Social & emotional development

Social and Emotional Development has been recognised as a key area within the Sure Start and an SDA target has been set for a fully operational programmes, by March 2006: an increase in the proportion of young children with normal levels of personal social and emotional development.

Why focus on Social and Emotional Development?

A child's social and emotional development has significant implications for current and later social functioning, for educational, and employment success. If emotional development is fostered at a young age, children are more likely to settle well into school, work co-operatively, confidently and independently and to behave appropriately. A child with poor social and emotional development is at risk of poor relationships with peers, academic problems, of later involvement in crime, of developing physical health and adult mental health problems.

Key to social and emotional development is the child's early relationship with parents/caregivers. Efforts to support parents in understanding and fulfilling their children's emotional needs can help to provide a secure base from which to grow into well-rounded, capable adults with robust mental health.

Government Activity Driving Forward Social and Emotional Development Policy

There is increasing interest across government in the social, emotional development of children. A number of strands of work are beginning to address this area.

Social, Emotional and Behavioural Skills (SEBS)

We are currently piloting some curriculum materials and training around social, emotional and behavioural skills (SEBS). These materials are primary focused but include specific materials for reception class. The materials focus heavily on developing a positive environment which enables children to develop social, emotional and behavioural skills, and thereby to foster resilience. Also being piloted are materials for school self-review and training in improving behaviour.

Behaviour Education Support Teams (BESTs)

A major pilot initiative to introduce Behaviour Education Support Teams into 34 LEAs included a strand around social and emotional competence and plans to extend down to early years are ongoing.

BESTs will work with children, families and schools to promote emotional well-being, positive behaviour and school attendance among children and young people, and help in the identification and support of those with, or at risk of developing, emotional and behavioural problems. They will do this through the provision of multi-agency support in schools and for individual families providing an effective early intervention model of supportive services (teams will draw on expertise such as Educational Psychologists, Clinical Psychologists, Social Workers/Family workers, Primary mental health workers, Health visitors, Behaviour Support Staff, School Nurses, Educational Welfare Officers).

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