What does social & emotional learning refer to?

There are various definitions of social-emotional learning in the early years. McLaughlin (2019) describes social-emotional competence as “a complex set of knowledge, skills, and attitudes that children use in socially and culturally appropriate ways in everyday situations to form relationships and friendships; engage in positive social interactions and solve interpersonal conflicts; experience, express and regulate emotions; and adapt in new situations and overcome challenging situations”. In the early years, children are learning and developing these social and emotional capabilities with guidance and support. They need opportunities to practise and try out their developing abilities, supported by responsive and intentional teaching in the context of everyday activities, routines, and play.

Social-emotional learning supports children in all areas, because as emotional and social knowledge and skills strengthen, capacity for all learning strengthens. The interdependent nature of learning is described as holistic learning. Holistic learning reminds us that “because children develop holistically, they need a broad and rich curriculum that enables them to grow their capabilities across all dimensions” (Ministry of Education, 2017, p. 19).  

Social-emotional learning is intricately linked to children’s wellbeing and health. Te Whare Tapa Wha, developed by Sir Mason Durie, tells us that social-emotional learning incorporates taha tinana (physical well-being), taha hinengaro (mental and emotional well-being), taha whānau (social and family well-being), and taha wairua (spiritual well-being).

Social-emotional learning is intricately connected with children’s developing language and communication. Children do not need to be verbal to express themselves or to understand the intentions of others. However, they do need reliable and tuned-in adults (or older children) and systems around them so that their messages and meanings are understood, including ways to get information about other’s expectations and feelings. The role of adults and older children in supporting children’s growing social-emotional capabilities and social-emotional communication should not be underestimated.

In a supportive, learning-focused environment, most children will gain a range of social and emotional capabilities that help them navigate their worlds. If kaiako or whānau have concerns about children’s social or emotional learning after appropriate teaching and learning supports have been put in place, it is appropriate to seek further guidance and support from leadership or learning support.

When supporting children’s growing social-emotional capabilities, it is critically important to remember that these capabilities are expressed through identity, language and cultural practices. This includes the capabilities that are prioritised or preferred within a culture and the ways these capabilities are actioned. For example, for some cultures, children looking an adult in the eye when they talk to them is viewed as respectful, while in others this is viewed as disrespectful; the same action can be interpreted in two different ways. Both are correct and appropriate for their cultural contexts.  

Just as we celebrate the diversity of culture and languages, we need to create space for and celebrate the diversity of children. Being aware of your own personal preferences and temperaments can help kaiako protect against favouring certain ways of being and help to affirm all children, accepting who they are and encouraging them to both be themselves and extend themselves. This awareness can support kaiako to adjust practices and respond authentically to individual children.

Supporting children’s social-emotional learning must be in partnership with whānau. Parents and whānau know their children best, so partnerships help kaiako learn more about children’s identity, language and culture. The capabilities kaiako aim to promote and the ways these capabilities are enacted should be in line with the positive aspirations of whānau for their children.