeping-it-simple/) explains how inspectors assess the quality of a school's curriculum. 
+          Ofsted's blog ['Curriculum: keeping it simple'](https://educationinspection.blog.gov.uk/2021/12/08/curriculum-keeping-it-simple/) explains how inspectors assess the quality of a school's curriculum.
 
           $BOOK
 

config/locales/modules/module-4.yml

@@ -626,7 +626,7 @@ en:
 
           ##Household income
 
-          The financial situation in a household can affect the experiences and resources that children have access to. The impact this has on children's development could be either positive or negative. It is important that you support all children, to stop any gaps in development from happening or widening.
+          The financial situation in a household can affect the experiences and resources that children have access to. The impact this has on children's development could be either positive or negative. It is important that you support all children. This can help reduce the chance of any gaps in development happening or widening.
 
           For example, when parents have more disposable income, their child might have access to more books and resources. They may also have more experiences such as holidays and days out. This could result in the child hearing a wider range of vocabulary. However, it does not necessarily mean they will have high quality interactions.
 
@@ -653,7 +653,14 @@ en:
 
           For example, a child who lives in a rural area with limited access to transport may spend all their time with their parents or carers. In comparison, a child who lives in a town or city may be able to socialise with others more often.
 
-          Housing conditions may impact on a child’s quality of sleep, the diet they eat and their hygiene. These factors can affect their self confidence, concentration and learning.
+          Housing conditions may impact on a child’s:
+
+          - quality of sleep
+          - diet
+          - hygiene
+          - mental health and wellbeing
+
+          These factors can affect their self confidence, concentration and learning.
 
       4-1-3-2a:
         notes: true
@@ -775,7 +782,7 @@ en:
       4-2:
         heading: The impact of language skills on learning and behaviour
         body: |
-          A child’s language skills will affect their ability to communicate their needs, manage their feelings and understand others. If a child’s communication needs are not met, or they are not sufficiently challenged, their communication attempts may show as frustration or challenging behaviour.
+          A child’s language skills will affect their ability to communicate their needs, manage their feelings and understand others. If a child’s communication needs are not met, or they are not sufficiently challenged, their communication attempts may be displayed as frustration or behaviour that you find challenging.
 
           By fully understanding a child's starting point, you can notice any gaps in their knowledge and skills. You can use this information, and your knowledge of expected levels of development, to inform your planning. This will ensure you offer activities and experiences that help to reduce these gaps.
 
@@ -997,7 +1004,7 @@ en:
 
           Self-regulation is the ability to manage your behaviour and your reactions. You learnt about self-regulation in module 3. A child’s level of communication will affect their ability to self-regulate.
 
-          If a child lacks the communication skills to express their needs, they may become frustrated. This may then result in challenging behaviour.
+          If a child lacks the communication skills to express their needs, they may become frustrated. This can then lead to behaviour that you may find challenging.
 
           You can use a variety of strategies to help children manage their frustration and promote self-regulation.
 
@@ -1157,7 +1164,7 @@ en:
 
           Children may now lack confidence when meeting new people or in unfamiliar situations.
 
-          Some children may not have had the chance to speak to people outside their household. As a result, they may lack the confidence or enthusiasm to meet strangers or engage in social situations.
+          Some children may not have had the chance to speak to people outside their household. As a result, they may lack the confidence or enthusiasm to meet new people or engage in social situations.
 
           When meeting new people, they may experience unfamiliar vocabulary or social expectations like the need to:
 

config/locales/modules/personal-social-and-emotional-development.yml

@@ -90,7 +90,7 @@ en:
 
           ##0 to 12 months
 
-          In the first 12 months of life, you will notice that babies will remain shy or nervous with strangers and will still cry when their familiar parent or carer leaves. They will already have favourite things, for example they may show you a favourite book to read together. This is a great opportunity to engage in conversation and take an interest in things that are important to them.
+          In the first 12 months of life, you will notice that babies will remain unsure of strangers and will still cry when their familiar parent or carer leaves. They will already have favourite things, for example they may show you a favourite book to read together. This is a great opportunity to engage in conversation and take an interest in things that are important to them.
 
           In your setting, it’s important to look out for attempts to communicate. These may include simple gestures, such as shaking their head for no or waving goodbye, or verbal communication, such as making sounds with different tones. Acknowledging and responding to these communication attempts will support babies to feel valued and important and will encourage further communication development as they try to copy the words that you say.
 
@@ -223,7 +223,7 @@ en:
           Around this age, children will be more aware of the world around them. You should encourage their curiosity by:
 
           - providing a wide variety of books, materials and experiences, covering topics such as cultures, religions, how things work and the natural world
-          - planning trips and visits to the setting
+          - planning trips and visitors to the setting
           - offering open ended materials that can be used in multiple ways, such as sand and arts and crafts equipment
 
           $BRAIN
@@ -268,7 +268,7 @@ en:
 
           Reflect on what you have read about the social and emotional development of children aged 5.
 
-          Think of a child around the age of 5 in your care (where applicable).
+          Think of a child coming up to the age of 5 in your care (where applicable).
 
           Consider the following questions:
 
@@ -725,19 +725,19 @@ en:
           $BRAIN
 
       3-1-3-3a:
-        heading: Strategies for shaping and guiding behaviour
+        heading: Strategies for promoting positive behaviour choices
         body: |
           ![Two children talking to a practitioner in a nursery setting.](/assets/3-1-3-3a-1346504181.jpg)
 
           ##Between the ages of 18 to 36 months
 
-          At this age, you will need to use redirection strategies to shape and guide a child’s behaviour. For example, instead of telling a child "don’t shout", you could say "can we talk quietly please? Your friends are sleeping". This is because asking the child not to shout does not guide them to the behaviour you are looking for, or explain why you need them to behave differently.
+          At this age, you will need to use redirection strategies to promote positive behaviour choices. For example, instead of telling a child "don’t shout", you could say "can we talk quietly please? Your friends are sleeping". This is because asking the child not to shout does not guide them to the behaviour you are looking for, or explain why you need them to behave differently.
 
           This redirection strategy can apply to all aspects of behaviour. If children are arguing over toys, find a substitute or agree a time period before swapping. If a child is using equipment in a dangerous way, explain that they could hurt themselves and show them how to use it safely.
 
           ##Between 3.5 to 5 years
 
-          At this age, children need clear rules and directions.
+          At this age, children need clear boundaries and directions.
 
           Avoid overcomplicating instructions, as this may lead to confusion and frustration. When children need to make a good decision, offer limited choices.
 
@@ -849,7 +849,7 @@ en:
 
           ##Insecure avoidant attachment
 
-          This attachment style typically forms in the first 18 months of life. Individuals in this category did not learn that the adult’s role was to care for them. This could have been as a result of trauma or emotionless care. A significant role model may have unintentionally taught the child that it is not good to be emotional. The caring style will have been very practical. The child will develop self-reliance and conclude that other people are not able to help them.
+          This attachment style typically forms in the first 18 months of life. Children in this category did not learn that the adult’s role was to care for them. This could have been as a result of trauma or emotionless care. A significant role model may have unintentionally taught the child that it is not good to be emotional. The caring style will have been very practical. The child will develop self-reliance and conclude that other people are not able to help them.
 
           Children who have experienced this early attachment style will most likely:
 
@@ -1103,7 +1103,7 @@ en:
           - want to share their success
           - look for comfort when they are tired
           - are able to wait without becoming anxious
-          - are responsive to discipline
+          - demonstrate positive behaviour choices
           - know they are valued
 
           $BRAIN