Social and Emotional Competence of Children
Parents support healthy social and emotional development in children when they model how to express and communicate emotions effectively, self-regulate, and make friends. A child's social and emotional competence is crucial to sound relationships with family, adults, and peers. Conversely, delayed social-emotional development may obstruct healthy relationships. Early identification of such delays and early assistance for children and parents can provide support for family relationships and sustain positive and appropriate development.
Promote Children's Social, Emotional and Behavioral Health (PDF - 236 KB)
Center for the Study of Social Policy (2012)
Highlights research-based effective strategies for promoting children's social, emotional, and behavioral health, providing guidance on maximizing Federal resources and highlighting State examples of effective policies and financing approaches.
Technical Assistance Center on Social Emotional Intervention for Young Children
Promotes awareness of, understanding of, and ability to use evidence-based practices to improve the social-emotional outcomes for young children with, or at risk for, delays, or disabilities.
Addressing Early Mental Health and Developmental Needs (PDF - 460 KB)
Klain, Pilnik, Talati, Maze, Diamond-Berry, Hudson, et al. (2009)
In Healthy Beginnings, Healthy Futures: A Judge's Guide
Describes the cognitive and developmental needs of infants, toddlers, and preschoolers in foster care and shares practices that support healthy cognitive and social-emotional development.
Compendium of Screening Tools for Early Childhood Social-Emotional Development (PDF - 422 KB)
The Infant, Preschool, Family, Mental Health Initiative & California Institute for Mental Health (2005)
Supports early identification of social-emotional developmental delays and disorders, and access to prevention, early intervention and treatment services, for children birth to 5 years of age.
Lessons Learned From Home Visiting With Home-Based Child Care Providers
McCabe, Peterson, Baker, Dumka, Brach, & Webb
ZERO TO THREE, 31(5), 2011
Describes two home visiting programs designed to improve the quality of home-based child care. The article discusses the challenges that arose in assessing and supporting social-emotional development in young children, and how providers' "readiness to change" related to home visiting outcomes.
The Lifelong Effects of Early Childhood Adversity and Toxic Stress
Shonkoff & Garner
Committee on Psychosocial Aspects of Child and Family Health, Committee on Early Childhood, Adoption, and Dependent Care, & Section on Developmental and Behavioral Pediatrics
Pediatrics, 129(1), 2011
Presents an eco-biodevelopmental framework that illustrates how early experiences and environmental influences can affect emerging brain architecture and long-term health. The report also examines effects of toxic stress and links early adversity to later impairments in learning, behavior, and both physical and mental well-being. Also see the American Academy of Pediatrics' related policy statement (PDF - 536 KB).
Making It Happen: Overcoming Barriers to Providing Infant-Early Childhood Mental HealthÂ (PDF - 543 KB)
ZERO TO THREE (2012)
Highlights the importance of healthy social and emotional development and examines issues faced by national, State, and local program directors and mental health practitioners in providing infant-early childhood mental health services. A set of recommendations for policy improvements at the Federal level are also provided.
Parents' Views of Early Social and Emotional Development: More and Less Than Meets the Eye
Newton & Thompson
ZERO TO THREE, 30(4), 2010
Reviews the results of survey that found parents don't fully understand how deeply babies' and toddlers' social-emotional development is affected by their early experiences. The article shares findings on the complex emotional lives of infants, the ways that caregivers' emotions affect development in the first months of life, the development of self-awareness, and the time necessary for developing self-regulation in the preschool years.
Promoting Social-Emotional Wellbeing in Early Intervention Services: A Fifty-State View (PDF - 1010 KB)
National Center for Children in Poverty (2009)
Aims to determine how States leveraged different policy choices to support integration of social-emotional developmental strategies into early intervention services. Forty-eight States' Part C coordinators participated in the study.
Results-Based Public Policy Strategies for Promoting Children's Social, Emotional and Behavioral Health (PDF - 236 KB)
Center for the Study of Social Policy (2012)
Provides policy strategies States can use to implement evidence-based practices to prevent and address social, emotional, and behavioral health disorders. State examples of effective policies and financing approaches are also included.