Promoting Social and Emotional Competencies in

Early Childhood: Strategies for Teachers

Vicki Morkel and Tara McLaughlin

ABSTRACT will influence school achievement and later-in-life

well-being (National Council on the Developing
This article discusses social and emotional
Child, 2004; Shonkoff & Phillips, 2000). Of note,
competence and its importance in young children’s
the Dunedin Study, conducted in New Zealand,
development. Foundations for children’s social and
has shown that self-control – a key aspect of social
emotional competence are developed during the
and emotional competence in the early years – is
early years and are linked with school success and
associated with future achievements related to
later-in-life well-being. We discuss three factors
financial independence, physical health and positive
affecting children’s social and emotional interactions
emotional well-being and strong relationships with
and explore various strategies that teachers can use
others (Moffitt, Poulton & Caspi, 2013).
to promote the development of social and emotional
competence. Strategies encourage teachers’ active Moreover, international and national research has
facilitation of supporting children’s development and shown that children’s experiences in early learning
are grounded in strong positive relationships and settings can have lasting effects on children’s
supportive environments. competencies later-in-life (Mitchell, Wylie &
Carr, 2008; Shonkoff & Phillips, 2000). In short,
Keywords: Children, early years, emotional what teachers do to support children’s social and
competence, social competence emotional competence matters. Given the importance
of social and emotional competence and the need
Practice paper for teachers to actively support positive social and
emotional development in young children, the
INTRODUCTION Ministry of Education has promoted the Incredible
Years Parent and Teacher Programmes created by
The early childhood environment is the milieu in Webster-Stratton and colleagues (Wetherall, 2014).
which young children interact and form relationships Early research on the Incredible Years has shown that
with their peers and adults through play and learning teachers have valued this training and the information
activities. Social and emotional competence is they gain about how to support children’s social
needed to successfully navigate this environment and emotional competence (Fergusson, Horwood &
and later-in-life environments. Social competence Stanley, 2013; Wooller, 2015).
includes a combination of skills that support effective
social interaction between a person and his or her The purpose of this article is to describe key aspects
environment (Lillvist, Sandberg, Bjorck-Akesson & of children’s developing social and emotional
Granlund, 2009). Emotional competence involves competence and provide ideas for early childhood
understanding emotions in oneself and others as educators to support children’s social and emotional
well as being able to control and express emotions competence. In this article, social competence and
appropriate to a situation in a way that is socially emotional competence are described separately;
acceptable (Eisenberg, Cumberland & Spinrad, 1998). yet, the inter-connectedness between these
Teachers and families support children to develop constructs in daily social environments should not be
social and emotional competence through supportive underestimated. We briefly discuss three factors that
and nurturing interactions, stimulating environments influence childrens encounters with the social world
and learning opportunities, and promoting (culture, temperament and level of social interaction),
interactions with peers and siblings. before we introduce several strategies to support
teachers’ active facilitation of children’s developing
Ensuring early success in this area is critical. social and emotional competence.
Research has shown that children’s social and
emotional competence in the early years of learning

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Social Competence Related to all areas of emotional competence,
current research recommends that children should
Social competence is made up of many different
be permitted to feel and express their emotions. This
components. According to Lim, Rodger and Brown
includes encouraging positive emotion whilst also
(2013), four key social skills dimensions are involved:
helping children to express and deal with negative
learning related skills; compliance; interpersonal
emotions in a manner that is contextually acceptable.
social skills, and group social-interaction. Learning
Again, these skills will develop over time and each
related skills refers to skills which are necessary
child will have their own unique way, yet there are
to support social interaction. These might include
key strategies which teachers and parents can use
learning to pay attention, work in a group, follow
to support children in their emotional development
directions, stay focused, persist with a task, and
(Evans & Harvey, 2012).
organise one’s self. Compliance refers to how
children adhere to rules, follow directions and
exercise self-control. Interpersonal skills are used Influences on Children’s Social World
in interacting and making relationships with other Three key factors - culture, temperament and level of
children; these might include respecting others, social interaction - influence children’s encounters
sharing, responding with appropriate emotions, and with the social world and their development of
showing empathy. Finally, group social-interaction social and emotional competence. A brief review of
refers to working with others in a group within the considerations for teachers is provided.
context of group norms and dynamics.
Culture
As children get older they are expected to engage
in increasingly complex social interactions and Teachers should take cognisance of children’s
settings. An important reminder for educators is that a culture. Different cultures can emphasise different
child’s social development takes place over time and behaviours and styles of interaction. Teachers
requires on-going support. Although each child will assessing social and emotional competence from their
have their own unique ways, there are key strategies own cultural view might not understand children’s
that teachers and parents can use to support children capabilities for displaying appropriate behaviours
in their social development and navigation of the (Barblett & Maloney, 2010). The ways in which
social environment (Evans & Harvey, 2012). social and emotional competence is enacted in
different cultures should be considered. For example,
Emotional Competence eastern cultures emphasise high levels of compliance
and more cohesion, while western cultures have
Emotional competence plays a vital role in
traditionally placed more emphasis on individualism
children’s social competence and vice-versa, yet it
(Lim, Rodger & Brown, 2013). Through collaboration
is characterised by different constructs. Emotional
with families and communities, teachers can learn
competence includes emotional expressiveness,
about the styles of interaction and the social and
emotion knowledge and emotional regulation
emotional skills that are valued and promoted.
(Denham et al., 2003). Related to emotional
This can help teachers to better-support children
expressiveness, emotions are expressed in different
in reaching their potential whilst maintaining their
ways with varying intensity. Children need to be able
cultural identity.
to suitably display their feelings in social interactions
with peers and adults (Ashiabi, 2000). Emotion
Temperament
knowledge refers to understanding different emotions
such that children are able to name, describe, and A child’s temperament influences the way in which
recognise emotions in one’s self and others (Denham he or she interacts with the world (Mathieson &
et al., 2003). When children are able to recognise Banerjee, 2010). Temperament refers to the way in
emotions in those around them and understand or which children tackle a task or approach a situation,
empathise with what others are feeling, they can and will have an impact on the types of experiences
respond in a fitting manner which can enhance their children seek to engage in (Keogh, 2003). This,
relationships (Ashiabi, 2000). Emotion regulation together with life experiences, develops a personality
involves an awareness and modification of emotions which will affect self-concept, views about other
according to the prevailing circumstances so that people, personal values, attitudes, social interactions,
emotions are expressed appropriately (Denham, and ways in which situations are dealt with (Rothbart,
Bassett & Zinsser, 2012). This involves active cognitive 2007). Rothbart (2007) has described three areas of
processes as multiple skills are involved. Children need temperament as Effortful Control, Negative Effect
to be aware of the social context as well as their own and Surgency/Extraversion. Children with more
emotions and subsequent self-control. effortful control (attention span and self-control)

46 KAIRARANGA – VOLUME 16, ISSUE 1: 2015

play more interactively and positively with others. emotion skills to support children’s interaction and
Those considered to have higher levels of surgency/ social behaviours (Joseph & Strain, 2003). To support
extraversion were more likely to join in with others teachers on this journey, we describe strategies for
and spend less time waiting to join in (Mathieson teachers to promote a positive social environment,
& Banerjee, 2010). Children with negative effect and specific skills and strategies that support
tended to be less adaptable and expressed more children’s confidence and competence.
negative mood (Walker, Berthelsen & Irving, 2001).
Temperament may influence both the amount and At the core of our recommendations is teacher-child
quality of social encounters with peers. relationships. High-quality relationships between
teachers and children provide a secure foundation
from which children can express their emotions and
Level of social interaction
explore relationships with their fellow peers (Howes
Children may have different levels of social interaction & Ritchie, 2002). To build strong relationships with
for different reasons (Coplan, Prakash, O’Neil & children, teachers might get to know children’s
Armer, 2004). Some factors might be within the child, interests and preferences, get to know children’s
such as conflicted shyness in which children want families and home life routines, use children’s
to participate but are too afraid to do so, or social and parents’ names when interacting, ask children
disinterest in which children are not really motivated questions and really listen to their answers, share
to play with others (Coplan & Armer, 2005). Other information about themselves, and have clear, fair,
factors might be external to the child, such as active and consistent expectations and boundaries that are
isolation in which children play alone because others communicated to children. Children learn best in
do not want to interact with them, or peer access in the context of warm, positive, respectful, caring and
which children do not have regular access to peers or responsive relationships (Evans & Harvey, 2012).
siblings for play. Helping children experience satisfying Teachers need to actively develop their relationships
and successful interactions is likely to lead to children with young children and their families (Bary, 2010).
seeking out more social interactions.
Creating a Positive Climate
Implications for teachers
Setting a positive climate helps children feel safe and
Each child is unique and each child will need secure in their environment. Climate refers to the
different types of experiences and supports to prevailing mood, attitudes and tone that teachers,
maximise their social and emotional competence. families and children feel when they are in the early
By knowing the children in their care, pre-school childhood setting. When there is a positive climate
teachers can plan suitable learning experiences, build and children feel good, they are more likely to
on children’s strengths, provide support, and create interact with others (Denham et al., 2003). Teachers
situations conducive to ensuring all children have can take active steps to create a positive climate. Han
quality social interactions with others and engage in and Kemple (2006), for example, suggest that the
emotional experiences in ways that are responsive to physical environment might include various places
their unique identities, including the child’s culture, of interest where children are able to interact in small
temperament, and prior level of social interaction. groups as well as other more private places where
When teachers know children well, they can often they can go to regulate themselves and/or have time
anticipate potential problem situations and intervene on their own.
with positive guidance to help to maintain a positive
environment (Keogh, 2003). Salminen, Hannikainen, Poikonen and Rasku-
Puttonen (2014) suggest ways for grouping children,
Strategies for Promoting Children’s Social and such as working together in pairs or small groups, can
Emotional Competence influence the social climate. Small group activities
can help children to develop the skills for interacting
The development of social and emotional with others in large groups. Group cohesion can
competence in young children has been linked to be promoted when teachers remind children of the
be both academic and social school-readiness in shared group expectations or rules, what would
children (Raver & Knitzer, 2002). Those competent in be fair, how the group works, and refer back to
these areas seem to perform better at school and have established group expectations. Positive group
enthusiasm, perseverance and positive approaches dynamics are enhanced when children are allowed to
towards learning (Ziv, 2013). Teachers can support take on a leadership or active role where they listen
children in their endeavours to become socially and and learn from each other. Careful considerations
emotionally competent by providing a high-quality of groupings and active facilitation of group
environment, and teaching essential social and

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cohesiveness can support children in their sense of children. Teachers might share what they are working
belonging. on at school while parents might share key issues from
home so each can continue to work on these skills
Promoting social values and an awareness of other and concepts in supportive ways for the child. Strong
cultures can also support a positive climate (Han teacher-parent relationships assist greatly if there is a
& Kemple, 2006). Social values (or virtues) might need to discuss challenging situations or events with
include kindness, honesty, respect, social justice or parents regarding their child. Sharing resources and
fairness, responsibility, empathy and caring for others. ideas is a great way to support families to support their
These can vary within different cultures. Teachers, own child’s social and emotional competence.
in collaboration with families and community,
might consider selecting different social values and Skills and Strategies
teaching them explicitly. Social reinforcement of
identified values can be used when children display There are several key skills that teachers can help
socially-desired behaviours to encourage the chance children develop to become socially and emotionally
of them being repeated (Han & Kemple, 2006). competent. For example, teachers can help children
Teachers might, for example, take a few weeks to build confidence and develop a positive self-identity.
focus on respect, plan different activities to promote It is important to note that confidence and positive
and reinforce this value in the context of meaningful self-identity are learnt skills which develop over
activities for children, before spending a few weeks time (Willis & Schiller, 2011). Strategies to build
introducing and focusing on a new value. confidence include providing positive experiences
for children and ensuring children receive positive
To support an awareness of other cultures, similarities responses from others. When children are encouraged
and differences should be acknowledged, respected to try new things and their successes are recognised,
and celebrated to foster a climate of tolerance and self-confidence develops (Willis & Schiller, 2011).
respect. When teachers are seen to show appreciation Related to confidence, teachers can help children
of diversity in others, it serves as a role-model for to develop a positive self-identity. Teachers foster
children to interact with others who they consider a sense of self-worth by the way they show respect
to be different from them in some way or other for children and build them up in a positive and
(Vuckovic, 2008). This is particularly important in authentic way. This might include letting children
the Aotearoa/New Zealand context as schools serve know about the things that you think makes them
children and families from many different cultures, interesting and unique, asking children to talk about
languages and ethnicities. It is also important for what they like about themselves, and modelling a
teachers to “know themselves” and be aware of how positive self-identity by talking about what you like
their personal background, culture, temperament about yourself.
and characteristics will affect their relationships with
others (Keogh, 2003). Related to supporting children’s Self-control is another important skill for children to
positive behaviours, it might be helpful for teachers develop. Self-control assists children to make good
to reflect on the behaviours they personally have little choices and respond in suitable ways to situations
tolerance for or test their patience. Identifying these (Willis & Schiller, 2011). To support children with
behaviours can help teachers and teams to have a self-control, teachers might model keeping calm,
plan for responding appropriately and consistently in describing what to do to remain in control, and
everyday situations. sharing how they handle their emotions in various
situations (Willis & Schiller, 2011). Teachers also
Finally, establishing positive relationships with other might involve children in setting some achievable
adults in the setting is key. This includes relationships expectations or rules that teachers and children can
with teaching teams and with families. Teachers’ follow and then acknowledge children when they
relationships with team members will affect centre follow rules in situations that children might be likely
climate such that teachers act as role models for to “break” the rules.
children. As noted by Farquhar (2003), teachers’
behaviours and attitudes towards their colleagues will In addition to the more dynamic skills such as
affect the children’s relationships and behaviours with confidence and self-control, children can be taught
their own peers. Moreover, teachers’ relationships essential social skills from an early age. Teaching
with families – ensuring families feel welcome, children how to wait for their turn, ask a peer to
learning about the family and showing genuine play, share toys, or tell peers in a kind way if they
concern for their child – can contribute to a positive do not want to play or share at the moment can
climate. In addition, parent-teacher communication support positive social interactions with peers and
can support consistency across environments for adults (Johnson, Ironsmith, Snow & Poteat, 2000). To
support these types of skills, teachers might describe

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or model different ways to get along with friends, None-the-less, for some children, more intervention
support children in interactions to use different social might be required. When children have persistent
skills, and comment when they see children using difficulty with social interactions or challenging
skills in ongoing activities and routines. behaviour then individualised interventions might
need to be put into place (Fox & Lentini, 2006). Early
Related to emotional competence, teachers are childhood teachers should seek additional support (e.g.
“important socializers of emotion” (Denham et local administrative support, Group Special Education
al., 2012, p.140). The ways teachers manage their services) when children need additional assistance.
own emotions will affect how children handle and
socialise their own emotions (Denham et al., 2012).
CONCLUSION
Emotional scaffolding can be used in assisting
children to learn about emotions. Teachers might, The development of social and emotional competence
for example, teach children how to identify feelings is instrumental in children experiencing success
in themselves and others, solve problems, express within their social interactions in early childhood and
their anger in appropriate ways or calm down (Fox being ready for school (Ziv, 2010). Understanding the
& Lentini, 2006). These skills might be demonstrated complex skills that children need to display social and
using modelling, drama and puppets before children emotional competence can aid teachers to support
are given the opportunity to try them out in everyday children in this area. Teachers should review the
interactions. The Incredible Years Programme social environment regularly to ensure that strategies
suggests using puppets or action dolls to explore are in place to cater for and accommodate the diverse
ways to solve ‘make believe’ problems or likely social personalities of children attending. It is important for
situations such as greeting a child, showing interest teachers to know their children well and use strategies
in someone else or requesting assistance to help that build on children’s strengths to support the
children practise skills with support (Webster-Stratton, development of new skills. The creation of a positive
1999). As children try out new skills they might need social environment, where there is mutual trust and
verbal coaching, reassuring gestures, or prompting respect, forms the backdrop where children can be
questions or reminders about what to do until they supported as they practise and develop social and
become fluent with their skills. As children increase emotional competence.
in confidence and competence, direct support can
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AUTHOR PROFILES

Vicki Morkel Dr Tara McLaughlin

Vicki Morkel is a preschool teacher and supervisor at Dr Tara McLaughlin is a senior lecturer in the Institute
an early childhood centre in Auckland. After several of Education at Massey University. She has worked
accounting roles she returned to her initial career with young children and children with disabilities in
choice of teaching. Vicki is currently studying towards a inclusive learning settings in the United States and in
masters degree in early childhood education at Massey New Zealand. As a teacher, teacher educator, and
University. She considers herself extremely privileged researcher in Early Years, she is committed to supporting
to be able to work with young children and be a part of learning environments that promote diverse and
their lives. equitable opportunities for all children and families.

Email: Email:
[email protected] [email protected]

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