- Evidence consistently shows that educators can implement approaches that benefit young children’s personal, social and emotional development (PSED).
- Using multiple approaches together is likely to aid the development of young children’s PSED.
- There is a growing body of evidence to suggest that individual approaches, such as teaching and modelling managing emotions and maintaining positive relationships can also have a positive impact. However, more research is needed.
Personal, social and emotional development in the early years is a prime area of learning in the Early Years Foundation Stage (EYFS) framework. It includes children’s developing social and emotional skills, such as their ability to form relationships and their emotional understanding and regulation. Children’s PSED also incorporates their sense of self and self-confidence, as well as their emerging self-care skills. PSED is linked closely to children’s self-regulation and executive functionSelf-regulation and executive function include a range of skills and abilities that give children greater awareness of and control over their emotions, thoughts and actions., physical development, and mental health and wellbeing.
There is a wide evidence base which demonstrates that PSED approaches have a positive impact on young children’s social and emotional skills, self-regulation and learning. Children can benefit in terms of recognising, expressing and regulating emotions as well developing their ability to collaborate, negotiate and solve problems with others. In addition, the evidence suggests that some PSED approaches, such as Teaching and Modelling Managing Emotions and Feelings, may particularly benefit children experiencing disadvantage.
Although there is strong evidence for PSED approaches in general, individual approaches in this area are not all equally well-evidenced. There is promising evidence for teaching children emotional awareness and relationship management, and some evidence that promoting self-care can improve children’s knowledge, attitudes and some behaviours.
When it comes to the delivery of PSED, the existing evidence suggests that universal PSED approaches (i.e. delivered to all children in a setting) are effective, while the evidence on targeted approaches (i.e. delivered only to children experiencing social, emotional or behavioural challenges) is inconclusive (Blewitt et al., 2018; Blewitt et al., 2021; Murano, Sawyer and Lipnevich, 2020).
We would recommend that early years settings use multiple approaches to support children’s personal, social and emotional development, for two reasons. In most of the evidence, programmes use multiple PSED approaches, meaning it isn’t possible to establish which of the approaches improve children’s outcomes. In addition, these PSED approaches appear to support each other and target similar skills; they are mutually reinforcing.
During planned opportunities and responsive interactions with children there are seven key approaches that educators can use to develop the personal, social and emotional development of children.
- Teaching Awareness of Emotions and Feeling
Helping children to notice the connection between their physical reactions, feelings, and core emotions, and to express their emotions and feelings. - Teaching and Modelling Managing Emotions and Feeling
Working with children to teach and model different ways of managing strong emotions, considering impact on others and the environments children are in. - Teaching and Modelling Social Communication
Teaching children to notice body language, spoken words, and how to listen and respond in appropriate ways, including being a helper and help seeker. - Teaching Relationship Skills
Teaching children the value of connecting with others and the skills needed to build relationships over time. - Teaching How to Sustain Positive Relationships
Teaching appropriate behaviours and strategies for effective collaboration with others. - Promoting Self-care
Supporting children’s motivation to care for themselves. Children are taught to express their needs in relation to health and hygiene. They learn to risk assess and stay safe. - Developing Self-Regulation and Executive FunctionSelf-regulation and executive function include a range of skills and abilities that give children greater awareness of and control over their emotions, thoughts and actions.
Self-regulation involves a complex range of skills and abilities that enable children to monitor their emotions and thoughts and choose how to adapt their behaviour in different circumstances. Self-regulation supports children’s executive function and the two are closely interrelated. The Early Years Evidence Store has an entire theme on self-regulation and executive functionSelf-regulation and executive function include a range of skills and abilities that give children greater awareness of and control over their emotions, thoughts and actions. because they underpin children’s development across many areas of the Early Years Foundation Stage Framework. Click here to be redirected to this theme.
Each approach has two sections. The first is called ‘What Does the Evidence Say?’ where we share key messages about the approach from the research. The second is called ‘Approach in Action’: here we provide practical examples of how the approach could be implemented in settings — examples that draw on the experience and expertise of educators.
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