Promoting Well-Being in the Pre-School Years
Research, Applications and Strategies

Promoting Well-Being in the Pre-School Years provides evidence-based research and real-life strategies that support social and emotional development and well-being for children aged 3?5 years. It places emphasis on nurturing social emotional competence through purposeful scaffolding activities and how these can be used by children and families to create a harmonious platform for building resilience and positive relationships with family and the community.

Drawing on principles from Positive Psychology and Positive Education, it is illustrated throughout with examples of sustainable practice in diverse, global settings. Key topics explored include:

• Contemporary well-being concepts, including ?grit?, ?growth mindset? and ?gratitude?, as well as ?classic? constructs such as coping and self-efficacy
• The attitudes and skills that need to be developed to ensure that young children flourish
• Cognitive and sociocultural perspectives complemented by neuroscience and epigenetics
• Social Emotional Learning (SEL) in the early years curriculum
• Using visual tools ? the Early Years Coping Cards
• How we measure young children?s coping
• The relationship between coping, stress and mental health
• Recognition of the importance of parents? own coping skills
• How partnerships with communities can improve children?s SEL.

Promoting Well-Being in the Pre-School Years shows how we can support young children to develop an understanding of what it means to be happy and to flourish as a socially responsible member of the family and wider community. It is essential reading for teachers, parents and professionals who work with young children, as well as academics in child development.

Chapter 1 Capturing the Well-being construct in the Pre-School Years

Chapter 2 Development in Context

Chapter 3 Social Emotional Learning (SEL) in the Early Years Curriculum

Chapter 4 Early years visual coping tools: Operationalising Social and Emotional Competencies in Pre-school Children

Chapter 5 Measuring Coping in a Pre-school Population

Chapter 6 The Relationship between Coping, Stress and Mental Health in a Pre-school Population

Chapter 7 Teaching Coping Skills in the Context of Positive Parenting

Chapter 8 Approaches to Pre-school Social-Emotional Learning: Targeting Empathy, Resilience, Prosocial and Problem Behaviour through Coping Strategies

Chapter 9 Embedding SEL within the curriculum: Partnerships with communities

By Sophia Stirling

Chapter 10 Putting it together: Developing well-being in the early years

Erica Frydenberg is Associate Professor in psychology in the Melbourne Graduate School of Education, University of Melbourne, Australia.

Janice Deans is Associate Director, Early Childhood Education, University of Melbourne, Australia.

Rachel Liang is Honorary Research Fellow, Melbourne Graduate School of Education, University of Melbourne, Australia.