Emotional development is recognized by the United Nations’ 4th Sustainable Development Goal as essential for improving human life.
The World Health Organization includes it in early childhood development goals, aiming to allow every child to reach their potential.
Evidence links healthy emotional development to:
Academic success
Prosocial behavior.
Ability to build friendships
Locally, the UK government incorporates emotional development into the early years national curriculum and research priorities, highlighting its importance in education.
British early years curricula emphasize three areas:
Self-regulation
Managing oneself
Building relationships
Teachers focus on emotional competence and executive functions to measure progress.
- Emotional Competence
Definition:
Emotional competence is the ability to understand, express, and manage emotions effectively in oneself and in interactions with others.
It’s a cornerstone of emotional development because it enables children to navigate social situations and cope with challenges.
Key Components of Emotional Competence:
- Emotion recognition – Identifying one’s own emotions and the emotions of others.
Example: A child notices they are feeling frustrated because a puzzle is hard. They also notice a classmate is sad after dropping their blocks.
- Emotion expression – Expressing emotions appropriately for the context.
Example: Saying, “I’m upset because my tower fell” instead of hitting or yelling.
- Emotion regulation – Managing emotional reactions to respond appropriately rather than impulsively.
Example: Taking deep breaths when angry instead of pushing a friend.
- Empathy and social understanding – Recognizing others’ feelings and responding sensitively.
Example: Comforting a friend who is crying or sharing a toy when someone is sad.
- Problem-solving in emotional situations – Using emotions as a guide to make decisions.
Example: Negotiating turns when two children want the same toy.
How Teachers Measure Emotional Competence:
Observation: Teachers watch children during play and interactions. They note how children handle conflicts, express feelings, or respond to others’ emotions.
Checklists & Rating Scales:
Tools like the Devereux Early Childhood Assessment (DECA) or Social Emotional Learning (SEL) rubrics can track skills such as self-awareness, self-regulation, and social problem-solving.
Stories or Role-Play: Teachers might ask children to respond to scenarios (“What would you do if someone took your toy?”) and evaluate their emotional reasoning.
Self-Reports: For older children, simple questions or mood charts can help assess how they recognize and manage their emotions.
- Executive Functions
Definition:
Executive functions are mental skills that help individuals plan, focus, remember instructions, and manage multiple tasks successfully. They are closely linked to cognitive and emotional self-regulation.
Key Components of Executive Function:
- Working memory – Holding information in mind and using it.
Example: Remembering the steps of a painting project while following instructions.
- Cognitive flexibility (or set-shifting) – Adjusting thinking or behavior when circumstances change.
Example: Switching from one activity to another without getting frustrated.
- Inhibitory control (self-control).
– Resisting impulses and staying focused.
Example: Waiting for your turn during a game instead of interrupting.
- Planning and organization – Thinking ahead and structuring actions to reach a goal.
Example: Lining up all materials before starting a craft project.
- Task initiation and monitoring. – Starting tasks independently and checking progress.
Example: Beginning a drawing without prompts and noticing if a color is missing.
How Teachers Measure Executive Functions:
Observation of behavior: Watching how children manage tasks, transitions, and challenges.
Structured games:
Activities like “Simon Says” or memory games measure inhibitory control and working memory.
Problem-solving tasks:
Puzzles or sorting tasks assess planning, flexibility, and monitoring.
Checklists & rating scales:
Tools like the Behavior Rating Inventory of Executive Function – Preschool Version (BRIEF-P) help teachers systematically evaluate these skills.
Examples from Real-Life Classroom Situations
Following are summary of Skill Example/
Situation Observed Behavior / Assessment.
Emotional Competence.
Eg.Two children want the same toy. One child says, “You can have it first, I’ll wait.”
Teacher notes empathy and self-regulation.
Working Memory (Exec Function).
Eg. Following multi-step art project instructions.
Child remembers steps in order; teacher marks success.
Inhibitory Control.
Circle time sharing. Child waits quietly until it’s their turn to speak.
Cognitive Flexibility .
Game rules change suddenly Child adjusts and continues playing without getting upset.
Planning & Organization.
Eg.Cleaning up play area. Child gathers toys systematically instead of randomly, shows self-initiation.
Key Points
Emotional competence = handling and understanding emotions in oneself and others.
Executive function = cognitive “control center” skills that support focus, planning, and flexible thinking.
Teachers measure progress through observation, structured tasks, checklists, and role-play exercises.
Both sets of skills are interconnected: strong executive function helps a child regulate emotions, and emotional competence supports social interactions.
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