Lasten sosioemotionaalisten taitojen tukemiseen varhaiskasvatuksessa

It is estimated that 10-30 % of under school aged children have shortcomings in their social-emotional skills. Social-emotional skills refer to the skills which are needed in interaction and dealing with feelings and experiences which arise in the intercourse. The defective social-emotional readiness will be emphasized further when the child spends his day in a big child group. The children who need special support are also often placed in ordinary child groups, according to a dominating inclusive view in early childhood education. The lack of the social-emotional skills of the children increases challenging education situations in early childhood education, which affect the development of the child's self-identity, among others. If a child does not get the support needed by him, he is in danger to be discriminated or teased in the group. The educators´ readiness to deal with challenging education situations also affects the work welfare.



The supporting the social-emotional skills is an area on which there is a constant need for the supplementary education in the field of the early childhood education. The ones working in the early childhood education need knowledge of both the factors affecting to the development of the social-emotional skills and the methods to respond to these needs for support. Developing the operation culture and creating positive atmosphere require the whole team´s and so also the supplementary education must be directed to the whole team of the educators. The ways to act and interact of the team of the educators in early childhood education create a model for the children´s mutual interaction. Supplementary education is expected to be as reachable as possible and it should offer alternatives to face to face education.