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

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For this part of the course, we want to focus on the way that an individual child (one who is at risk of being marginalised because of their neurotype, or perhaps their cultural background) experiences your early childhood setting, with a particular focus on social and emotional competence. You will be looking at how positive this child finds your early childhood setting – for example, how often they experience positive affirmation, or how well the environment is adapted to reflect their cultural background or their strengths and needs as a neurodivergent learner.

Relate learning to practice

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Summary

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What supports or modifications do you make to your programme and environment to support neurodivergent learners? Discuss your personal experiences.

Further reading and resources

Read our guide to neurodiversity to learn more about this term and the implications it has for the way we work with children.

Take another look at tendril theory, developed by Erin Human.

Learn more about supporting autistic children with these resources and webinar, and about supporting children who have experienced trauma with these resources and webinar

Learn more about sensory processing differences here.

Finally, with so much benefit shown for developing strong relationships and responsive interactions with neurodivergent learners, take a look at serve-and-return interactions. We drew your attention to this resource in Part 4, but it really is so important for building strong relationships that we highlight it again. If you’ve already looked at this resource, you might enjoy reading an interview with Thalia Wright, the author of that serve-and-return piece.