Fostering Emotional Development in Infants and Toddlers
Introduction:
Emotional development is a crucial area in early childhood, involving a child's ability to express, comprehend, and manage their emotions. This development is vital for establishing healthy social interactions and supports lifelong learning (Berk & Meyers, 2019). In the first three years, infants and toddlers experience significant emotional growth, which is largely shaped by secure attachments to responsive caregivers, essential for building trust and a sense of safety (Shonkoff & Phillips, 2000). Emotional wellbeing during these formative years lays the groundwork for self-regulation, resilience, and social skills, all of which are important for adapting to learning environments and forming positive relationships (National Scientific Council on the Developing Child [NSCDC], 2004). The Early Years Learning Framework (EYLF) emphasizes emotional development in Outcome 1—“Children have a strong sense of identity”—stressing that children feel safe, secure, and supported when educators are responsive to their emotional needs (Department of Education, Skills and Employment [DESE], 2022). Neuroscientific studies indicate that consistent, warm interactions with adults are crucial in shaping the developing brain, enhancing emotional regulation and reducing stress responses (Center on the Developing Child, 2011). Additionally, emotional development in infancy is closely linked to cognitive and language progress, as children start to identify feelings and seek comfort through both verbal and non-verbal means (Gonzalez-Mena & Eyer, 2021). Consequently, early childhood educators play a vital role in fostering emotional wellbeing by creating emotionally safe environments, modeling empathy, and utilizing emotionally responsive teaching strategies (Murray et al., 2020).
Teaching Competencies and Skills for Supporting Emotional Development in Infants and Toddlers
To foster emotional development in infants and toddlers, early childhood educators must possess a strong foundation in both theoretical knowledge and practical teaching competencies that promote secure relationships and emotional wellbeing (Gonzalez-Mena & Eyer, 2021). Some of the essential skills are:
1. Emotional Attunement and Responsiveness
Emotional attunement and responsiveness are crucial teaching skills for promoting emotional development in young children. This concept refers to educators' ability to observe, interpret, and sensitively respond to the emotional signals of infants and toddlers (Gonzalez-Mena & Eyer, 2021). When educators are emotionally attuned, they can identify non-verbal indicators of emotions—like crying, cooing, eye contact, or body language—and respond in a timely and nurturing manner (Berk & Meyers, 2019). Such responsiveness fosters trust and helps children feel acknowledged and understood, which is vital for their emotional security and overall wellbeing (Shonkoff & Phillips, 2000).
2. Building Secure Attachments
Building secure attachments is another vital skill for educators, as it lays the groundwork for emotional development in young children (NSCDC, 2004). These secure attachments form when educators consistently address a child's emotional and physical needs with warmth, reliability, and affection (Shonkoff & Phillips, 2000). Such relationships empower infants and toddlers to confidently explore their surroundings and foster independence, knowing they have a safe place to return to (Berk & Meyers, 2019). Educators who grasp the significance of attachment theory can purposefully cultivate these bonds through consistent, predictable, and loving caregiving routines (Gonzalez-Mena & Eyer, 2021).
3. Supporting Co-Regulation
Supporting co-regulation is another crucial skill for early childhood educators. This process involves adults assisting children in managing and understanding their emotions until the children develop their own self-regulation abilities (NSCDC, 2004). Since infants and toddlers often lack the ability to calm themselves when feeling overwhelmed, educators need to guide them through emotional experiences by providing soothing touch, gentle voices, physical closeness, or comforting routines (Murray et al., 2020). By demonstrating calm behavior and using language to help children identify their feelings—like saying, “I see you’re upset, I’m here to help”—educators aid children in gradually developing the skills to regulate their emotions independently over time (Denham et al., 2012).
4. Teaching Emotional Literacy
An essential teaching approach is to foster emotional literacy, which helps children recognize, label, and comprehend their feelings (Denham et al., 2012). Educators can achieve this by discussing emotions in everyday situations, utilizing storybooks that focus on feelings, and introducing visual aids like emotion cards or mirrors to help children see different facial expressions (Gonzalez-Mena & Eyer, 2021). By employing clear and straightforward language—such as “You’re smiling; you look happy!” or “That was scary, and it’s okay to feel nervous”—educators promote the growth of self-awareness and empathy (Berk & Meyers, 2019). These abilities enhance children's social skills and improve their capacity to communicate their needs effectively (NSCDC, 2004).
5. Creating Emotionally Responsive Environments
High-quality early childhood programs create emotionally supportive environments that foster safety, predictability, and a sense of belonging (DESE, 2022). Educators need to design spaces where children can feel calm and secure, incorporating soft furnishings, cozy corners, and materials that represent their home cultures and identities (Murray et al., 2020). Having consistent daily routines allows children to anticipate what comes next, which helps lessen stress and anxiety (Shonkoff & Phillips, 2000). Additionally, a warm and inclusive atmosphere aids children in building peer relationships and gaining confidence as they explore and interact with others (Berk & Meyers, 2019).
6. Engaging in Reflective Practice
Early childhood educators must engage in reflective practice, consistently examining their emotional responses and how these affect their interactions with children (Murray et al., 2020). This involves thinking about how their tone of voice, facial expressions, and body language influence a child's emotional well-being and adjusting their approach to better address each child's needs (Gonzalez-Mena & Eyer, 2021). Reflective educators also actively seek feedback, participate in professional development, and utilize observation and documentation to evaluate and enhance their emotional teaching methods (Siraj-Blatchford et al., 2002). This continuous reflection helps educators stay emotionally present and sensitive to the varied experiences of the children they care for (Berk & Meyers, 2019).
7. Collaborating with Families
Educators need to work collaboratively with families to maintain consistency in understanding and supporting children’s emotions across both home and early learning environments (Siraj-Blatchford et al., 2002). By fostering open communication with families, educators can gain insights into each child's cultural background, emotional expressions, and effective strategies used at home (Gonzalez-Mena & Eyer, 2021). This collaborative approach honors the family's role as the child's primary teacher and ensures that emotional guidance is respectful, consistent, and culturally sensitive (DESE, 2022). When families and educators join forces, children are more likely to feel secure and emotionally supported in both environments (NSCDC, 2004).
Authentic Curriculum Provision Across Curriculum Areas
Art
Art experiences such as finger painting or drawing with soft pastels allow infants and toddlers to express their emotions visually, offering a non-verbal outlet for feelings like joy, curiosity, or frustration (Wright, 2012). These sensory-rich activities also help children self-regulate and feel calm through repetitive, soothing motions (DESE, 2022).
Drama and Puppetry
Using puppets or engaging in simple role-play helps toddlers explore emotional themes in a safe, imaginative way (Isbell & Raines, 2013). For example, children can act out feeling “scared” or “excited,” which builds empathy and emotional understanding (Denham et al., 2012).
Movement and Music
Music and movement activities like clapping games or dancing to calming rhythms promote emotional regulation and body awareness (Gascoyne, 2011). Songs that name emotions help toddlers recognise their feelings and associate them with appropriate physical expressions (Berk & Meyers, 2019).
Language and Literacy
Reading books about emotions, such as The Colour Monster or When I'm Feeling Sad, supports toddlers in identifying, naming, and talking about their feelings (Denham et al., 2012). Storytime also fosters bonding, which enhances emotional security (Gonzalez-Mena & Eyer, 2021).
Science
Sensory science play, like exploring water or observing shadows, helps toddlers feel grounded and calm, encouraging emotional balance through focused exploration (Curtis & Carter, 2014). These hands-on experiences promote curiosity and emotional engagement with the environment (DESE, 2022).
Engineering
Simple construction with soft blocks or stacking cups allows toddlers to work alongside peers, building persistence and patience (Fleer, 2010). These moments naturally involve emotional responses like pride in success or disappointment when things fall, which educators can guide (NSCDC, 2004).
Technologies
Digital storybooks or emotion-recognition apps can support emotional development by allowing toddlers to engage with visual and auditory cues related to feelings (Edwards, 2013). When used purposefully and with adult guidance, these tools support emotional literacy (DESE, 2022).
Mathematics and Numeracy
Sorting objects by facial expressions or counting toys during tidy-up time supports toddlers in recognizing differences in emotions while developing numeracy (MacDonald, 2018). These tasks also help children feel in control and competent, supporting confidence (Shonkoff & Phillips, 2000).
Humanities and Social Sciences
Looking at family photos or role-playing familiar routines helps toddlers feel a sense of identity and belonging (Arthur et al., 2018). These activities strengthen emotional connections and promote understanding of self and others (Berk & Meyers, 2019).
Integrated Curriculum (STEM/STEAM)
Projects like planting seeds or observing insects combine science, math, and emotional development by nurturing empathy, patience, and responsibility (Bers, 2020). These experiences also encourage wonder, a powerful emotional driver in early learning (Curtis & Carter, 2014).
Three Original Learning Opportunities Supporting Emotional Development
1. 0–12 Months: “Feelings in Faces”
Learning Goal:
To support emotional recognition and secure attachment through facial expression interaction and mirrored play.
Description:
Babies will engage in tummy time while looking into a baby-safe mirror and black-and-white flashcards showing various emotional expressions (happy, sad, surprised). Educators will label and mimic these expressions in a warm, attuned way, encouraging responsive interaction. Responsive interactions from adult support infants’ emotional awareness and attachment (Berk & Meyers, 2019).
Materials:
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Baby-safe floor mirror
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High-contrast black-and-white emotion face flashcards
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Soft mat for tummy time
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Calm instrumental background music (optional)
Teaching Strategies:
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Practise “serve and return” interactions by mirroring baby expressions.
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Verbally label emotions with clear, warm tone (“You’re smiling! Are you happy?”).
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Respond sensitively to baby’s cues—pause if they look overstimulated or fussy.
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Use consistent routines to build emotional security. EYLF Learning Outcomes:
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Outcome 1: Children feel safe, secure, and supported
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Outcome 3: Children become strong in their social and emotional wellbeing
2. 12–24 Months: “Emotion Puppets”
Learning Goal:
To help toddlers identify, name, and express emotions through dramatic play and storytelling.
Description:
Toddlers are introduced to soft puppets that express key emotions (happy, sad, angry, scared). Educators model stories and encourage toddlers to hold or talk to the puppets, matching emotional names to expressions. This encourages empathy, vocabulary building, and early self-awareness and also provides toddlers with a developmentally appropriate way to explore emotions and begin emotional literacy (Gonzalez-Mena & Eyer, 2021).
Materials:
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Soft cloth hand puppets with clear facial expressions
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Emotion cards or small story books
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Low table or floor mat for group time
Teaching Strategies:
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Use simple scripts: “This is Sad Bear. He lost his toy and feels sad.”
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Encourage toddlers to comfort the puppet or share similar feelings.
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Follow children’s cues—extend play when interest is high, simplify when attention wanes.
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Ask open-ended questions: “How do you think Happy Dog feels?”
EYLF Learning Outcomes:
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Outcome 1: Children learn to interact in relation to others
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Outcome 5: Children begin to understand and use language to communicate feelings
3. 2–3 Years: “Calm Corner Builders”
Learning Goal:
To empower toddlers to co-create a self-regulation space and develop emotional awareness and autonomy.
Description:
Children will help set up a “Calm Corner” in their room using soft furnishings, emotion books, stuffed toys, and family photos. Educators will introduce the purpose of the space as a place to rest, relax, or process big feelings. Children are invited to use the space whenever they need.Emotionally responsive environments that offer children safe spaces promote wellbeing and the development of self-regulation (Shonkoff & Phillips, 2000).
Materials:
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Floor cushions, soft blankets, soft lighting
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Emotion-themed picture books (e.g. The Colour Monster)
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Calming tools: sensory bottles, weighted animals
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Family photo albums or frames
Teaching Strategies:
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Model using the space: “I’m feeling tired. I’m going to take a break in the Calm Corner.”
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Use emotion language when guiding children there: “You look frustrated. Would you like to read in the Calm Corner?”
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Encourage autonomy by allowing self-selection of comfort items.
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Observe and document how children use the space for reflection or regulation.
EYLF Learning Outcomes:
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Outcome 1: Children develop their emerging autonomy and inter-dependence
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Outcome 3: Children take increasing responsibility for their own wellbeing
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Outcome 4: Children resource their own learning through environments
YouTube links
Two songs:
Two Rhymes:
Moment Game:
Reference:
Arthur, L., Beecher, B., Death, E., Dockett, S., & Farmer, S. (2018). Programming and planning in early childhood settings (7th ed.). Cengage Learning Australia.
Berk, L. E., & Meyers, A. B. (2019). Infants and children: Prenatal through middle childhood (8th ed.). Pearson Education.
Bers, M. U. (2020). Beyond coding: How children learn human values through programming. MIT Press.
Curtis, D., & Carter, M. (2014). The art of awareness: How observation can transform your teaching (2nd ed.). Redleaf Press.
Denham, S. A., Bassett, H. H., & Zinsser, K. (2012). Early childhood teachers as socializers of young children’s emotional competence. Early Childhood Education Journal, 40(3), 137–143. https://doi.org/10.1007/s10643-012-0504-2
Department of Education, Skills and Employment [DESE]. (2022). Belonging, being and becoming: The early years learning framework for Australia (V2.0). Australian Government. https://www.education.gov.au
Edwards, S. (2013). Digital play in the early years: A contextual response to the problem of integrating technologies and play-based pedagogies in the early childhood curriculum. European Early Childhood Education Research Journal, 21(2), 199–212. https://doi.org/10.1080/1350293X.2013.789190
Fleer, M. (2010). Early learning and development: Cultural-historical concepts in play. Cambridge University Press.
Gascoyne, S. (2011). Treasure baskets and heuristic play. Practical Pre-School Books.
Gonzalez-Mena, J., & Eyer, D. W. (2021). Infants, toddlers, and caregivers: A curriculum of respectful, responsive, relationship-based care and education (11th ed.). McGraw-Hill Education.
Isbell, R., & Raines, S. (2013). Creativity and the arts with young children (3rd ed.). Cengage Learning.
MacDonald, A. (2018). Young children’s mathematics learning: An international perspective. Springer.
Murray, J., Petty, K., & Sweet, S. (2020). Infants and toddlers: Curriculum and teaching (9th ed.). Cengage Learning.
National Scientific Council on the Developing Child [NSCDC]. (2004). Young children develop in an environment of relationships:
Working paper no. 1. Center on the Developing Child, Harvard University. https://developingchild.harvard.edu
Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development.
National Academies Press. https://doi.org/10.17226/9824
Wright, S. (2012). Children, meaning making and the arts (2nd ed.). Pearson Education Australia.