Strengthening young children’s self-regulation through emotion-focused practice
At the recent 10th World Conference on Teaching and Education (WORLDCTE) 2026 in Copenhagen, Denmark, Jayne Carter, Early Years Development Lead at Partnership for Children, presented a virtual session entitled ‘Strengthening young children’s self-regulation through emotion focused practice.’ The presentation showcased how Partnership for Children’s Early Years Personal, Social and Emotional Development (PSED) programme is helping early years settings support children’s emotional wellbeing, self-regulation and school readiness.
With growing recognition of the importance of children’s emotional wellbeing, many early years settings are seeking practical approaches that can be embedded into everyday practice. The early years PSED programme provides a structured, evidence-informed framework that helps practitioners develop children’s emotional understanding, resilience and ability to manage their feelings effectively.
The programme combines professional development, reflective practice, interactive storytelling, play-based learning and family engagement to create a consistent approach to emotional wellbeing across the whole setting. Rather than being a standalone intervention, emotional learning is woven throughout daily routines and interactions, helping children apply these skills in meaningful ways both in the classroom and at home.
“I learned that self-regulation is not something children naturally “just do,” but a skill that must be modelled, scaffolded, and practised consistently.”
Early years practitioner
The WORLDCTE conference featured a range of presentations exploring wellbeing, resilience and self-regulated learning. Topics included the relationship between social-emotional learning and mental health, the role of psychological resilience in education and the importance of developing self-directed learners. Together, these discussions reinforced the growing international recognition that emotional wellbeing is fundamental to successful learning and development.
During the presentation, Jayne shared evidence of the PSED programme’s positive impact on practitioners. Staff reported increased confidence in supporting children’s emotional development, a deeper understanding of self-regulation and greater use of emotional language throughout the day. Practitioners also felt better equipped to recognise and respond to children’s emotional needs.
The impact on children was equally encouraging. Practitioners observed improvements in emotional expression, communication and independence. Children increasingly used coping strategies, engaged positively with peers and developed the vocabulary needed to express and manage their feelings. Families also reported stronger home-setting relationships and greater confidence in supporting emotional wellbeing at home.
A key message from the presentation was that personal, social and emotional development should not be treated as a separate topic but integrated into everyday life. When emotional learning is supported by skilled practitioners and engaged families, children develop the foundations for lifelong wellbeing, positive relationships and successful learning.
