Getting ready to deal with life’s adventures – developing coping skills in the early years
The early years foundation stage (EYFS) sets standards for the learning, development and care of children from birth to five years old. Highlighted in the EYFS are recommendations that support children’s readiness for life. For example, the Characteristics of Effective Teaching and Learning includes helping children to develop a ‘can do’ attitude, perseverance, and choosing ways to do things. Within Personal, Social and Emotional Development (PSED), children are encouraged to consider their own and others’ points of view and adapt to a range of situations.
These so-called ‘soft skills’ are, in fact, the bedrock of a child’s character and uniqueness and help them to flourish. The ability to recognise and respond to life’s adventures is a key skill for navigating choices, decisions and embedding a strong sense of personal identity.
The World Health Organization defines mental health as ‘a state of well-being in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully and is able to make a contribution to their community’.
Building a toolkit for life
As adults, we draw on a toolkit of strategies built through experience; refined, adapted, and tested over time. We recall what worked before and apply it to new challenges. This internal memory bank of “things to do when…” is a vital resource. It provides reassurance and offers us a blueprint to follow.
Young children, still exploring their world, need support to build their own toolkit. They require nurturing play partners who guide, model, and co-explore strategies. Crucially, children must be empowered to develop personalised approaches that feel authentic and effective for them.
Take friendships, for example. A four-year-old may struggle when a friend doesn’t want to build a space station with them or disagrees with their idea. The emotional response - bubbly tummies, fizzy feelings - can lead to impulsive reactions. Adult intervention undoubtedly helps but so does equipping children with a range of strategies to navigate such moments, either independently or with the help of others.
Embedding coping skills through structured programme of activities
This is where the Early Years PSED Skills for Life programme from Partnership for Children offers a powerful framework. Developed using the latest research into early years pedagogy, the programme supports children aged 3–5 in developing emotional self-regulation, managing feelings and behaviour, building relationships, and fostering self-confidence.
Children engage in play-based activities to explore and practise positive strategies. Practitioners are equipped with 15 weeks of structured materials, training, and resources to embed emotional literacy into everyday practice.
This reflective approach aligns beautifully with the idea of building a personalised coping toolkit. Repetition and consistency help children internalise these strategies, while the programme’s emphasis on inclusion ensures that even the most vulnerable learners are supported.
A community of practice
The programme also encourages collaboration with families, offering ideas to extend emotional learning beyond the setting. This community-based model echoes the belief that coping strategies are best developed through a respectful shared approach.
For more information about the Early Years PSED programme please visit the our dedicated page on our website.
