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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In this part we look at executive function, a set of cognitive and behavioural skills which underlie what we think of as children’s self-management, self-control, or self-regulation skills, and which are essential in supporting children in their social and emotional competencies. Being able to refrain from hitting out when frustrated, or paying attention to someone when they are talking to you, are all skills that depend on executive function, which is why we spend some time unpacking this term in this part of the course.

Our aims for this part of the course are: 

  • To understand the different components of executive function, and how these support social and emotional competence
  • To be aware of some strategies to enhance children’s executive function skills

This will involve:

  1. Reading about executive function
  2. Watching a video in which Dr Dione Healey explains how executive function links to self-regulation and describes a programme (ENGAGE) designed to support these skills
  3. Watching two videos with teachers using ENGAGE discuss their experience of the programme
  4. Reading about supporting children’s self-management skills
  5. Reflecting on links between children’s self-management skills and a positive social and emotional climate
  6. Putting your learning into practice by assessing and planning for children’s executive function skills in your setting.

You can also access more ideas for enhancing children’s executive function skills in our further reading section, and follow links to webinars on the topic. We also offer an opportunity to discuss how well your current practice supports children to develop executive function skills through our online forum.

Revisit your learning