Unit rationale, description and aim
A curriculum that emphasises the holistic development of the child, including social and emotional learning (SEL), is essential for cultivating inclusive, participatory communities. In this unit, pre-service teachers build their capacity to foster children’s SEL through intentional teaching practices, effective teacher-child interactions, purposeful learning environments, and both universal and targeted pedagogies. The unit explores key SEL domains: self-awareness (e.g. recognising emotions, self-confidence), self-management (e.g. impulse control, goal setting), responsible decision-making (e.g. problem solving), relationship skills (e.g. communication, cooperation), and social awareness (e.g. empathy). These competencies are examined about children’s long-term wellbeing.
The unit aims to equip pre-service teachers to meaningfully engage diverse families and communities in the learning process, with special attention to cultural diversity. It considers sociocultural perspectives that support smooth transitions across contexts—from home to early childhood settings and into formal schooling. Through critical reflection and applied learning, pre-service teachers enhance their professional knowledge, values, and skills in supporting children’s social and emotional development in early years settings.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Explain a range of theoretical and evidence inform...
Learning Outcome 01
Demonstrate an informed understanding of the meani...
Learning Outcome 02
Apply a critical awareness of educational contexts...
Learning Outcome 03
Formulate knowledge and skills to engage diverse f...
Learning Outcome 04
Implement a range of intentional teaching strategi...
Learning Outcome 05
Content
Topics will include:
- Laying the groundwork for how pre-service teachers conceptualise social and emotional learning (SEL)
- Theoretical perspectives, then and now
- Pedagogies of SEL
- SEL in the approved frameworks
- Where policy and SEL intersect: What are the documents that inform, enable or act as a barrier to children’s social and emotional learning?
- Children as social and emotional learners
- SEL in Infants and Toddlers
- Collaborating with families
- Supporting children with additional needs and their families
- Children and families experiencing hardship
- Transitions and children’s SEL: how and why it is impacted, ways to mitigate negative effects
- Implications for pedagogy and professional practice. What does a supportive environment for all children’s SEL look like?
Assessment strategy and rationale
This unit includes two assessment tasks designed to meet the unit learning outcomes and develop graduate attributes consistent with the University’s assessment requirements. Pre-service teachers are required to complete both assessment tasks.
The first assessment task asks pre-service teachers to compose a hypothetical ‘welcome letter’ to families, outlining their professional responsibilities as a teacher, and the various factors and policies that influence children’s SEL. The second assessment task requires pre-service teachers to apply what they have learned about children’s SEL to their practice by developing an educational program that explicitly teaches and embeds opportunities social and emotional learning.
On completion of this unit, pre-service teachers should have developed their understanding of children’s social emotional learning, and the influence that different contextual and environmental factors may have on this development. Additionally, pre-service teachers will show an understanding for their professional role and responsibility concerning their interactions with children, families, other professionals, and guiding and policy documents.
The assessment tasks for this unit are designed to demonstrate the achievement of each learning outcome.
In order to pass this unit, pre-service teachers are required to: a) submit all assessment tasks, b) demonstrate achievement of every learning outcome, c) achieve a pass (50%) for Assessment Task 1 and d) achieve a minimum overall passing grade of 50% for the unit overall.
Overview of assessments
Assessment Task 1: Letter Create a Welcome Lette...
Assessment Task 1: Letter
Create a Welcome Letter’ addressed to families, outlining the social and emotional learning (SEL) environment of a hypothetical group of children in an early childhood education setting (e.g. four-year-old kindergarten).
40%
Assessment Task 2: Educational Program Pre...
Assessment Task 2: Educational Program
Pre-service teachers will apply their understanding of children’s social and emotional learning by designing a snapshot of an educational program. This program should be thoughtfully annotated with references to relevant guiding documents, policies, theories, and research literature that inform and justify their decision-making.
60%
Learning and teaching strategy and rationale
The learning and teaching strategy for this unit is grounded in a holistic, evidence-informed, and reflective approach. Through a blend of theoretical exploration and applied practice, pre-service teachers develop a deep understanding of social and emotional learning (SEL) domains and their critical role in early childhood development. The unit promotes intentional pedagogy, encouraging pre-service teachers to apply inclusive and responsive teaching strategies, engage in rich teacher-child interactions, and create purposeful learning environments that foster SEL. Collaborative learning experiences, critical reflection, and case-based inquiry allow pre-service teachers to connect theory with real-world educational contexts. Emphasis is placed on sociocultural perspectives, supporting authentic engagement with diverse families and communities, and enabling smooth transitions for children across learning settings. This strategy ensures pre-service teachers graduate with the professional competencies to ethically and effectively support every child’s social and emotional wellbeing.
Representative texts and references
Recommended Texts and Documents
Arthur, L., Beecher, B., Death, E., Farmer, S., & Dockett, S. (2025). Programming and planning in early childhood settings (Nine edition.). Cengage.
Australian Government Department of Education [AGDE] (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (V2.0). Australian Government Department of Education for the Ministerial Council.
Nolan, A., & Raban, B. (2024). Theories into Practice - Revised Edition: Understanding and Rethinking Our Work with Young Children and the EYLF. Essential Resources Educational Publishers Ltd., 2024.
Raban-Bisby, B., & Margetts, K. (2024). The early years learning framework in practice : a handbook for educators and families (Third edition.). Teaching Solutions.
AERO. (2023). Early Childhood Trajectories: Social and Emotional Learning. https://www.edresearch.edu.au/sites/default/files/2023-06/learning-trajectory-social-emotional.pdf
Recommended References
Blewitt, C., O’Connor, A., May, T., Morris, H., Mousa, A., Bergmeier, H., ... & Skouteris, H. (2021). Strengthening the social and emotional skills of pre-schoolers with mental health and developmental challenges in inclusive early childhood education and care settings: A narrative review of educator-led interventions. Early Child Development and Care, 191(15), 2311-2332.
Boylan, F., Barblett, L., & Knaus, M. (2024). I think I can, I think I can’t: Design principles for fostering a growth mindset in the early years. Journal of Early Childhood Teacher Education, 45(1), 96-117.
Clarke, L., McLaughlin, T. W., & Aspden, K. (2019). Promoting learning during toddlers’ peer conflicts: Teachers’ perspectives. Early Years, 39(4), 426-440.
Harrington, E. M., Trevino, S. D., Lopez, S., & Giuliani, N. R. (2020). Emotion regulation in early childhood: Implications for socioemotional and academic components of school readiness. Emotion, 20(1), 48.
McLaughlin, T., Aspden, K., & Snyder, P. (2016). Intentional teaching as a pathway to equity in early childhood education: Participation, quality, and equity. New Zealand Journal of Educational Studies, 51, 175-195.
Sisson, J. H., Rigney, L. I., Hattam, R., & Morrison, A. (2025). Co-constructed engagement with Australian Aboriginal families in early childhood education. Teachers and Teaching, 31(1), 16-30. https://doi.org/10.1080/13540602.2024.2328014
Soukakou, E., Dionne, C., & Palikara, O. (2024, February). Promoting quality inclusion in early childhood care and education: Inclusive practices for each and every child. UNESCO: World Conference on Early Childhood Care and Education.
Sun, Y., Skouteris, H., Bowden, M. et al. “It Takes Reflection at All Different Levels, Not Just People on the Floor”: A Qualitative Exploration of Early Childhood Professionals’ Experiences and Perspectives Towards Trauma-Informed Early Childhood Organisations. School Mental Health 16, 959–972 (2024). https://doi.org/10.1007/s12310-024-09674-6
Saracho, O. N. (2023). Theories of Child Development and Their Impact on Early Childhood Education and Care. Early Childhood Education Journal, 51(1), 15–30. https://doi.org/10.1007/s10643-021-01271-5