Dr Nazish Usman is a qualified early years teacher who’s taught all over the world and she can speak 4 languages. She’s a child psychologist with a specialism in cognitive behavioural therapy, and has just completed her PhD on the “Role of Emotional Intelligence in Character Building during Early Childhood Education.” She’s currently the Head of Safeguarding and Compliance for Early Years at Little Dukes Education
Personal, social, and emotional development is one of the prime areas of learning in the Early Years Foundation Stage (EYFS). Good provision for personal, social, and emotional development (PSED) supports children to build the foundations of empathy, learn about right and wrong, and begin to self-regulate.
Naz explains how Early Years educators can support early emotional intelligence through positive relationships, using co-regulation.
Adults should focus on being present, engaging in meaningful interactions, building relationships, and validating children's emotions. It's not just about feeling good, but learning to form positive bonds.
"When we are talking about quality interactions with children, it all starts with one thing. Be present in that moment. Leave everything when you are with the children - I see you, I feel you, I hear you, I understand you. If you want to tick all those boxes, you need to be present. And when I mean present, not just physically. You need to be present from your head to toe, from your brain, your mind. Everything needs to be in that moment."
Nazish Usman, Little Dukes
Naz explains that naming authentic emotions is important, but that educators should avoid the overuse of "sad" when we really mean angry, jealous, frustrated, or any other emotion. Instead, educators should normalise and validate a range of emotions, moving away from toxic positivity.
Naz notes that there's a concerning trend of increasing mental health issues in young children, potentially linked to a lack of emotional regulation and awareness. Early childhood experiences, including seemingly minor traumas, can have lasting impacts.
Perhaps most importantly, educators aren't here to just 'manage feelings and behaviour'. We play an essential role in supporting children to learn to recognise their different emotions
Naz believes that there's a significant gap in educator training regarding emotional intelligence and regulation. Implementing emotion coaching modules for Early Years teachers, similar to those delivering New Zealand's Te Whāriki curriculum, could better equip educators to handle emotions in the classroom.
Naz's solution is that senior leadership in Early Years settings should prioritise workforce development, focusing on practical training and implementation.
Naz calls for us to question traditional practices like enforcing sharing and "golden rules". These practices often lack meaningful understanding for children and may not effectively address the core issues of behaviour and emotional regulation.
The concept of "calm corners" should be reconsidered; instead, ensuring we involve human interaction for co-regulation rather than just physical resources.
"Yes, you have a corner. Yes, you have colour monsters, you have got the sparkling cushions, the fairy lights and dim lights and LED lights, all sorts going on," says Naz, "But where is the human interaction? Where is a person there for co-regulation?"
Start listening now
