Children’s emerging social-emotional competence, including self-regulation, has been identified as critical for developing a strong foundation in their first five years. This webinar explores different resources, tools, and professional learning processes to support teachers to promote children’s social-emotional learning.
Dr Tara McLaughlin (Massey University) and Karen MacKay (Best Start Palmerston North), share examples and experiences from their teacher led-innovation fund (TLIF) project.
To help you navigate the webinar easily, there is a list of the key topics covered in the session below, including the time each was discussed. The key ideas discussed in this webinar are also shared in a short insight article.
Topics discussed in this webinar
Times shown in minutes and seconds from the start of the video
| 0.15 | Introductions |
| 1.23 | What is social and emotional competence? |
| 2.38 | How does social and emotional competence develop? |
| 5.13 | Key processes for supporting data-informed, culturally affirming, intentional teaching of social and emotional competence with examples in practice |
| 17.50 | Teacher evaluation and child assessment tools for data-informed inquiry |
| 21.36 | Planning |
| 23.29 | Video reflections |
| 25.10 | Developing resources |
| 26.20 | Outcomes for children, families and teachers |
| 31.57 | Social stories for intentional teaching of social and emotional skills |
| 35.47 | Culturally responsive strategies for teaching social and emotional skills |
| 39.07 | Planning for individual children |
| 40.43 | Publishing this work |
| 41.48 | Importance of leadership |
| 42.30 | PLD support and inquiry processes |
| 44.48 | Concluding comments |
Questions for exploring key ideas from this webinar
What resources have you access to for finding out more about social and emotional competence? What else do you need to know about social and emotional teaching and learning?
Which aspects of social and emotional learning are most valued in your setting, by teachers and by families?
What practices and strategies do you intentionally employ to support children’s social and emotional learning?
How might developing an understanding of the progressions in different social and emotional competencies support you to plan and teach intentionally?
What are some current examples of your planning for and intentionally teaching of social and emotional competence. Looking at He Māpuna te Tamaiti, what would be a next step for you?
What opportunities are there for you to explore professional learning and development as an ongoing inquiry process? What resources or support do you need to get started?
Further reading
Our set of guides to supporting social and emotional learning in early childhood.
Ministry of Education (2019). He Māpuna te Tamaiti: Supporting social and emotional competence in early learning. Wellington, NZ: Ministry of Education.
McLaughlin, T., Aspden, K, & Clarke, L. (2017). How do teachers support children’s social emotional competence: Strategies for teachers. New Zealand Council for Educational Research: Early Childhood Folio, 21, 21-27. Access here: https://www.nzcer.org.nz/nzcerpress/early-childhood-folio/articles/how-do-teachers-support-children-s-social-emotional
To learn more about Te Whare Tapa Whā – Check out:
- Durie, M. (1994). Whaiora Māori health development. Auckland, New Zealand: Oxford University Press.
- https://health.tki.org.nz/Teaching-in-HPE/Health-and-PE-in-the-NZC/Health-and-PE-in-the-NZC-1999/Underlying-concepts/Well-being-hauora
- https://www.scoop.co.nz/stories/ED1507/S00113/hauora-well-being-from-an-early-childhood-perspective.htm
You might also like to watch Dr. McLaughlin sharing ideas related to key concepts for emotional literacy, emotional regulation and resiliency and sharing insights across TLIF projects.
