Supporting self-regulation through discussion and peer on peer support – Early Years – Social, Emotional and Mental Health
Last Updated - March 20, 2024
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 bodies when they are dysregulated, and this can help children to understand their own reactions. The feelings could be classified as big feelings or small feelings.
Children could be encouraged to ‘check in’ on each other to support empathy and taught to help each other by talking, breathing deep breaths, sharing a book.
Adults can support regulation with ongoing ‘check ins’ with the group throughout the day. This can help the understanding that we all have big/small feelings, and we sometimes need help to manage them.
Early years inspection handbook (Feb 2022)- good grade descriptor for personal development: A well-established key person system helps children form secure attachments and promotes their well-being and independence. Practitioners teach children the language of feelings, helping them to appropriately develop their emotional literacy. Relationships between staff and babies are sensitive, stimulating and responsive. Early years inspection handbook – GOV.UK (www.gov.uk)
