Socialising

Human beings grow through connection. For young children, social development is central to how they grow, learn, and make sense of the world. And it begins long before school.

Early childhood education provides so much more than the building blocks of literacy and numeracy. It offers a vital space for children to build the social skills they need to thrive - not just now, but for life.

Research tells us that children’s capacity to relate to others, understand different perspectives, manage emotions and develop empathy all begin in the early years. As Dr Katherine Bussey puts it, “relationships are not just part of learning - they are the context for it” (Bussey, 2021).

At ECMS, we see this every day. Children arrive with their own unique ways of being and knowing, and it is in community - with peers, educators and families - that those ways expand.

Why social development matters

According to the Australian Education Research Organisation (AERO), social and emotional development in the early years is a strong predictor of school success, wellbeing and long-term mental health (AERO, 2023). Children who develop positive peer relationships and emotional regulation skills early on are more likely to engage meaningfully in later learning.

The Early Years Learning Framework (EYLF v2.0) places “connectedness” and “wellbeing” at the heart of children’s learning outcomes. It calls on educators to foster environments where children “develop a sense of belonging to groups and communities and an understanding of reciprocal rights and responsibilities” (Australian Government Department of Education, 2022, p. 36).

This isn’t about teaching children to “fit in” - it’s about helping them learn to live well with others.

Socialising in early childhood is less about forced group activities and more about co-existing in spaces where children make choices, negotiate with peers, learn how to express needs, and experience what it means to be seen, heard and valued.

What does this look like in practice?

The Victorian Early Years Learning and Development Framework encourages educators to “build respectful and responsive relationships with children” and to “support children to develop effective communication and relationship skills through play and active engagement” (DET, 2016, p. 18).

At ECMS, this means creating environments that allow children to test social boundaries safely. Educators model respectful language, offer scaffolding when conflicts arise, and create small group opportunities that foster cooperation and shared decision-making.

For example, during group projects, children might work together to build a cubby, negotiate turn-taking with the hose in the garden, or make joint decisions in pretend play scenarios. These moments, while seemingly ordinary, are rich sites for learning how to compromise, resolve tension, and build trust.

We also see the importance of supporting children who find socialising more challenging. This may include differentiated approaches for neurodiverse children or those with additional needs, always guided by our philosophy of meeting children where they are.

Social learning is cultural learning

Social development is not universal - it is shaped by culture, family, language, and identity. At ECMS, our place-based model allows us to centre each child’s unique way of relating to others. Whether it’s a multilingual conversation at drop-off or children learning to offer food in a culturally respectful way, these moments are opportunities to practise social and emotional skills in real-world contexts.

As the Raising Children Network highlights, social learning in early childhood is “about much more than making friends. It’s how children learn to manage feelings, express empathy, and navigate difference” (RCN, 2024).

That’s why we take a relational pedagogy approach. Our educators don’t just teach children how to behave - they learn with children what it means to live in community, with all its joy and complexity.

A strong start for lifelong relationships

Starting early matters. The Harvard Center on the Developing Child confirms that children’s social and emotional capabilities are built over time and most effectively supported in environments with strong adult-child relationships (Shonkoff & Phillips, 2000).

When children are welcomed into a nurturing early learning environment - where their identity is honoured, their voice is valued, and their peers are seen as companions in learning - they don’t just become “school-ready.” They become life-ready.

At ECMS, we know that relationships are the foundation of everything we do. We don’t see socialising as a milestone to tick off. We see it as a lifelong journey that begins with belonging - and continues through every connection a child makes.

References:

Australian Education Research Organisation (AERO). (2023). Supporting children’s social and emotional development. Retrieved from https://www.edresearch.edu.au

Australian Government Department of Education. (2022). Belonging, Being and Becoming: The Early Years Learning Framework for Australia (v2.0). Canberra: DESE.

Bussey, K. (2021). Beyond outcomes: Play, pedagogy and practice in early childhood education. Early Childhood Australia.

Department of Education and Training (DET). (2016). Victorian Early Years Learning and Development Framework. Melbourne: State Government of Victoria.

Raising Children Network (RCN). (2024). Social development in early childhood: Why it matters. Retrieved from https://raisingchildren.net.au

Shonkoff, J.P., & Phillips, D.A. (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. Washington, DC: National Academy Press.