Early Years - Social, Emotional and Mental Health (SEMH)

February 5, 2025

What is meant by Early Years – Social, Emotional and Mental Health?

Children’s development follows its own unique pathway with some needing more support to reach key milestones. The EYFS reforms were introduced in September 2021 and ...

February 5, 2025

Universal Support for Early Years – Social, Emotional and Mental Health

All children deserve the care and support they need to have the best start in life. Children learn and develop at a faster rate from ...

February 5, 2025

Each unique child presents in their own way – Early Years – Social, Emotional and Mental Health

The principles of the EYFS advocate the unique child whose interests, preferences and needs are supported through positive relationships and sensitive interactions within an enabling ...

February 5, 2025

Supporting an understanding of young children’s self-regulation – Early Years – Social, Emotional and Mental Health

All young children need support with some aspects of their personal, social and emotional development. Some children remain regulated when presented with day-to-day challenges whereas ...

February 17, 2025

Supporting self-regulation through a setting approach – Early Years – Social, Emotional and Mental Health

Settings could develop a Regulation Policy to replace or sit alongside their behaviour management policy to create a consistent approach to supporting regulation. The setting ...

February 5, 2025

Supporting self-regulation through discussion and peer on peer support – Early Years – Social, Emotional and Mental Health

Having discussions regarding our emotions with children as a group can help children to learn about self-regulation. Adults can explain what happens to their ...

February 5, 2025

Supporting strategies to promote self-regulation – Early Years – Social, Emotional and Mental Health

Some children may need sensory breaks to help them remain regulated – too much noise, crowded spaces or bright lights can trigger dysregulation. Regular visits ...

February 5, 2025

Supporting children with speech, language and communication needs which impact on their social, emotional and mental health needs – Early Years – Social, Emotional and Mental Health

Language development is central to self-regulation: children use language to guide their actions and plans e.g. self-talk which we can model to show our own ...

February 5, 2025

Resources which support – Early Years – Social, Emotional and Mental Health

If a child has a high level of additional need in SEMH, setting can apply to the ALFI board and a completed Emotional Regulation Plan ...

February 5, 2025

Supporting positive relationships through Chat, Play, Read at home and in the setting – Early Years – Social, Emotional and Mental Health

These are the key messages: Chat – Talk, Pause, Listen, Respond - back-and-forth exchanges with adults who respect and respond to children’s conversation. Play – ...

What is meant by Early Years – Social, Emotional and Mental Health?

Universal Support for Early Years – Social, Emotional and Mental Health

Each unique child presents in their own way – Early Years – Social, Emotional and Mental Health

Supporting an understanding of young children’s self-regulation – Early Years – Social, Emotional and Mental Health

Supporting self-regulation through a setting approach – Early Years – Social, Emotional and Mental Health

Supporting self-regulation through discussion and peer on peer support – Early Years – Social, Emotional and Mental Health

Supporting strategies to promote self-regulation – Early Years – Social, Emotional and Mental Health

Supporting children with speech, language and communication needs which impact on their social, emotional and mental health needs – Early Years – Social, Emotional and Mental Health

Resources which support – Early Years – Social, Emotional and Mental Health

Supporting positive relationships through Chat, Play, Read at home and in the setting – Early Years – Social, Emotional and Mental Health

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