EARLY CHILDHOOD

Early Childhood: Building the Foundation

Approximate age range: 3–8 years

Early childhood is filled with rapid social and emotional growth. Children are learning that other people have feelings and ideas that may be different from their own. They are also becoming more independent while still depending on adults for guidance and co-regulation.

Social and emotional competence during the early years supports children's ability to participate in classroom activities, develop positive peer relationships, and adjust to school expectations (Denham et al., 2012).

Social and Emotional Milestones

During early childhood, children commonly begin to:

  • Identify basic emotions such as happy, sad, angry, scared, and excited.
  • Express feelings using more words rather than only behavior.
  • Show growing empathy and concern when another child is upset.
  • Develop friendships and participate in cooperative play.
  • Practice sharing, turn-taking, and negotiating with peers.
  • Follow classroom routines with increasing independence.
  • Begin controlling impulses, although adult support is still often needed.
  • Use simple strategies to calm themselves after becoming frustrated or upset.

Children develop at different rates, so these milestones should be viewed as general guides rather than expectations that every child will meet at exactly the same time.

Classroom Strategy 1: Daily Feelings Check-In

Create a feelings chart with photographs or illustrations showing different emotions. When children arrive, invite them to point to the emotion that best describes how they are feeling.

The teacher might say:

“I see that you chose frustrated today. Would you like to tell me about it, or would you like a little time first?”

This activity helps children build emotional vocabulary and teaches them that all feelings can be acknowledged without judgment.

Teachers can also participate in the check-in. For example:

“I feel excited today because we are starting a new project.”

This shows children how adults recognize and appropriately talk about emotions.

Classroom Strategy 2: Puppet Problem-Solving

“How do you think they are feeling?”

“What could they say to each other?”

“What would be a fair solution?”

Children can suggest ideas such as taking turns, using a timer, choosing another toy while waiting, or playing together.

Role-playing gives young children a safe way to practice social problem-solving before they are expected to use those skills during an emotional situation.

At Home: Families Can Help

Families can strengthen these same skills during normal daily routines.

Name feelings. Instead of only saying, “Don't cry,” a caregiver might say, “You look disappointed because we have to leave the playground.”

Read and talk together. While reading a story, ask, “How do you think the character feels?” or “What could the character do next?”

Practice calming strategies. Families can breathe slowly together, count to five, stretch, listen to quiet music, or create a comfortable calming space.

Praise effort. Statements such as, “You were upset, but you used your words to tell me what happened,” help children recognize their growing skills.