kidsmatter early childhood component 2 literature …€¦  · web viewkidsmatter early childhood...

31
KidsMatter Early Childhood Component 2 Literature Review Component 2: Developing

Upload: lydien

Post on 20-Jul-2018

232 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: KidsMatter Early Childhood Component 2 Literature …€¦  · Web viewKidsMatter Early Childhood Component 2 Literature Review3. KidsMatter Early Childhood Component 2 Literature

KidsMatter Early Childhood Component 2 Literature Review

Component 2: Developing

Page 2: KidsMatter Early Childhood Component 2 Literature …€¦  · Web viewKidsMatter Early Childhood Component 2 Literature Review3. KidsMatter Early Childhood Component 2 Literature

KidsMatter Early Childhood Component 2 Literature Review2

© Commonwealth of Australia 2012 Acknowledgement KidsMatter Early Childhood Mental Health Initiative has been developed in collaboration with beyondblue, the Australian Psychological Society, Early Childhood Australia and, with funding from, The Australian Government Department of Health and Ageing and beyondblue.

Important Notice KidsMatter Early Childhood Australian Mental Health Initiative and any other KidsMatter mental health initiatives are not to be confused with other businesses, programs or services which may also use the name ‘Kidsmatter’.

Disclaimer While every care has been taken in preparing this publication, Beyond Blue Ltd, The Australian Psychological Society Ltd and Early Childhood Australia Inc and the Commonwealth of Australia, do not, to the extent permitted by law, accept any liability for any injury, loss or damage suffered by any person arising from the use of, or reliance on, the content of this publication.

Content

www.kidsmatter.edu.au

Page 3: KidsMatter Early Childhood Component 2 Literature …€¦  · Web viewKidsMatter Early Childhood Component 2 Literature Review3. KidsMatter Early Childhood Component 2 Literature

KidsMatter Early Childhood Component 2 Literature Review3

sComponent 2: Developing children’s social and emotional skills 5

Background Information on KidsMatter Early Childhood.......................................................................5

Developing children’s social and emotional skills 7

Positive relationships between children and staff..................................................................................7

Opportunities for children to develop social and emotional skills......................................................10

Staff development and support...............................................................................................................13

Summary and Implications for Practice.................................................................................................15

References 17

www.kidsmatter.edu.au

Page 4: KidsMatter Early Childhood Component 2 Literature …€¦  · Web viewKidsMatter Early Childhood Component 2 Literature Review3. KidsMatter Early Childhood Component 2 Literature

KidsMatter Early Childhood Component 2 Literature Review4

www.kidsmatter.edu.au

Page 5: KidsMatter Early Childhood Component 2 Literature …€¦  · Web viewKidsMatter Early Childhood Component 2 Literature Review3. KidsMatter Early Childhood Component 2 Literature

KidsMatter Early Childhood Component 2 Literature Review5

Component 2: Developing children’s social and emotional skills

Background Information on KidsMatter Early ChildhoodKidsMatter Early Childhood is a national mental health promotion, prevention and early intervention initiative developed to support the mental health and wellbeing of young children in early childhood education and care services (ECEC). It has been developed in collaboration with beyondblue, the Australian Psychological Society and Early Childhood Australia, with funding from the Australian Government Department of Health and Ageing and beyondblue. It involves families, early childhood professionals, and a range of community and health professionals working together to make a positive difference to young children’s mental health and wellbeing during this important developmental period of birth to five years.

KidsMatter Early Childhood uses a risk and protective factor framework to focus on four components that ECEC services can use to strengthen the protective factors and minimise risk factors for children’s mental health and wellbeing.

All four components are outlined below.

1. CREATING A SENSE OF COMMUNITY within ECEC services by focusing on belonging, inclusion, positive relationships and collaboration.

2. DEVELOPING CHILDREN’S SOCIAL AND EMOTIONAL SKILLS is fundamental to children’s mental health. These skills are developed through adults’ warm, responsive and

www.kidsmatter.edu.au

Page 6: KidsMatter Early Childhood Component 2 Literature …€¦  · Web viewKidsMatter Early Childhood Component 2 Literature Review3. KidsMatter Early Childhood Component 2 Literature

KidsMatter Early Childhood Component 2 Literature Review6

trusting relationships with the children in their care, as well as through constructive peer relationships.

3. WORKING WITH PARENTS AND CARERS ECEC services and families can establish collaborative partnerships in the interests of their children. ECEC services can support families by helping them to connect with other families and by providing access to parenting support.

4. HELPING CHILDREN WHO ARE EXPERIENCING MENTAL HEALTH DIFFICULTIES. ECEC services are well placed to recognise when young children may be experiencing difficulties, to implement simple strategies to assist children, and to support families to seek additional help.

Definitions of terms used in this document

Children: Children from birth to five years unless otherwise stated.

Culturally and Linguistically Diverse (CALD): A broad concept that encompasses individual differences, such as language, dress, traditions, food, societal structures, art and religion.

Early childhood education and care (ECEC) services: Preschools, kindergartens and long day care services.

Early childhood staff: Educators, teachers, day care staff, integration aides, assistants, and other staff that are based within ECEC services.

Externalising: Disruptive, impulsive, angry or hyperactive behaviours (i.e. where the child ‘acts out’). These behaviours are generally readily observed and therefore are relatively easy to detect.

Internalising: Inhibited or over-controlled behaviours (i.e. where the child ‘holds in’ their difficulties), including withdrawal, worry, and emotional responses that primarily affect the individual child rather than having effects on others.

Mental health: Early childhood mental health involves being able to experience, manage and express emotions; form close, satisfying relationships; and explore and discover the environment.

Parents and carers: This includes biological mothers and fathers, parents of adopted children, GLBT parents, foster parents, grandparents, aunties and uncles. The primary caregivers of a child/children and are usually the child’s legal guardians.

Protective factors: Strengths that enable children to maintain positive mental health and wellbeing, even though risk factors for mental health problems are present.

Resilience: A person’s capacity to adapt to adverse situations in ways that enable them to cope positively and reduce or minimise negative impacts on mental health and wellbeing.

www.kidsmatter.edu.au

Page 7: KidsMatter Early Childhood Component 2 Literature …€¦  · Web viewKidsMatter Early Childhood Component 2 Literature Review3. KidsMatter Early Childhood Component 2 Literature

KidsMatter Early Childhood Component 2 Literature Review7

Risk factors: Factors that increase the likelihood that mental health difficulties will develop. The presence of particular risk factors does not necessarily mean a difficulty will develop. The presence of multiple risk factors usually increases the likelihood of difficulties developing.

Temperament: Individual characteristics and style of behaviour that a child is born with, now considered to have a basis in both biology and environment.

www.kidsmatter.edu.au

Page 8: KidsMatter Early Childhood Component 2 Literature …€¦  · Web viewKidsMatter Early Childhood Component 2 Literature Review3. KidsMatter Early Childhood Component 2 Literature

KidsMatter Early Childhood Component 2 Literature Review8

Developing children’s social and emotional skillsIT IS WIDELY ACCEPTED THAT THE DEVELOPMENT OF SOCIAL AND EMOTIONAL SKILLS IN EARLY CHILDHOOD benefits all aspects of children’s learning, development, mental health and wellbeing.1 This is because throughout life, learning happens within and through relationships. The literature suggests that effective social and emotional skills in early childhood can foster a number of protective factors for mental health and wellbeing, including positive relationships with others2; effective planning and decision making skills3; resilience4; the ability to focus attention4; and a strong sense of identity.1 Research has also identified a variety of ways that the development of children’s social and emotional skills can be enhanced. These include creating environments that sustain positive relationships and offer children ample opportunities to develop and practise these skills; and having support and development programs at services for staff.

Component 2 of the KidsMatter Early Childhood initiative: Developing children’s social and emotional skills is divided into three target areas selected because of their impact on children’s mental health and wellbeing: positive relationships between children and staff; opportunities for children to develop social and emotional

skills; and professional development and support for staff. While there is some overlap in the target areas, each also makes a unique contribution to children’s wellbeing. Each of the target areas is discussed in detail below. The numbers appearing in the text are linked to references listed at the end of the document. If you would like more information about the ideas presented in this paper, the reference list is a starting point.

Positive relationships between children and staff To grow up socially and emotionally healthy, children need to experience authentic, loving and interactive relationships with adults who are responsive, warm and trusting.1,5-11 It is through positive experiences in primary relationships (such as their

www.kidsmatter.edu.au

Page 9: KidsMatter Early Childhood Component 2 Literature …€¦  · Web viewKidsMatter Early Childhood Component 2 Literature Review3. KidsMatter Early Childhood Component 2 Literature

KidsMatter Early Childhood Component 2 Literature Review9

families, and in some cases, early childhood staff) that children develop their sense of self, confidence and worth; emotional skills such as learning how to experience and express a range of emotions, having empathy for others and cope with challenges; and social skills, such as how to interact with others.6,12-14 These social and emotional skills then support virtually every other aspect of a child’s development; such as learning, school readiness and cognitive and language development.9

Research into brain development in the early years has shown that neural networks are selectively established according to what a child experiences. 15,16 Positive relationships with others are essential for the optimal development of brain structures and functions that support children’s social and emotional skills.11,17 The emotional exchanges that occur in positive relationships help to establish the neural networks that are required for the development of children’s intrinsic motivation, sense of self, social and emotional skills.5-7,15,17-19

When a child does not experience positive relationships with their caregivers, the neural networks that support social and emotional skills develop differently.15,16 In this case, the connections to the areas of the brain involved in social and emotional development are not as well formed as they are when a child does experience positive interactions with their caregivers. Brain development continues after early childhood, and the ability of the brain to change functionally and structurally as a result of environmental input (also known as neuroplasticity) means that there are many opportunities for support and intervention throughout the lifespan. 21,22 However, the networks developed in the early years form the foundation for lifelong mental health and wellbeing.4-6,14,18-20

Children develop positive relationships with staff when the balance of care they receive is sensitive and responsive to their needs.6,11,14,17,20,21 Often described in the literature as a ‘dance’ between a child and their caregivers, responsive care is defined as a caregiver’s ability to respond to signals from the child in a timely, sensitive and appropriate way.22 The emotional exchanges that occur as a result of this caregiving consist of cycles of give and take; attention and non-attention; emotional engagement and attunement; and negotiation. Attunement, or ‘being in tune’ with the needs of the child and emotionally sensitive and available, is crucial in fostering social and emotional development.11 When staff are in tune, they engage in emotional exchanges that provide children with opportunities to co-manage interactions and repair ‘mistuned’ interactions.

www.kidsmatter.edu.au

Social and emotional skills support virtually every other aspect of a child’s development, including learning, school readiness and cognitive and language development.

Page 10: KidsMatter Early Childhood Component 2 Literature …€¦  · Web viewKidsMatter Early Childhood Component 2 Literature Review3. KidsMatter Early Childhood Component 2 Literature

KidsMatter Early Childhood Component 2 Literature Review10

During infancy, the reciprocity of interactions between adults and children nurtures new skills and affirms experiences for young babies.9 Children who experience daily positive interactions with their caregivers are more likely to understand the thoughts, behaviours and motivations of others and shape their own behaviour accordingly.23 In contrast, poor or inconsistent relationships in early childhood can lead to different developmental outcomes for young children.9 These relationships have been linked to poorer self-regulation and empathy for others; and emotional and behavioural difficulties.15 Reciprocity of interactions allows children to develop social understanding and self efficacy as a social partner.1,24-27

Staff in ECEC services are ideally placed to provide children with the opportunity to form positive relationships outside of their family. One of the most significant contributions that staff can make to mental health and wellbeing in early childhood is developing positive relationships with the children in their care.28,29 Research indicates that a positive relationship with at least one caring, competent adult outside of the child’s immediate family is related to greater mental health and resilience in children.28,29 Positive relationships with early childhood staff are particularly important for children who have not experienced close relationships with their parents or carers.30 Under these circumstances the formation of a positive relationship with at least one adult (even if it is not a parent or a carer) is enough to improve developmental outcomes for these children.30

Finally, warmth, affection and consistency have also been identified as key qualities of child-staff relationships that foster children’s social and emotional development and mental health and wellbeing. For example, following a 30 year longitudinal study, Maselko, Kubansky, Lipsitt and Buka31 reported better emotional functioning in adults who received more warm and affectionate care as a baby than those who did not. Other work suggests that children’s social and emotional development is fostered through care that is consistently and therefore, predictably, warm and responsive.1,30,32 For example, Gonzalez-Mena & Widmeyer Eyer21 identified that children need consistency in relationships in order to understand and accurately predict the behaviour of others and to adjust their behaviour accordingly.

Combining limit setting and structure with sensitive and responsive caregiving is also important in fostering the development of children’s social and emotional skills.6,8 When relationships between children and staff are consistently warm, affectionate and responsive and staff reliably establish boundaries around children’s behaviour, children are more likely to internalise morals and values and master self-regulation. All of

www.kidsmatter.edu.au

Often described as a ‘dance’ between a child and their caregivers, responsive care is defined as a caregiver’s ability to respond to a child in a timely, sensitive and appropriate way.

Page 11: KidsMatter Early Childhood Component 2 Literature …€¦  · Web viewKidsMatter Early Childhood Component 2 Literature Review3. KidsMatter Early Childhood Component 2 Literature

KidsMatter Early Childhood Component 2 Literature Review11

these social and emotional skills are the foundations of life-long mental health and wellbeing.

Opportunities for children to develop social and emotional skillsPROVIDING CHILDREN WITH AMPLE OPPORTUNITIES to learn, develop and practise new skills is an important part of developing their social and emotional skills.33 Children learn and develop by making sense of what is happening to and around them, both with adults and their peers. Play also has a central role in children’s lives and is a key facilitator for children’s learning and development, reflecting the cultural and social contexts in which children live.34 Whilst children’s relationships foster their developing social and emotional skills, these skills can also be explicitly taught and learnt across the lifespan.35 Research indicates that young children’s social and emotional development can be fostered by staff offering developmentally appropriate experiences and engaging in intentional teaching.1,30,32,36-38 Intentional teaching involves staff being deliberate, purposeful and thoughtful in planning opportunities, environments and experiences to stimulate children’s curiosity and foster social and emotional understanding. 1,6,39-43

The importance of staff offering developmentally appropriate experiences to optimise children’s social and emotional development is clearly emphasised within the literature.7,34,43-45 Children have been shown to learn better when staff use everyday experiences as ‘teachable moments’ and respect and respond to the child’s active role in creating their own skill development opportunities.39,40,46-48 Young babies learn social and emotional skills best in face-to-face interactions with adults who talk to them, hold them and nurture them.40 Preschoolers learn social and emotional skills through experiences that foster self-regulation and positive peer interactions, such as imaginative play; discussions, debates and other opinion orientated conversation; story-telling and games; and creative ‘hands-on’ experiences. 6,49,50

Through responsive teaching that is dynamic and interpersonal, staff can provide the opportunities children need to for social and emotional development. Children are supported to go the next developmental level when staff scaffold their learning onto existing skills provide an environment that creates shared understandings and new knowledge for the child through collaborative experiences.26,40,51 The Australian Early

www.kidsmatter.edu.au

By offering a variety of experiences and engaging in intentional teaching, early childhood staff can provide the opportunities that children need for healthy social and emotional development.

Page 12: KidsMatter Early Childhood Component 2 Literature …€¦  · Web viewKidsMatter Early Childhood Component 2 Literature Review3. KidsMatter Early Childhood Component 2 Literature

KidsMatter Early Childhood Component 2 Literature Review12

Years Learning Framework1 recommends staff use strategies such as open questioning, speculating, wondering, explaining, shared thinking and problem solving support each individual child’s learning. In this way, teacher knowledge and decision making are key in developing children’s social and emotional skills.

Children need access to a variety of opportunities in order to foster development of their social and emotional skills. One of those is the opportunity to form positive relationships with their parents, carers and siblings; their peers; and their early childhood staff. As discussed in the previous section, young children need positive interactions with others in order to stimulate the brain structures and functions associated with social and emotional development.11,17 Positive interactions with others also allow children to develop behavioural, social and emotional skills, such as resilience; communication skills; the ability to experience, regulate and express a full range of positive and negative emotions; and the ability to actively explore their environment and learn about their world. 52,53 In short, the positive interactions that arise from relationships with others support all aspects of children’s social and emotional development.

Developing children’s social and emotional skills is achieved through practise, allowing skills to become established as second nature and be generalised to other situations and contexts.46 Skill development is facilitated when children spend most of their time in dynamic learning interactions with their caregivers and peers.6 These interactions provide children with experiences that support optimal brain development.20,27,40,42,54,55 For example, Thompson26 found that children need opportunities to develop and refine their skills for understanding and handling emotions in themselves and others. This doesn’t mean that children must be constantly stimulated through interactions with adults and peers. It is also important for children to have opportunity, time and space for their own constructions, their own understandings and their own peace of mind to facilitate rest, regulation and learning.56

In addition to practise, children benefit from systematic help, feedback and opportunities to integrate their developing skills into their everyday behaviour until the skills become natural and routine. This can be facilitated where a whole service approach to developing children’s social and emotional skills is undertaken, that is reflected in policies and procedures, curricula and staff practice and provides a safe, physically, socially and emotionally stimulating learning environment so children feel free to participate and contribute.37

Children’s social and emotional skills develop through experience and in the context of supportive relationships. When families and ECEC services work together and share

www.kidsmatter.edu.au

Children learn social and emotional skills through direct experiences with people, objects, events, and ideas.

Page 13: KidsMatter Early Childhood Component 2 Literature …€¦  · Web viewKidsMatter Early Childhood Component 2 Literature Review3. KidsMatter Early Childhood Component 2 Literature

KidsMatter Early Childhood Component 2 Literature Review13

information about children’s development, this facilitates learning, maintenance and generalising of skills.6

Play is also another important factor for the development of young children’s social and emotional skills.1,48,57-59 Play has widely been identified as an fundamental part of social and emotion learning.49 It is through play that children build resilience, develop the ability to regulate their own emotions and behaviour, learn to manage stress and to form relationships with others.42,49,57,60 Thompson26 describes how play provides children with opportunities for sharing face-to-face emotional exchanges and engaging in goal directed activities and cooperative tasks. Ginsburg57 indentified the importance of play in developing children’s confidence through practice and mastery of new skills. Through play, children build new knowledge, meaning and understandings from current experiences onto existing knowledge in long term memory.34,54,57 The process of play also allows children to explore, feel comfortable with and regulate their emotions through having an opportunity to work through challenging feelings, such as fear or sadness, or express strong feelings, such as anger, in acceptable ways.34 Furthermore, play, especially cooperative experiences, also fosters prosocial behaviours such as sharing, helping and cooperating by facilitating appropriate peer interactions between children.61 In summary, play supports every aspect of children’s social and emotional development.

Children’s learning and mental health and wellbeing is optimised through opportunities to engage in extended free, child-driven, creative play and to move through activities at their own pace. 54,57 Staff sensitivity in facilitating children’s play by being available to join in, support and encourage and provide guidance but not being too directive or controlling, provides children with invaluable opportunities to make choices and solve their own problems. These opportunities provide children with satisfaction and mastery experiences which are important for their developing sense of self, social and emotional skills.21,54,57

Children also develop their social and emotional skills through social interaction in their physical environment. Structuring the physical environment to support children’s social and emotional learning requires consideration of group size, experiences and materials.34,43,62 Research has demonstrated the impact of physical environment factors and a calm and positive classroom climate in developing children’s social and emotional skills.54,62,63 Environments that support children’s learning are flexible spaces that are responsive to the needs, interests and abilities of each child. The importance of predictability and consistency in children’s relationships with adults for their security, trust and social and emotional development has already been addressed in this paper. Familiarity and consistency in the child’s physical environment and routines also helps

www.kidsmatter.edu.au

The process of play allows children to explore, feel comfortable with and regulate their emotions.

Page 14: KidsMatter Early Childhood Component 2 Literature …€¦  · Web viewKidsMatter Early Childhood Component 2 Literature Review3. KidsMatter Early Childhood Component 2 Literature

KidsMatter Early Childhood Component 2 Literature Review14

children to build expectations of what will happen based on what has happened before. Being able to predict future encounters helps children feel safe and secure. Thus service routines can minimise children’s stress and have demonstrated effectiveness in supporting peer interaction and reducing problem behaviours.54,64,65

Staff development and supportSTAFF DEVELOPMENT AND SUPPORT ARE ESSENTIAL for teaching children social and emotional skills. Despite the many rewards that may result from working with young children, it is not uncommon for early childhood professionals to experience occupational stress.66 The demands on early childhood staff are numerous and common sources of stress come from challenging workloads, relationships with colleagues, high staff turnover, lack of resources, physical demands, low income levels, and lack of professional recognition. 66-68

With sufficient knowledge, skills, confidence and emotional resources, early childhood staff can foster children’s developing social and emotional skills and support children’s mental health and wellbeing.20,30 Staff may not have acquired the specialised knowledge and skills required and can be overwhelmed by the social and emotional difficulties of many of the children in their care.4,18,19,63,69-71 There also remains a gap between best practice knowledge and current staff practices. Closing this gap requires attention to processes of organisational and individual change and workplace factors such staff development and support.18

Research indicates there are skills that help early childhood staff to foster and support children’s social and emotional skills. These include extensive child development knowledge, professional skills in observation and relationship building, self-awareness, and emotional resources including a commitment to fostering the wellbeing of children.7,30,50,63,72,73 Knowledge of social and emotional development, including how children learn and the conditions that optimise learning, is paramount to staff’s ability to provide appropriate caregiving and scaffold children’s development of social and emotional skills.4,12,19,39,70,74-76 Skills in observation, documentation, and interpretation increase staff’s understanding of child behaviour and help them to be attuned to children’s needs and emotionally available to them.21,42,47,72,77-79 Relationship building skills like providing sensitive and responsive care, being ‘in tune’ with children, and having knowledge and awareness of both self and others,30 are also important. Finally, because staff’s thought processes,

www.kidsmatter.edu.au

With sufficient knowledge, skills, confidence and emotional resources, early childhood staff can foster children’s developing social and emotional skills and support children’s mental health and wellbeing.

Page 15: KidsMatter Early Childhood Component 2 Literature …€¦  · Web viewKidsMatter Early Childhood Component 2 Literature Review3. KidsMatter Early Childhood Component 2 Literature

KidsMatter Early Childhood Component 2 Literature Review15

attributions and beliefs affect how they interact with children, self-awareness of their own attitudes and behaviour is essential for fostering healthy social and emotional development in the children for whom they care.63

In the context of education and care in early childhood, professional development involves building expertise in these skills and integrating that knowledge into practice.18,47,80 The efficacy of formal training programs has been widely demonstrated and the sensitivity and responsiveness of care has been shown to increase following training.81 Participation in formal training programs has also been associated with an increase in staff’s capacity to foster and support children’s developing social and emotional skills.82 An evaluation of a program that was designed to support and develop staff practice demonstrated improved relationships between children and staff, and more prosocial behaviour and less behaviour difficulties in a sample of 218 children aged one and over.83

Staff development and support, however, does not just involve participation in formal training courses. Another useful mode of staff development is reflective practice.69,80,84 The Early Years Learning Framework (EYLF) identifies reflective practice as one of the principles that supports and enhances teaching and learning. Reflective practice is defined as a continual learning process where staff engage with questions pertaining to their own philosophy, ethics and practice involved in teaching young children.1 During reflective practice, staff start to systematically gather information, reflect on their actions and change their practice to offer more effective programs that support and enrich children’s learning, development and mental health and wellbeing.1 Reflective practice involves discussing and thinking about their work with the aim of increasing staff’s understanding of the internal world of the children in their care. This then leads to an increase in staff’s ability to make decisions about the best way to support and enrich children’s learning, development and mental health and wellbeing.1 85 Reflective practice involves critically examining each aspect of an experience and the reasons as to why it unfolded as it did.85 This can be done individually or in a group, with a trusted senior colleague or an external consultant who sits outside the service and can assist with reflection at a different level.

Individual reflective practice can be enriched through the involvement of a supportive, collaborative relationship with another (more experienced) staff member in order to foster their personal and professional development. This relationship develops over time and enables learning and improvement, emotional support and professionalism through shared beliefs and goals and a commitment to growth and change.25,86-89

www.kidsmatter.edu.au

Reflective practice is defined as a continual learning process where staff engage with questions pertaining to the philosophy, ethics and practice involved in teaching young children.

Page 16: KidsMatter Early Childhood Component 2 Literature …€¦  · Web viewKidsMatter Early Childhood Component 2 Literature Review3. KidsMatter Early Childhood Component 2 Literature

KidsMatter Early Childhood Component 2 Literature Review16

Research suggests that engagement in reflective practice fosters staff’s development of key caretaking skills. An improved capacity to be calm, available and supportive with children after engagement in reflective practice over time has been reported.88 Reflective practice can also increase staff’s understanding of their own reactions to emotionally significant events with children. This includes understanding how interactions are influenced by past relationships and leads to increased attunement to children’s reactions. Reflective practice has also been associated with heightened caregiver awareness, insightfulness and sensitivity.25,90,91 Gilkerson89 demonstrated that reflective training was more effective than traditional training in developing insightfulness. Just as children develop their social and emotional skills through repeated practice, staff also benefit from having time, space and multiple opportunities for reflective practice to build their capacity for understanding their intra and interpersonal worlds, reflecting on action and building practice wisdom.25,92,93

Engaging in reflective practice is also an excellent way for early childhood staff to receive support.25,86-89 When staff are supported by others in a one-on-one relationship, or within a group, this can help to contain and manage feelings of uncertainty, helplessness or confusion - just as staff hold and contain children’s feelings and behaviours so that they are more manageable. It is also a forum in which staff can develop and practice new skills, exchange information and ideas, set goals, and trouble-shoot problems or concerns without fear of judgment or failure.94-97 As such, effective reflective practice supports staff’s wellbeing and enhances their capacity to provide sensitive and responsive care, which in turn supports children’s mental health and wellbeing.98

Summary and Implications for PracticeECEC services play an important role in promoting mental health and wellbeing in young children. Component 2 of the KidsMatter Early Childhood initiative, Developing Children’s Social and Emotional skills, provides a framework that can be used in an early childhood setting to achieve this goal. The three target areas of Component 2 focus on the importance of positive relationships with early childhood service for children’s social and emotional development; providing ample opportunities for children to learn, develop and practice social and emotional skills; and professional development and support for staff.

A substantial body of evidence suggests that the development of social and emotional skills in early childhood is a significant protective factor for mental health and wellbeing.1 The social and emotional skills developed during this period form the foundation for all life-long learning and development.1 Fostering positive relationships between children and early childhood service staff provides children with the authentic, loving and interactive relationships with adults that they need to grow up socially and emotionally healthy.2,6-12 Children who experience positive relationships with others also have ample opportunities

www.kidsmatter.edu.au

Page 17: KidsMatter Early Childhood Component 2 Literature …€¦  · Web viewKidsMatter Early Childhood Component 2 Literature Review3. KidsMatter Early Childhood Component 2 Literature

KidsMatter Early Childhood Component 2 Literature Review17

to learn and practice newly developed social and emotional skills. Finally, early childhood service staff can further enhance children’s social and emotional development by participating in professional development activities such as reflective practice and supervision. By constantly building on their knowledge of child development and working in an environment that focuses on supportive relationships, staff will have access to the necessary skills, confidence and emotional resources required to foster children’s developing social and emotional skills and support children’s mental health and wellbeing.20,30 In conclusion, developing children’s social and emotional skills is essential for good mental health and wellbeing in young children.

www.kidsmatter.edu.au

Page 18: KidsMatter Early Childhood Component 2 Literature …€¦  · Web viewKidsMatter Early Childhood Component 2 Literature Review3. KidsMatter Early Childhood Component 2 Literature

KidsMatter Early Childhood Component 2 Literature Review18

References1. Department of Education Employment and Workplace Relations. Belonging, being

and becoming: The early years learning framework for Australia. Barton, ACT: Commonwealth of Australia; 2009a.

2. Denham SA, Weissberg RP. Social-emotional learning in early childhood: What we know and where to go from here. In: Cheesebrough E, King P, Gullotta TP, Bloom M, eds. A blueprint for the promotion of prosocial behavior in early childhood. New York: Kluwer Academic/Plenum Publishers; 2004:13-50.

3. Australian Government Department of Health and Ageing. KidsMatter Early Childhood - Australian early childhood mental health initiative: Component 2 book (Stage 1 - pilot phase). Canberra ACT2010.

4. Denham SA. The emotional basis of learning and development in early childhood education. In: Spodek B, Saracho O, eds. Handbook of research on the education of young children. New York: Lawrence Erlbaum; 2005:85-103.

5. Bowlby J. Attachment and loss: Vol 1. Attachment. New York: Basic Books; 1969.6. Brazelton TB, Greenspan SI. The irreducible needs of children: What every child

must have to grow, learn, and flourish. Cambridge: Perseus Publishing; 2000.7. Lally JR. Curriculum and lesson planning: A responsive approach. The Program for

Infant/Toddler Care: WestEd; 1997.8. Pawl JH, St. John N. How you are is as important as what you do. Washington:

Zero to Three; 1998.9. National Scientific Council on the Developing Child. Young children develop in an

environment of relationships: Working paper No.1. Cambridge: The Center on the Developing Child at Harvard University;2004.

10. Thompson RA. Development in the first years of life. The Future of Children. 2001;11(1):20-33.

11. World Health Organization. The importance of care-giver child interactions for the survival and healthy development of young children. Geneva: World Health Organization;2004.

12. Parlakian R, Seibel NL. Building strong foundations: Practical guidance for promoting the social-emotional development of infants and toddlers. Washington: Zero to Three; 2002.

13. Perry BD, Szalavitz M. The boy who was raised as a dog: And other stories from a child psychiatrist's notebook: What traumatized children can teach us about loss, love and healing Cambridge: Basic Books; 2006.

14. Schore AN. Effects of a secure attachment relationship on right brain development, affect regulation, and infant mental health. Infant Mental Health Journal. 2001;22(1):7-66.

15. Archer C, Burnell A, eds. Trauma, attachment and family permanence: Fear can stop you loving. London: Jessica Kingsley Publishers; 2003.

www.kidsmatter.edu.au

Page 19: KidsMatter Early Childhood Component 2 Literature …€¦  · Web viewKidsMatter Early Childhood Component 2 Literature Review3. KidsMatter Early Childhood Component 2 Literature

KidsMatter Early Childhood Component 2 Literature Review19

16. Gerhardt S. Why love matters: How affection shapes a baby's brain. New York: Brunner-Routledge; 2004.

17. Tronick E. Dyadically expanded states of consciousness and the process of therapeutic change. Infant Mental Health Journal. 1998;19(3):290-299.

18. Shonkoff JP. Building a new biodevelopmental framework to guide the future of early childhood policy. Child Development. 2010;81(1):357–367.

19. Zeanah P, Stafford B, Nagle G, Rice T. Addressing social-emotional development and infant mental health in early childhood systems. Los Angeles: National Center for Infant and Early Childhood Health Policy 2005.

20. World Health Organization, Department of Health and Substance Abuse in collaboration with the Victorian Health Promotion Foundation, The University of Melbourne. Promoting mental health: Concepts, emerging evidence, practice. Geneva: Author;2004.

21. Gonzalez-Mena J, Widmeyer Eyer D. Infants, toddlers, and caregivers. 8th ed. New York: McGraw-Hill; 2009.

22. Berk LE. Development through the lifespan. 5 ed. Boston: Allyn & Bacon; 2010.23. National Scientific Council on the Developing Child. Children’s emotional

development is built into the architecture of their brains: Working Paper No. 2. 2004. http://developingchild.harvard.edu/index.php/resources/reports_and_working_papers/working_papers/wp2/. Accessed 21 February 2012.

24. Dolby R. The ABCs of aggression: The roots of bullying behaviour. Every Child. 2009;15(4):32-33.

25. Emde RN. Facilitating reflective supervision in an early child development center. Infant Mental Health Journal. 2009;30(6):664–672.

26. Thompson RA. The psychologist in the baby. Zero to Three. 2008;28(5):5-12.27. Tronick E. Emotions and emotional communication in infants. American

Psychologist. 1989;44:112-119.28. Werner EE. Resilience in development. Current Directions in Psychological

Science. Jun 1995;4(3):81-85.29. Department of Education and Children's Services. Healthy minds/Healthy futures:

Child mental health and wellbeing study. Summary of findings. 2006. http://www.decs.sa.gov.au/speced2/files/pages/chess/hsp/Research/final_2005_parent_results.pdf. Accessed 17 February 2012.

30. Council of Australian Governments. Investing in the early years: A national early childhood development strategy. Canberra: Commonwealth of Australia;2009.

31. Maselko J, Kubzansky L, Lipsitt L, Buka SL. Mother’s affection at 8 months predicts emotional distress in adulthood. Journal of Epidemiology and Community Health. 2010;July:1-5.

32. Boyd J, Barnett WS, Bodrova E, Leong DJ, Gomby D. Promoting children’s social and emotional development through preschool education. New Brunswick: National Institute for Early Education Research; 2005.

33. Linke P. Social and emotional learning as a basis for curriculum. Every Child. Vol 17. Australia: Early Childhood Australia; 2011:14-15.

www.kidsmatter.edu.au

Page 20: KidsMatter Early Childhood Component 2 Literature …€¦  · Web viewKidsMatter Early Childhood Component 2 Literature Review3. KidsMatter Early Childhood Component 2 Literature

KidsMatter Early Childhood Component 2 Literature Review20

34. Isenberg JP, Quisenberry N. Play: Essential for all children: A position paper of the association for childhood education international. 2002.

35. Fox SE, Levitt P, Nelson CA. How the timing and quality of early experiences influence the development of brain architecture. Child Development. 2010;81(1):28–40.

36. High/Scope Educational Research Foundation. High Scope: Inspiring educators to inspire children. 2009; www.highscope.org. Accessed 21 February 2012.

37. Response Ability. Response Ability: Resources for teacher education: Early childhood and primary. Barton: Commonwealth of Australia; 2007.

38. Early Childhood Australia. Intentional Teaching. The Early Years Learning Framework Professional Learning Program e-Newsletter. 2011(2). http://www.earlychildhoodaustralia.org.au/eylfplp/newsletters/EYLFPLP_E-Newsletter_No2.pdf. Accessed 21 February 2012.

39. Lally JR, Mangione PL. The uniqueness of infancy demands a responsive approach to care. Young Children. 2006;61(4):14-20.

40. Rushton S, Larkin E. Shaping the learning environment: Connecting developmentally appropriate practices to brain research. Early Childhood Education Journal. 2001;29(1):25-33.

41. Rushton SP, Eitelgeorge J, Zickafoose R. Connecting Brian Cambourne’s Conditions of Learning Theory to brain/mind principles: Implications for early childhood educators. Early Childhood Education Journal. 2003;31(1):11-21.

42. Rushton S, Juola-Rushton A, Larkin E. Neuroscience, play and early childhood education: Connections, implications and assessment. Early Childhood Education Journal. 2010;37:351–361.

43. Powell D, Dunlap G, Fox L. Prevention and intervention for the challenging behaviors of toddlers and preschoolers. Infants & Young Children. 2006;19(1):25-35.

44. Hunter A, Hemmeter ML. The center on the social and emotional foundations for early learning: Addressing challenging behaviour in infants and toddlers. Zero to Three. 2009;29(3):5-12.

45. Zero to Three. Caring for infants and toddlers in groups: Developmentally appropriate practice. Washington: Zero to Three; 2008.

46. Fox L, Lentini R. "You got it!" Teaching social and emotional skills. Young Children. 2006;61(6):36-42.

47. Helterbran VR, Fennimore BS. Collaborative early childhood professional development: Building from a base of teacher investigation. Early Childhood Education Journal. 2004;31(4):267-271.

48. Bredekamp S, Knuth RA, Kunesh LG, Shulman DD. What does research say about early childhood education? 1992. http://eclkc.ohs.acf.hhs.gov/hslc/ecdh/eecd/Curriculum/Planning/edudev_art_00421_081806.html. Accessed 21 February 2012.

49. Epstein AS. Me, You, Us: Social-emotional learning in preschool. Michigan: HighScope Press; 2009.

www.kidsmatter.edu.au

Page 21: KidsMatter Early Childhood Component 2 Literature …€¦  · Web viewKidsMatter Early Childhood Component 2 Literature Review3. KidsMatter Early Childhood Component 2 Literature

KidsMatter Early Childhood Component 2 Literature Review21

50. Kay-Lambkin F, Kemp E, Stafford K, Hazell T. Mental health promotion and early intervention in early childhood and primary school settings: A review. Journal of Student Wellbeing. 2007;1(1):31-56.

51. Stremmel AJ, Fu VR. Teaching in the Zone of Proximal Development: Implications for Responsive Teaching Practice. Child & Youth Care Forum. 1993;22(5):337-350.

52. Zero To Three. Social emotional development. 2009. http://www.zerotothree.org/site/PageServer?pagename=key_social. Accessed 21 February 2012.

53. Zins JE, Elias MJ. Social and emotional learning: Promoting the development of all students. Journal of Educational & Psychological Consultation. 2006;17(2):233-255.

54. Gallagher KC. Brain research and early childhood development: A primer for developmentally appropriate practice. Young Children. 2005;60(4):12-20.

55. Trevarthen C. Intrinsic motives for companionship in understanding: Their origin, development, and significance for infant mental health. Infant Mental Health Journal. 2001;22(1-2):95-131.

56. Barblett L. Play-based learning. Early Years Learning Framework Professional Learning Program. 2010. http://www.earlychildhoodaustralia.org.au/eylfplp/pdf/Play-based-learning-Lennie-Barblett.pdf.

57. Ginsburg KR, Committee on Communications, Committee on Psychosocial Aspects of Child and Family Health. The importance of play in promoting healthy child development and maintaining strong parent-child bonds. Pediatrics. 2007;119:182-191.

58. Greenspan SL. The emotional basis of intelligence In: Lally RL, Mangione PL, Greenwald D, eds. Concepts for care: 20 essays on infant/toddler development and learning San Francisco: WestEd; 2006:15-19.

59. Hirschland D. Collaborative intervention in early childhood: Consulting with parents and teachers of 3- to 7-year-olds. Melbourne: Oxford University Press; 2008.

60. Berk LE. Child Development. 8th ed. Massachusetts: Allyn and Bacon; 2008.61. Stonehouse A. Supporting children's development: Social skills and relationships.

Putting Children First. 2008:no pagination. http://ncac.acecqa.gov.au/educator-resources/pcf-articles/Supporting_children's_social_skills%20_and_relationships_PCF%20Mar08.pdf. Accessed 21 February 2012.

62. Bovey T, Strain P. Using environmental strategies to promote positive social interactions: Center on the Social and Emotional Foundations for Early Learning;2003.

63. Pianta R, Howes C, Burchinal MR, et al. Features of pre-kindergarten programs, classrooms, and teachers: Do they predict observed classroom quality and child–teacher interactions? Applied Developmental Science. 2005;9(3):144-159.

64. Bovey T, Strain P. Using classroom activities & routines as opportunities to support peer interaction: Center on the Social and Emotional Foundations for Early Learning;2003.

www.kidsmatter.edu.au

Page 22: KidsMatter Early Childhood Component 2 Literature …€¦  · Web viewKidsMatter Early Childhood Component 2 Literature Review3. KidsMatter Early Childhood Component 2 Literature

KidsMatter Early Childhood Component 2 Literature Review22

65. Ostrosky MM, Jung EY, Hemmeter ML, Thomas T. Helping children understand routines and classroom schedules. What works brief No. 3. 2005. http://csefel.vanderbilt.edu/briefs/wwb3.pdf. Accessed 21 February 2012.

66. Thomas P. Stress management for carers of young children. Childcare and Children's Health. 2004;7(6):1-4.

67. Kelly AL, Berthelsen DC. Preschool teachers' experience of stress. Teaching and Teacher Education. 1995;11(4):345-357.

68. Tansey S. Managing stress in childcare services. Putting Children First. 2008;26:24-26.

69. Casas P. Toward the ABCs: Building a healthy social and emotional foundation for learning and living. Chicago: Ounce of Prevention Fund; 2001.

70. Early Childhood Australia, Secretariat of National Aboriginal and Islander Child Care. COAG Mental Health Early Intervention Measure: Early childhood component. Study to scope potential service delivery. Canberra: Department of Health and Ageing;2007.

71. Shonkoff JP, Phillips DA, eds. From neurons to neighborhoods: The science of early childhood development. Washington: National Academy Press; 2000.

72. Barnett L. Creating and using video for teaching child development and the care of young children: Learning from experience. Infant Observation. 2006;9(2):179 -189.

73. Council of Australian Governments. National quality standard for early childhood education and care and school age care. Barton: Author;2009.

74. Graham MA, White BA, Clarke CC, Adams S. Infusing infant mental health practices into front-line caregiving. Infants and Young Children. 2001;14(1):14–23.

75. Summers JA, Marquis J, Mannan H, et al. Relationship of perceived adequacy of services, family-professional partnerships, and family quality of life in early childhood service programmes. International Journal of Disability, Development & Education. 2007;54(3):319-338.

76. Zambo D. Childcare workers’ knowledge about the brain and developmentally appropriate practice. Early Childhood Education Journal. 2008;35:571–577.

77. Monti F, Crudeli F. The use of infant observation in nursery (0-3 years). Infant Observation. 2007;10(1):51-58.

78. Tucker J. Using video to enhance the learning in a first attempt at 'watch, wait and wonder'. Infant Observation. 2006;9(2):125-138.

79. Tomlin AM, Sturm L, Koch MS. Observe, listen, wonder, and respond: A preliminary exploration of reflective function skills in early care providers. Infant Mental Health Journal. 2009;30(6):637-647.

80. Tansey S. Professional development for staff, carers and managers. Putting Children First. 2007;22:8-11.

81. Burchinal MR, Cryer D, Clifford RM, Howes C. Caregiver training and classroom quality in child care centers. Applied Developmental Science. 2002;6(1):2-11.

82. Powell D, Dunlap G. Evidence-based social-emotional curricula and intervention packages for children 0-5 years and their families: Roadmap to effective intervention practices. Tampa: University of South Florida;2009.

www.kidsmatter.edu.au

Page 23: KidsMatter Early Childhood Component 2 Literature …€¦  · Web viewKidsMatter Early Childhood Component 2 Literature Review3. KidsMatter Early Childhood Component 2 Literature

KidsMatter Early Childhood Component 2 Literature Review23

83. Benevolent Society. Evaluation of the Benevolent Society’s partnerships in early childhood program.2010.

84. Owens A. Skills and knowledge to support quality. Putting Children First. 2008.85. McFarlane J. Developing a culture of learning through reflective practice. Putting

Children First. 2009(30):16-18.86. Bertacchi J, Norman-Murch T. Implementing reflective supervision in non-clinical

settings: Challenges to practice. Zero to Three. 1999;20(1):18-23.87. Pflieger J. Reflective supervision. Head Start Bulletin. 2002;73:34-36.88. Weigand RF. Reflective supervision in child care: The discoveries of an accidental

tourist. Zero to Three. 2010;Dec:31-36.89. Gilkerson L. Irving B. Harris distinguished lecture: Reflective supervision in infant-

family programs: Adding clinical process to nonclinical settings. Infant Mental Health Journal. 2004;25(5):424–439.

90. Virmani EA, Ontai LL. Supervision and training in child care: Does reflective supervision foster caregiver insightfulness? Infant Mental Health Journal. 2010;31(1):16-32.

91. Weigand RF. Reflective supervision in child care: The discoveries of an accidental tourist. Zero to Three. 2007;28(2):17-22.

92. Goodfellow J. Practical wisdom in professional practice: The person in the process Contemporary Issues in Early Childhood. 2003;4(1):48-62.

93. Heffron MC, Irvins B, Weston DR. Finding an authentic voice: Use of self: Essential learning processes for relationship-based work. Infants & Young Children. 2005;18(4):323-336.

94. Geist U, Baum A. Yeah, but’s that keep teachers from embracing an active curriculum. Young Children. 2005;July:1-8. http://journal.naeyc.org/btj/200507/03geist.pdf. Accessed 21 February 2012.

95. Graham MA, Hogan AE, White BA, Chiricos CA. Enhancing the quality of relationships in infant-toddler child care: A developmental process. Zero to Three. 2003;July:14-20.

96. Pavia L, Nissen H, Hawkins C, Monroe ME, Filimon D. Mentoring early childhood professionals. Journal of Research in Childhood Education. 2003;17(2):250-260.

97. Sheerer M. Using individualization and scaffolding to improve inservice programs. Early Childhood Education Journal. 1997;24(3):201-203.

98. Manlove EE, Vazquez A, Vernon-Feagans L. The quality of caregiving in child care: relations to teacher complexity of thinking and perceived supportiveness of the work environment. Infant & Child Development. 2008;17(3):203-222.

www.kidsmatter.edu.au

Page 24: KidsMatter Early Childhood Component 2 Literature …€¦  · Web viewKidsMatter Early Childhood Component 2 Literature Review3. KidsMatter Early Childhood Component 2 Literature

This resource is part of the KidsMatter Early Childhood Initiative. The KidsMatter team

welcomes your feedback at www.kidsmatter.edu.au