Part 1. What is social emotional competencence?
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
Part 2. Positive social and emotional climates
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
Part 3. Learning about and managing emotions
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
Part 4. Social competence
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
Part 5. Developing self-regulation and executive function
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
Part 6. Neurodivergence and social-emotional competence
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
Part 7. Challenging behaviour and social-emotional skills
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
Part 8. Conclusion
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.
This lesson will be available on April 1, 2024.

Apply and consolidate

Need help?

At the end of each section of the course, we will think about what we have learnt and relate it to your everyday practice. This will be done in your workbook so that it is easy for you to take these reflections back to your centre.

Workbook

As we have seen in this part, social and emotional skills, which include executive function or self-management skills, are essential to daily functioning and are the foundation on which many other skills and competencies are built.

Summary

Share

In each part of the course, there will be a a online discussion in which you can participate. In this section, please introduce yourself, and explain what you are hoping to get out of the course. You might also like to share how important the development of social and emotional competence is in your setting. Does it hold a high priority among other learning areas? If so, do families share your aspirations for social and emotional skills?

Further reading and resources

There are two key documents which underpin thinking and practice about the best ways to support social and emotional competence in early childhood settings in New Zealand:

Education Review Office, (2011). Positive foundations for learning: Confident and competent children.

Ministry of Education (2019). He māpuna te tamaiti: Supporting social and emotional competence in early learning.

It would also be useful to have a look at these notes from a webinar run with Dr. Tara McLaughlin and Karen Mackay about the ways in which one centre engaged in an inquiry into evaluating and improving children’s social and emotional learning. This type of professional learning forms a foundation for our activities in each of the remaining parts of the course, in which you will focus on developing an inquiry into the social and emotional learning in your setting. You might also like to watch the full webinar if you have a webinar subscription with The Education Hub.

Finally, this infographic provides a good introduction to social and emotional competence.