Promoting Well-Being in the Pre-School Years provides evidence-based research and real-life strategies that support social and emotional development and well-being for children aged 3–5 years. It places emphasis on nurturing social emotional competence through purposeful scaffolding activities and how these can be used by children and families to create a harmonious platform for building resilience and positive relationships with family and the community. Drawing on principles from Positive Psychology and Positive Education, it is illustrated throughout with examples of sustainable practice in diverse, global settings. Key topics explored include: Contemporary well-being concepts, including ‘grit’, ‘growth mindset’ and ‘gratitude’, as well as ‘classic’ constructs such as coping and self-efficacy The attitudes and skills that need to be developed to ensure that young children flourish Cognitive and sociocultural perspectives complemented by neuroscience and epigenetics Social Emotional Learning (SEL) in the early years curriculum Using visual tools – the Early Years Coping Cards How we measure young children’s coping The relationship between coping, stress and mental health Recognition of the importance of parents’ own coping skills How partnerships with communities can improve children’s SEL. Promoting Well-Being in the Pre-School Years shows how we can support young children to develop an understanding of what it means to be happy and to flourish as a socially responsible member of the family and wider community. It is essential reading for teachers, parents and professionals who work with young children, as well as academics in child development.
As this book shows, the early years may be the best time to teach wellness concepts and assist young children in establishing healthy lifestyle habits. This book focuses on improving well-being among young children.
Vibrant and Healthy Kids: Aligning Science, Practice, and Policy to Advance Health Equity builds upon and updates research from Communities in Action: Pathways to Health Equity (2017) and From Neurons to Neighborhoods: The Science of Early ...
The recommendations of this book provide an opportunity to improve the quality of the care and the education that children receive, and ultimately improve outcomes for children.
This report sets out the findings from the International Early Learning and Child Well-being Study in the United States.
(2016) Counting the Cost of UK Poverty. York: Joseph Rowntree Foundation. Children in Wales (2015) Child and Family Poverty in Wales: Results from the Child and Family Survey 2015. [online] Cardiff.
This is an indispensable resource for practising and trainee early years practitioners, Reception teachers, and childminders as they facilitate outdoor play in their early years setting.
The narratives of the children and young people, school teachers and school leaders, parents and carers, policy makers and service managers, and mental health workers and professionals, presented in this book, should provide an invaluable ...
Parenting Matters identifies parenting knowledge, attitudes, and practices associated with positive developmental outcomes in children ages 0-8; universal/preventive and targeted strategies used in a variety of settings that have been ...
The manual includes: Theoretical concepts underpinning COPE-R such as self-regulation, emotional intelligence, positive psychology, coping, resilience, and wellbeing in early childhood education.
This book offers a comprehensive overview of current research, policy, and practice developments in promoting mental health and well-being.