Life-long benefits
Life course research in Aotearoa New Zealand and elsewhere has recognised social-emotional learning as one of the most significant areas of early learning and development (McNaughton, Gluckman, Poulton, Lambie, & Potter, 2018). Social and emotional competence in childhood is a predictor of positive life outcomes and wellbeing in adulthood. These ideas are very familiar to those who work in early childhood.
Aspirations for children
Early childhood educators and leaders recognise the importance of children’s positive and secure relationships with caregivers and peers, sense of belonging, and the promotion of wellbeing. This is articulated through the vision of 'Te Whāriki', that all children grow to be “competent and confident learners and communicators, healthy in mind, body and spirit, secure in their sense of belonging in the knowledge that they make a valued contribution to society.”
Responsive and adaptable approach
Kaiako play an active role in establishing a rich context for learning that is responsive and adaptive for all children’s learning. Intentionally noticing, recognising and responding in culturally sustaining ways help all children’s social and emotional learning. Kaiako, in partnership with whānau, make the most difference in helping children develop their emerging capabilities in an early childhood setting.
Finally, while effective social-emotional skills are important, McLaughlin, Aspden and Clarke (2017) noted “there is not one specific image of the socially-emotionally competent child; rather, there is a broad set of skills that children learn to use effectively and appropriately, depending on their identity, culture, context, and circumstance” (p. 21). Knowing and valuing the uniqueness of each child is the foundation for which secure learning and development can occur.
