Supporting children’s social and emotional well-being in the early years: an exploration of practitioners’ perceptions

Article

Seaman, H. and Giles, P. 2019. Supporting children’s social and emotional well-being in the early years: an exploration of practitioners’ perceptions. Early Child Development and Care. 191 (6), pp. 861-875. https://doi.org/10.1080/03004430.2019.1649668
AuthorsSeaman, H. and Giles, P.
Abstract

Children’s social and emotional well-being can be supported through their experiences of early years education to promote positive life-long outcomes. This study explored the views of 10 early years practitioners in relation to supporting children’s social and emotional well-being. Data was gathered using semi-structured interviews and analysed using thematic analysis. Themes were explored in relation to practitioners’ understanding of ‘social and emotional well-being’ as well as their views on training opportunities in this area. The findings identified how early years practitioners conceptualize social and emotional well-being and highlighted the complexities and intricacies of the parent-practitioner relationship in the early years. The emotional well-being of staff was also pertinent to early years practitioners’ views. It is proposed that future research and practice focuses on opportunities for reflective discussions for early years staff and on the development of relationships.

JournalEarly Child Development and Care
Journal citation191 (6), pp. 861-875
ISSN1476-8275
Year2019
PublisherTaylor & Francis
Accepted author manuscript
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File Access Level
Anyone
Digital Object Identifier (DOI)https://doi.org/10.1080/03004430.2019.1649668
Publication dates
Online01 Aug 2019
Publication process dates
Accepted25 Jul 2019
Deposited22 Jan 2020
Copyright holder© 2019 Taylor & Francis
Copyright informationThis is an Accepted Manuscript of an article published by Taylor & Francis in Early Child Development and Care on 1/08/2019, available online: http://www.tandfonline.com/10.1080/03004430.2019.1649668.
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