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. This section includes State and local examples.
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.
How Do Teachers Support Children’s Social–Emotional Competence? Strategies for Teachers (PDF - 118 KB)
McLaughlin, Aspden, & Clarke (2017)
Early Childhood Folio, 21(2)
Presents strategies for teachers to help develop children’s social-emotional competence. The teaching practices support specific approaches and tools for the critical period during a child’s first 5 years.
Impact Findings from the Head Start CARES Demonstration: National Evaluation of the Three Approaches to Improving Preschoolers' Social and Emotional Competence
Morris, Mattera, Castells, Bangser, Bierman, & Raver
U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation (2014)
Describes the impact of the CARES demonstration, focusing on outcomes during the spring of the preschool year in: (1) teacher practices; (2) classroom climate; (3) children’s behavior regulation, executive function, emotion knowledge, and social problem-solving skills; and (4) children’s learning behaviors and social behaviors.
The Lifelong Effects of Early Childhood Adversity and Toxic Stress
Shonkoff & Garner (2011)
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)
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).
Promoting Children's Social Skills and Emotional Competence
Virtual Lab School
Defines social and emotional competence and what they look like in children and youth. his resource suggests actions to help children with these skills, provides an exercise on identifying social behaviors, and provides a short quiz to demonstrate what was learned.
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.
State and local examples
Social and Emotional Competence of Children
Commonwealth of Kentucky Governor’s Office of Early Childhood
Outlines how parents can teach their children social and emotional competence. It provides actionable, everyday steps to strengthen these skills and links to additional resources.
Social and Emotional Competence of Children
New Hampshire Children’s Trust
Lists tips for parents and professionals on how to assist children manage their emotions and improve their social and emotional competence through strategies such as asking questions and modeling appropriate behaviors.