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What changes might/does this child wish to see in their relationships? 6. What does he or she do if upset? How does he or she show their distress and show that they want comfort? 7. How willing is he or she to explore new places, activities and so on? 8. Does he or she react differently to unknown adults from how he or she reacts to known adults? 9. What significant losses or separations has this child experienced? Does the current parent or carer environment provide the child with a secure base?

What is this child good at? 9. If this child is described as slow or interrupted or delayed, what does this mean to you from your knowledge of the child? Do you think there is anything that he or she needs extra help with, for example, reading? 10. What would you most like your child to achieve this term? 11. How do you think that he or she gets on with the other children at school? The School Years, © Brigid Daniel and Sally Wassell 2002 © Iain Campbell 2002 41 [ To what extent does the parent or carer environment facilitate the child’s learning and school attendance?

G. )? 4. How interested do you think your parent or carer is in the things you do? What opportunities are there in the wider environment for the nurturing of this child’s talents and interests? Ask the child: 1. Can you think of anyone you know who might help you do something you are interested in, for example, grandparent, older sibling, uncle or aunt, friend’s parent and so on? 2. Do you know of local hobby clubs or groups near where you live that you do, or would like to, attend? 3. Are there any clubs or activities at your school that you do, or would like to, attend?

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Advancing Women Bibliography by Virginia Valian

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