Social and emotional competence in early childhood education

Being able to regulate emotion, engage in positive interactions with others, and manage one’s own behaviour and actions are crucial skills that impact on children’s learning success. Research finds the early childhood period critical for helping children to develop social and emotional competencies.

Definition

Social and emotional competence is multi-faceted and includes a range of skills and knowledge such as knowledge of emotions, emotional regulation, social skills, self-management and responsible decision-making which enable children to interact effectively with others and achieve positive outcomes.

Relevance

Social and emotional competence is linked to significant long-term health and social outcomes such as improved school achievement, relationships, quality of life, wellbeing and happiness, and higher rates of employment. Without skills to manage their emotions and to engage in positive interactions with others, research suggests that children may experience greater peer rejection and social isolation, low self-esteem and motivation for learning, a decrease in achievement, and later mental health difficulties.

State of the evidence

Substantial research evidence links social and emotional competencies to better outcomes for children in a range of areas, and there is also strong evidence that quality practices and effective interventions in early childhood can help children improve their social, emotional and self-management skills. Evaluations of specific programmes designed to support social and emotional learning show that promising improvements can be made in children’s social and emotional skill development, with children showing higher levels of emotion knowledge and social skills, and fewer behaviour problems.

In practice

Create a positive social and emotional climate in your setting through intentional practice, consistent expectations and positive tones.
Ensure strong, positive relationships between teachers and children that support children’s emotional wellbeing.
Make the most of everyday opportunities to help children notice and describe their emotions as they occur.
Intentionally teach, model and provide opportunities to practice social skills, self-management skills and skills for emotional regulation.

Guiding questions

How does your setting’s policy for social and emotional competence lead to intentional practices and consistent expectations for children’s social and emotional learning?
How do you show children warmth and affection?
How do you support a child who is struggling to regulate emotions?
How might you increase opportunities for social interaction between children in your setting?
How do you facilitate friendships between children?