ABSTRACT
This chapter examines the key area of emotional learning and the steep learning curve experienced by young children in being able to name and then identify particular feelings, based on their embodied reactions. It looks at what it means to teach young children about their own emotions, and the ways this underpins the most useful approaches towards guiding behaviour. It identifies particular social situations and emotional responses to those situations, and how key adults play an important role in reframing these often scary or confronting experiences in productive ways, based on their own emotional wisdom.
