Early Years: Strategies and Resources

Social, Emotional, and Wellbeing

Social, Emotional and Wellbeing

What you might see

You might see a child who:

  • Finds it difficult to interact with others (e.g. waiting, sharing or taking turns)
  • Often plays alone and may become upset when other children try to join in
  • Avoids or withdraws from other children or activities
  • Finds it difficult to follow adult instructions, routines or simple rules and may need encouragement to join in
  • Finds positive praise overwhelming

What you can try

Practise turn-taking (e.g. “my turn, your turn”) across a range of activities and throughout the day

Model social skills using adults and peers as role models

Provide simple responsibilities or jobs for the child to build confidence and participation

Offer choices (e.g. using choice boards or objects)

Use visual supports (e.g. timers, coloured cards) to help children wait and understand when activities will end

Use positive commenting to highlight and reinforce social skills when they are observed

Play alongside the child using similar or parallel resources to support interaction

Create personalised ways of praising small achievements

Observe who the child naturally seeks out for support and use this to inform planning

Provide a communication space (e.g. communication corner) where children can go to seek interaction

Use photo books of familiar people to support connection and communication

What you might see

You might see a child who:

  • Finds it difficult to recognise or talk about how they are feeling
  • May not use words, signs or visuals to share their feelings

What you can try

Recognise that behaviour can communicate feelings and use approaches such as emotion coaching to support understanding

Model emotions using clear facial expressions, visuals (e.g. photos) and signs to develop emotional language

Provide regular opportunities for children to share how they are feeling with a trusted adult

Role model talking about feelings and linking emotions to experiences

Provide opportunities and resources to explore identity, relationships and feelings through play

Use stories, songs, displays, puppets or persona dolls to explore different emotions and situations

Introduce objects or characters to support emotional expression (e.g. worry toys such as a “Worry Bear” or “Worry Monster”)

What you might see

You might see a child who:

  • Shows signs of anxiety or worry and may become overwhelmed
  • Finds it difficult to calm themselves and needs adult support to settle
  • Needs support from a familiar adult to feel safe and regulated
  • Seeks out a familiar adult or avoids contact when feeling overwhelmed
  • Shows their feelings through behaviours such as shouting, crying or pushing
  • Finds changes to routines or transitions difficult (e.g. separating from a parent/carer, moving between activities)
  • Has strong reactions to small changes or challenges
  • Avoids new or unfamiliar activities

What you can try

Observe when, where and what is happening to understand what may be causing distress or overwhelm

View behaviour as communication and consider what the child may be trying to express

Use tools such as Iceberg Analysis to explore what may be underlying behaviour

Work closely with parents/carers to share information and agree consistent approaches

Ensure strategies are applied consistently between home and the setting

Adapt the environment to include safe and calming spaces (e.g. calm corner, sensory area, quiet space, outdoor space for movement)

Support children to understand how and when to use these spaces and when to return to activities

Provide a personalised calm or “survival” box with soothing items (e.g. bubbles, bells, books)

Use stories (e.g. The Colour Monster, The Huge Bag of Worries) to explore emotions

Use social stories to prepare for situations the child may find difficult

Introduce mindfulness, breathing or yoga activities when the child is calm

Use visuals (e.g. Now and Next boards) to support understanding and reduce anxiety

Use positive language (e.g. “walking feet”) and model expected behaviours

Use clear modelling and positive, specific praise

Use emotion coaching to support understanding and expression of feelings

Use visuals, photos, facial expressions and signs to support emotional language

Offer choices of coping strategies (e.g. using photos or objects)

Keep routines predictable and consistent, supported by visuals or objects of reference

Allow opportunities for independence, responsibility and following interests

Minimise changes where possible and prepare carefully for transitions

Identify times of day that may be more challenging and plan ahead to reduce stress

Allow flexibility within routines to reduce frustration and support engagement

Model that it is okay to make mistakes and take risks

Break activities into smaller, achievable steps and use visual supports where helpful

Show children what to expect before starting activities

Provide praise for all efforts, including small steps

Create opportunities for staff to reflect on behaviour and what it may be communicating (e.g. Circle of Adults)

Consider sensory needs and plan regular sensory activities or breaks

Use sensory circuits, including: alerting activities (jumping, bouncing, rocking), organising activities (pushing, pulling, climbing, digging), and calming activities (deep pressure, massage)

Personal Care and Toileting

What you might see

You might see a child who:

  • Needs support with toileting
  • May feel worried or anxious about using the toilet
  • May not yet be able to manage toileting independently

What you can try

Work with parents/carers and signpost them to guidance and support to help develop independence with personal care (see resources)

Follow your setting’s intimate care policy

Plan sufficient time for supported personal care routines so children can develop independence

Provide individual support within routines where needed

Allow flexibility in staffing so additional adult support can be provided when required

Share strategies between home and the setting to support consistent routines

Take into account family preferences and approaches to personal care and independence

Resources and Advice

  • Anna Freud Centre – Early Years in Mind – resources and guidance to support early years mental health and wellbeing
  • Beacon House Resources – materials to support understanding of trauma and adapting practice
  • Nurture UK – guidance on nurture approaches and group provision
  • Creating Calm Corners and Safe Spaces (Dr Tina Rae) – practical strategies to support emotional regulation
  • Trauma Informed Attachment Aware Schools (TIAAS) – whole-setting approach to support relationships and emotional wellbeing
  • SCERTS (Social Communication, Emotional Regulation and Transactional Support) – framework to support emotional regulation and interaction
  • Video Interaction Guidance (VIG) – approach to support positive interactions between adults and children
  • Video Enhanced Reflective Practice (VERP) – supports reflective practice to improve relationships and communication
  • Educational Psychology Service (EPS) Training – city-wide training to support SEMH and inclusive practice
    City-wide Initiatives – Local Offer Birmingham
  • Emotional Literacy Support Assistant (ELSA) – training to support emotional literacy and wellbeing
  • Staff development in communication and regulation – building staff confidence to support emotional needs across the setting
  • Educational Psychology Service (EPS) – consultation, assessment and support for social, emotional and mental health needs
  • Health Visiting Service – advice and support for early development and wellbeing
  • Early Help – support for families where additional needs are identified
  • Area SENCO Team – advice and support to develop inclusive practice

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