- To understand how children grow and develop.
- To enjoy children’s development and have realistic expectations of them.
- To provide children with age-appropriate activities.
Humans are social beings. Right from birth, babies are learning who they themselves are, and who they are in relation to others. The greatest influence on a child’s social–emotional development is the quality of the relationships that they develop with their primary caregivers — especially in their first 3 years.
Positive and nurturing early experiences and relationships not only have a significant impact on children’s social–emotional development, but in all of their other learning and developmental areas too. This also includes their physical health. Those early relationships greatly influence how young children’s brains develop.
Use the social–emotional development cards with the group, encouraging them to look at the cards. Talk about the contents and put them in sequential order from birth to 3 years.
Discuss the order and check it with the information in the ‘Pēpi says’ sections of the SKIP Whakatipu booklets.
Resources to support sequencing could include:
- SKIP Whakatipu booklets: ‘Pēpi says’ sectionsOpens in new window
- SKIP Tips for under-fives bookletOpens in new window
- Parenting Resource website developmental summaries (select an age and stage)Opens in new window
- Well Child/Tamariki Ora My health book: ‘Learning and growing’ sectionsOpens in new window
- Plunket: Thriving under five booklet: Each age has a section on ‘Development’, ‘Growing and learning’, and ‘Play and learning’.
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- Social–emotional development cards
- SKIP website: Module 2 — Child development and behaviour (downloadable PDF)Opens in new window
- Raising children website (New Zealand) (includes downloadable app)Opens in new window
- Zero to three website: early development and well-beingOpens in new window