Qualification: Level 3 Diploma for the Early Years Educator
Unit: Unit 3.12: Promote the personal, social and emotional development of children
Learning outcome: 2 Understand theory and current frameworks underpinning personal, social and emotional development of children
Assessment criteria: 2.1 Analyse how theoretical perspectives in relation to personal, social and emotional development inform current frameworks
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- Theoretical perspectives that relate to personal, social and emotional development can be found here
- Section 1.10 of the EYFS states that the primary early learning goals in relation to personal, social and emotional development are:
- Self-regulation
- Managing self
- Building relationships
- For this assessment criterion, we need to think about how the theories we discussed previously relate to the EYFS
- Bowlby’s Attachment Theory – supports the importance of having a trusted Key Worker
- Theory of Mind – can support a child’s ability to establish and maintain relationships and identify and promote empathy, compassion and an understanding of others. Also, helps Early Years Practitioners understand the behaviour of children that have not yet developed Theory of Mind.
- Bandura’s Social Learning Theory – children should be provided with choice and encouragement to develop a strong sense of self-efficacy
- Parten’s Six Stages of Play – provides a framework for how children play together and activities that may be appropriate for particular age groups
- Erikson’s 8 Stages of Psychosocial Development – settings must have a warm and caring environment that promotes independence and exploration. Children shouldrecieve regular praise and encouragement.
- Harter’s Model of Self-Esteem – practitioners should provide children with warmth, praise and encouragement to develop their self-esteem
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