Fostering Healthy Social & Emotional Development in Young Children: Tips for Early Childhood Teachers and Providers

This useful handout, posted below for your convenience, provides tips for creating “predictable, nurturing environment(s),” supporting the development of social skills, and “recognizing and talking about emotions” for three age groups: infants, toddlers, and preschoolers. It also includes suggestions for “encouraging positive behaviors and using positive discipline practices” for toddlers and preschoolers.

The suggestions provided are grounded in the field’s ever-expanding knowledge base regarding “social interaction, emotional awareness, and self-regulation” in early childhood. The handout emphasizes the idea that “research shows . . . a strong social and emotional foundation . . . powerfully impacts children’s later positive attitudes and behaviors, academic performance, career path, and adult health outcomes.” It concludes with several profound statements “from a young child’s perspective” that you might find suitable for framing. Check it out today!

The ICC-Recommended Early Start Personnel Manual (ESPM) describes core knowledge and role-specific competencies needed for early intervention service provision, incorporating current research and evidence in the field of early intervention. To access the ESPM, click here.

This resource is related to the following ESPM knowledge-level competencies:

Core Knowledge (CK):
- CK2: The role of primary social and emotional relationships as the foundation for early learning.
Individualized Family Service Plan Development and Review (IFSP-i):
- IFSP-i3 (EIS): Knows generic and specific evidence-based early intervention strategies to support all areas of development.