| CODE | RSE3000 | ||||||||
| TITLE | Promoting Wellbeing and Social and Emotional Learning in the Early Years | ||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 6 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Centre for Resilience and Socio-Emotional Health | ||||||||
| DESCRIPTION | This study-unit seeks to provide course participants with an understanding of social emotional development in young children and with practical strategies for creating social contexts promoting the healthy development and resilience of young children in this area. The students will gain an understanding of how experiences influence children鈥檚 behaviour and relationships and consequently their social and emotional wellbeing and resilience. They will examine the processes that contribute to young children鈥檚 social and emotional wellbeing and develop classroom strategies that will facilitate children鈥檚 wellbeing and resilience. Study unit Aims: This study-unit aims to explore how to support the social and emotional development of children in the early years,, providing course participants with the tools to promote social and emotional competence and wellbeing in their classroom both through curricular activities as well as the classroom climate, including teachers鈥� own attitudes, behaviour and relationships. It pays particular attention to the promotion of healthy relationships, collaboration, safety and the development of social and emotional competences. Course participants will have the opportunity to develop social and emotional competences themselves through interactive and experiential sessions. Learning Outcomes: 1. Knowledge & understanding By the end of this study-unit, the student will be able to: - demonstrate a critical understanding of the nature and determinants of behaviour in young children; - evaluate the relationship between social and emotional learning and young children鈥檚 wellbeing and academic learning; - describe the ways in which early years teachers can create positive and caring learning environments and promote children's social and emotional learning; - identify the key social and emotional competences that children in the early years need to develop as part of their formal education; - demonstrate awareness of how their own attitudes, behaviour and relationships may impact the wellbeing of young learners; - identify the qualities of the learning environment which promote young children鈥檚 wellbeing and resilience; - identify the key social and emotional competences early educators need to develop in order to be able to promote the wellbeing and resilience of their learners; - demonstrate an understanding of the need to collaborate with peers and parents in supporting the wellbeing and resilience of their learners. 2. Skills By the end of the study-unit the student will be able to: - create safe and healthy learning environments and experiences which enhance children鈥檚 social and emotional development and positive interactions; - implement classroom strategies and activities which foster social and emotional learning and resilience in young learners; - develop key social and emotional competences such as self awareness and self regulation, empathy, collaboration, developing positive relationships, and constructive conflict resolution; - demonstrate and model social and emotional competences in the daily classroom practice; - work collaboratively with peers, parents and professionals in supporting the wellbeing and resilience of the children under their care. Main Text/s and any supplementary readings: Main texts - Campbell, J.C & Mainstone-Cotton, S. (2023) Building Positive Relationships in the Early Years: Conversations to Empower Children, Professionals, Families and Communities. Routledge. - Cefai, C. et al (2021) A whole school approach to Mental Health and Wellbeing. Publications Office of the EU. - Cefai, C. (2008) Promoting Resilience in the Classroom: A Guide for Developing Emotional and Cognitive Skills. Jessica Kingsley. - Grimmer T. (2022) Supporting Behaviour and Emotions in the Early Years. Strategies and Ideas for Early Years Educators. Routledge. Supplementary readings - Cefai, C. et al (2022) The effectiveness of a school-based, universal mental health programme in six European countries. Frontiers in Psychology. - Cefai, C. (2021) A Transactional, Whole School Approach to Resilience. In Ungar, M. (editor) Multisystemic Resilience: Adaptation and Transformation in Contexts of Change. Oxford University Press. - Cefai, C. et al (2018) Strengthening Social and Emotional Education as a Core Area in the Curriculum across the EU. Luxembourg: Publications Office of the EU. - Cefai, C. & Cavioni, V (2014) Social and Emotional Education in Primary School. Integrating Theory into Practice. Springer. - European Toolkit for Schools (2022) A formative Assessment Tool of the Classroom Climate. https://www.schooleducationgateway.eu/en/pub/resources/toolkitsforschools/detail - Glen, A., Cousins, J. and Helps, A. (2019) Behaviour in the Early Years (Tried and Tested Strategies). (3rd edition). Routledge. - Goldstein, S & Brooks, R.B. (2023) Resilience in Children (3rd edition). Springer. - Masten, A. S. (2018). Resilience theory and research on children and families: Past, present, and promise. Journal of Family Theory & Review, 10(1), 12-31. |
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| STUDY-UNIT TYPE | Lecture and Independent Study | ||||||||
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| LECTURER/S | Carmel Cefai (Co-ord.) James Formosa |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2025/6. It may be subject to change in subsequent years. |
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