The “Understanding Eco-Emotions” survey 2024 provides valuable insights into how we can better support children’s emotional wellbeing in Early Years and School Age Care. The results highlight some important trends in how educators are involving children in decision-making and planning their learning environments. Many settings currently lean towards adult-led approaches, which can restrict children’s chances for self-directed learning and emotional expression. There is a clear need for more access to creative resources and outdoor experiences, as well as additional support for educators themselves. Many educators are also unfamiliar with key concepts like self-regulation and co-regulation, indicating a need for further training in these areas. Overall, the findings emphasise the importance of making changes to create nurturing environments that enhance the emotional health of both children and educators. These insights will help inform future initiatives aimed at fostering emotional wellbeing in Early Years and School Age Care. The complete report and executive summary are available for viewing and download in the survey data section.
Summary – The survey reveals that nearly 50% of respondents prefer child-led approaches, indicating the importance of incorporating children’s interests into planning, with 22.92% specifically emphasising this approach. However, over 50% of responses also favoured adult-led strategies in creating learning environments, highlighting an opportunity to blend both perspectives. Research indicates that environments that promote self-regulation can lower stress and encourage exploration. Shanker (2016) warns that high-control settings may increase stress in children, hindering their self-regulation abilities, and advocates for self-directed play and choice to foster intrinsic motivation and emotional growth. Supporting this, Lindahl, Bregman, and Malik (2012) argue that overly structured environments can provoke heightened emotional reactions, while Forman and Davies (2003) highlight that inflexible settings can contribute to behavioral issues. Therefore, it is crucial for educators to balance adult-led and child-led approaches to provide children with the autonomy necessary to enhance self-regulation and prevent dysregulation.
Many settings emphasise creating specific areas of interest, such as art corners, home corners, construction zones, and sensory areas. This structured layout helps in targeting various developmental needs and interests of children.
Regular evaluations of the learning environment are conducted to ensure it meets the current interests and developmental stages of the children. This practice supports continuous improvement and relevance of the learning spaces.
Some settings follow specific pedagogical framework. These approaches influence the design and organisation of learning environments, ensuring they align with educational philosophies and methods.
Some environments are designed to be adaptable, with the ability to change and rearrange materials and equipment based on children's evolving interests and needs. This flexibility supports a responsive and child-centered approach.
Planning involves integrating children’s interests and feedback into the layout. This approach ensures that the environments remain engaging and relevant to the children's experiences and preferences.
The incorporation of natural materials and loose parts is common, promoting creativity and exploration. Environments are often designed to include elements like sand, water, mud kitchens, and natural textures.
Many settings provide seamless access between indoor and outdoor environments, allowing children to move freely and engage in various activities based on weather and personal choice.
Summary – A significant 60.42% of respondents utilise an emergent curriculum approach, highlighting a strong commitment to incorporating children’s views and interests into daily routines, which enhances their engagement and promotes agency. In contrast, 66.67% of respondents adopt an adult-led planning strategy, while 25% implement structured daily routines, such as circle time. Research suggests that although structured routines provide stability and organisation, they may hinder opportunities for child-led exploration. Smith and Pellegrini (2013) note that while organised activities can offer a stable framework, they may inadvertently limit children’s autonomy and self-directed learning. Wood (2014) also warns that such practices might prioritise compliance at the expense of fostering curiosity, emotional wellbeing, and decision-making skills among children
Summary – The survey reveals a positive trend in outdoor access for children, with 41% of respondents reporting that children enjoy up to 3 hours of outdoor time daily and 28% noting more than 3 hours. This aligns with research indicating that extended time in nature enhances emotional regulation, reduces stress, and improves mood. Conversely, a smaller percentage reported limited outdoor time—8% with up to 30 minutes and 13% with up to 1 hour—which may hinder the full emotional benefits associated with nature exposure. Research by Chawla (2015) suggests that limited contact may not provide the same advantages as more extensive outdoor experiences. Overall, while current outdoor access supports emotional self-regulation, there is potential for improvement by expanding outdoor opportunities for all children.
Summary -The findings highlight several opportunities for improving outdoor access in educational settings. Weather conditions, identified by 50% of respondents as the primary barrier, can be managed through the use of rain gear and creative utilisation of covered areas. Staffing challenges, noted by 12.5% of respondents, suggest a need for professional development to empower educators in facilitating outdoor activities. Additionally, space limitations also mentioned by 12.5% of respondents, call for innovative thinking and collaboration to maximise outdoor areas. Parental concerns about outdoor play, raised by 8.33% of respondents, emphasise the need for education on the benefits of outdoor activities and effective communication strategies to alleviate worries. Lastly, though administrative issues were less frequently reported (4.17%), they present an opportunity for collaboration between educators and administrators to streamline processes, ensuring that outdoor time remains a priority for enriching educational experiences.
Children dressed in suitable weather attire, along with educators equipped with the proper gear, can successfully motivate and facilitate outdoor play, regardless of the weather conditions
In practice, create initiatives that promote staff engagement in outdoor activities and cultivate a vibrant culture of excitement for outdoor play.
This challenge can be turned into an opportunity to explore creative scheduling and find innovative ways to utilise existing spaces, ensuring that all children have access to outdoor play.
Strengthen communication with parents by educating them on the benefits of outdoor play, including better physical health, creativity, and social skills. Addressing safety and exposure concerns will help build trust and support, promoting more outdoor experiences for children.
By simplifying procedures and identifying effective solutions, educators can ensure consistent and enjoyable outdoor experiences for all children
Summary: The survey highlights a strong commitment among educators to integrate nature into children’s learning environments. Notably, 37.5% of respondents reported using nature tables or collections that encourage exploration of natural items, fostering engaging discussions about the environment. Additionally, 33.33% incorporated natural materials into indoor activities such as sensory play and art projects, providing hands-on experiences. Many educators also involve children in observing and caring for plants and animals (27.08%), strengthening their connection to nature. Nature-based art, sensory play (22.92%), and educational displays (14.58%) further enrich learning by bringing the outside world indoors. Supporting research indicates the numerous benefits of this nature integration in educational settings, see below. Overall, these practices reflect a positive trend toward enriching children’s educational experiences through nature.
Many settings feature a nature table or collection area where children can bring in and explore natural items such as leaves, acorns, feathers, and stones. These items often come from outdoor experiences and are used to foster discussions and learning about nature
Natural materials are integrated into various indoor activities, including sand and water play, heuristic play, and art projects. Items like compost, seeds, twigs, and leaves are used to create sensory and exploratory experiences indoors.
Some settings involve indoor plant care and observe life cycles of plants and animals (e.g., caterpillars to butterflies, eggs to chicks). Children engage in planting, watering, and caring for indoor plants, which helps them connect with nature even when inside.
For Example, providing magnifiers for bug observation, incorporating nature-themed books, and creating interactive displays allow children to engage in hands-on learning about the natural world.
Summary – The survey revealed that 77.09% of educators provide children with unrestricted access to painting, which aligns with research supporting the benefits of open-ended art experiences. Malchiodi (2012) highlights that such activities aid in emotional regulation and stress management, while Eisner (2002) emphasises their role in stimulating cognitive development and self-regulation through emotional expression. Conversely, 31.25% of respondents require children to wear protective clothing while painting, which can be beneficial but may limit creative exploration. An additional 18.75% implement various restrictions, such as prohibiting painting on certain surfaces. While some structure is necessary for safety, excessive rules can impede the emotional and cognitive advantages of artistic activities. Ultimately, a flexible approach fosters children’s creativity, emotional wellbeing, and self-regulation skills.
Summary – The survey reveals that music plays a vital role in daily routines for many settings, with 60.42% of respondents allowing children free access to music and instruments. This supports research indicating that open-ended musical play enhances emotional development, as highlighted by Pitt (2019), who found that musical activities can improve communication skills and reduce anxiety in young children. However, 43.75% of respondents utilise adult-led music and dance sessions, which may limit children’s autonomy in engaging with music when they need it most. Additionally, 25% of respondents use technology, such as Bluetooth speakers and iPads, to facilitate music engagement, while 18.75% have designated areas for music and dance, and 14.58% reserve music for special events, which can restrict spontaneous use as an emotional outlet. This suggests a need for reflection on practices to encourage more accessible, child-led musical experiences, as emphasised by Herbert (2023), to foster emotional wellbeing and allow children to express and regulate their emotions effectively.
In many settings, children have free access to music and musical instruments, allowing them to engage with these activities at any time. This includes having musical instruments available and playing music through various devices
Various technological tools like Bluetooth speakers, iPads, and Alexa devices are used to play music and facilitate music-based activities. These tools provide children with the ability to choose and engage with music easily.
Some settings use specific areas or setups for music and dance, such as outdoor stages, music walls, or designated music rooms. These settings provide structured environments for music and dancing activities.
Summary -The survey results reveal that 52.63% of respondents understand self-regulation as a child’s ability to manage their own emotions and behaviours, aligning with Shanker’s (2016) view of it as a fundamental developmental skill. Support for this perspective is found in the work of Kangas, Ojala, and Venninen (2015), who link self-regulation to important developmental aspects like attentional flexibility and inhibitory control in early childhood education. Conversely, 47.37% of respondents either lacked understanding or were unfamiliar with the concept of self-regulation. Regarding co-regulation, only 31.58% demonstrated an understanding of adults aiding children’s emotional management, as emphasised by Berk (2009), while 68.42% did not know what co-regulation entailed. The findings underscore the necessity for educators to grasp both self-regulation and co-regulation, especially in promoting children’s participation. Kangas, Ojala, and Venninen (2015) note that when educators support self-regulation through active involvement, it fosters children’s independence and encourages their input in decision-making. This highlights the need for a participatory framework in pedagogical practices to enhance children’s emotional wellbeing and self-regulation.
Dr Stuart Shanker describes self-regulation as the ability for children to manage their emotions, thoughts, and physical reactions so they can achieve their goals and stay healthy. This means children learn to understand what causes their stress, how to manage their feelings, and how to control their impulses when faced with challenges. Shanker’s approach emphasises that it is important for educators and parents to look beyond a child’s behaviour to understand the underlying issues, such as sensory sensitivities and energy levels, which can help children navigate situations more effectively. Shanker, S. (2016)
Dr Louise Porter defines co-regulation as the interactive process where educators and children work together to understand and manage emotions and behaviours. This approach emphasises the importance of building trusting relationships, where educators provide responsive support that helps children recognise their feelings and develop self-regulation skill. Porter, L (2006)
Summary – A significant 56.25% of environments focus on direct discussions about emotions, promoting open dialogue among children, particularly during designated times like circle time (16.67%). However, this approach’s effectiveness is limited by the availability of educators, which may not align with when children need support. Research highlights that timely and consistent emotional support is vital for children’s emotional and social development. Denham et al. (1998) found that ongoing support helps children improve emotional regulation and social skills, while Gross and Thompson (2000) emphasised its role in promoting emotional wellbeing. Additionally, 52.08% of participants reported using visual aids and books to enhance emotional literacy, while 33.33% utilised role-playing and creative activities as effective methods for children to engage with and express their emotions.
When we talk about emotions in our surroundings, we support children learn about their feelings. This means having friendly conversations where we explain what different emotions are and how they can feel. It’s important to ask children how they are feeling and let them know that their feelings matter.
Using books, charts, and other helpful pictures can make it easier for children to understand and talk about their emotions. This approach includes reading stories that explore different feelings and using visual tools like emotion cards or charts to show what those feelings look like. Educators can also support children create their own story and feelings books.
Helpful Ways for Adults to Support Children with Their Feelings: When adults provide comfort and support, it supports children in dealing with their emotions better. Giving hugs, creating a safe and cosy space, and being there when children need someone to talk to are all important. This might mean giving them a little extra time, showing understanding, and letting them know everything will be okay.
Using fun methods like special breathing exercises and relaxation activities supports children deal with their feelings more easily. When we do enjoyable activities together, it gives them the chance to practice these important skills.
Summary – The findings highlight the use of a diverse range of resources to support children understand and manage their emotions. Books are the most commonly used resource (75%), often featuring stories that explain various emotions, providing children with relatable scenarios. Visual aids, such as posters and emotion charts, are also widely used (64.58%), offering children visual cues to identify and express their feelings. Sensory materials and designated sensory areas (50%) play a significant role in providing calming outlets for emotional regulation. Additionally, puppets and role-playing toys (41.67%) encourage interactive play to explore emotions, while emotional regulation tools (31.25%) and quiet, cosy spaces (25%) support children in managing their feelings effectively. Other methods include using art and craft materials, music and movement and educational toys to foster emotional understanding.
Books serve as a vital resource for supporting children understand their emotions. They include storybooks that beautifully illustrate different feelings and focus on discussing emotions and emotional situations. Educators can enhance this experience by creating their own books tailored to their children’s unique experiences and feelings. Additionally, utilising the library can provide a larger variety of books, offering even more options for exploring emotions and fostering deeper connections and understanding around emotional topics.
Visual aids, like real images, photos and emotion cards, are excellent tools for supporting children identify and express their emotions. These resources offer clear visual representations of various feelings that can be referenced throughout the day. Educators can also engage children in the process by creating their own emotion visual aids together, allowing them to personalise the materials and deepen their understanding of their feelings. Involving children in this way makes the learning experience even more meaningful and relatable.
Puppets and role-playing toys can serve as powerful tools for fostering emotional expression and understanding through active and interactive play. These resources invite children to engage in storytelling and enact various scenarios, allowing them to explore and articulate their feelings in a playful manner. By involving children in the creation of their own puppets or role-play scenarios, educators can nurture their creativity and agency, providing opportunities for self-expression and collaboration. This process not only enriches their understanding of emotions but also fosters a deeper connection to their experiences, promoting a sense of community and shared learning.
Cosy areas play a vital role in creating calming environments where children can retreat and manage their emotions effectively. These spaces are thoughtfully designed with comfortable seating and soothing sensory materials to promote relaxation and self-regulation. To enhance their sense of ownership and creativity, educators can involve children in creating their own cosy spaces. This might include selecting soft cushions, choosing calming colours, or incorporating sensory materials that resonate with them. By engaging children in this process, we not only support their emotional wellbeing but also foster a deeper connection to their environment, empowering them to find comfort in their learning space.
Summary -While a small percentage of educators report minimal stress in their roles, many identify specific stressors that impact their daily, monthly, and yearly experiences. Daily stressors are predominantly linked to paperwork and administrative tasks (42.86%) and staff management (35.71%), along with challenges in behaviour management (28.57%) and addressing the additional needs of children (21.43%). On a monthly basis, the ongoing demands of paperwork (43.75%), financial management (31.25%), and supporting parents (25%) contribute to stress levels. Yearly stressors include heavy administrative burdens (44.44%), staffing and recruitment challenges (33.33%), financial pressures (27.78%), and adapting to changing policies (16.67%). Research shows that access to resources, positive relationships with colleagues, and supportive administration can significantly reduce stress and burnout. While environments can vary widely among educators, fostering social-emotional support is essential. It’s important to prioritise the emotional wellbeing of educators, as enhancing these supports can lead to increased job satisfaction and a healthier learning environment for both educators and children.
Summary -The findings emphasise the importance of stress management practices in the workplace, showcasing a variety of approaches among respondents. Many educators incorporate daily practices such as breathing exercises, taking breaks, and mindfulness techniques, with 30.77% utilising these methods to effectively manage stress. Research highlights the positive impact of these techniques in Early Years and School Age Care with studies by Roeser et al. (2013) and Corthorn et al. (2024) demonstrating that mindfulness not only enhances stress management but also improves emotional regulation and overall mental health. Educators who engage in mindfulness report lower levels of stress, anxiety, and depression, leading to a more fulfilling and balanced life.
While these practices are beneficial, there’s an opportunity to expand support and resources to further enhance their effectiveness. Collaboration with colleagues, teamwork, and task delegation play crucial roles in managing stress, as noted by 25.64% of respondents. Monthly practices such as taking time off or brief breaks are also essential for alleviating stress, appreciated by 20.51% of participants. Professional resources, like Employee Assistance Programs (EAP), while less frequently utilised—engaged by only 4.65% of respondents—offer valuable counselling and wellbeing support. Research indicates that access to mental health resources significantly reduces stress and burnout, yet many educators remain unaware or hesitant to engage with these services due to perceived barriers. This highlights the need for greater awareness and promotion of available support resources, ensuring that educators can fully benefit from essential services to enhance their wellbeing in the workplace.
Summary – The stress-reducing wish list from educators highlights several promising opportunities for improvement in Early Years and School Age Care that can significantly reduce stress levels. A primary focus is on streamlining administrative processes, with 38.60% of respondents seeking a reduction in paperwork. Additionally, 17.54% emphasised the need for increased financial support and additional staffing to better meet educational demands. The desire for improved recognition and a healthy work-life balance, mentioned by 10.53% and 8.77% of educators, respectively, underscores the importance of a supportive work environment.
These insights indicate that enhancing administrative efficiency and bolstering financial resources can lead to greater job satisfaction and effective stress management in the field. Furthermore, supporting children’s self-regulation through active participation and providing educators with wellbeing resources are essential for creating a holistic learning environment. By fostering emotional development through engaging learning experiences, educators can reduce behavioural challenges, consequently easing their own stress. Offering emotional support and professional development opportunities will further empower educators, helping them maintain a healthy work-life balance and enhancing their overall wellbeing. Implementing these strategies will cultivate a more balanced and supportive educational environment, benefiting both educators and the children they nurture.
