The importance of emotional competence and self-regulation from birth: a case for the evidence-based emotional cognitive social early learning approach
Neuroscientifc advances demonstrate that the age range from zero to 5 years oldrepresents a critical window for both learning and teaching, which must involvethe development of emotional competence and the growth of self-regulation as afoundation for long-term academic, personal, and social success, promoting mentalhealth and well-being. Recent fndings suggest that these capacities emerge from theco-regulation of empathic social and emotional interactions between a caregiver andyoung child. Based on this research, the present review will (a) describe the theoreticalunderpinnings of a childcare and development center-based social and emotionallearning approach to support the growth of these foundational capacities in childrenfrom birth; (b) examine the role of co-regulation with a professional caregiver/teacherin promoting these capacities; and (c) detail how emotional cognitive social early learning,an integrative evidence-based approach, endeavors to foster these competenciesthrough emotional communication, guidance, tools and techniques, most notablycausal talk in the context of emotional experience.
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