Offer small group support to develop skills related to emotional awareness and emotional regulation to support the development of emotional literacy skills, such as:
- Support to recognise, label and understand emotions in self and others e.g. mirror play, discussion of emotions during stories/puppet play, use of feelings visuals.
- Adult’s use of “I” message approach. An “I” message is a form of communication that focuses on the feelings or beliefs of the person speaking, rather than the personal qualities or behaviours of the Adults can use ‘I’ messages with children to try and diffuse a situation in a non-threatening way. For example, an adult might say, “I feel very scared and worried when you try to climb over that gate” instead of demanding, “Why are you climbing that gate?”
- Opportunities to practise self-calming techniques in a smaller group, such as yoga.
- Use of Zones of Regulation to teach strategies for emotional and sensory self-management (4 years plus).
Regular ‘Reset’ breaks incorporated into the day to help children remain calm (e.g. access to quieter spaces, movement breaks and use of sensory resources or sensory rooms).
Use of appropriate checklists and assessment tools. For example, the self-esteem developmental milestones within the Early Years Development Matters Framework (2012).