The educator intentionallyThe educator acts in a planned, thoughtful and purposeful way. helps children to develop relationship skills by:

• supporting them to connect with others
• enabling them to negotiate and cooperate
• encouraging collaborative play.

This approach can have a positive impact on children’s personal, social and emotional development.

Based on the evidence, educators should:

• model positive educator-child relationships, as this can improve children’s emotional competenceThe ability to recognise, understand, express and manage emotions.
• support children’s self-regulationHow children monitor their emotions and thoughts, and adapt their actions in different circumstances. and their social skills.

Educators could involve parents in their efforts to develop children’s relationship skills. Evidence indicates this may make the approach more effective.

We recommend using this approach alongside other approaches in this theme.

In the evidence we found, educators usually modelled social skills during circle time, guided play, role play or while using puppets.

Practices educators use to deliver this approach include:

• Explaining and showing: providing extra information to support children’s understanding. For example, the educator explains, ​‘you showed Archie you were interested in him when you asked about his painting. He was smiling as he was telling you about it, so I think he enjoyed talking to you’. This helps children to understand the possible impact of their interactions
• Emphasis: highlighting key information through comments, intonation and gesture. For example, the educator draws attention to kind behaviour at snack time when one child is missing from the table. They comment, ​‘I can see you have put a cup, plate and chair at the table, ready for Minah when she has finished in the bathroom. That is kind’
• Encouraging practice: ensuring that children have opportunities to practise what they have learned. For example, the educator helps children to practise waiting for a turn while playing ​“Roll and do” during circle time. As a result, the children take turns. They roll the die and carry out different actions represented by each number
• Modelling problem-solving strategies: demonstrating and explaining different ways to solve a problem. For example, the educator uses puppets to model how to divide cars fairly. They explain, ​‘Milly is going to give everyone one each first, so they all have the same amount. That makes it fair’.

Some activities described in this evidence might also support children’s self-regulationHow children monitor their emotions and thoughts, and adapt their actions in different circumstances. and executive functionCognitive skills that enable children to adapt their thinking and actions to achieve a ​‘goal’. This goal may be self-chosen (e.g. to build a tower) or adult-led (e.g. respond to a question about a story).. To find out more, review the Creating a Community of Collaborative Learners approach.