Swings + Roundabouts Winter 2021

responses. Reassure and remind children that the emotions they feel are normal and okay. ● When acknowledging children’s emotions, let them take some time for themselves if they require it. If they don’t want to talk about it you can say “ok, I’m here and willing to listen when you’re ready.” ● Role model ways that you manage different emotions. “I’m feeling frustrated with this job. I’m going to sit down for 5 minutes and take a break.” ● Use puppets at mat time, enacting out situations when there might be heightened emotions, by naming these emotions and with the puppets role-modelling solutions. The puppets can be mad or sad but don’t forget positive emotions such as excitement that can sometimes be hard to manage. ● Discuss emotions – if a child appears to become angry / frustrated, support them to learn strategies to manage this, e.g. take a break, take 3 deep breaths, go to the ‘calm down’ area (not all at once). ● When children are calm, talk about what can make us feel different emotions and how these can make us feel, include positive emotions as well as those that are more challenging e.g. anger. Feelings books can support you in these conversations. Learn the words for different feelings in children’s home languages and the cultural meanings and norms associated with them. ● Help children to learn to ‘read’ the emotions of their peers. ● Praise anytime that you see a child trying to manage his emotions, e.g. “Sienna, I can see you are really trying to calm yourself when you seemed frustrated with that puzzle, well done. How did you manage that?” ● Help children to understand that they have choices that can help them to manage their emotions. Discuss the choices they can make, such as asking an adult to help them, finding a quiet space to calm down, or using a calming down strategy. Some calming rituals suggested in He Māpuna te Tamaiti Supporting Social and Emotional Competence in Early Learning (Ministry of Education, 2019) include: ● singing waiata ● rhythmic movements such as rocking or swinging ● breathing exercises ● shaking eco glitter in a jar ● blowing bubbles ● going to a quiet space to relax ● gentle touch or massage ● kanikani for dancing away troubled feelings ● tactile experiences such as water play or modelling with dough ● a cuddle and a story with a chosen friend and kaiako. Remember some children express strong emotions and these shouldn’t be viewed as a problem, and should be acknowledged and validated, but if these expressions create stress for the child and affects others or results in inappropriate behaviours kaiako will need to provide appropriate guidance and support in regulating these emotions, and take the time to ‘tune in’ to children’s emotional world to recognise when a child may need extra support (Ministry of Education, 2019). To find out more pick up your copy of He Māpuna te Tamaiti Supporting Social and Emotional Competence in Early Learning (Ministry of Education, 2019) as it is a fantastic resource that your early learning centre should have a copy of. The resource was written for New Zealand early learning services to support kaiako to understand and draw on effective practices that enhance children’s social and emotional competence, engagement, and learning. Much of this resource confirms and reinforce your existing practice, but can also help you to further develop in areas you would like to strengthen. June 2021 { 37 }