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Early Childhood Social and Emotional Development
Transcript of Early Childhood Social and Emotional Development
The Early Development Instrument is a survey developed by the Offord Center for Child Studies at McMaster University composed of 104 questions that has been distributed to kindergarten students across B.C. measuring a child’s readiness for school through five core areas.
These five different areas identify vulnerabilities existing in our children. Most prominent in recent studies are:
Early experiences are the basis for most social and emotional (SE) skills including self-control, coping responses to anxiety and threat, and resilience.
Infants need nurturance and warmth to encourage their SE development so that they can function well against stressors and foster good attachments with their caregivers.
Children with strong SE skills are less aggressive, can handle difficult emotions and experience less emotional distress; they have positive attitudes, are more socially accepted and experience less social rejection.
Improve an average of 11 percentile points on standardized achievement tests compared to students who do not receive social-emotional learning (SEL) instruction
Why does this matter?
HMI was created by the Dalai Lama Center in response to UBC’s Human Early Learning Partnership (HELP) research on EDI to explore the social and emotional well being of children in BC communities through 5 domains:
1) Getting Along with Others
2) Compassion and Kindness
3) Solving Problems Peacefully
4) Security and Calmness
5) Alertness and Engaged
What is EDI?
communication through touch
limit background noise (TV)
discourage screen time
gaze following, joint attention, self-soothing
Activities for 0-1 Years
Activities for 1-3 years
Dina Dinosaur Treatment Program as a resource
Example of handouts (feelings/moods)
Pass the Detective Hat Game
Activities for 3-5 years
What is EDI?
Social & Emotional Vulnerabilities
Why does this matter?
Activities (0-1 years; 1-3 years; 3-5 years)
Assesses a child’s physical readiness for a school day, physical independence, and motor skills (fine and gross)
Physical Health & Well-Being:
Language and Cognitive
Assesses a child’s basic literacy, interest in literacy/numeracy and use of memory, advanced literacy, and basic numeracy
Assesses a child’s overall responsibility, respect, approaches to learning and readiness for unfamiliar things
Assesses a child’s pro-social, helping, anxious, fearful, aggressive, inattentive and hyperactive behaviors
and General Knowledge:
Assesses a child’s ability to effectively communicate, to use symbolic language, and to demonstrate age-appropriate world knowledge
5 Core Areas of edi
(University of Manitoba, 2013)
Other-oriented behaviors including helping, caring, and taking responsibility for others
(Groeben and Perren, 2011)
Can the child:
Complete work on time?
Is the child:
Fearful, worried, indecisive, or shy? Does the child cry often?
Display disobedience, temper tantrums or suck their thumb?
Sample Questions from
the EDI Questionnaire
(Smith, Polenik, Nakasita, & Jones, 2012; Dalai Lama Center for Peace and Education, 2009)
Children involved in bullying show greater levels of emotional difficulties manifested as increased rates of
depression, self-harm, suicide and suicidal ideation
How can we help?
Create conditions in schools, communities, and families that build the capacity to recognize emotions, to understand and empathize with others, and to make constructive choices
Foster human qualities including compassion, empathy and confidence
Leap BC: Move with me from birth to three
Healthy Families BC:
Silly to Serious Yoga
Children displaying direct bullying behaviours demonstrate greater levels of behavioural problems (
conduct problems, hyperactivity and aggression
Involvement in any kind of bullying increases the risk of vulnerabilities across the broad spectrum of
behavioural, emotional and social functioning.
Early child development is a critical period in human growth; the more risk factors that children experience in this early time, the more likely they will have developmental problems in life.
It has been found that social competency and emotional maturity vulnerabilities are increasing in children living in Vancouver, especially in West Side's community health area. Action needs to be initiated to help counter these findings, and Public Health Nurses have a significant role!
(VCH workshop, 2014).
EDI is an effective tool for measuring childhood vulnerabilities
The Dalai Lama Center and UBC's HELP have responded to EDI results through the creation of the Heart-Mind Index, which provides numerous activities accessible online
Various other resources including Leap BC, Healthy Families BC, and scholarly resources also contribute to our knowledge about social and emotional well-being and are important resources for usable activities
Ultimately, the goal is to raise awareness of the existing social and emotional vulnerabilities in our children. Public Health Nurses can do this by educating and providing appropriate resources to parents and teachers so that they can implement these simple and effective activities at home and in the class setting.
Dalai Lama Center for Peace and Education. (2009). Heart-Mind Index. Retrieved from http://dalailamacenter.org/programs/heart-mind-index
LeapBC Family Resource. (2010). Health opportunities for preschoolers. Vancouver, BC.
Loehr, J & Meyers, J. (2014). Activities to encourage emotional & social development: 0-3 months. Retrieved from http://www.parents.com/baby/development/social/activities-to-encourage-emotional-development-0-3-months/#page=4
HealthyFamiliesBC (2013). Toddlers' social and emotional development from 18-24 Months. Retrieved from https://www.healthyfamiliesbc.ca/home/articles/toddlers-social-and-emotional-development-18-24-months
Hirschland, E. (2009). Addressing social, emotional and behavioural challenges through play: early childhood mental health consultation in action. Zero to three. 12-17.
Mason, Z. S., Briggs, R. D., & Silver, E. J. (2011). Maternal attachment feelings mediate between maternal reports of depression, infant soical-emotional development and parenting stress. Journal of Reproductive and Infant Psychology 29(4), 382-396. doi: 10.1080/02646838.2011.629994
Napler, C. (2014). How the use of screen media affects the emotional development of infants. Primary Health care 24(2), 18-25
PopulationDataBC (2014). Early development index. Retrieved from https://www.popdata.bc.ca/data/internal/childhood/edi
Powell, D. and Dunlap, G. (2010). Family-Focused Interventions for Promoting Social-Emotional Development in Infants and Toddlers with or at Risk for Disabilities. Roadmap to Effective Intervention Practices #5. Tampa, Florida: University of South Florida, Technical Assistance Center on Social Emotional Intervention for Young Children
Smith, H., Polenik, K., Nakasita, S. & Jones, A.P. (2012) Profiling social, emotional and behavioural difficulties of children involved in direct and indirect bullying behaviours, emotional and behavioural difficulties, 17(3-4), 243-257. Retrieved from http://dx.doi.org/10.1080/13632752.2012.704315
University of Manitoba. (2013). Early development instrument (EDI). Retrieved from http://mchp-appserv.cpe.umanitoba.ca/viewDefinition.php?definitionID=104310
UBC Human Learning Partnership (2014). Early development instrument. Retrieved from http://earlylearning.ubc.ca/edi/
Vancouver Coastal Health. (2014). Reducing child vulnerabilities and improving child developmental outcomes in Vancouver and on the north shore.
Webster-Stratton, C. & Reid J. (2003). Treating conduct problems and strengthening social and emotional competence in young children: the dina dinosaur treatment program. Journal of emotional and behavioural disorders, 2 (3), 130-143.
(Webster-Stratton & Reid, 2003)
(Napler, 2014; Powell & Dunlap, 2010)
(Hirschland, 2009) (HMI,
Activities from HMI website are applicable-Random Acts of Kindness, Follow the Leader
Teaching tips from “Addressing social, emotional and behavioural challenges through play: early childhood mental health consultation in action”
Developmental Play Assistance
Use Play as a Springboard for Connection and Involvement: for the “shyer” kids
Using Play to target multiple goals: for children who are impatient and impulsive and aggressive
(Dalai Lama Center for Peace and Education, 2009)
(Smith, Polenik, Nakasita, & Jones, 2012)
"Be the village. Educate
the hearts of children."
"To reduce hatred and other destructive emotions, we must develop their opposites - compassion and kindness"
-His Holiness the Dalai Lama
by: Evelyn Brush, Tiffany Ling & Jenesse Macdonald
Langara College School of Nursing