Fostering Emotional Development, Learning & Wellbeing (0–3 Years)

 Introduction to Emotional Development (0–3)

Emotional development includes:

Recognising and expressing feelings

Developing secure attachment (Bowlby, 1969)

Beginning early self-regulation skills (Shonkoff et al., 2012)

Infants and toddlers are dependent on co-regulation - adults help manage big emotions by being calm, predictable, and responsive (Dalli et al., 2011).

Development Snapshot

0–12 months: expresses distress/pleasure; soothed by familiar adults (Ainsworth, 1978).

Ages 12–24 months: communicates through strong emotions and tantrums. (Gonzalez-Mena & Eyer, 2018).

2–3 years: uses words for feelings, seeks comfort and strategies (EYLF V2.0, 2022).

B. Teaching Competencies – Emotional Domain

Co-regulation: Holding, rocking, soothing, using a calm voice with proximity during distress by the educators.

Emotion coaching: naming the emotions to put in words what children are experiencing, such as "You're sad because Mum just left" (Gottman, 1997).

Modelling coping strategies: demonstrating deep breaths, counting slowly, or using calm words.

Predictable routines: Establish consistency in transitions and the use of visual cues to provide security for children.

Respecting emotional expression means allowing safe crying or protest without shaming or dismissing feelings.

Reflective practice considers what triggers, monitors patterns of behaviour, and helps make adjustments to the environment or routines to best support the emotional needs of an individual (Rockel, 2009).

Authentic Curriculum Provision Across Curriculum Areas

Art: Use "feelings colours" to depict emotions Malchiodi, 2012.

Drama & Puppetry: Assist a sad-faced puppet—promotes empathy, Denham 1998.

Movement & Music: Move fast/slow to match emotions in the music.

Language & Literacy: Books that label emotions support vocabulary and comprehension (Parr, 2011; Witek, 2015).

Science: Examining calm-down jars—observing swirling water/glitter (Shonkoff et al., 2012).

Engineering: Construct a "calm cubby" from safe materials.

Technologies: Listen to recorded soothing sounds at rest time.

Maths: Sorting emotion cards into "big" vs. "small" feelings.

HASS: Discuss family routines that enable children to feel safe. (EYLF V2.0, 2022)

STEM/STEAM activity: Make a "breathing buddy" to practice mindful breathing.

Three Original Learning Opportunities – Emotional Domain

1. 0–12 Months: “Rock & Reflect”

Goal: To establish security attachment and emotional safety. (Bowlby, 1969)
Materials: rocking chair, blanket, lullaby.
Process: A gentle rocking, soothing voice, and a soft song repeated over and over.
Educator role: Emotionally available, predictable, attuned. (Ainsworth, 1978)

Curriculum links: Identity, Wellbeing, Communication - EYLF V2.0, 2022.

2. 12–24 Months: “Feelings in the Mirror”
Objective: Support emotional awareness.
Materials: Baby-safe mirror, emotion cards.
Process: Replicate feelings in mirror; link feelings to experiences.

Educator role: Validate feelings, keep play light (Denham, 1998).

Curriculum links: Art, Language, Social–Emotional.
3. 2–3 Years: “Emotion Statues & Calm-Down Choices”
Objective: Identify feelings and practice calming strategies.
Materials: Music, strategy cards. Process: Move to music, freeze in emotion statue, choose regulation strategy Educator role: model calm-down strategies (Gottman, 1997). Curriculum links: Movement, Drama, Wellbeing.

Resources – Books, Songs, Rhymes, Movement Game

Picture Books

  • The Feelings Book — Todd Parr (2011). https://youtu.be/dKwApNljej4

  • In My Heart — Jo Witek (2015).            https://youtu.be/JB7VIesBYrE

Songs

  • “If You’re Happy and You Know It” – adapted verses. https://youtube.com/shorts/Bye5AK-T5sY?feature=share

  • “Feelings Song” to “Twinkle, Twinkle” tune. https://youtube.com/shorts/1boR_eoCM3Y?feature=share

Rhymes/Lullabies

Movement Game: “Calm Ocean / Stormy Ocean”

  • Explore calm vs. big (“stormy”) emotional states through movement.  https://youtube.com/shorts/AdWIJFaxAow?feature=share

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