Early and middle childhood is an important time, where aspects of children’s ‘belonging, being and becoming’ involves them learning how their behaviours and actions affect themselves and others. A positive, strengths-based approach to guiding children’s behaviour can empower children to regulate their own behaviour and develop the skills needed to interact and negotiate complex social situations and relationships.
Resilience, self-regulation and emotional intelligence are a part of a child’s Social and Emotional development. All of these things make “supporting the individual needs of each child” a demanding aspect of an Educator’s role. However, when Educators’ prioritise nurturing relationships with consistent emotional support they assist children to develop the skills and understandings they need to interact positively with others. These relationships create a foundation where children are better able to learn from the educators and drive their own learning.
- Stressors and their influence on behaviours.
- The role of relationships in promoting positive behaviours.
- The role of the educator in supporting self-regulation through co-regulation.
- Practical and positive strategies.
Links to NQS: QA5
EYLF: L/O 1, 3 & 5