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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Neurodiversity, or neurological difference, comprises a diverse spectrum of natural variations in the way that human brains are wired, leading to differences in sociability, attention, learning, and other cognitive functions. In this part we examine what differences we might notice in children with different neurotypes (types of brain) in regard to social and emotional competence.

Our aims for this part are: 

  • To understand how children’s neurotype may impact on their social and emotional competence
  • To learn how to support neurodivergent learners in their social and emotional knowledge and skills

This will involve:

  1. Reading a research review about autistic children’s social and emotional strengths and challenges
  2. Watching a video in which Jessica Tupou discusses the differences in social and emotional competence and learning we might see with neurodivergent learners
  3. Reflecting on how well your setting supports and values neurodiversity and neurodivergence
  4. Watching a video in which Jessica discusses how to create a positive, inclusive, and culturally responsive environment that supports social and emotional learning
  5. Inquiring into the way in which one (neurodivergent/cultural minority) child experiences your early childhood setting.

The further reading for this part offers you additional information on supporting specific types of neurodiversity, and also revisits ideas about responsive interactions for neurodivergent learners. Our online discussion question relates to the supports and modifications you make in your setting for neurodivergent learners.

Revisit your learning