Personal, Social and Emotional Development

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Personal, Social and Emotional Development (PSED) forms a central part of the EYFS and is interwoven through all aspects of early learning. PSED is supported through responsive, attuned and trusting relationships with adults who help children make sense of their emotions, understand their relational world and develop a secure sense of self. Children learn about connection, co-regulation and social interaction not through instruction or correction, but through consistent, warm and respectful relationships.

Fostering Personal, Social and Emotional Development

The CEA Curricular Guidance for Pre-School Education guidance highlights the importance of creating an environment where all children:
• feel safe, welcomed and emotionally secure
• experience a strong sense of belonging and wellbeing
• are supported to express emotions in ways that feel authentic and manageable
• are encouraged to develop autonomy and confidence at their own pace
• feel respected in their play, interests and ways of relating
• know that their communication and interaction styles are understood and valued

To create such an ethos, adults should:
• take time to listen and respond with curiosity and respect
• engage with children in ways that follow their lead and reflect their interests
• honour children’s perspectives and ideas as meaningful contributions
• co-regulate with children by offering calm, attuned and predictable support
• model relational safety, empathy and respectful interaction

This approach emphasises relational connection rather than behavioural correction. Children flourish when surrounded by adults who understand their communication and sensory needs, reduce unnecessary demands and create environments where they can explore and relate in ways that feel safe and empowering.

Recognising Diverse Developmental Pathways

Some children may experience differences that shape how they engage socially, emotionally or relationally. These may include:
• diverse communication styles, including AAC use, nonspeaking communication or gestalt language processing
• sensory preferences and sensory-based regulation needs
• a monotropic thinking style, where deep focus and highly meaningful interests guide attention, learning and emotional connection

These differences are not barriers to development; they are authentic expressions of identity and ways of engaging with the world. When understood and supported, they enrich relationships, play and learning.

Adults play a key role in adapting the environment, reducing demands, supporting regulation and ensuring that every child’s developmental pathway is recognised as valid and respected.

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