All Modules B6-Development Matters in the early years | Page 15

Playing and Exploring, Active Learning, and Creating and Thinking Critically support children’s learning across all areas

3 Personal, Social and Emotional Development: Managing feelings and behavior

40-60+
months

Positive Relationships:
what adults could do

what adults could provide

• Talk about fair and unfair situations, children’s feelings
about fairness, and how we can make things fair.
• Model being fair, e.g. when choosing children for special
jobs.
• Be alert to injustices and let children see that they are
addressed and resolved.
• Affirm and praise positive behavior, explaining that it
makes children and adults feel happier.
• Encourage children to think about issues from the
viewpoint of others.
• Ensure that children have opportunities to identify and
discuss boundaries, so that they understand why they are
there and what they are intended to achieve.
• Make time to listen to children respectfully and kindly, and
explain to all the children why this is important. Children
will then know that they will be listened to when they raise
injustices.

• Plan small group circle times when children can explore
feelings, e.g. help children to recall when they were
happy, when they were excited, or when they felt lonely.
• Provide activities that require give and take or sharing
for things to be fair.
• Use Persona Dolls to support children in considering
fair ways to share and get on with each other.
• Involve children in agreeing codes of behavior and
taking responsibility for implementing them.
• Provide books with stories about characters that follow
or break rules, and the effects of their behavior on
others.
• Carefully prepare children with SEN, such as those with
autistic spectrum disorder, for any changes to their
routine.

143. Understands that own actions affect other people, for
example, becomes upset or tries to comfort another
child when they realize they have upset them.
144. Aware of the boundaries set, and of behavioral
expectations in the setting.
145. Beginning to be able to negotiate and solve problems
without aggression, e.g. when someone has taken their toy.
146. Self-regulation
147. Demonstrates growing autonomy and independence
148. Shows increasing self-care and willing participation
149. Controls expression of intense emotions
150. Understands rules and essential agreements
151. Shows confidence in own ability and takes risks in
actions
152. Has friends
153. Cares for environment and materials treating them
with care and noticing other children’s actions
154. Shows confidence at transition periods and is
capable of prepare independently after signs from
adult
155.
Early Learning Goal
Children talk about how they and others show feelings,
talk about their own and others’ behavior, and its
consequences, and know that some behavior is
unacceptable. They work as part of a group or class,
and understand and follow the rules. They adjust their
behavior to different situations, and take changes of
routine in their stride.

.

Enabling Environments:

PSED: Managing feelings and behaviour

A Unique Child:
observing what a child is learning