innovation
Developing children’s social and emotional skills
KidsMatter Early Childhood (KMEC) is a national mental health
Goal
promotion, prevention and early intervention initiative developed
Provide opportunities for
children to develop their
social and emotional skills
though daily routines
for early childhood services. The four components of the KMEC
framework (KMEC, 2010) are creating a sense of community;
developing children’s social and emotional skills; working with
parents and carers; and helping children who are experiencing
Strategy
Use staff meeting time to explore what
positive, responsive relationships with children
look like and what we see happening when
they are working well
Courtesy of Wellington Community Children’s Centre, NSW
mental health difficulties.
Early childhood pilot services are supported in implementing the
framework by identifying their strengths before working together to
articulate their goals as part of their planning around developing
children’s social and emotional skills. Social and emotional skills develop
from the moment a child is born and continue in the course of their
lifespan through their social interactions and relationships. During the
TARGET AREA 3—STAFF
DEVELOPMENT AND SUPPORT
Staff are better able to provide appropriate experiences
and opportunities that foster social and emotional skill
development benefitting children’s mental health and
wellbeing when they are supported and feel confident
that they have the knowledge, skills and capacity.
early years, a child’s experience of relationships organises the structure
of their rapidly developing brain. This largely determines how children act,
Goal
interact, view themselves and their world, and learn.
For the centre to audit its resources around
social and emotional development and
increase resources if needed
The following three target areas of Component 2
contribute to the capacity of early childhood services to
foster children’s social and emotional development.
High-quality relationships with a small number of adults provide a
safe, secure base so children can explore their world and learn.
As this cycle repeats over time so does the children’s capacity to
feel good about themselves, interact successfully with others and
recognise, express and self-regulate their feelings.
To assess the resources for their
usefulness and to organise them
for simple and easy access
Courtesy of Brenbeal Children’s Centre, Vic
Goal
TARGET AREA 1— REL ATIONSHIPS BET
WEEN CHILDREN AND STAFF
Strategy
Staff to engage in reflective practices to
support their own learning about children’s
mental health and wellbeing
Strategy
Each room to present a case
study and describe how they
have supported the social and
emotional skills of children
Courtesy of Footscray Nicholson Children’s Centre, Vic
Warm, trusting, responsive relationships between staff and children;
many daily opportunities for children to practise their social-emotional
Goal
Strategy
To increase staff selfawareness and capacity
regarding positive child–staff
relationships
Use staff meeting time to explore what
positive, responsive relationships with children
look like and what we see happening when
they are working well
Courtesy of Wellington Community Children’s Centre, NSW
TARGET AREA 2—CHILDREN’S SOCIAL
AND EMOTIONAL SKILL DEVELOPMENT
OPPORTUNITIES
Relationships and children’s social-emotional learning should
be considered while planning the environment, routines and
experiences, and balanced with meaningful staff responses to
children’s interactions and engagement. There are many daily
opportunities to practise social-emotional skills that will assist
children to develop and maintain relationships.
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Every Child Volume 17,
Number 1 2011
skills; and supported, knowledgeable and reflective staff all contribute
to supporting the development of children’s social and emotional
skills. These aspects are key protective factors for the mental health
and wellbeing of children, families and staff.
KidsMatter Australian Early Childhood Mental Health Initiative
has been developed in collaboration with beyondblue: the
national depression initiative, the Australian Psychological
Society, and Early Childhood Australia, with funding from the
Australian Government Department of Health and Ageing and
beyondblue: the national depression initiative.
Reference
KidsMatter Early Childhood (KMEC) (2010). KidsMatter Early Childhood—Australian
early childhood mental health initiative: Component 2 Book (Stage 1—pilot phase).
Canberra, ACT: Australian Government Department of Health and Ageing.