97 WTG PolicePractice Social-Emotional-Dev 12.05.14

2014
Social-Emotional Development in
the Early Years:
A Common Message Paper
Halton Early Years Mental

Health Committee
[Infant through to 6 years of
age]Region of Halton
5/15/2014
Social and Emotional Development in the
Early Years: A common message paper
What is this resource about?

Social-Emotional Development in the Early Years: A Common Message Paper is a
resource that describes the factors that contribute to the healthy social and emotional
development of young children and how that process unfolds.
It is a collection of existing, evidenced-informed information, authored by a number of key

organizations that support best practice related to the healthy social and emotional
development of young children. The factors contributing to healthy social and emotional
development of young children were identified by Evidence In-Sight, a free consultation
service offered by the Ontario Centre of Excellence for Child and Youth Mental Health,
providing the foundation for the development of a list of related common messages.
This resource provides:

 A list of evidence informed common messages related to healthy social and
emotional development of young children
 Support and information related to each message
 Resources and links supporting further learning
Who is this resource for?

This resource is for practitioners working with families during the prenatal period and/or
with children from birth to six years.
This information is current at the time of printing as of May 2014. For the most current
information please refer to the website: Our Kids Network.
PLEASE NOTE: This information is current as of March 2014. Please visit the website Our Kids Network for the most
current version. Page | 1
Table of Contents
Preamble and Purpose................................................................................................ …3
Summary of common messages related to the healthy social and emotional

development of children .................................................................................................. 5
Factors contributing to healthy social and emotional development ......................... 7
How social and emotional development occurs ........................................................ 16
Critical skills for healthy social/emotional development ........................................... 19
Competencies for practice ............................................................................................ 22
To Learn More ................................................................................................................ 23
References ...................................................................................................................... 38
Acknowledgements…………………………………………………………………….50
Contact Us………………………………………………………………………………50
Preamble
The early years provide the foundation for a child’s mental health or social emotional
development. Infant-Early Childhood Mental Health (I-ECMH), sometimes referred to as
social and emotional development, is the developing capacity of the child from birth to 5
years of age to:
 form close and secure adult and peer relationships;

 experience, manage, and express a full range of emotions; and,
 explore the environment and learn — all in the context of family, community, and
culture. (Cohen, J., Oser, C., & Quigley, K., 2012)
The development of these capabilities occurs at the same time as a wide range of highly
visible skills in mobility (motor control), thinking (cognition), and communication
(language). The foundations of social competence that are developed in the first five
years of life are linked to emotional well-being and affect a child’s later ability to
functionally adapt in school and to form successful relationships throughout life.
As a person develops into adulthood, these same social skills are essential for the
formation of lasting friendships and intimate relationships, effective parenting, the ability
to hold a job and work well with others, and for becoming a contributing member of a
community. (Centre on the Developing Child Harvard University, 2004)
The Early Years Mental Health Committee’s vision for families in Halton is that they are
strong and stable, emotionally healthy and equipped to nurture their children so that they
are ready to learn and reach their full potential. Providing families with accurate advice
and support to attain the knowledge, skills, confidence and emotional well-being
necessary for healthy attachment strengthens the most powerful teaching relationship
there is between parent and child, establishing a foundation for healthy development.
(Child Health Guidance Document Standards, Programs & Community Development
Branch Ministry of Health Promotion, May 2010)
Purpose
The purpose of this paper is to provide health practitioners and organizations with a list
of common messages central to healthy social and emotional development to facilitate
their understanding of the important factors that promote positive mental health in infants
and young children.
Developing a workforce that has a shared understanding of the experiences, resources

and protective factors that foster healthy social and emotional development in children
as well as knowledge of how this process unfolds strengthens our ability to:
 Provide families/caregivers with information and support to enhance parenting
skills that support their child’s healthy social and emotional development
 Identify strategies to help all families/caregivers attain the knowledge,
confidence, skills and emotional well-being necessary for optimal mental health
of infant/child
 Understand when children/families/caregivers would benefit from additional help
and support
 Mitigate factors that can negatively impact a child’s social and emotional
development
 Ensure that children and families/caregivers are linked to the ‘right people
providing the right services at the right time’.
Evidence-informed common messages can be used to:
 Increase awareness of the importance of the early years in providing the
foundation for children’s mental health
 Orientate, educate and align a shared understanding of factors that contribute to
the optimal social and emotional development of young children
 Tailor marketing and/or communications promoting the social and emotional
development of young children (e.g. tweeting, blogging)
 Link to and strengthen related regional projects and/or common messages such
as; Breast Feeding Initiative, Parent Strategy , Early Identification Initiative,
Developmental Assets and Bullying Prevention projects
Disclaimer statement
The Early Years Mental Health Committee identified a community wide need for a better understanding of
the specific factors and/or key messages related to the healthy social and emotional development of young
children 0 – 6 years of age. We engaged Evidence In-Sight, a consultation branch of the Ontario Centre of
Excellence for Child and Youth Mental Health, to conduct a literature review on our behalf to address this
issue.
The findings of this search represented a Level 1 Evidence In-Sight response. A Level 1 response involves a
quick search and summary of the research literature and grey literature. It is a snapshot and not an
exhaustive search or systematic review. The findings within their final report were intended to inform in a
timely fashion, and do not imply an extensive knowledge of the current practice.
The Early Years Mental Health Committee then generated a list of common messages, with a local context,
synthesized from the literature review conducted by Evidence In-Sight. The paper was further enhanced by
providing a brief overview of how social and emotional development unfolds in early childhood, describes
some of the critical skills and abilities that help children succeed and includes a list of pre-existing resources
to support further learning.
This paper represents a summary of existing evidence. It does not give explicit practice or policy
recommendations. It is meant as a reference only, to support a better understanding of the experiences,
resources and protective factors that foster healthy social and emotional development of young children and
to assist in identifying opportunities for future professional development with an individual’s and/or agency’s
scope of practice.
Although every attempt has been made to ensure the accuracy of the information found within this
document, no warranties or representations, expressed or implied, are made concerning the accuracy,
reliability or completeness of the information contained within this entire document. You must exercise your
own professional due diligence when you use any of the information contained within the entire document.
Halton’s Early Years Mental Health Committee assumes no responsibility related to the use of the
information in this entire document by any third party.
This entire document is made for non-commercial use. This document should not be modified, copied,
distributed, reproduced, published, licensed, transferred or sold in whole or in part without the prior written
consent of Halton’s Early Years Mental Health Committee .
Summary of common messages related to the healthy
social and emotional development of children
Below is a list of common messages, synthesized from a review of the research related
to factors contributing to healthy social and emotional development of young children
undertaken by Evidence In-Sight, the Ontario Centre of Excellence for Child and Youth
Mental Health. The supporting research for each message is described in further detail
in the pages that follow.
Positive, caring relationships in the early years are the 'building blocks' for social
development.
Relationships in the early years set the stage for all other relationships in a child’s life
providing the foundation for social development.
Secure attachment to a loving caregiver sets the stage for healthy child
development.
A child who is securely attached is more self-confident and enthusiastic in exploring their
environment and more competent in mastering new challenges. This exploration
provides experiences that are important for development.
Consistent and responsive caregiving fosters security in a young child.
A child’s primary caregiver plays a major role in socio-emotional development.

Consistent and responsive caregiving fosters a sense of security in a young child
promoting confident exploration of the surrounding environment.
Goodness of ‘fit’ matters.
Inborn, biological traits determine whether a child is more likely to be adaptable, slow to
warm or spirited. It is important for caregivers to understand their child’s natural
strengths and challenges and adopt caregiving strategies that make the environment as
supportive as possible for the unique temperament of their child.
Nurturing environments help to shape the developing brain.
The early years are a critical time in brain development, and a supportive, stimulating
and caring environment supports development and positive lifelong outcomes.
Play is the work of children. Learning happens through play.
Play positively supports children’s social/emotional, physical, cognitive, language and

literacy skills. It is essential to a child’s overall healthy development. Play has an
essential role in building children’s resilience across adaptive systems – pleasure,
emotion regulation, stress response systems, peer and place attachments, learning and
creativity.
Toxic stress interferes with healthy brain development.
Stress in small doses in the context of a supportive environment is important for healthy
development. ‘Toxic’, chronic stress however can hinder development by interfering with
the healthy development of the brain and a child’s ability to learn.
Resilient parents/caregivers raise resilient kids. Resilient children are more likely
to thrive.
By learning to be positive, committed, and persevering, children (and adults) can

increase resiliency. People who are more resilient are less likely to experience
depression and anxiety, and more likely to have healthy relationships (Offord Centre for
Child Studies, 2009c).
Children develop within the context of their culture.
Culture defines a child’s overarching values, expectations, and behavioural norms

providing the context for an individual child’s social and emotional development.
Factors contributing to healthy social and emotional
development
All of the following factors contributing to healthy social and emotional

development, with the exception of “Play”, were obtained through Evidence In-
Sight, a free consultation service offered by the Ontario Centre of Excellence for
Child and Youth Mental Health. To access the full report, please visit the Centre’s
website: http://www.excellenceforchildandyouth.ca/support-tools/evidence-in-
sight/previous-requests
Based on grey literature sources and a variety of academic journal articles, the following
factors appear to play a significant role in the healthy social and emotional development
in children aged 0 to 6 years:
 Positive relationships
 Attachment
 Parenting practices
 Temperament
 Environment and brain development
 Play
 Stress and brain development
 Resilience
 Cultural considerations
Positive Relationships
Relationships have been described as the ‘building blocks’ for healthy development
(Michigan Department of Community Health, 2003), guiding how children learn about the
world around them (Klein 2005). Relationships in the early years set the stage for all
other relationships in a child’s life (Chief Medical Officer of Health, 2011). Positive
relationships are important for social development because they teach children to:
 care about other people

 understand other’s feelings
 cooperate and share
 to express their own opinions
 resolve conflicts
 form their own identity
 develop self-competence and self-worth
References:
National Scientific Council on the Developing Child. (2004). Young Children Develop in
and Environment of Relationships: Working Paper No. 1.
United States, Michigan Department of Community Health. (2003, March). Social and
Emotional Development in Young Children.
Klein, L.G. (2002). Set for Success: Building a strong foundation for school readiness
based on the social-emotional development of young children. The Kauffman Early
Education Exchange, 1.
Chief Medical Officer of Health. (2011). Let's talk about the early years: Early childhood
development: Report. Edmonton: Alberta Health and Wellness, Office of the Chief
Medical Officer.
Attachment
A concept related to parenting is attachment. Attachment describes the quality of the

relationship a child has with their caregiver(s) and the sense of security an infant or child
feels toward their caregiver(s). Attachment is established during the first year of life.
Children demonstrate different types of attachment depending on their caregiver’s
behaviour. A secure attachment develops through parenting that is consistently
responsive, sensitive and comforting (Michigan Department of Community Health,
2003). Parents are able to understand and attend to their infants’ needs in a consistent,
sensitive and empathizing manner (Offord Centre for Child Studies, 2009).
A child who is securely attached is more self-confident and enthusiastic in exploring their
environment and more competent in mastering new challenges. This exploration
provides experiences that are important for development. This attachment relationship
also sets the stage for a child’s ability to understand relationships, emotion and morality
(Klein, 2002). Parenting that is inconsistent, rejecting or hostile results in an insecure
attachment and puts the child at risk for social and emotional developmental delays
(Michigan Department of Community Health, 2003).
References:
United States, Michigan Department of Community Health, Bureau of Community Mental

Health Services. (2003). Social-Emotional Development in Young Children: A Guide
Produced by the Michigan Department of Community Health.
Offord Centre for Child Studies. (2009b). The importance of attachment. The Centre of
Knowledge on Healthy Child Development.
Klein, L.G. (2002). Set for Success: Building a strong foundation for school readiness
based on the social-emotional development of young children. The Kauffman Early
Education Exchange, 1.
Note:
Secondary Attachment figures
At the same time that babies are developing their primary attachment (either secure or
insecure), they are usually developing secondary attachments to other familiar people.
These secondary attachments can be either secure or insecure depending again on the
adult’s ability to relate, so a baby can develop a secure attachment to one adult and an
insecure attachment to another adult. In appropriate circumstance and given sufficient
time and attention, children can develop enduring secondary attachment bonds to
affectionate and responsive people such as grandmothers, nannies, aunts, neighbours
or child-minders. Three or more secondary attachment figures in addition to a primary
attachment figure can promote self-esteem in children, and is a psychological protective
factor that can reduce the probability of mental health problems in the future. Being part
of a big family is a protective factor. An isolated mother, alone with a child, is a risk
factor. (Bowlby, 2008)
Parenting
Parenting plays a major role in socio-emotional development. Children tend to have the
best experiences when they come from a home where positive or authoritative parenting
was practiced (Offord Centre for Child Studies, 2009a). This means parents showed
love, discipline and respect for their child. Research suggests that consistent and
responsive parenting will foster a sense of security in a young child and allow for
confident exploration of the surrounding environment (Maggi et al., 2010). This
exploration, while knowing there is a safe ‘home base’ to return to, is critical to
development.
One important point is that an interaction between a child and their parent is
bidirectional, no matter the age of the child. That is to say, parenting is not just practicing
certain actions and behaviours, but also the way in which these behaviours are
interpreted by the child (Grusec, 2011). In order for children to perceive parenting efforts
as positive and to comply with them, it is important for a parent to:
 be consistently warm, accepting and understanding toward their child

 show the child they have their best interest in mind
 provide structure and routine
 allow the child to feel a sense of autonomy.
References:
The Offord Centre of Child Studies. (2009a). The importance of parenting. The Centre of
Knowledge on Healthy Child Development.
Grusec, J. E. (2011). Socialization Processes in the Family: Social and Emotional

Development. Annual Review of Psychology, 62(1), 243-269
Temperament
Temperament has been defined as individual differences in emotional, motor and

attentional reactivity to stimulation, and in patterns of behavioural and attentional self-
regulation (Sanson, Hempill & Smart, 2004, p.143). It is usually considered to be a
biologically based trait (as opposed to being developed through experiences) that is
relatively stable across situations. The major theoretical frameworks in this area describe
temperament in terms of dimensions, such as the degree of a child’s reactivity, self-
regulation, and inhibition. Generally speaking, temperament refers to whether a child is
calm, irritable, or difficult. Temperament has been linked to social and emotional
development. For example, the following dimensions of temperament have been shown
to be related to certain behaviours:
 poor self-regulation and negative reactivity seem to be associated with

externalizing behavior
 inhibition and negative reactivity have been associated with anxiety
 high self-regulation and low negative reactivity have been associated with the
development of good social skills.
Research has investigated the potential interactions between a child’s temperament and
parenting style. It is important for caregivers to understand their child’s natural strengths
and weaknesses and adopt parenting strategies that make the environment as fitting as
possible for the child, considering their temperament (The Offord Centre for Child
Studies, 2012).
Note:
‘Goodness of fit’
Thomas and Chess (1977, 1985) emphasized the importance of the ‘Goodness of fit’
between the environment, including the parents’ personality and values and the child’s
temperament as important determinants of attachment security and developmental
outcome. Goodness of fit occurs when the expectations of the caregivers and the
environment fit with a child’s temperament characteristics. For example, the shy child
who finds new experiences overwhelming might benefit from having her mother close by
when she attends a birthday party. However, her parents would also make sure that she
is encouraged to be around other children at the park and supported to play with them. A
poor fit occurs when no adaptations are made to the environment and the child is not
encouraged to overcome temperament challenges. (Landy, 2009)
References:
Sanson, A., Hemphill, S. A., & Smart, D. (2004). Connections between Temperament
and Social Development: A Review. Social Development, 13(1), 142-170.
The Offord Centre of Child Studies. (2012). Children's Needs. Centre of Knowledge on
Healthy Child Development.
Environment and brain development
A substantial amount of brain development happens in early childhood. Babies are born
with an innate drive to explore their environment and reach out to people (babbling,
crying, etc.), and healthy development occurs when infants have caregivers who
respond to their efforts. This ‘serve and return’ process (Chief Medical Officer of Health,
2011, p. 12) leads to the development of basic brain circuits, upon which more intricate
circuits are able to develop (Michigan Department of Community Health, 2003).
Babies are born with practically all of the neurons they will ever have, and during the
early years, connections between these neurons are formed and reinforced. Caregivers
need to be consistent in responding to the child’s needs, and provide opportunities for
them to gain experience (e.g. by reading, talking, playing, exploring). In the absence of a
stimulating and safe environment, some of these potential brain circuits will die away
(Maggi et al. 2010). If this happens, the brain cannot develop to its full potential.
Some articles describe this process as similar to building the foundation for a house – a
good foundation provides the support needed for all future development, and is not
easily fixed if not built properly the first time (Chief Medical Officer of Health; Michigan
Department of Community Health, 2003). Therefore, the early years are a critical time in
brain development, and a supportive, stimulating and caring environment supports
development and positive lifelong outcomes, while an unsupportive, unresponsive
environment causes social, emotional and cognitive delays (Maggi et al. 2010).
References:
development: Report. Edmonton: Alberta Health and Wellness, Office of the Chief
Medical Officer.
Maggi, S., Irwin, L. J., Siddiqi, A., & Hertzman, C. (2010). The social determinants of
early child development: An overview. Journal of Paediatrics and Child Health, 46, 627-
635.
United States, Michigan Department of Community Health, Bureau of Community Mental

Health Services. (2012). Social-Emotional Development in Young Children: A Guide
Produced by the Michigan Department of Community Health.
The Importance of Play
Play has an essential role in building children’s resilience across adaptive systems –
pleasure, emotion regulation, stress response systems, peer and place attachments,
learning and creativity. Adults need to ensure that the physical and social environments
in which children live are supportive of their play; otherwise, their survival, well-being and
development may be compromised. Children’s play has been documented throughout
history by writers in literature and by artists in pictures. Play is evident across cultures
and in games still played by children. (Hughes, F. 2003)
A growing body of research shows that every competency important to school success
is enhanced by play (Isenberg & Quisenberry, 2002; Singer, 2006). For example, high-
quality pretend play is related to children’s abilities to begin to think abstractly and to
take the perspectives of others (Bergen, 2002; Berk, Mann & Ogan, 2006; Singer,
Singer, Plason & Schweden, 2003). Connections between the complexity of children’s
pretend play and early literacy, mathematical thinking, and problem solving are
documented in this research literature. (Singer et al., 2006; Smilansky, 1990; Van
Hoorn, Nourot, Scales & Alward, 2007)
When children play:
 They have many opportunities to apply mental representations of the world to new
objects, people, and situations—the key ability for future academic learning
 They integrate all types of learning—physical, social, emotional, intellectual, and
language development
 They are engaged in things they’re interested in—so they have a natural motivation
to learn (Shonkoff & Phillips, 2000)
 Children develop concepts and skills together as they are integrated in the context
of meaningful and playful experiences. Skills have limited value without concepts.
For example, it doesn’t do a child any good to be able to count to five by rote unless
she understands the quantity represented.
Key concepts learned through play:
 The development of representational competence

Through pretend play, children develop the ability to use their imaginations to represent
objects, people, and ideas.
 The development of oral language and narrative understanding

Through dramatic play with objects, people, and imagined situations, children develop
their oral language skills and capacity for narrative, or “thinking in stories”.
 The development of positive approaches to learning

When children are engaged in activities they have chosen, learning is enjoyable
because it is based on their own curiosity and connected to a sense of mastery.
 The development of logic

Through play with blocks, clay, sand, water, and other materials, children develop skills
in logic. They begin to learn scientific concepts such as cause and effect and
mathematical concepts such as quantity, classification, and ordering. They practice
inventing strategies for solving problems.
 The development of self-regulation and social negotiation

As children interact with each other, negotiating the sharing of materials or planning
imaginative play, they learn concepts and skills in cooperating, advocating one’s own
ideas and listening to others, handling frustration, and empathizing with others.
References:
Bartlett, T. (2011, February 20). The Case for Play. How a handful of researchers are
trying to save childhood. The Case for Play. Retrieved from
http://chronicle.com/article/The-Case-for-Play/126382/
Bergen, D. (2002). The role of pretend play in children’s cognitive development. In Early
Childhood Research and Practice, 4(1), 2–15.
Berk, L.E., Mann, T.D., & Ogan, A.T. (2006). Make-believe play: Wellspring for the
development of self-regulation. In D.G. Singer, R. Golinkoff, & K. Hirsh-Pasek (Eds.)
Play = learning: How play motivates and enhances children’s cognitive and social-
emotional growth (pp. 74 – 100). New York: Oxford University Press.
Ginsburg, K. R. (2007). The Importance of Play in Promoting Healthy Child Development

and Maintaining Strong Parent-Child Bonds. Pediatrics, 119(1), 182-191. doi:
10.1542/peds.2006-2697.
Hughes, F. (2003). Spontaneous play in the 21st century. In O. N. Saracho & B. Spodek
(Authors), Contemporary perspectives on play in early childhood education (pp. 21-40).
Greenwich, CT: Information Age Pub.
Isenberg, J. & Quisenberry, N. (2002). Play: Essential for all children. A position paper of
the Association for Childhood Education International. Retrieved from:
www.acei.org/playpaper.htm
Lester, S., & Russell, W. (2011, June). Children's Right to Play. An examination of the
importance of play (Working paper). Retrieved
http://childcarecanada.org/documents/research-policy-
practice/11/06/children%E2%80%99s-right-play-examination-importance-play-lives-chi
Shonkoff, J. & Phillips, D. (Eds.) (2000). From neurons to neighborhoods: The science of
early childhood development. Washington: National Academy Press.
Singer, D. G., Singer, J. L., Plaskon, S. L., & Schweder, A. E. (2003). The role of play in
the preschool curriculum. In S. Olfman (Ed.), All work and no play: How educational
reforms are harming our preschoolers (pp. 43–70). Westport, CT: Praeger.
Singer, D.G., Golinkoff, R., & Hirsh-Pasek, K. (Eds.) (2006). Play = learning: How play
motivates and enhances children’s cognitive and social-emotional growth. New York:
Oxford University Press.
Smilansky, S. (1990). Sociodramatic play: Its relevance to behavior and achievement in

school. In E. Klugman & S. Smilansky (Eds.), Children’s play and learning: Perspectives
and policy implications (pp. 18–42). New York: Teachers College Press.
Tepperman, J. (Ed.). (2007, May). Play in the Early Years: Key to School Success (Issue
brief). Retrieved http://www.ecementor.org/articles-on-teaching/Play_article.pdf
Van Hoorn, J., Nourot, P.M., Scales, B. & Alward, K. (2007). Play at the center of the
curriculum, Fourth Edition. Upper Saddle River, NJ: Merrill/Prentice Hall.
Stress and brain development
Stress in early childhood can have positive or negative effects on social and emotional
development depending on the nature and extent of the stress. A report prepared by the
Centre for the Developing Child at Harvard University (2007) discusses three forms of
stress:
 Positive stress is associated with short increases in stress hormones and normal
physiological responses (e.g. increased heart rate) and occurs within the context of a
supportive environment. These responses are a normal and important part of
development, as they help teach children mastery and self-control. The physiologic
response to the stress returns to normal after a short period of time.
 Tolerable stress results from an event(s) that could invoke a large scale stress
response (e.g. chronic increase in stress hormones and heart rate) but the presence
of a trusted caregiver measurably decreases the stress response, preventing any
damage to the developing brain.
 Toxic stress is associated with continued activation of the stress response system
where there is no supportive adult to act as a buffer for the harmful effects of this
chronic stress. This stress could also be caused by the maltreatment of the child’s
caregiver. The high levels of hormones can cause damage to the developing brain
and impede healthy social, emotional and cognitive development.
In summary, stress in small doses in the context of a supportive environment is

important for healthy development, but toxic stress can hinder development by
interfering with the healthy development of the brain and a child’s ability to learn self-
control.
Reference:
Center on the Developing Child at Harvard University. (2007). A Science-Based

Framework for Early Childhood Policy: Using Evidence to Improve Outcomes in
Learning, Behavior, and Health for Vulnerable Children (Rep.).
Resilience
Resilience is a relatively new area of research related to healthy development. It refers

to maintaining the ability to cope and remain hopeful despite facing adversity.
Researchers noted that adults who were successful and content despite a childhood that
would have predicted otherwise had this trait in common. By learning to be positive,
committed, and persevering, children (and adults) can increase resilience. Parents or
role models can teach children these qualities by demonstrating them. People who are
more resilient are less likely to experience depression and anxiety, and more likely to
have healthy relationships (The Offord Centre of Child Studies, 2009c).
Reference:
The Offord Centre of Child Studies. (2009c). How To Promote Resiliency in Children.
The Centre of Knowledge on Healthy Child Development.
Cultural considerations
At a broad level, culture is an important influence for socio-emotional development.

Culture defines a child’s overarching values, expectations, and behavioural norms. A
family’s culture affects decisions such as when and how children are fed, where they
sleep, acceptable childcare arrangements, response to stressful situations, rules for
discipline, and role expectations for the child and family members (Grusec, 2011).
Culture is not something that can be altered to be ‘optimal’ for development, but it is
important to understand that culture provides the context for an individual child’s social
and emotional development (Grusec, 2011).
Reference:
Grusec, J. E. (2011). Socialization processes in the family: Social and Emotional

Development. Annual Review of Psychology, 62, 243-269.
How social and emotional development occurs
* The following key concepts on early brain development have been described by
the Centre on the Developing Child Harvard University. A video presentation of this
brief can also be viewed from the link below:
Reference:
National Scientific Council on the Developing Child. (n.d.). In Brief: The Science of Early
Childhood Development (Issue brief)
1. *Brains are built over time, from the bottom up.
The basic architecture of the brain is constructed through an ongoing process that
begins before birth and continues into adulthood. Early experiences affect the quality
of that architecture by establishing either a sturdy or a fragile foundation for all of the
learning, health and behaviour that follow. In the first few years of life, 700 new
neural connections are formed every second. After this period of rapid proliferation,
connections are reduced through a process called pruning, so that brain circuits
become more efficient. Sensory pathways like those for basic vision and hearing are
the first to develop, followed by early language skills and higher cognitive functions.
Connections proliferate and prune in a prescribed order, with later, more complex
brain circuits built upon earlier, simpler circuits.
2. *The interactive influences of genes and experience shape the

developing brain.
Scientists now know a major ingredient in this developmental process is the “serve
and return” relationship between children and their parents and other caregivers in
the family or community. Young children naturally reach out for interaction through
babbling, facial expressions, and gestures and adults respond with the same kind of
vocalizing and gesturing back at them. In the absence of such responses – or if the
responses are unreliable or inappropriate – the brain’s architecture does not form as
expected, which can lead to disparities in learning and behavior.
3. *The brain’s capacity for change decreases with age.
The brain is most flexible, or “plastic,” early on but as the maturing brain becomes
more specialized to assume more complex functions, it is less capable of
reorganizing and adapting to new or unexpected challenges. For example, by the
first year, the parts of the brain that differentiate sound are becoming specialized to
the language the baby has been exposed to; at the same time, the brain is already
starting to lose the ability to recognize different sounds found in other languages.
Although the “windows” for language learning and other skills remain open, these
brain circuits become increasingly difficult to alter over time. Early plasticity means
it’s easier and more effective to influence a baby’s developing brain architecture than
to rewire parts of its circuitry in the adult years.
4. *Cognitive, emotional, and social capacities are inextricably intertwined

throughout the life course.
The brain is a highly interrelated organ, and its multiple functions operate in a richly
coordinated fashion. Emotional well-being and social competence provide a strong
foundation for emerging cognitive abilities, and together they are the bricks and
mortar that comprise the foundation of human development. The emotional and
physical health, social skills, and cognitive-linguistic capacities that emerge in the
early years are all important prerequisites for success in school and later in the
workplace and community.
5. *Toxic stress damages developing brain architecture, which can lead to

life-long problems in learning, behaviour, and physical and mental
health.
Scientists now know that chronic, unrelenting stress in early childhood, caused by
extreme poverty, repeated abuse, or severe maternal depression, for example, can
be toxic to the developing brain. While positive stress (moderate, short-lived physi-
ological responses to uncomfortable experiences) is an important and necessary
aspect of healthy development, toxic stress is the strong, unrelieved activation of the
body’s stress management system. In the absence of the buffering protection of
adult support, toxic stress becomes built into the body by processes that shape the
architecture of the developing brain.
Note:
Neuromaturation is directed by genetic mechanisms whose timing is regulated by and

who’s unfolding is sensitive to environmental influences. Epigenetics is the term
frequently used to describe this interaction between genes and environment. Insults to
the developing nervous system of a fetus or child may have adverse consequences for
later competence. The developing nervous system is vulnerable to a wide range of risks.
Factors that are present in the parents prior to conception can influence reproductive
health and future pregnancy outcomes. During the prenatal and perinatal period, the
nervous system of the fetus is particularly vulnerable. After delivery, factors related to
the child’s immediate social environment are additional concerns.
Reference:
Ontario College of Family Physicians. (2010). Improving the Odds: Healthy Child
Development. Focus on the Early Years: Neuroscience and Implications for Clinical
Practice 6th Edition.
Note:
Even the process of adaptation that follows a specific insult to the brain is complex.
Many times severe disabilities highlight the limitations of the central nervous system for
recovery; but on the other hand, there is equal evidence of the brain’s ability to adapt to
a wide variety of insults with apparently few sequelae. The young brain is more
adaptive than the more differentiated mature brain; that is more changes in
communicative pathways can be made (rewiring). The effect of an insult to the CNS
may be insurmountable or be simply a risk factor that can be neutralized by a nurturant,
caregiving environment. For the child, the interactions and relationships with caregivers
are the most crucial elements in the environment. If these relationships are
dysfunctional, even the most biologically resilient child will be at risk for later problems.
When these relationships are supportive of adaptation, the child with severe
neurological vulnerabilities may have the opportunity to thrive.
Reference:
Shonkoff, J. P., & Marshall, P. C. (2000). The Biology of Developmental Vulnerability. In

J. P. Shonkoff & S. J. Meisels (Eds.), Handbook of Early Childhood Intervention (pp. 35-
53). Cambridge, England: Cambridge University Press.
Critical skills for healthy social/emotional development
Research demonstrates that children entering school with well-developed social and
cognitive skills are most likely to be successful in school and later life. Some of the
critical skills and abilities that children need in the transition to school are:
Executive function skills and self-regulation
The ability to hold onto and work with information, focus thinking, filter distractions, and
switch gears is like an airport having a highly effective air traffic control system to
manage the arrivals and departures of dozens of planes on multiple runways. Scientists
refer to these capacities as executive function and self-regulation—a set of skills that
relies on three types of brain function: working memory, mental flexibility, and self-
control.
These three functions are not distinct, but rather, they work together to produce
competent executive functioning. The building blocks of children’s capacities to retain
and use new information, focus attention, control impulses, and make plans are acquired
during early childhood, but the full range of executive function skills continues to develop
into the adolescent years.
Reference:
National Scientific Council on the Developing Child, & National Forum on Early
Childhood Policy and Programs. (n.d.). InBrief: Executive Function: Skills for Life (Issue
brief).
Self-regulation includes:
1. Biological regulation (e.g., how well the child regulates her arousal states including
hunger, awake/sleep, bowel/bladder).
2. Emotional regulation (e.g., how well the child monitors and modifies her emotional
responses). A child who manages emotions well has the ability to cope with strong
emotions and express them in socially acceptable ways. (Pearson, J., & Kordich
Hall, D., 2006).
3. Cognitive regulation - how well the child can sustain and switch her attention; inhibit
impulses; deal with frustration, delay, distractions; sequence her thoughts
4. Social regulation - a child’s mastery of rules of appropriate behaviour; how well the
child can co-regulate and thereby develop pro-social attributes
5. Reflective thinking skills
Reference:
Shanker, S. (n.d.). Self-Regulation: Calm, Alert, and Learning* | Canadian Education
Association (CEA)
Working memory refers to - the capacity to hold and manipulate information in our
minds over short periods of time. For example it enables children to follow multiple-step
instructions without reminders e.g. remembering to hang up my coat, unpack my back-
pack and wash my hands when I come home from school. (Centre on the Developing
Child at Harvard University, 2011)
Inhibitory Control - is the ability to stop and choose whether to act on the desire to
take action e.g. I need to finish my book before I can go out and play. Controlling
impulses helps children finish what they set out to do and plan for the future. Impulse
control is also the ability to delay gratification. Inhibitory control and emotional regulation
are closely related. We can help young children develop impulse control by modeling it
ourselves and acknowledging their achievements when they control their impulses.
(Pearson, J., & Kordich Hall, D., 2006)
Cognitive and/or Mental Flexibility – Is the capacity to nimbly switch gears and adjust
to changing demands, priorities or perspectives. It is what enables children to apply
different rules in different settings. (Centre on the Developing Child at Harvard
University, 2011)
Communication and language development
The ability to communicate is the basis of social and emotional well-being. It is

dependent on both the desire and the ability to exchange ideas, feelings and concepts
with others – verbally or otherwise. This skill is related to feeling trust in others. We use it
to have our needs met, to indicate our likes and dislikes, to request information, to refute
something, to socialize, as well as to establish and maintain relationships. (Parlakian R.,
2003)
Problem solving skills
Problem solving skills are a critical survival skill. Problem solving skills are necessary to
solve children’s own problems, which eventually will assist them to build self-composure,
as well as self-esteem and self-confidence. Problem solving skills also help children
confront any type of problem or obstacle that they may come across in society. (Loh, A.
(n.d.))
Thinking skills (causal analysis)
Causal analysis is the ability to analyze a problem and accurately decide what its cause
is. Researchers at the University of Pennsylvania have shown that what we think about
stressful events or problems affects how we feel about these events and what we do
about them. Children can develop thinking habits that become set patterns known as
“thinking styles” or “explanatory styles.” Some thinking habits get in the way of children’s
ability to look at problems accurately, find solutions, and bounce back. Resilient thinking
allows children to be flexible—to step back and assess problems specifically and to
decide what is accurate in a particular situation. For example, “I never get to be first in
line” is revised to “It is not my turn to be first in line” or “I can’t do anything right” is
replaced with “I’ll get better at this if I keep trying”. (Pearson, J., & Kordich Hall, D., 2006)
Confidence
Confidence is having a sense of control and mastery of one’s body, behaviour and
world. When children are confident in themselves they feel that they are likely to
succeed at their undertakings and expect adults to be helpful. (Parlakian, R., 2003)
Pro-social skills
Pro-social competence refers to a child’s ability to relate to teachers and others in

positive ways in order to achieve certain social goals e.g. being liked and accepted,
having friends and engaging in rewarding and reciprocal interactions with others (Landy,
2009). It involves:
 Managing relationships e.g. making friends, handling friendships; resolving

conflicts; cooperating; collaborative learning – children successful in making friends
respond to conflict in positive ways. They have the ability to be inclusive and more
often able to express empathy and compassion. They often prevent conflict, so
everyone has a better time playing. (Rubin, K. H., & Thompson, A., 2003)
 Cooperativeness – the ability to balance one’s own needs with someone else’s. We
often think of cooperation as children doing what adults want – that is compliance.
True cooperation means a joint effort – a give and take that is mutually satisfying. To
develop a cooperative spirit in children, we need to help them understand how our
requests and rules are good for everyone. (Parlakian, R., 2003)
 Empathy- Empathy is often described as understanding what it is like to walk in

another person’s shoes. It’s the ability to understand the feelings and needs of
another person. Children learn to understand and support others’ feelings by being
understood and supported by those around them. (Pearson, J., & Kordich Hall, D.,
2006) Despite being able to show some signs of empathy, such as attempting to
comfort a crying baby, from as early as 18 months to two years, most children do not
demonstrate theory of mind until around the age of four.
Competencies for practice
The Infant Mental Health Promotion team has developed a series competencies and
practice guidelines for professionals working with young children to support high quality
services in the field of infant and young child mental health. These guidelines are
applicable to a wide range of services and disciplines where infants and families are
concerned.
We strongly encourage each organization to take this opportunity to review the list of
Competencies for Practice in the Field of Infant Mental Health noted below and:
 Define a baseline level of competencies for staff working with families with young
children within their scope of practice
 Assess the current level of staff knowledge and skills related to the base line
competencies defined for their scope of practice
 Identify opportunities to enhance staff baseline competencies related to their

scope of practice
 Identify a process for staff to access support and to consult ‘within the system of
services in order to meet the wide variety of needs presented by infants and
families’.
The Infant Mental Health Promotion team has also developed interactive learning
modules that can be used to support staff training and individual learning plans.
The learning modules address the following topics:
1. Competencies for Practice in the Field of Infant Mental Health

2. Core Prevention and Intervention for the Early Years
3. Organizational Policies & Practices to Support High Quality Services in the field of
Young Child Mental Health
4. Vicarious Trauma in the Workplace – Supporting Practitioner Effectiveness with
Young Children in High Risk Families
The learning modules can be found at:

http://www.imhpromotion.ca/Resources/BestPractices.aspx.
To Learn More
Overview of Social and Emotional Development
Alberta Family Wellness A series of online learning modules discussing early

http://www.albertafamilywellness.org/resourc brain development and the factors influencing healthy
es/learning-modules brain development which include:
 The Frameworks of Early Brain Development
 Stress & the Biology of Development
 Addressing the Enduring Challenges of Toxic
Stress
 The Foundations of Life Long Health
 Clinical Implications
BC Healthy Child Development Alliance, A series of training materials on 'Social and Emotional
Social and Emotional Development in the Development in the Early Years'. Content includes:
Early Years  Typical social emotional development in the early
http://www.childhealthbc.ca/bchcda-forums years (0-3)
 Signs that additional support may be needed
 Strategies and resources for promoting healthy
social emotional development
Center for Early Childhood Mental Health This series is designed to enhance skills and
Consultation's (CECMHC) Best Practice knowledge around how to implement effective mental
Tutorial Series health consultation in Head Start and Early Head Start
http://ecmhc.org/tutorials/index.html (HS/EHS) programs. Tutorials include:
 Strengthening Early Childhood Mental Health
Consultation in Head Start and Early Head Start
Programs
 Defining Early Childhood Mental Health
Consultation and the Consultant Role
 The Effective Mental Health Consultant
 Mastering the Consultative Stance
 Partnering with Families in Early Childhood
Mental Health Consultation
 Recognizing and Supporting the Social and
Emotional Health of Young Children Birth to Age
Five
 Recognizing and Addressing Trauma in Infants,
Young Children, and their Families
 Developing a Vision and Strategic Planning for
Early Childhood Mental Health Consultation
Services
 Implementing and Evaluating ECMHC Services
 Cultural and Linguistic Competence in Early
Childhood Mental Health Consultation
The Centre on the Developing Child A series of resources supporting the findings from
Harvard University recent scientific publications and presentations by the
http://developingchild.harvard.edu/ Center on the Developing Child which includes:
InBrief Series:
 The Science of Early Childhood Development
 The Impact of Early Adversity on Children's
Development
 Early Childhood Program Effectiveness
 The Foundations of Lifelong Health
 Executive Function: Skills for Life and
Learning
 Early Childhood Mental Health
 The Science of Neglect
Working Paper Series:

 Young Children Develop in an Environment of
Relationships
 Children's Emotional Development Is Built into
the Architecture of their Brains
 Excessive Stress Disrupts the Architecture of
the Developing Brain
Early Exposure to Toxic Substances
Damages Brain Architecture
 The Timing and Quality of Early Experiences
Combine to Shape Brain Architecture
 Establishing a Level Foundation for Life:
Mental Health Begins in Early Childhood
 Workforce Development, Welfare Reform, and
Child Well-Being
 Maternal Depression Can Undermine the
Development of Young Children
 Persistent Fear and Anxiety Can Affect Young
Children’s Learning and Development
 Early Experiences Can Alter Gene Expression
and Affect Long-Term Development
 Building the Brain's "Air Traffic Control"
System: How Early Experiences Shape the
Development of Executive Function
 The Science of Neglect: The Persistent
Absence of Responsive Care Disrupts the
Developing Brain
Videos:
 Three Core Concepts in Early Development
 Brain Hero
 Building Adult Capacities to Improve Child
Outcomes
 InBrief Series Videos
 Frontiers of Innovation Videos
Center on the Social and Emotional Modules were designed based on input gathered
Foundations for Early Learning (CSEFEL) during focus groups with program administrators,
Resources: Training Modules T/TA providers, early educators, and family members
http://csefel.vanderbilt.edu/resources/training_mo about the types and content of training that would be
dules.html most useful in addressing the social-emotional needs
of young children. The content of the modules is
consistent with evidence-based practices identified
through a thorough review of the literature.
 Professional Training Modules
 Parent Training Modules
The Dalai Lama Centre for Peace and Dalai Lama Center for Peace and Education is a
Education secular, non-political, not-for-profit organization. They
http://dalailamacenter.org/learn/videos share current research, scientific knowledge and best
practices related to social and emotional
development, supporting the adults who can help
children feel secure and calm, approach situations
with curiosity and confidence, solve problems
peacefully, and get along with others. They have
made available a series of videos by a number of
experts in the field of social and social and emotional
development of young children
ECKLC- Early Childhood Learning and A series of lessons that focus on early development
Knowledge Center, Sharing Knowledge and quality services. The series contains information
with Infant-Toddler Teachers and Home and opportunities for reflection and includes a
Visitors Series Trainer's Companion manual that provides additional
http://eclkc.ohs.acf.hhs.gov/hslc/tta- information and ideas for training activities.
system/teaching/eecd/Curriculum/Teaching%20St
rategies/SharingKnowledge.htm
The Professional Training Resource The library contains materials representing

Library (PTRL) interdisciplinary and discipline-specific core
http://depts.washington.edu/isei/ptrl/PTRL_Purpos knowledge and skills relevant to degree-oriented as
e.php well as continuing education and certificate programs.
The PTRL is hosted by the International Society on
Early Intervention (ISEI) in partnership with the
Association of University Centers on Disabilities
(AUCD). The ISEI provides a framework and forum for
professionals from around the world to communicate
about advances in the field of early intervention.
Think, Feel, Act. Lessons from Research The Ontario Ministry of Education has worked with
about Young Children leading experts in the field of early childhood
http://www.edu.gov.on.ca/childcare/research.html education to develop six research briefs for educators
working in the early years setting. The briefs describe
the latest research in early child development,
strategies to put key ideas into practice and reflective
questions for educators. The briefs present the view of
the child as competent, capable of complex thinking,
curious, and rich in potential. Key points are
supported by short video clips.
Topic specific
Positive Relationships – Attachment
About Kids Health Six-part series explores patterns of attachment, the

http://www.aboutkidshealth.ca/En/HealthAZ/Famil implications of attachment across the child’s life, and
yandPeerRelations/AttachmentandEmotions/Page the various influences on attachment.
s/Attachment.aspx
 Attachment Part One: The dance of relationship
 Attachment Part Two: Patterns of attachment
 Attachment Part Three: Attachment across the life
span
 Attachment Part Four: Caregiver and child
influences on attachment
 Attachment Part Five: Attachment under adversity
 Attachment Part Six: Implications of attachment
theory: past, present, and future
Attachment Across Cultures- About the An exploratory research project, conducted as a

Project qualitative study of parents, with children aged 0-5
http://www.attachmentacrosscultures.org/about/in years, across Canada. The research is intended to
dex.html assist organizations across Canada in promoting and
maintaining positive cross-cultural attachment
practices among program participants, by creating
practical resources for them.
Attachment Network of Manitoba This multi-organizational network actively develops

http://attachmentnetwork.ca/ and supports best practices for enhancing secure
attachment across the life span.
Its activities include:
 education,
 dissemination of information,
 networking, and
 advocacy
They provide a list of resources for
parents/professionals related to healthy attachment.
Best Start Resource Centre The Best Start Resource Centre supports service
http://www.beststart.org/resources/hlthy_chld_dev/ providers working on preconception health, prenatal
index.html health and early child development. They provide
evidenced based resources for ordering and/or
downloading that include:
 My Child and I – Attachment for Life
 Early Brain Development, Parent Knowledge in
Ontario
 Healthy Baby Healthy Brain [Video]
Educational campaign developed (Health Nexus)
for parents/providers that includes:
 Research based messages related to early
brain development and what it means for
infants, toddlers and their parents
ccharacteristics of safe, engaging
environments for babies and young children
 Healthy Baby Healthy Brain Ready-to-use
Workshop Facilitator Handbook and DVD
 Tips for Parents – Brain Development – Did
you know?
 Text for sharing via social media has also
been developed which can be just copied and
pasted as a Tweet or as a posting in
Facebook.
Caring for Kids: Attachment: A Information for sharing with parents/caregivers related
connection for life to attachment.
http://www.caringforkids.cps.ca/handouts/attachm
ent
®
Circle of Security International (COS) The Circle of Security is a relationship based early
http://circleofsecurity.net/ intervention program designed to enhance attachment
security between parents and children. A number of
handouts are available for downloading under the
‘Resource’ tab that include:
 COS 25 Words or Less
 COS Attachment for Baby
 COS Attachment Theory
 COS In a Chaotic World
 COS Original Circle
 COS Circle of Repair
 COS In Relationship to Adults
 Note to Parents
 Travelling around COS
 COS Time In
Early Head Start National Resource Head Start is a federal (United States) program that
Centre promotes the school readiness of children from low-
https://eclkc.ohs.acf.hhs.gov/hslc/tta- income families by enhancing their cognitive, social,
system/ehsnrc/center/products.html and emotional development.
They provide free, online resources and learning
modules targeting professionals and parents on a
range of topics that include social and emotional
development, positive behaviour strategies, school
readiness, temperament, the importance of play etc.
Encyclopedia on Early Childhood The Encyclopedia on Early Childhood Development is

Development: produced by the Centre of Excellence for Early
http://www.child-encyclopedia.com/en-ca/list-of- Childhood Development and the Strategic Knowledge
topics.html Cluster on Early Childhood Development. It brings
together articles written by internationally renowned
experts on topics having to do with the development
of young children, from conception to the age of five.
It includes research and key messages such as:
 Attachment [Complete Folder]
 Parenting Skills [Complete Folder]
Handle with Care: Strategies for A resource that describes strategies for promoting the
Promoting the Mental Health of Young mental health of young children in community-based
Children in Community-Based Child Care childcare centres.
http://www.hincksdellcrest.org/Home/Resources-
And-Publications/Handle-With-Care.aspx
Infant Mental Health Promotion (IMHP) IMHP has developed a range of resources to support
http://www.imhpromotion.ca/ProfessionalResource best practices for enhancing infant mental health that
s.aspx includes:
 HELP ME GROW – Social and Emotional
Milestones
 A Simple Gift Series of videos and handouts
focused on infant development, attachment
and parent-child relationships
 ‘Parenting’ moments – a variety of topics
focused on social and emotional development
 Best practice and policy guidelines
 Interactive learning modules that can be used
to support staff training and individual learning
plans that includes:
o Competencies for practice in the field
of mental health
o Core prevention and intervention for
the early years
o Organizational policies and practices
to support high quality services in the
field of infant and young child mental
health
o Vicarious Trauma in the workplace –
supporting practitioner effectiveness
with young children in high risk
families
 In addition IMHP provides ongoing
professional development opportunities in the
field of mental health and attachment
The Search Institute A body of research that has led to the development of
http://www.search- a framework for healthy development that includes a
institute.org/research/developmental-assets set of skills, experiences, relationships, and
behaviors that enable young people to develop into
successful and contributing adults called
Developmental Assets®. On this site you will find
the list of assets for:
 Early childhood (ages 3 – 5)
 Grades K-3 (ages 5-9)
 Middle Childhood (ages 8 – 12)
 Adolescents (ages 12 – 18)
The Search Institute has conducted research and
described factors related to:
 Developmental Relationships
 Family Strengths
*Please note you will have to register on this site
before you have the ability to download the
lists/resources.
A ‘parent-friendly’ site had also been developed by

the Search Institute with additional resources to
support families and can be found at:
http://www.parentfurther.com/
Zero to Three ZERO TO THREE is a national, nonprofit organization

http://www.zerotothree.org/  provides parents, professionals and policymakers
that
the knowledge and know-how to nurture early
development.
Under ‘Parent Resources’ you will find parent friendly

information and tips supporting healthy child
development.
Journal publications of note are:

 Parlakian, R. (2002). Building Strong Foundations:
Practical Guidance for Promoting the Social-
Emotional Development of Infants and Toddlers
(Publication). Washington, DC: ZERO TO
THREE.
 Parlakian, R. (2003). Before the ABCs: Promoting
school readiness in infants and toddlers
(Publication). Washington, DC: ZERO TO THREE
Additional websites focused on attachment:
Attachment Parenting Canada

http://www.attachmentparenting.ca/
Attachment Parenting International

http://www.attachmentparenting.org/
Period of Purple Crying

http://www.purplecrying.info/
Culture
Attachment Across Cultures The project was an exploratory research project,

http://www.attachmentacrosscultures.org/about/in conducted as a qualitative study of parents, with
dex.html children aged 0-5 years, across Canada.
The research is intended to assist organizations

across Canada in promoting and maintaining positive
cross-cultural attachment practices among program
participants, by creating practical resources for them.
Best Start Resource Centre Available for downloading and/ or ordering:

http://www.beststart.org/resources/hlthy_chld_dev/
index.html
 Growing up in a new land: Strategies for service
providers working with newcomers
The Community-University A handbook of cross-cultural approaches to

Partnership for the Study of Children, relationship building when working with immigrant and
Youth, and Families (CUP) refugee families with young children with respect to
http://www.cup.ualberta.ca/wp- developmental screening.
content/uploads/2011/06/Crosscultural_Handbook
.pdf
Encyclopedia on Early Childhood Available for downloading:

Development  Culture [Complete Folder]
http://www.child-encyclopedia.com/en-ca/list-of-
topics.html
Kera – Kids & Family Kera- Kids & Family is sponsored by North Texas
http://kera-kids.org/parents/ Public Broadcasting, which is the parent organization
for all services. It is a not-for-profit educational
organization.
This interactive website supports teachers and

parents of young children in understanding the theory
of attachment through the provision of videos, tips
and tools.
Zero to Three Resources for parents have embedded key messages

http://www.zerotothree.org/ related to culture specific to the topic of interest.
Journal publication of note:

 Day, M., & Parlakian, R. (2003). How Culture
Shapes Social-Emotional Development:
Implications for practice in infant-family programs.
Washington, DC: ZERO TO THREE.
Early Childhood Development
Best Start Resource Centre Available for downloading and/or ordering:

http://www.beststart.org/resources/hlthy_chld_dev/  Improving the Odds: Healthy Child Development
index.html
 On Track. Supporting Healthy Development and
Early Identification in the Early Years. A
Reference Guide for Professionals in Ontario
Caring For Kids Caring for Kids provides parents with information
http://www.caringforkids.cps.ca/handouts/pregnan about their child’s and teen's health and well-being.
cybabies-index The site is developed by the Canadian Paediatric
Society. Relevant CPS position statements, other
source material and any additional helpful information
can be found at the end of each document on Caring
for Kids. Resources include:
 Your baby’s brain: How parents can support
healthy development
 Your child’s development: What to expect
 Growing and learning: A series of ‘articles’ on
growth, development, and literacy from Caring for
Kids, the Canadian Paediatric Society website for
parents and caregivers
 Behaviour and parenting: A series of ‘articles’
from Caring for Kids, the Canadian Paediatric
Society website for parents and caregivers
Early Childhood Development A report from a panel of experts: Royal Society of

(RSC/CAHS) Canada/Canadian Academy of Health Sciences, on
http://rsc- early adversity and its impact on development/mental
src.ca/sites/default/files/pdf/ECD%20Report_2.pdf health of children.
Early Years Study 3 The Early Years Study 3 documents the social,
http://earlyyearsstudy.ca/en/ economic and scientific rationale for increased
investments in early childhood education. It also
introduces the Early Childhood Education Report to
monitor the funding, policy, access and quality of early
education programming.

Development  Brain maturation [Complete Folder]
http://www.child-encyclopedia.com/en-ca/list-of-  The Importance of Early Childhood Development
topics.html [Complete Folder]
From Neurons to Neighbourhoods. The

An examination of the nation’s (United States)
Science of Early Child Development
http://www.nap.edu/openbook.php?record_id=982
response to the needs of young children and families,
4&page=R1 drawing upon a wealth of scientific knowledge that
had emerged in recent decades. The study shaped
policy agendas and intervention efforts at national,
state, and local levels. It has helped to foster a highly
dynamic and increasingly visible science of early
childhood development and contributed to a growing
public understanding of the foundational importance of
the early childhood years.
To learn more:
From Neurons to Neighborhoods: Anniversary
Workshop [Video]
Infant Brain Development

http://www.ecetp.pdp.albany.edu/news_items/telly
Series of videos providing information on the structure
-award_062712.shtm of the human brain and how an infant's brain develops
through the use of computer animations, graphics and
interviews with a scientist, pediatrician and experts in
the early childhood field. Chapters include
information on Factors that Influence Brain
Development, the Structure of the Brain, How the
Brain Develops, Windows of Opportunity, Impact of
Early Experiences on Brain Development, and
Resources.
Nipissing District Developmental Screen

A free developmental screening tool for infants and
(NDDS)
http://ndds.ca/ontario
children up to 6 years of age, to be completed by a
parent or health/child care professional. Early
identification is the first step in early intervention.
The following areas of a child's skills are explored in

the NDDS: vision, hearing, speech, language, fine
motor, gross motor, cognitive, social, emotional and
self-help.
The Whole Child. Development from Birth

This website includes resources for parents and
to Five. Public Broadcasting Service
professionals focused on healthy development and
(PBS)
http://www.pbs.org/wholechild/
include:
 The ABC's Of Child Development Developmental
Milestones For Your Child's First Five Years
 Babies are Children, Too: Caring for Infants and
Toddlers
 Building Inner Controls: Helping Children Develop
Self-Discipline and Self-Control
 By Leaps and Bounds: Physical Development
 Creativity and Play: Fostering Creativity
 Dealing with Feelings: Emotional Health
 Establishing Strong Family-School
Communication
 Getting Along Together: Developing Social
Competence in Young Children
 Growing Minds: Developing Thinking and
Reasoning Skills
 I'm Glad I'm Me: Developing Self-Esteem in
Young Children
 It's the Little Things: Daily Routines
 Let's Talk About It: Fostering the Development of
Language Skills and Emergent Literacy
Zero to Three Provides developmental-age specific activities for

http://www.zerotothree.org/ parents to support healthy child development.
Of special interest is:
 Little Kids, Big Questions- podcast series
translates the research of early childhood
development into parenting practices
 Healthy Minds – set of seven, age-based
handouts linking child and brain development
 Magic of Everyday Moments – set of eight, age-
based booklets highlighting developmental
milestones from birth to three and offers ideas for
how parents can support their children’s healthy
development through everyday activities and
routines
 An interactive Baby Brain Map demonstrates how
early care enriches development.
Executive Function
About Kids Health: Executive Function In this series, Dr. Philip Zelazo takes an in-depth look
Series at how executive function develops in infancy,
http://www.aboutkidshealth.ca/En/News/Series/Ex childhood, and adolescence; disorders of executive
ecutiveFunction/Pages/default.aspx function; and how to foster its development.

Development  Cognitive stimulation (executive functions)
http://www.child-encyclopedia.com/en-ca/list-of- [Complete Folder]
topics.html
Executive Function Online training This online training module was produced by the
module Washington State Department of Early Learning
http://deltraining.com/courses/Executive_Function/ (DEL) to help providers better understand and support
content-frame.htm the development of executive function skills. The
module includes video of researchers, teachers, and
children to both explain and demonstrate how these
critical skills form and what they look like in the early
learning classroom.
Tools of the Mind Developing Self- Slide presentation at a School of Readiness

Regulation by Developing Intentional Conference in 2009, highlighting the importance of
Make Believe Play make believe play in the development of self-
http://www.excellence- regulation.
earlychildhood.ca/documents/Leong_2009-
11ANG.pdf
Play
Best Start Resource Centre Available for ordering or downloading:

http://www.beststart.org/resources/hlthy_chld_dev/  Learning to Play and Playing to Learn: What
index.html Families Can Do
Early Childhood News An online resource for teachers and parents of

http://www.earlychildhoodnews.com/default.aspx children, from infants to age 8 years and offers
tips/strategies on an number of topics supporting
healthy development. For example:
 For Parents Only: Teaching Your Child Through
Play
EduGAINS Video based resources developed through the

http://www.edugains.ca/newsite/earlyPrimary/prim Ministry of Education describing and supporting the
aryresources/earlyprimaryresources.html full-day early learning kindergarten program. Videos
are available for downloading in a number of formats
and can be watched in their entirety and/or in smaller
segments. The accompanying questions are intended
to provoke thinking and discussion before, during, and
after viewing. Videos highlight the importance of play
based learning and how it is integrated into the flow of
the day.

Development  Play [Complete Folder]
topics.html
NAEYC is the National Association for the Education

National Association for the Education of of Young Children. It works to improve the education
Young Children of pre-school children. It publishes a professional
http://www.naeyc.org/ journal for its members but also has a number of
articles/resources supporting both professionals and
families that can be accessed online by non-
members. Of interest:
 Assessing and Scaffolding Make-believe Play
 Play for all Young Children.
Newfoundland Department of Education The Newfoundland Department of Education has

published a number of articles and resources on the
http://www.ed.gov.nl.ca/edu/earlychildhood/power.
power of play in early childhood based on research
html
prepared by the Early Childhood Learning Division,
Department of Education, Government of
Newfoundland and Labrador.
Parents2Parents Parents2Parents is a web community built especially
http://www.parents2parents.ca/ for expectant parents, new parents and parents with
young children. They provide information and
resources about healthy child development and how
to parent effectively, supported and developed by a
panel of experts in the field. Of interest is:
 How play is good for your baby
Video: Playtime with Your Baby
 How play is good for your preschooler
Video: Creative Play with Your Preschooler
Video: Active Play with Your Preschooler
Video: Playtime with Your Preschooler
Stress
Canadian Paediatric Society Position statement made available by the Canadian

http://www.cps.ca/en/documents/position/maternal- Paediatric Society on maternal depression and child
depression-child-development development.
Centre of Disease Control The Adverse Childhood Experiences (ACE) Study is

http://www.cdc.gov/ace/ one of the largest investigations ever conducted to
assess associations between childhood maltreatment
and later-life health and well-being. The ACE Study
findings suggest that certain experiences are major
risk factors for the leading causes of illness and death
as well as poor quality of life in the United States.
Encyclopedia on Early Childhood Available for downloading

Development  Fetal alcohol spectrum disorders [Complete
http://www.child-encyclopedia.com/en-ca/list-of- Folder]
topics.html
 Low income and pregnancy [Complete Folder]
 Maltreatment (Child) [Complete Folder]
 Maternal depression [Complete Folder]
 Stress (prenatal and perinatal) [Complete Folder]
Resiliency
Best Start Resource Centre Available for downloading or ordering:

http://www.beststart.org/resources/hlthy_chld_dev/  Building Resilience in Young Children
index.html

Development  Resilience: [Complete Folder]
topics.html
Reaching In…Reaching Out (RIRO) RIRO has created evidence-based programs

http://www.reachinginreachingout.com/ that teach resiliency thinking and coping skills to
adults and young children under the age of 8 years.
Of interest:
 Reaching In Reaching Out Guidebook - an
evidence-based skills training program designed
to promote resilience in young children.
 Resilience Guide for Parents
 Resiliency Resources for Parents:
Includes fact sheets, videos and learning modules
for parents on the following:
 Caring Relationships
 Positive Role Models
 Community supports
 Self-control
 Thinking skills
 Confidence
 Positive Outlook
 Responsibility & Participation
Resilience Research Centre The Resilience Research Centre supports both

http://resilienceresearch.org/ quantitative and qualitative research, with an
emphasis on mixed methods designs that favour
understanding resilience as a culturally and
contextually embedded construct.
They have a number of related publications, tools and
multimedia products which can be accessed online
and in addition offer a number of workshops on this
subject.
Temperament

Development  Temperament [Complete Folder]
topics.html
Center for Early Childhood Mental Health Available online: an Interactive Interactive Infant
3
Consultation Toddler Temperament Tool (IT )
http://www.ecmhc.org/temperament/index.html  The Infant Toddler Temperament Tool includes a
short online survey that allows parents and
caregivers of infants and toddlers to recognize
and explore their own temperament traits and
those of a child for which they provide care. The
3
IT generates results which support parents and
caregivers in understanding how adult and child
similarities and differences in temperament traits
may affect “goodness of fit.” Along with these
3
results, the IT generates simple best practice tips
adults can use to foster the unique temperament
of each child within their care.
Kera – Kids & Family Kera- Kids & Family is sponsored by North Texas
http://kera-kids.org/ Public Broadcasting, which is the parent organization
for all services. It is a not-for-profit educational
organization.
This interactive website supports teachers and

parents of young children to better understand the
concept of temperament through the provision of
videos and tips and tools. In addition they provide a
facilitator’s guide for helping parents better
understand their child’s unique temperament.
Parents2Parents Available online:

http://www.parents2parents.ca/  Goodness of fit worksheet
 The Temperament Wheel
 Temperament Worksheet
 Temperament Videos
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Acknowledgements
The Early Years Mental Health Committee [infant through to 6 years of age] would like to
thank Evidence In-Sight, Ontario Centre of Excellence for Child and Youth Mental Health for
conducting the research to identify the factors contributing to the healthy social and
emotional development of young children which provided the foundation for the development
of the common messages.
The committee also gratefully acknowledges the support that Our Kids Network has provided
and its willingness to share information with our professional community. Working together,
we can enhance the knowledge and understanding of the experiences, resources and
protective factors that foster healthy social and emotional development in children and
effectively plan and implement supports for families and children.
Please direct any questions or concerns about the content and/or development of this
resource to the Halton Early Years Mental Health Committee [Infant through 6 years of
age] members as noted below:
Jean Gresham - Halton Region - Supervisor, Healthy Baby Healthy Children Program
(Committee Chair)
jean.gresham@halton.ca
Lee Demerling - Halton Region - Developmental Consultant, Children's Services

lee.demerling@halton.ca
Beverly Legare - Halton Region - Resource Consultant, Children's Services

beverly.legare@halton.ca
Genevieve McMurdie - Halton Region - Developmental Services Supervisor, Children's Services

genevieve.mcmurdie@halton.ca
Gabrielle Hunter - Halton Region - Public Health Nurse, Early Years Health Program
gabrielle.hunter@halton.ca
Amanda Charlebois - Halton Region Children's Aid Society (Oakville/Burlington), Community

Child Protection Worker
ACharlebois@haltoncas.ca
Teresa Zonneveld - Halton Region Children's Aid Society, Protection Supervisor

TZonneveld@haltoncas.ca
Christina Vengris - Reach Out Centre for Kids, Parent-Child/Family Therapist

christinav@rockonline.ca
Petra Samson - Milton - Supervisor, Ontario Early Years and Family Resource Programs,
petras@mcrc.on.ca

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2014

Halton Early Years Mental

What is this resource about?

It is a collection of existing, evidenced-informed information, authored by a number of key

This resource provides:

Who is this resource for?

Preamble and Purpose................................................................................................ …3

Summary of common messages related to the healthy social and emotional

Factors contributing to healthy social and emotional development ......................... 7

How social and emotional development occurs ........................................................ 16

Critical skills for healthy social/emotional development ........................................... 19

Competencies for practice ............................................................................................ 22

To Learn More ................................................................................................................ 23

 form close and secure adult and peer relationships;

Developing a workforce that has a shared understanding of the experiences, resources

Consistent and responsive caregiving fosters security in a young child.

A child’s primary caregiver plays a major role in socio-emotional development.

Goodness of ‘fit’ matters.

Nurturing environments help to shape the developing brain.

Play is the work of children. Learning happens through play.

Play positively supports children’s social/emotional, physical, cognitive, language and

By learning to be positive, committed, and persevering, children (and adults) can

Children develop within the context of their culture.

Culture defines a child’s overarching values, expectations, and behavioural norms

All of the following factors contributing to healthy social and emotional

 care about other people

A concept related to parenting is attachment. Attachment describes the quality of the

United States, Michigan Department of Community Health, Bureau of Community Mental

 be consistently warm, accepting and understanding toward their child

Grusec, J. E. (2011). Socialization Processes in the Family: Social and Emotional

Temperament has been defined as individual differences in emotional, motor and

 poor self-regulation and negative reactivity seem to be associated with

Environment and brain development

United States, Michigan Department of Community Health, Bureau of Community Mental

The Importance of Play

Key concepts learned through play:

 The development of representational competence

 The development of oral language and narrative understanding

 The development of positive approaches to learning

 The development of logic

 The development of self-regulation and social negotiation

Ginsburg, K. R. (2007). The Importance of Play in Promoting Healthy Child Development

Smilansky, S. (1990). Sociodramatic play: Its relevance to behavior and achievement in

Stress and brain development

In summary, stress in small doses in the context of a supportive environment is

Center on the Developing Child at Harvard University. (2007). A Science-Based

Resilience is a relatively new area of research related to healthy development. It refers

At a broad level, culture is an important influence for socio-emotional development.

Grusec, J. E. (2011). Socialization processes in the family: Social and Emotional

1. *Brains are built over time, from the bottom up.

2. *The interactive influences of genes and experience shape the

3. *The brain’s capacity for change decreases with age.

4. *Cognitive, emotional, and social capacities are inextricably intertwined

5. *Toxic stress damages developing brain architecture, which can lead to

Neuromaturation is directed by genetic mechanisms whose timing is regulated by and

Shonkoff, J. P., & Marshall, P. C. (2000). The Biology of Developmental Vulnerability. In

Executive function skills and self-regulation

Communication and language development

The ability to communicate is the basis of social and emotional well-being. It is

Problem solving skills

Thinking skills (causal analysis)

Pro-social competence refers to a child’s ability to relate to teachers and others in

 Managing relationships e.g. making friends, handling friendships; resolving

 Empathy- Empathy is often described as understanding what it is like to walk in