Promoting social-emotional development in young children involves intentional practices that help them understand their feelings, build healthy relationships, and manage their emotions. Read this article to understand how to foster these critical skills, track progress along the way, and identify any potential delays in your childcare program.
What is social-emotional development?
Social-emotional development is the ongoing process through which children learn to experience, express, and manage their emotions while building healthy relationships with others. It forms the core of a child's self-awareness and social integration.
Infants are not born with an inherent sense of self and awareness of others—it is a social-emotional skill developed over time. This development relates to how a child begins to navigate their own feelings, as well as the emotions of the people around them. Social-emotional development dictates how we understand who we are, what we feel, and how we interact with our peers. Families and educators nurture this growth with intentional social and emotional stimulation.
Why is social and emotional development important?
Social and emotional development is important because it equips children with the foundational skills needed to form healthy relationships, manage stress, and succeed in a school environment. It directly influences their overall well-being and academic readiness.
When building a childcare curriculum plan for children, educators must focus on each developmental domain, including social and emotional development. This domain is especially critical because school is a major social setting to adjust to, where children learn how to interact and connect with their peers and adults.
Children who have developed good social-emotional health are more capable of developing healthy friendships, displaying empathy, managing and expressing their emotions, succeeding in school, and building a sense of self-love and confidence.
SourceWhat are the major social development milestones?
Major social development milestones act as a roadmap to track how a child is progressing in their ability to interact, communicate, and emotionally regulate at different ages. These markers help educators and families ensure children are on the right developmental path.
Each age group has certain social-emotional milestones they should reach. While each child’s development is unique and they might reach milestones at different times, these lists provide helpful guidance on what to expect at each age.
What are the social-emotional milestones in infancy (0 to 2 years old)?
Infants rapidly develop foundational social skills, transitioning from basic reflexes to intentional social interactions and expressions of affection.
- Calms down when spoken to or picked up
- Smiles
- Looks at you, moves, or makes sounds to get attention
- Self-soothes
- Shows several facial expressions like happy, sad, and surprised
- Looks at themselves in a mirror
- Laughs
- Differentiates between strangers and familiar faces
- Reacts when you leave, such as looking or reaching for you
- Plays games with you like peek-a-boo
- Copies other children playing
- Claps when excited
- Shows you affection such as hugging or cuddling
- Points to show something interesting
- Notices when others are hurt or upset
What are the social-emotional milestones for toddlers (2 to 3 years old)?
Toddlers begin to show more independence and social awareness, actively observing others and engaging in early forms of collaborative play.
- Looks at your face to see how you react in a new situation
- Plays next to other children and sometimes plays with them
- Shows off what they can do, such as saying, “Look at me!”
- Follows simple routines when told, like cleaning up toys
- Notices other children and joins them to play
- Notices the emotions of others
- Calms down within 10 minutes after you leave them
What are the social-emotional milestones for preschoolers (4 to 5 years old)?
Preschoolers develop complex emotional comprehension, demonstrating empathy, understanding rules, and engaging in imaginative social scenarios.
- Engages in pretend play
- Comforts others who are sad
- Enjoys being a “helper”
- Understands appropriate behaviors in different places
- Avoids danger, like not jumping from tall heights at the playground
- Asks to go play with other children if none are around
What is the social-emotional skills checklist for kindergarten readiness (5 to 6 years old)?
Children entering kindergarten should be able to cooperate, express complex feelings, and work toward common goals with their peers.
- Follows rule or takes turns when playing games with other children
- Sings, dances, or acts for you
- Does simple chores at home, like clearing dishes after eating
- Expresses their feelings
- Prefers to play with others rather than alone
- Plays with other to achieve a common goal
(Note: Download our Kindergarten Readiness Checklist below to assess progress in key areas, identify strengths, and promote growth in your childcare program!)
Kindergarten Readiness Checklist
Use this checklist to assess child’s progress in key areas, identify strengths, and promote growth.
How can teachers promote social-emotional development in the classroom?
Teachers can promote social-emotional development by integrating collaborative activities, cultivating a supportive atmosphere, and designing a classroom environment that encourages emotional regulation.
The classroom is a major social setting for children to gain experience in their social-emotional skills. Naturally, teachers play a significant role in helping foster those skills. Promoting social-emotional development integrates seamlessly into every part of the school day, from how you greet families at the door to the room's overall atmosphere.
Here are some ways to promote social-emotional development in the classroom:
Activities
- Daily greetings
- Partner and group activities
- Practice sharing and taking turns
- Active listening exercises
- Discussions about managing emotions
Atmosphere
- Culture of kindness and supportiveness
- Encourage positive self-talk and self-reflection
- Be present, observant, and respectful of each child
- Share your own experiences and set an example
- Praise prosocial behaviors like sharing
Classroom
- Calm-down corner
- Emotional check-in boards
- Responsibility or job charts
- Personal and class goal charts
- Children’s books focused on social-emotional topics
How does play-based learning affect social-emotional development?
Play-based learning directly enhances social-emotional development by providing children with organic opportunities to negotiate, cooperate, solve problems, and practice self-regulation with their peers.
For adults, play might seem like an opportunity for mindless fun. For children, however, play is learning. Play is development. Through play-based learning, children can develop and strengthen their social-emotional skills. Teachers use play-based learning to guide children through self-initiated activities and interactions designed to help them manage their emotions, engage their imagination, and learn to problem-solve.
While there are several theories on stages of play, Mildred Parten’s social behavior theory is an ideal framework that outlines how children progress through play and how their progression through developmental milestones impacts their social-emotional skills. Parten’s six stages of play include:
- Unoccupied play: From birth to three months, children exhibit erratic, involuntary movement of their limbs as they start to discover their body parts and what they can do with them and learn more about their surroundings.
- Solitary play: As children have not yet learned how to socialize at this stage, they entertain themselves through solitary play, where they play alone and are free to explore and master new skills.
- Onlooker play: During onlooker play, children observe their surroundings and watch their peers without actively engaging with them, helping them learn social skills and how to play with toys.
- Parallel play: Children are physically close while playing but don’t interact with each other.
- Associative play: Considered the first stage of social interaction, during this stage a child’s interest shifts from a toy or activity to playing with others, where they begin using the social skills they observed during onlooker and parallel play.
- Cooperative play: Children play together to reach a common goal and show interest in both the other children involved and the toy or activity.
As children progress through these stages, educators can ensure that play-based learning is self-directed by allowing children to choose how, when, and how long they play. It’s important that activities are enjoyable, unstructured, and process-oriented. Instead of outlining a procedure or giving children an objective, give them the freedom to explore as they learn their likes and dislikes. Play-based learning also promotes children's imagination and creativity as they play pretend.
When children engage in play-based learning, it has a lasting impact on their social-emotional development. Play equips children with the skills to exhibit good social behavior, including self-control, cooperation, negotiation, problem-solving, and more. As children transition from playing by themselves to playing with others, play-based learning helps them achieve the social-emotional skills they need in the classroom and beyond.
What are the signs of developmental delays and when should you seek help?
You should seek professional help if a child consistently fails to meet age-appropriate milestones, struggles severely with emotional regulation, or shows a marked regression in previously acquired social skills.
As children begin to develop, it is essential to track their progress. Each child’s development will be slightly different, so how do you know when it is time to seek professional help? The first step is making sure you keep track of the child’s progress against what is typically expected at each age. Maintain a checklist that includes information on when to seek professional help. Stay on top of any possible developmental delays because early intervention is the key to getting children back on track.
How do you balance all developmental domains?
Balancing all developmental domains requires educators to intentionally incorporate social-emotional learning into daily routines alongside cognitive and physical development exercises.
Children’s growth relies on a delicate balance between all developmental domains. Social-emotional skills might not be as tangible as motor skills, but they are just as important to a child’s overall development. Promote social-emotional development in your classroom by incorporating plenty of activities that encourage social interaction, taking turns, and discussions about emotions.
Frequently asked questions
What is the difference between social and emotional development?
Social development focuses on how a child learns to interact, communicate, and build relationships with peers and adults. Emotional development refers to how a child understands, expresses, and manages their own feelings. Together, they form the foundation for healthy interpersonal interactions.
How does screen time affect a child's social-emotional development?
Excessive screen time can hinder social-emotional development by replacing valuable face-to-face interactions that teach children how to read physical cues and empathize. The American Academy of Pediatrics recommends limiting screen time to ensure children have ample time for cooperative, play-based learning.
Can a childcare program software help track social-emotional milestones?
Yes, a childcare management platform like brightwheel allows educators to record daily observations, log milestone achievements, and share real-time updates with families. This centralized tracking ensures that no developmental delays go unnoticed.
