All Modules B6-Development Matters in the early years | Seite 14

2 Personal, Social and Emotional Development: Managing feelings and behaviour
A Unique Child:

Positive Relationships:

Enabling Environments:

observing what a child is learning

what adults could do

what adults could provide

114. Seeks comfort from familiar adults when needed.
115. Can express their own feelings such as sad, happy,
cross, scared, worried.
116. Responds to the feelings and wishes of others.
117. Aware that some actions can hurt or harm others.
118. Tries to help or give comfort when others are distressed.
119. Shows understanding and cooperates with some
22-36 months
boundaries and routines.
120. Can inhibit own actions/behaviors, e.g. stop
themselves from doing something they shouldn’t do.
121. • Growing ability to distract self when upset, e.g. by
engaging in a new play activity.
122. Listens to and follows rules in a game
123. Recalls rules to others
124. Waits for turn
125. Shows independence and willingness to do things with no
help
126. Asks why questions over and over

• Support children’s symbolic play, recognising that
pretending to do something can help a child to express
their feelings.
• Help children to understand their rights to be kept safe by
others, and encourage them to talk about ways to avoid
harming or hurting others.
• Help children to recognise when their actions hurt others.
Be wary of expecting children to say ‘sorry’ before they
have a real understanding of what this means.

• Have agreed procedures outlining how to respond to
changes in children’s behaviour.
• Share policies and practice with parents, ensuring an
accurate two-way exchange of information through
an interpreter or through translated materials, where
necessary.
• Provide areas to mirror different moods and
feelings- quiet restful areas as well as areas for active
exploration.
• Provide books, stories, puppets that can be used to
model responding to others’ feelings and being helpful
and supportive to them.
• Provide photographs and pictures of emotions for
children to look at and talk about.
• Use Persona Dolls to help children consider feelings,
ways to help others feel better about themselves, and
dealing with conflicting opinions.

127. Aware of own feelings, and knows that some actions
and words can hurt others’ feelings.
128. Begins to accept the needs of others and can take turns
and share resources, sometimes with support from others.
129. Can usually tolerate delay when needs are not
immediately met, and understands wishes may not
always be met.
30-50 months 130. • Can usually adapt behavior to different events,
social situations and changes in routine.
131. Offers to help others
132. Greets when arriving and leaving
133. Acts with empathy when other child cries
134. Enjoys playing with other
135. Engage in conversations with peers and adults
136. Looks for social interaction constantly
137. Listens with empathy and participates in group
activities with confidence
138. Identify self as member of different social group,
family, class, friends, neighborhood, etc.
139. Understand the concept of limits, rules and
appropriate procedures
140. Understands order and where things need to go
141. Participates in setting essential agreements in
the class and encourage self and others to
respect them
142. Is respectful of environment and things

• Name and talk about a wide range of feelings and make it
clear that all feelings are understandable and acceptable,
including feeling angry, but that not all behaviors are.
• Model how you label and manage your own feelings, e.g.
‘I’m feeling a bit angry and I need to calm down, so I’m
going to…’
• Ask children for their ideas on what might make people
feel better when they are sad or cross.
• Show your own concern and respect for others, living
things and the environment.
• Establish routines with predictable sequences and events.
• Prepare children for changes that may occur in the
routine.
• Share with parents the rationale of boundaries and
expectations to maintain a joint approach.
• Model and involve children in finding solutions to problems
and conflicts.
• Collaborate with children in creating explicit rules for the
care of the environment.

• Make available a range of music that captures different
moods.
• Put in place ways in which children can let others know
how they are feeling, such as pegging their own photo
onto a feelings tree or feelings faces washing line.
• Provide familiar, predictable routines, including
opportunities to help in appropriate tasks, e.g. dust [