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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Our aims for this part are: 

  • To learn about the reasons for challenging behaviour and develop awareness of strategies to reduce challenging behaviour
  • To examine processes for implementing individualised behavioural supports for children with challenging behaviours
  • To inquire into and reflect on the challenging behaviours that occur in your own context

This will involve:

  1. Reading about centre-wide processes and strategies for supporting children with challenging behaviour
  2. Reflecting on the challenging behaviours you observe in your own setting
  3. Watching an interview with psychologist Alexandra Winlove, in which she discusses challenging behaviours and how teachers might respond
  4. Reading about planning and implementing specific, targeted supports for individual children with challenging behaviour
  5. Reflecting on your own emotions in the context of challenging behaviour
  6. Inquiring into the challenging behaviour occurring in your own setting

There is a range of resources on managing challenging behaviour in our further reading section, and you can use the online forum to discuss what you have in place in your early childhood setting to support children with challenging behaviour.

Revisit your learning