The educator demonstrates and explains how children can:

• use verbal and non-verbal communication strategies
• adapt to different social contexts.

There is some evidence that this approach can support children’s personal, social and emotional development and their prosocial behaviourActions and behaviours that aim to help others..

Based on the evidence, educators should:

• support children by explaining and showing examples of positive social communication and behaviour
• focus on the language skills that support social communication. This can enable children to:
  • express their own emotions
  • respond to the emotions of others
  • begin to support or cooperate with one another.

This approach can also support children’s communication and language outcomes. To find out how, review the evidence here.

The studies we found did not describe the educators’ role in detail. Instead, they focus on activities that educators used to:

• discuss examples of prosocial behaviourActions and behaviours that aim to help others. and social communication (for example, using stories or puppets)
• help children to develop and practice prosocial behaviourActions and behaviours that aim to help others..
  

Educators use a range of practices to deliver this approach. These include:

• Explaining and showing: providing extra information to support children’s understanding. For example, the educator uses puppets to demonstrate kind behaviour, while telling the children ​‘Dottie is being kind. She noticed that Ishaan was crying and passed him a tissue to wipe his nose’
• Using signs and gestures: using signs, gestures and other visual aids to support understanding. For example, the educator models and encourages children to sign along to their ​‘hello’ song, so they can welcome everyone
• Encouraging practice: ensuring that children have opportunities to practise what they have learned. For example, the educator sets up routines that enable children to practise being helpful, such as passing the plates and cups out at snack time
• Providing prompts and cues: using verbal or physical cues to remind children of relevant information. For example, the educator uses short, clear phrases like ​‘walking feet’ or ​‘gentle hands’ with accompanying gestures. This helps children to play and interact with each other in a considerate way.

During the early years, many children can find prosocial behaviourActions and behaviours that aim to help others. difficult. They might find it hard to share or take turns with a toy they particularly like. Social and cultural factors can also influence how children communicate and interact.

When preparing to deliver this approach, we encourage educators to:

• think carefully about children’s individual developmental stages
• consider the socio-cultural context in their setting and local area
• use this approach alongside other approaches in this theme.