Early Years Focused on Social and Emotional Learning

Nurturing young hearts and minds through Social and Emotional Learning in Early Childhood Education (SEL)

Social and emotional learning (SEL) starts even before formal schooling, with early experiences significantly influencing brain development related to emotional regulation, empathy, stress response, and social bonds (Slater,2021). When educators understand the basics of social and emotional learning, they can help children develop important skills. This also allows families to support these skills at home, which is important for children's future happiness and success.

Early growth influences later social-emotional learning

Before birth, proper brain development is important for a child's emotional and thinking skills. Infants and toddlers do best when they are loved and cared for, which helps them form strong bonds (Honig & Wittmer). These connections promote better emotional control and social skills as they grow up. Engaging in early activities like play and problem-solving fosters strong friendships and essential coping skills in children for later life.

Early Stage of Life: Infancy (0-12 months)

Social–Emotional Milestones in Infancy. Infancy is a time of quick brain growth and emotional development. Infants learn to trust caregivers, show basic feelings, and depend on adults for support in managing emotions. Recognizing early milestones enables teachers to foster supportive environments that promote healthy attachment and the development of social-emotional learning (Honig & Wittmer, 2017).

How Infants Build Emotional Security

Infants form secure attachments with consistent, responsive caregivers (Honig & Wittmer, 2017).
Infants tend to favor known adults and might feel anxious around strangers.
Infants convey fundamental feelings like happiness, sadness, and anxiety.
Infants depend on adults for comfort and emotional support.
Infants react to facial expressions, vocal tone, and social signals.

Classroom Strategies That Support Infant SEL

Attentive caregiving: Warm, consistent responses to crying or discomfort help infants build trust and emotional security (Honig & Wittmer, 2017).
Interactions filled with emotions: Narrating and describing emotions aid infants in linking feelings to language and developing support.
Steady routines planned: Keeping a regular schedule for feeding, diapering, and transitions helps infants feel secure, lowers stress levels, and enhances their capacity to predict upcoming events. This is a crucial foundation for developing self-regulation.

Toddlerhood (1-3 years)

TODDLERHOOD (1–3 years)

Toddlerhood is marked by intense emotions, growing independence, and the earliest forms of peer interaction. During this stage, toddlers begin to recognize their own feelings, experiment with autonomy, and learn to navigate social situations with adult guidance. Educators significantly influence early development by demonstrating emotional vocabulary, facilitating co-regulation, and fostering environments that respect toddlers’ need for exploration while maintaining appropriate boundaries (Palmer, 2019).

Developmental Milestones in Social and Emotional Skills during Toddler Years

Starts to express independence, for example, “I can do it!”
Feels intense emotions and experiences frustration deeply.
Participates in parallel play and initial cooperative play.
Recognizes fundamental emotions in oneself and in others.
Starts to build self-regulation skills with adult assistance.

Social-Emotional Learning Approaches for Toddlers in the Classroom

Modeling and categorizing emotions: Educators can articulate emotions during disagreements or play, for example, “You feel mad because the block tower fell,” which aids toddlers in linking feelings to vocabulary and enhancing emotional literacy.
Opportunities for making choices: Providing straightforward options like “red crayon or blue crayon?” encourages independence, minimizes power conflicts, and aids toddlers in making decisions within secure limits.
Sensory calming for effective co-regulation. Offering soothing sensory tools like soft textures, fidget toys, or a quiet corner allows toddlers to manage intense emotions with guidance from adults. This approach emphasizes that learning to calm down is a skill developed gradually, rather than a solo expectation.

Early Childhood (ages 3-5)

The early childhood phase is marked by significant social development, enhanced emotional understanding, and greater independence. Children begin to build meaningful friendships, engage in cooperative play, and express their needs through language. Educators are crucial during this time; teachers facilitate collaborative interactions, teach emotional vocabulary, and foster environments that allow children to practice self-regulation and develop problem-solving skills in ways appropriate to their developmental stage (Palmer, 2019).

Social and Emotional Developmental Milestones in Early Childhood

Cultivates empathy and starts grasping others' viewpoints.
Participates in collaborative play and fosters initial friendships.
Enhances emotional regulation but still requires adult assistance.
Starts addressing social conflicts through effective communication and straightforward techniques.
Comprehends classroom rules, routines, and expectations clearly.

Classroom SEL Strategies for Early Childhood

Scripts for addressing social issues: Teaching phrases, for example Can I have a turn when you’re done? or “Let’s find a way to share” helps children navigate conflicts with growing independence.
Relaxation techniques and environments: Cozy corners, breathing exercises, visual calm‑down cards, and sensory tools support children as they practice self‑regulation and learn to identify what helps their bodies feel calm.
Modeling cooperation and friendship dynamics: Showing children how to invite peers, share materials, or take turns, like asking someone to join a game, helps them learn prosocial behaviors and build strong early friendships.

What does Self-Regulation mean?

What Self-Regulation Means

Self-regulation involves the ability to control emotions, actions, and focus so that a child can participate successfully in daily routines and social interactions. It is shaped by both biology and environment, and it strengthens when adults provide predictable structure, emotional coaching, and opportunities for children to try again after challenges. Slater (2021) notes that children rely heavily on adult co-regulation—shared calming, guidance, and modeling—before they can regulate independently.

Instances of Self-Regulation

Anticipating my turn while feeling excited and patient.
Utilizing words or gestures rather than physical aggression or grabbing.
Finding peace after feeling upset or angry.
Concentrating during group activities and transition periods.

How Educators Foster Self-Regulation

Model calm behavior — Children observe how grown-ups deal with frustration and changes. When teachers stay calm, children learn what calm means.
Use co-regulation — Comforting a child, breathing together, or helping with problem-solving allows them to feel safe and regain control, which is essential for their journey toward independence (Slater, 2021).
Teach emotional vocabulary — Labeling emotions enables children to recognize their feelings and select suitable coping strategies.
Create predictable routines — Regular schedules and visual reminders help children feel secure, allowing them to better anticipate and manage transitions.
Offer simple, accessible calming tools- Children can utilize breathing exercises, sensory tools, quiet spaces, and movement breaks when feeling overwhelmed for effective coping.

Family Planning and Strategies

Home SEL Strategies for Infants

Responsive caregiving: Comforting infants when they cry fosters trust and emotional security, which are essential for healthy development, enabling them to form positive relationships throughout their lives.
In-person interaction: Engaging in conversation, singing, and mimicking expressions enhances early social connections and interactions.

Toddlerhood: Home SEL Strategies

Emotional Guidance: Labeling emotions, for example, such as saying "You are upset because you wanted the toy," aids toddlers in recognizing and understanding their feelings better.
Consistent daily patterns.: Consistent schedules reduce anxiety and support regulation by providing structure, fostering a sense of safety, and promoting healthy habits for mental well-being.

Home Strategies for Early Childhood Social-Emotional Learning

Joint problem-solving effort: Encouraging children to think of solutions, like asking “What should we do next?” fosters independence, empathy, critical thinking, and resilience, equipping them for future challenges and collaborations.
Family relaxation techniques and strategies.: Engaging in activities like deep breathing, stretching, or enjoying quiet time together not only strengthens regulation skills but also fosters emotional connections and promotes overall well-being.

Resources:

Honig, A. S., & Wittmer, D. S. (2017). Infants and Toddlers: What Have We Learned from Research on Social-emotional Development? Exchange (19460406), 233, 51–56.

Palmer, J. (2019, October 9). Social and emotional development in early learning settings. Www.ncsl.org; National Conference of State Legislatures. https://www.ncsl.org/human-services/social-and-emotional-development-in-early-learning-settings

Slater, A. (2021). Self-Regulation in the early & later years: Understanding it and helping educators to teach it. Educating Young Children: Learning & Teaching in the Early Childhood Years, 27(3), 22–25.

Ormrod, J. E., Anderman, E. M., & Anderman, L. H. (2024). Educational psychology: Developing learners (11th ed.). Pearson.