Facilitating Social and Emotional Learning in Early Years Education

With primary school teachers in the UK and around the world reporting that young children are joining school without the essential ability to communicate, play, or share with others, it has never been more important for educators to facilitate social and emotional learning in early years education. It goes without saying that for young children, social and emotional learning should be happening all the time while they are at school and should be a core focus that runs through their education from day one. Prioritizing this learning ensures that teachers are nurturing young, independent individuals who are empowered to understand what they are capable of.

Nurturing a Sense of Self

Nurturing every child’s sense of self is essential to providing them with a truly holistic education. For those children who are based in schools where their classmates come from all around the world or speak different languages, it is especially important that they are supported to explore their own sense of self, enabling them to understand the world and people around them.

It is essential that early years educators support young children to develop a language that helps them to label their own emotions so that they can understand and articulate how they are feeling in a meaningful way. For international schools, this is especially important where children might be starting school in an unfamiliar and new environment.

Encouraging Independence

Encouraging each child’s independence is key to nurturing a sense of agency from an early age. Regularly encouraging them to do simple actions such as putting their shoes and coat on, tidying up after themselves, and understanding their own needs all contribute towards building their confidence and, in turn, their wellbeing.

Another effective way to foster independence is to give young children an element of choice within the classroom; early years educators should give children the freedom to choose the resources they want to play or interact with. This also encourages them to tidy up what they've used and to take care of it – a simple but important act which reinforces the idea that with independence, they are trusted to look after their belongings so that they can use them again.

Using Play To Nurture Curiosity

As Albert Einstein once said, “play is the highest form of research.” Studies suggest that children actually learn best through play. What happens in children’s brains during playtime is crucial development of key social and emotional skills including collaboration, problem-solving, and communication. 

The free-form nature of playtime means that children are able to immerse themselves in an activity in a way that more structured, traditional learning might not allow. This, in turn, gives them the chance to follow their own curiosity. In being able to take the lead in their own learning by exploring ideas physically, whether that be through roleplay or with different resources, children are able to understand that there isn't necessarily a right or wrong way to play, which encourages them to freely make mistakes without consequence and learn from their experiences. 

Since the majority of learning takes place during play, early years educators must carve out sufficient time for playtime within lessons. Play-based learning should not be separated from academic learning and is core to children’s learning in its own right. Whether a child is interested in storytelling, numbers, or construction, a play-based learning environment enables teachers to encourage each child to follow their own interest.

Engaging Family Members

Schools must connect with parents, where possible, to ensure that they too are involved with their child’s personal development so that they can be consistent with the learning that happens in the classroom. Teachers have a responsibility to provide suggestions for where parents can further support their child’s development at home, such as playful activities or accompanying school trips.

Solidifying Social and Emotional Learning

It’s not just children who benefit from a successful social and emotional learning curriculum; teachers and parents are also positively impacted from a more holistic approach to education. When educators are provided with opportunities for social, emotional, and personal development, they too become more engaged in their work and are able to act as positive role models for pupils as a result. 

By focusing on nurturing these core social skills throughout the early years, we can equip children with the confidence to understand just how powerful they can be, and through doing that, the impact they can have on the world – an empowering thought for a four- or five-year-old.