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.

Getting situated

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The culture and climate created in an early childhood setting forms an important foundation for social and emotional competence. Children need to experience a positive sense of wellbeing and feel secure and safe in order to make gains in social and emotional competencies. In this part we examine the kind of practices and policies that support a positive social and emotional climate in an early childhood setting, as the first step for enhancing children’s social and emotional skills.

The aims for this part of the course are: 
  • To understand important components of the social and emotional climate of an early childhood setting for supporting children’s positive behaviour and engagement
  • To reflect on the quality of the social and emotional climate you promote in your own setting
This will involve:
  1. Reading about how to create a positive social and emotional climate as a foundation for teaching social and emotional competencies
  2. Reflecting on your own abilities to provide positive support to children, and what impacts on this
  3. Watching an interview with Barbara Dunn from Flatbush Kindergarten about their intentional focus on creating a positive social and emotional climate for children
  4. Inquiring into the quality of the social and emotional climate in your own setting

There is further reading about one kindergarten’s inquiry into improving their social and emotional climate, and you might also find it helpful to engage with some of our resources on relational pedagogies and on culturally responsive practice as further reading. You can also use our online forum to discuss your setting’s policies and practices for implementing a positive social and emotional climate.

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