Supporting professional development through the Early Years PSED programme
The early years are a critical period for shaping children’s personal, social, and emotional development (PSED). The Education Endowment Foundation (EEF) recently published a review highlighting six key insights into early years professional development. These findings reinforce the importance of structured, evidence-informed programme in equipping educators with the tools to foster emotional resilience and well-being in young learners.
Why professional development matters in early years
The EEF’s review highlights the need for high-quality professional development to improve early education outcomes, particularly for children from disadvantaged backgrounds. It highlights that:
- Most early years settings actively engage in professional development, showing a strong commitment to continuous learning.
- Communication and language, PSED, and early literacy are the most common focus areas for professional development.
- Access to structured programmes helps educators implement effective strategies that support children’s emotional and social growth.
How the Early Years PSED programme aligns with these findings
The Early Years PSED programme is designed to enhance early years practitioners’ ability to support children’s emotional well-being through structured, play-based activities. Here’s how it aligns with the EEF’s insights:
1. Strengthening practitioners’ knowledge and confidence
The programme provides two online training sessions and additional network meetings focused on effective PSED teaching pedagogy, ensuring that practitioners feel equipped to integrate emotional literacy into their daily interactions. This aligns with the EEF’s emphasis on structured professional development that empowers educators.
2. Supporting vulnerable children
A key takeaway from the EEF’s review is the need to close the disadvantage gap in early years education. The Early Years PSED programme prioritises ambition for all, offering targeted strategies to support the most vulnerable children aged 3-5. This ensures that every child has access to emotional and social learning opportunities.
3. Providing practical, evidence based resources.
The programme includes 15 weeks of structured PSED materials, giving educators a clear framework to implement social and emotional learning. The EEF highlights that professional development should be evidence informed. This programme is grounded in early years pedagogy and research.
4. Engaging parents in children’s emotional development.
Recognising the role of families in fostering emotional resilience, the Early Years PSED programme provides a comprehensive suite of ideas for parents to help support their child’s well-being. This aligns with the EEF’s findings that professional development should extend beyond practitioners to create a holistic support system.
Conclusion
The Early Years PSED programme from Partnership for Children is a powerful tool for early years practitioners seeking to enhance their professional development and improve children’s emotional well-being. By aligning with the EEF’s insights, it ensures that practitioners receive structured, evidence-based training that makes a lasting impact.
- Read more information about the Early Years PSED programme here
