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Social & Emotional Development: For Our Youngest Learners & Beyond

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Perhaps more than ever, mental health and social interactions have been on the minds of many over the past year. A pandemic, ongoing systemic injustices, and a contentious political season combined to create uncertainty and stress for adults and children alike. What do these stressors mean for the mental health of our youngest learners? In what ways can early childhood educators nurture the social and emotional lives and learning of children from birth through age 8?

This issue of  Young Children  offers research-supported responses to these questions with a cluster of articles devoted to intentional practices that promote social and emotional development: The first four articles in this cluster focus on the specific social and emotional needs of infants and toddlers, and the development of these important articles represents a unique collaboration between NAEYC and ZERO TO THREE to collectively concentrate our respective journals on the emotional health of infants and toddlers.

The catalyst for this issue was threefold:

• the shared interest in supporting the early childhood education workforce to have the resources and tools necessary for meeting the needs of the youngest children in their care
• the understanding that social and emotional development is critical to learning and a fundamental aspect of infant and early childhood mental health (IECMH)
• the recognition of the power of collaboration to elevate the vital role of early childhood educators in supporting IECMH

Mary Jane Maguire-Fong opens this  Young Children  cluster with “What Babies Ask of Us: Contexts to Support Learning about Self and Other.” She details how early childhood educators can listen to, observe, and guide infants and toddlers through thoughtfully prepared play spaces, daily routines, and everyday interactions. In “‘You’re Okay’ May Not be Okay: Using Emotion Language to Promote Toddlers’ Social and Emotional Development,” Elizabeth K. King harnesses that keen awareness and planning to outline how educators can use anti-oppressive emotion language strategies with toddlers.

Tapping into these same powers of observation and reflection, Claire Vallotton, Jennifer Mortensen, Melissa Burnham, Kalli Decker, and Marjorie Beeghly present “Becoming a Better Behavior Detective: Applying a Developmental and Contextual Lens on Behavior to Promote Social and Emotional Development.” Educators can use this 5-Step Reflective Cycle to identify and be responsive to infants’ and toddlers’ behaviors and needs. Of course, following these steps depends on our own emotional presence and well-being. In an accompanying piece to this article, Holly Hatton-Bowers and colleagues offer recommendations for “Cultivating Self-Awareness in Our Work with Infants, Toddlers, and Their Families: Caring for Ourselves as We Care for Others.”

Finally, in “When in Doubt, Reach Out: Teaming Strategies for Inclusive Early Childhood Settings,” Christine Spence, Deserai Miller, Catherine Corr, Rosa Milagros Santos, and Brandie Bentley capture how an early childhood educator learns to actively participate in early intervention processes through effective communication and collaboration. This cluster also features a special Rocking and Rolling column defining IECMH and outlining how early childhood educators play a role in fostering infants’ and toddlers’ emotional well-being.

For educators of older children, it is vital to understand that the roots of social and emotional learning begin in infancy. In addition to the cluster articles, you’ll find pieces devoted to social and emotional learning in preschool and elementary settings, including articles that

• outline the ARC framework to help children learn to recognize and manage their emotions, particularly those who have experienced trauma
• describe effective strategies for fostering responsibility in young children
• distinguish between friendship and kindness in preschool settings

The articles in the  ZERO TO THREE Journal  explore a variety of issues related to IECMH in early childhood education settings, including: how infants’ and toddlers’ mental health is paramount to their ability to form healthy relationships, regulate their emotions, and learn; the role of IECMH consultation, the impact of COVID, and equity and power dynamics; and trauma-informed care and the importance of teachers’ mental health, particularly in the context of multiple, long-term stressors affecting every layer of the early childhood education system and society as a whole. The issue also recognizes the valuable role of advocacy and policy and provides suggestions for how early childhood professionals can bring their expertise to influence effective policy change for babies and families.

We hope that the readers of  Young Children  and the  ZERO TO THREE Journal  will turn to both publications to discover perspectives and find valuable resources to support their work with infants, toddlers, and their families. Links to selected articles from each issue are available on each journal’s web page.

—Annie Moses, editor in chief, with Stefanie Powers, editor in chief,  ZERO TO THREE Journal , and Kathy Reschke, editorial assistant,  ZERO TO THREE Journal

Above: Children in Maureen Linnane’s toddler class used cardboard materials to create a collage.

Below: This piece comes from Chandler, the young toddler son of an NAEYC staff member, as he explored art materials.

Is your classroom full of children’s artwork? To feature it in  Young Children , see the link at the bottom of the page or email  [email protected]  for details.

Send your thoughts on this issue, and on topics you’d like to read about in future issues of Young Children, to  [email protected] .

Would you like to see your children’s artwork featured in these pages? For guidance on submitting print-quality photos (as well as details on permissions and licensing), see  NAEYC.org/resources/pubs/authors-photographers/photos .

Annie Moses, PhD, is director of periodicals at NAEYC and serves as editor in chief of  Young Children  and  Teaching Young Children .

Stephanie Powers is the editor in chief at ZERO TO THREE Journal.

Kathy L. Reschke, PhD, is senior content specialist for ZERO TO THREE. Dr. Reschke contributes to the design and development of competency-based professional development products and services. She developed the content for the ZERO TO THREE Critical Competencies for Infant-Toddler Educators™ course manuals, online course, and coaching program. [email protected]

Vol. 76, No. 1

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Global report on early childhood care and education: the right to a strong foundation, building a strong foundation through early childhood care and education.

The   Global Report on Early Childhood Care and Education (ECCE): The right to a strong foundation  is the first report in a biennial series co-published by UNESCO and UNICEF.   This report is in response to a commitment in the Tashkent Declaration and Commitments to Action for Transforming Early Childhood Care and Education in which governments and the international community reaffirmed their commitment to the right to education, beginning with the youngest children. The report provides a comprehensive roadmap for addressing challenges in learning and well-being through an integrated ECCE ecosystem, supporting children and families globally. The report explores how children learn and develop and how the key actors in children’s early environments – parents, families, educators, and the community at large – can be leveraged through public policies and social programmes to improve young children’s learning and well-being.

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Early Childhood Teachers’ Perceptions of Physical Activity: A Scoping Review

• Published: 08 September 2023

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• Charla R.S. Saamong   ORCID: orcid.org/0000-0003-4026-5639 1 , 2 ,
• Patricia K.E. Deogracias 3 ,
• Sue O. Saltmarsh 4 ,
• Derwin K.C. Chan 1 &
• Catherine M. Capio 5 , 6  

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Recent studies report high levels of physical inactivity among most of the global population, including young children. As young children spend a large fraction of their time in school, early childhood teachers have important roles in promoting adequate physical activity (PA) among children. This scoping review aims to synthesise existing evidence on early childhood teachers’ understanding of PA in early childhood education and care (ECEC) settings based on research in the past decade. Following the framework proposed by the Joanna Briggs Institute, we searched databases including PubMed, PsycINFO, SportDiscus, ERIC, Web of Science, Scopus, and Education Research Complete. A total of 13 articles were deemed eligible for review. The results reveal early childhood teachers’ positive and negative views towards PA in ECEC settings, as well as what they consider facilitators and barriers to PA. Most of the studies call for further professional development of early childhood teachers specific to PA. Future research is also recommended to fill gaps and examine how early childhood teachers’ understanding aligns with their local policies and curricula.

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Wright, P. M., & Stork, S. (2013). Recommended Practices for promoting physical activity in early Childhood Education Settings. Journal of Physical Education Recreation & Dance , 84 (5), 40–43. https://doi.org/10.1080/07303084.2013.773830 .

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Health Science Department, Ateneo de Manila University, Quezon City, Philippines

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Saamong, C.R., Deogracias, P.K., Saltmarsh, S.O. et al. Early Childhood Teachers’ Perceptions of Physical Activity: A Scoping Review. Early Childhood Educ J (2023). https://doi.org/10.1007/s10643-023-01575-8

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Early childhood problems linked to persistent school absenteeism

by University of Leeds

Children who are not considered "school-ready" by their teachers are more than twice as likely to become persistently absent at some point in their education, according to a new study led by the University of Leeds.

Researchers analyzed data for 62,598 children aged 5-13 from across the Bradford district and compared it with school absence records between the academic years 2012-2013 and 2019-2020 to identify associations between early childhood problems and absenteeism.

The team from the School of Psychology and the Born in Bradford Centre for Applied Education Research found that 67% of all persistent absentees with attendance below 90% were considered "not school-ready" when they entered reception. This contrasted with only 37% of "not school-ready" children who were not persistently absent.

The researchers believe their findings, which are published today in the Royal Society Open Science journal, show that the seeds of absenteeism are sown early in childhood, and that school readiness measures already used by teachers could identify children at risk of long-term disengagement from the education system.

Lead author Dr. Megan Wood, a post-doctoral research fellow in the School of Psychology, said, "School is where children develop and flourish, academically, emotionally, socially, and physically. However, as a society, we are edging towards a school absence epidemic, with many pupils missing out on opportunities to thrive by not attending every day. This has worsened dramatically since the pandemic."

In the UK, absenteeism is a major concern for school leaders and policymakers, with data from the 2022-23 autumn term showing that nearly a quarter of all pupils missed at least 39 half-day sessions. According to the UK's Department for Education, this means they are considered "persistent absentees" with attendance below 90%.

The number of children classified as being "persistently absent" has risen over time, particularly between 2017-18 and 2020-21, with the more recent figures attributed to the impact of the COVID-19 pandemic. These figures have led to a formal inquiry by the UK Government's Education Committee.

The researchers say there is an urgent need to understand the factors that lead to absenteeism and determine how children at risk of this behavior can be identified before they disengage from the school system.

School readiness assessments in England involve teachers using a three-point scale (emerging, expected, exceeding) to rate a child's performance in various areas of development, including physical; personal, social and emotional; communication; math and literacy. Children rated as "emerging" in any of the early learning goals are defined as not being school-ready.

The researchers say potential explanations for the relationship between school readiness and absenteeism could be due in part to the engagement levels of parents, with those who are more engaged better preparing their children for the learning environment, resulting in children who are more excited to learn. Such parental engagement may continue throughout the child's school journey, in the form of helping with homework and ensuring children arrive at school ready to learn.

Alternatively, not being school-ready may be indicative of underlying needs, such as neurodivergence or mental health issues that are not currently being met, making school difficult for these children.

Co-author, Mark Mon-Williams, Professor of Psychology at the University of Leeds, said, "There is a school absence crisis and the long-term consequences for the UK are frightening. The UK's future depends on a well-educated and healthy workforce and the evidence shows clearly that school absence is a major risk factor for poor health in later life.

"This research shows that we need to act early and how we can identify children at risk before they disengage with school. It also highlights that there are many reasons why children are absent, and suggests we need evidence-based responses tailored to individual circumstances to address the crisis."

The researchers found that socioeconomic circumstances, measured by eligibility for free school meals, were a major risk factor for persistent absence.

Ethnicity was also found to be associated with persistent absenteeism, with children of Pakistani heritage having significantly lower odds of becoming persistent absentees compared to children of white British heritage.

Dr. Wood added, "It is often too late to intervene once the problems have already begun. Instead, preventative measures should be adopted to avoid children disengaging from school in the first place. These findings demonstrate how we can use existing data—readily available to schools and teachers—to highlight the pupils who may need additional support to keep them engaged with school , even prior to problems arising.

"We urge policymakers to encourage the use of such data within schools. By identifying needs early, we can ensure all pupils are provided the opportunity to grow and develop the skills needed to function within society."

The researchers believe their findings raise further questions about which early interventions or support may be the most appropriate to stop persistent absenteeism. They intend to investigate those questions in subsequent studies.

Journal information: Royal Society Open Science

Provided by University of Leeds

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Education | Pritzker signs bill creating new Department of…

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Education | Pritzker signs bill creating new Department of Early Childhood as advocates eagerly anticipate improvements to the system

The new agency represents a major step forward in the state’s mission to streamline childhood services into one place, making it easier for families and providers to access critical services and programs across the state.

“I think our early childhood system has been underfunded for a very long time, built on as resources came available,” said Farwig, vice president of public policy, advocacy and research for Illinois Action for Children. Combining early childhood services into one agency allows families a go-to resource for support and services for their children in their formative years, she said.

“We really think that this can drive more understanding of the potential of these first couple of years (in a child’s life),” she said.

Previously, most early childhood services for children under 6 were split among three state agencies — the Illinois State Board of Education, the Illinois Department of Human Services and the Illinois Department of Children & Family Services.

Some of the programs moving from the new agency will envelop formerly divergent services into one entity, including programs that pay for child care costs so parents can work or attend school, “Preschool for All,” which makes preschool accessible for all 3- and 4-year-olds in the state, special education programming for children before they enter elementary school, and day care licensing, among others.

Pritzker also named Irma Martinez Snopek, a former State Board of Education officer, as acting secretary for the new agency.

State legislators set aside $14 million to create the new agency when they passed a $53.1 billion budget earlier in June. At Tuesday’s bill signing, Pritzker said whether the new agency will require additional funding once established is unclear.

“I know there are people who want to complain about creating a new agency and will that end up costing the taxpayers,” Pritzker told reporters. ”I think there’s real efficiency in taking programs that are disparately located in different departments and bringing them all together,” he said.

If the two-year developmental phase goes as smoothly as advocates hope, the new state agency will become operational in July 2026.

According to Farwig, the agency will give families and early childhood service providers a single entity to seek and offer resources. “Versus, ‘Oh, I’ve got this issue with licensing that is over at the Department of Child & Family Services,'” Farwig said. “Instead of providers and families bouncing around between agencies to access resources and support.”

However, there are still areas where the state’s plans to boost early childhood programs fall short, including an “insufficient investment” in the early childhood education workforce, according to Neoma Nagahawatte, who works with Farwig as the assistant director of advocacy at Illinois Action for Children and leads the We, the Village coalition.

Nagahawatte is particularly concerned about a scholarship program established in 2021 with federal COVID-19-relief dollars to address the shortage of qualified early childhood educators.

Nagahawatte said early childhood education advocates in Illinois requested $60 million in this year’s budget to fund the scholarships, but the state only allocated $5 million.

“This cut will impact Illinois’ ability to meet child care needs across the state, which perpetuates our current child care crisis,” Nagahawatte said.

She anticipates the shortage of funds leading to one setback after another, including fewer scholarship applications for associate’s and bachelor’s degrees in early education and “deep cuts” in the quality of services and supports available to students pursuing degrees in early childhood education.

“We’re expecting to see that play itself out in the pipeline of early childhood educators going into the field, which inevitably contributes to the child care desert,” Nagahawatte said.

Illinois Action for Children, which serves nearly 150,000 children and families annually by providing access to early childhood care and education opportunities, will monitor the impact of what she called “significantly reduced funding” going forward. This information will inform how they advocate in the next legislative session.

Kimberly Bianchini, a child care provider and owner of Advance Preschool in Hoffman Estates, said the agency’s real-world, practical implications could be immense for resolving issues efficiently.

Bianchini said the needs at her preschool are often dire, and there is little supplemental support to navigate programs that help parents find funding and resources to send their children to day care or preschool. The new agency, she said, will simplify access for providers like her who are servicing the highest-risk children.

“Right now, I have one person whose entire job is to support parents because we have so many cases and the paperwork is so difficult,” Bianchini said.

As a general resource, the state launched a website for the Department of Early Childhood where parents and providers can toggle through FAQs, resources and stay up to date on the agency’s evolution.

Acting Secretary Snopek’s term is temporary, Pritzker’s press secretary, Alex Gough, explained in an email to the Tribune. Snopek’s “temporary designation” is used when there’s a leadership transition, ongoing search or, in this case, a new agency and search for a leader.

The appointment letter states that Snopek’s term expires Aug. 23. Her annual salary is $214,000.

In 2023, Pritzker, who made early childhood education a focal point of his second term, implemented the multiyear Smart Start initiative to improve access to preschool and increase funding for child care providers.

The 2025 budget also includes $45 million for the second year of a three-year pilot program to fill teacher vacancies, an increase of $10 million to $711 million for grant funding for college students, and an additional $75 million in grant funding for preschool enrollment.

Chicago Tribune’s Olivia Olander contributed.

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The Unique Burial of a Child of Early Scythian Time at the Cemetery of Saryg-Bulun (Tuva)

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Pages:  379-406

In 1988, the Tuvan Archaeological Expedition (led by M. E. Kilunovskaya and V. A. Semenov) discovered a unique burial of the early Iron Age at Saryg-Bulun in Central Tuva. There are two burial mounds of the Aldy-Bel culture dated by 7th century BC. Within the barrows, which adjoined one another, forming a figure-of-eight, there were discovered 7 burials, from which a representative collection of artifacts was recovered. Burial 5 was the most unique, it was found in a coffin made of a larch trunk, with a tightly closed lid. Due to the preservative properties of larch and lack of air access, the coffin contained a well-preserved mummy of a child with an accompanying set of grave goods. The interred individual retained the skin on his face and had a leather headdress painted with red pigment and a coat, sewn from jerboa fur. The coat was belted with a leather belt with bronze ornaments and buckles. Besides that, a leather quiver with arrows with the shafts decorated with painted ornaments, fully preserved battle pick and a bow were buried in the coffin. Unexpectedly, the full-genomic analysis, showed that the individual was female. This fact opens a new aspect in the study of the social history of the Scythian society and perhaps brings us back to the myth of the Amazons, discussed by Herodotus. Of course, this discovery is unique in its preservation for the Scythian culture of Tuva and requires careful study and conservation.

Keywords: Tuva, Early Iron Age, early Scythian period, Aldy-Bel culture, barrow, burial in the coffin, mummy, full genome sequencing, aDNA

Information about authors: Marina Kilunovskaya (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Vladimir Semenov (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Varvara Busova  (Moscow, Russian Federation).  (Saint Petersburg, Russian Federation). Institute for the History of Material Culture of the Russian Academy of Sciences.  Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail:  [email protected] Kharis Mustafin  (Moscow, Russian Federation). Candidate of Technical Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Irina Alborova  (Moscow, Russian Federation). Candidate of Biological Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Alina Matzvai  (Moscow, Russian Federation). Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected]

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