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
License
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.
Permalink -

https://repository.uel.ac.uk/item/87806

Download files


Accepted author manuscript
  • 146
    total views
  • 113
    total downloads
  • 4
    views this month
  • 9
    downloads this month

Export as

Related outputs

Editorial
Giles, P. 2021. Editorial. Educational Psychology Research and Practice. 7 (1), p. 1–2. https://doi.org/10.15123/uel.899y8
Educational Psychology Research and Practice (EPRaP): Volume 7, Issue 1
Giles, P., Boswell, N., Gibby-Leversuch, R., Pickup, H., Leatherbarrow, J., Kasmani, H., Gillard, D., Sedgwick, A., Acheampong, D., Douglas-Osborn, E., Woods, K., Hartwell, B. K., Wright, S., Thomas, G., Tyldesley, K., Reid, A., Bull-Beddows, R., Mohamed-Goush, S., Stanley-Duke, M., Cook, E. and Stothard, J. 2021. Educational Psychology Research and Practice (EPRaP): Volume 7, Issue 1. School of Psychology, University of East London. https://doi.org/10.15123/uel.899y7
Professional Doctorate in Educational and Child Psychology at the University of East London: Position Statement on Anti-Racism and Decolonisation
Thomas, M., Giles, P., Browne, L., Robinson, M., Bunn, H. and Rowley, J. 2020. Professional Doctorate in Educational and Child Psychology at the University of East London: Position Statement on Anti-Racism and Decolonisation. Educational Psychology Research and Practice. 6 (1), p. 1–7. https://doi.org/10.15123/uel.89124
Educational Psychology Research and Practice (EPRaP): Volume 6, Issue 1
Williams, A. R., Wright, R., Kusi, J., Robinson, T., Mahdi, S., Agyeman, D., Mclean, A., Thomas, M., Lichwa, H., Giles, P., Browne, L., Robinson, M., Bunn, H. and Rowley, J. 2020. Educational Psychology Research and Practice (EPRaP): Volume 6, Issue 1. School of Psychology, University of East London. https://doi.org/10.15123/uel.8911q
Educational Psychology Research and Practice (EPRaP): Volume 5, Issue 1
Thomas, M., Wallace, F., Woodley-Hume, T., Zaniolo, A., Hussain, S., Simmonds, S., Leonard, M., Greene, J., Giles, P., Woods, K. and Williams, C. 2019. Educational Psychology Research and Practice (EPRaP): Volume 5, Issue 1. School of Psychology, University of East London. https://doi.org/10.15123/uel.8872w
Participatory Research Approaches in Educational Psychology Training and Practice
Wallace, F. and Giles, P. 2019. Participatory Research Approaches in Educational Psychology Training and Practice. Educational Psychology Research and Practice. 5 (1), pp. 1-9. https://doi.org/10.15123/uel.8831x
Educational psychologists’ responses to a post-16 service user film on their practice: a participatory research project
Giles, P. and Rowley, J. 2019. Educational psychologists’ responses to a post-16 service user film on their practice: a participatory research project. Educational Psychology in Practice. 36 (1), pp. 78-92. https://doi.org/10.1080/02667363.2019.1688135
The essential guide to Cognitive Behaviour Therapy with children and young people
Rae, T. and Giles, P. 2018. The essential guide to Cognitive Behaviour Therapy with children and young people. Hinton House Publishers Ltd.
Supporting Children’s Social and Emotional Well-Being in the Early Years: An Exploration of Practitioners’ Perceptions
Seaman, H. 2018. Supporting Children’s Social and Emotional Well-Being in the Early Years: An Exploration of Practitioners’ Perceptions. Prof Doc Thesis University of East London School of Psychology https://doi.org/10.15123/uel.874w7