Early years foundation stage (EYFS) framework

The statutory framework for the early years foundation stage (EYFS) says:

"Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children, they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life."

The help for early years providers website, from the Department for Education, provides information, guidance and practical support for delivering the EYFS framework.

Training

Publications

We've produced the following resources which you might find useful to support PSED:

  • Personal, social and emotional development
  • Promoting children's wellbeing - the toolkit
  • Promoting children's wellbeing

Visit the publications for sale page to view and order publications.

Tools

PSED roadmap

This is the 'Supporting and understanding children's behaviour' roadmap. The QR code on the roadmap will take to the detail, such as documents, websites and contact details.

It is important that all practitioners have a strong understanding of the information within the Universal section of the roadmap.  This will help everyone to support the 'Personal, social and emotional development' of the children. Once these components are firmly integrated into the practices and provisions provided within your setting, they will effectively address the needs of most children, fostering an environment where they can thrive.

For a small number of children, you may need to provide some additional support to help them to learn and progress well in this area.  You can find lots of information within the 'Targeted' section of the road map that can help you to do this effectively.

For most children, their needs will be met through your universal and targeted practices, however, some children may require more specialist support.  You can find details of how to access such support within the 'Specialist' section of the roadmap.  If you have children in the Reception class, then you would follow your normal routes through your own school SENCo to seek more specialist support.

Other tools:

Self-regulation

Emotion coaching

The Four Steps of Emotion Coaching.

  1. Step 1: Recognise and empathise with the feelings.
  2. Step 2: Label and validate the feelings.
  3. Step 3: Set limits on behaviour (if needed)
  4. Step 4: Explore and agree solutions for the problem.

Louise Michelle Bomber, in 'Inside I'm Hurting', talks about four attachment styles that she believes leads to certain behaviours in children.

Adverse childhood experiences

Lancashire Quality Awards

This award is an opportunity to reflect on and improve your practice and provision using our award materials and training with mentor support.

Areas of learning