C210 Developing social competence

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Criterion C210 Guidance

Criterion C210

The service curriculum supports children’s developing social competence and understanding of appropriate behaviour.

Curriculum criteria documentation required

Guidance

As children learn to make sense of their world and develop working theories, they develop an understanding of themselves and others in social contexts, including the early childhood service.

What is viewed as social competence, emotional competence and appropriate behaviour may vary from setting to setting and will depend on the values that parents and whānau, educators and coordinators, and communities hold. It is therefore vital that, educators, coordinators, parents and whānau, the community, and children share with each other their understandings of social and emotional competence.

The environment, our own, and parents and whānau expectations, and our teaching practices will be strong indicators of what we consider as socially appropriate and competent behaviours.

Curriculum priorities that support social competence, emotional competence, and understanding of appropriate behaviour should provide ongoing opportunities for children to practice their growing capabilities, through actions, words, and behaviours.

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Things to consider

How do you know that children and whānau know they have a sense of belonging in this place?
How do you establish a shared understanding of what social and emotional competence looks like, feels like, and sounds like in your service?
Parents and whānau are the experts on their children. In what ways do you partner with parents and whānau to value their knowledge and expertise and ensuring continuity between home and the early learning settings? (He Māpuna te Tamaiti)
How do we create a supportive environment in which all children are able to access and contribute to a rich and rewarding curriculum? (He Māpuna te Tamaiti)
How do our educators and coordinators support all children to develop prosocial strategies for learning with and alongside others?
What purposeful and intentional teaching opportunities do we provide for children to practice and enhance their developing social and emotional competency?
How do our own personal values impact on and influence our teaching practice?
How do our routines and rituals support children’s developing social competence?
How does the structure of our staffing support the development of children’s social and emotional competence?

The links below give educators, coordinators, and service providers more information, advice, and guidance to support implementation of the licensing criteria.

Te Whāriki Online – Tāhūrangi

Supporting teachers to assess and share children's early learning progress – Kōwhiti Whakapae

He Māpuna te Tamaiti – Tāhūrangi [PDF, 7MB]