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.

Getting situated

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In this part we focus on the development of children’s emotional competencies, which involves the ability to recognise different emotions in oneself and in others, to regulate one’s own response to emotions, and to respond appropriately to the emotions of others. 

The aims for this part of the course are to: 
  • Learn what emotional competencies children need to develop
  • Consider pedagogical strategies for supporting emotional learning
  • Develop awareness of your own beliefs and attitudes towards emotion and self-regulation, and how these impact on your capacity to support children’s emotional states
This will involve:
  1. Reading about how to support the development of emotional competencies in children
  2. Watching a video in which Karen Mackay describes ways in which she and her teaching teams have supported and enhanced children’s emotional competencies in early childhood settings
  3. Reflecting on your own beliefs and attitudes towards emotional expression and strategies for self-regulation
  4. Inquiring into emotion language use in your setting.

There will also be an opportunity to discuss your findings about emotion language use in your setting with fellow course participants.

Revisit your learning