ABSTRACT
This chapter explores social-emotional development that is shaped in early childhood. It affords equal importance to the physical and the emotionally safe environment for children. The chapter suggests that a lacklustre approach to planning in either domain represents a failure to protect children, places them at risk, undermines their social-emotional development and impedes their learning and development. The intentional leader can demonstrate this through modelling and mentoring, and by supporting staff to engage in continual professional development. An emotionally safe environment ensures that children can feel socially, emotionally and physically safe and valued. Becker and Becker, suggest that from birth, relationships with adults are the 'critical determinants' of children's social and emotional development. Relational pedagogy, co-construction begins from birth. During the first year of life in particular, children are totally dependent upon adults to interpret their communicative cues. Children thrive in the context of stable, caring and positive relationships with adults who provide love and nurturance, security and responsive interactions.
