ABSTRACT
This chapter shares a range of ways in which practitioners provide opportunities to support the personal, social and emotional development of the children in their care. Central to this will be a consideration of the role of a supportive adult and how different settings plan to ensure children's social and emotional development progresses. Examples of the ways in which other countries define this area of learning will be included. An interesting question to ponder as the chapter develops is how adults assist children to become personally and socially competent in a planned way. Are social and communicative skills taught in a systematic way? Do they need to be? Another important thread of the chapter is the relationship between the context in which personal, social and emotional development occurs and other areas of learning. Can attitudes to learning be taught? Is it possible to work with the child in isolation from his or her family to create effective relationships in a nursery setting? How is successful behaviour management achieved? How does the personal and social development of three-year-olds differ from that of older children? Answers to those questions using a w ide range of evidence from research and practical examples from nursery settings are provided. The poem below reminds us of the important role model offered by adults to the children in their care.
