1.3 Provide examples of how current research evidence supports positive practice

This guide will help you answer 1.3 Provide examples of how current research evidence supports positive practice.

Positive practice means using approaches and methods that give children and young people the best chance to thrive. It is not just based on opinion. It relies on research evidence. This evidence comes from studies, reports, and evaluations that show what works well in supporting children’s learning, health, wellbeing, and development.

Using research evidence helps workers make confident decisions. It guides planning, supports consistent care, and ensures that methods are effective. It also means children’s needs are met in ways proven to work, and not through guesswork.

In this guide, we will look at examples of how research evidence supports positive practice in key areas of work with children and young people.

Child Development Stages and Milestones

Current research on child development shows clear stages and milestones that most children pass through. Studies by developmental psychologists such as Piaget, Vygotsky, and more recent neuroscientific research highlight how children grow in thinking, language, and social skills.

Understanding these stages supports positive practice by:

• Helping staff create age-appropriate activities
• Knowing when a child might need extra help
• Setting realistic expectations

For example, research shows that toddlers usually develop basic speech between 18 and 24 months. If a child is not speaking by 30 months, this could be an indicator for further assessment. Acting on this early can improve long-term outcomes.

Attachment and Emotional Security

Attachment theory, developed by Bowlby and expanded by Ainsworth, is strongly supported by modern research. Secure attachment between a child and a caregiver builds emotional security. Emotional security supports confidence, social skills, and resilience.

Positive practice that reflects this evidence includes:

• Consistent and responsive care routines
• Greeting and comforting children warmly
• Building trusted relationships with each child

Research proves that children with secure attachments are better able to manage stress, develop friendships, and focus in educational settings. Staff who apply this knowledge can help create a safe and supportive environment.

Early Intervention Benefits

Numerous studies, including government-funded initiatives such as Sure Start evaluations, show that early intervention has strong positive effects. If a child is struggling with speech, hearing, or emotional wellbeing, acting early prevents bigger difficulties later on.

Positive practice here involves:

• Monitoring development regularly
• Using screening tools supported by research
• Referring to specialist services quickly

For example, research into speech therapy shows that children who receive intervention before school age often catch up to their peers faster. This evidence supports a proactive approach.

Play-Based Learning

The work of educational theorists such as Froebel and current research in early years education shows that play is a powerful tool for learning. It supports communication, problem-solving, creativity, and physical coordination.

Positive practice from this evidence can include:

• Providing varied play materials
• Allowing both structured and free play
• Linking play activities to educational goals

Modern studies confirm that play stimulates brain development and social skills. Staff who plan engaging play sessions that link to learning outcomes are reflecting evidence-based methods.

Speech and Language Development Strategies

Current evidence from health bodies and universities shows that rich language interaction boosts vocabulary and literacy. This means talking with children often, reading aloud, and encouraging them to express themselves.

Positive practice may involve:

• Reading stories daily
• Asking open-ended questions
• Describing actions and surroundings

Research from the Education Endowment Foundation shows that interactive reading improves comprehension. Workers who apply this can make a strong positive impact on a child’s readiness for school.

Promoting Physical Health

Public Health England and NHS research confirm the importance of physical activity and balanced nutrition for children’s growth and brain function. This evidence supports structured exercise and healthy eating in settings.

Positive practice includes:

• Organising outdoor active games
• Offering healthy snacks and meals
• Teaching children about food and health

For example, studies show daily moderate activity improves behaviour and concentration. A worker who follows this guidance helps both physical and cognitive development.

Inclusion and Equality

Research from organisations such as the Equality and Human Rights Commission shows that children do better when they feel included and respected. Discrimination and bias can reduce engagement and confidence.

Positive practice from this evidence involves:

• Representing different cultures in books, toys, and displays
• Avoiding stereotypes
• Providing support for additional needs

Inclusion supported by research promotes readiness for life in a diverse society. It fosters empathy and teamwork in children.

Supporting Mental Health and Wellbeing

Studies from mental health charities and NHS data show that early signs of anxiety, depression, or trauma can appear in childhood. Addressing these quickly with appropriate strategies improves wellbeing over the long term.

Positive practice guided by evidence may include:

• Creating calm, predictable routines
• Offering safe spaces for children to talk
• Using resilience-building activities

Recent research stresses the value of emotional literacy programmes, where children learn to name and manage feelings. Applying this research helps prevent future mental health crises.

Parental and Family Engagement

Research consistently shows that family involvement supports children’s progress. Studies from the Sutton Trust highlight that home learning environments have a strong effect on achievement.

Positive practice from this evidence includes:

• Regular communication with parents
• Involving families in activities
• Sharing strategies so parents can support learning at home

Staff who apply this evidence improve continuity between home and setting, giving children consistent support.

Safeguarding Based on Evidence

Safeguarding guidance from statutory bodies is updated based on research into patterns of harm. This evidence helps workers spot early warning signs.

Positive practice supported by such research includes:

• Recognising behaviour changes as possible signals
• Understanding common indicators of neglect or abuse
• Following clear reporting procedures

This evidence-based safeguarding work keeps children safe and is a legal requirement in the UK.

Positive Behaviour Support

Research from behaviour specialists shows that rewarding positive behaviour works better than focusing only on sanctions. This approach builds self-esteem and encourages repeated good behaviour.

Positive practice informed by this includes:

• Praising effort and progress
• Using clear, consistent expectations
• Offering choices and encouraging self-regulation

Studies have shown children respond more positively to encouragement than punishment. Workers who use praise and recognition see better long-term behaviour patterns.

Using Observations and Assessments

Evidence shows that regular observation helps track development and identify needs. Linked assessments, such as the EYFS profile, are supported by studies showing improved planning outcomes.

Positive practice might include:

• Structured observation times
• Recording progress without bias
• Linking observations to planned next steps

Research confirms that observations should be factual, timely, and reviewed to make them useful. Accurate data supports better interventions.

Training and Professional Development

Research from workforce studies shows that ongoing training improves the quality of childcare and education. Staff who learn new skills based on current evidence adapt better to children’s needs.

Positive practice here includes:

• Attending training sessions
• Applying learned strategies to daily work
• Sharing knowledge with colleagues

Evidence-based training ensures workers keep skills relevant to modern challenges and teaching methods.

Technology Use in Learning

Recent studies show that when used appropriately, technology can aid learning. Interactive programmes for reading and numeracy can support children, especially those who need extra help.

Positive practice in this area involves:

• Choosing age-appropriate apps
• Limiting screen time to recommended levels
• Combining digital learning with physical activities

Research supports that balanced tech use works best when guided by an adult. This prevents overuse and keeps focus on learning goals.

Cultural Awareness and Respect

Research into social development shows that cultural awareness supports empathy and cohesion. Exposure to different traditions and languages helps children communicate well with a range of people.

Positive practice drawn from this evidence may include:

• Celebrating cultural festivals
• Introducing songs and stories from different traditions
• Encouraging language sharing

Children in culturally aware settings develop broader perspectives and stronger social skills.

Outdoor Learning and Nature

Evidence from environmental and educational studies shows that nature-based learning boosts physical health, mental wellbeing, and problem-solving. Spending time outdoors supports concentration and creativity.

Positive practice might be:

• Planning nature walks
• Using outdoor spaces for lessons
• Letting children explore safely

Research proves that outdoor activities have measurable positive effects on attention and emotional regulation.

Peer Interaction and Social Skills

Studies show peer interaction builds communication, negotiation, and empathy skills. This happens through cooperative play, group work, and shared problem-solving.

Positive practice may include:

• Group activities where children work together
• Conflict resolution support
• Peer mentoring for older groups

Following evidence in this area helps create cooperative and respectful relationships among children.

Continuous Evaluation of Practice

Current evidence stresses that reviewing and adapting practice improves service quality. Evaluations allow workers to replace ineffective methods with those shown to work.

Positive practice here involves:

• Reflecting on session outcomes
• Collecting feedback from children and families
• Adjusting planning based on findings

This reflects research that improvement is more likely where staff continually check their effectiveness.

Final Thoughts

Positive practice in the children and young people’s workforce gains strength from current research. Evidence guides decisions and gives staff confidence that their actions will help rather than harm. It ensures that methods match the developmental, emotional, and social needs of those in their care.

By keeping up with research, workers can adapt to new findings and offer children and young people the best support possible. This leads to better outcomes, stronger relationships, and happier, healthier lives for the children they work with.