A concept for Early Years and  School Age Care settings that integrates emotional regulation with sustainability practices. It encourages children to develop emotional awareness while instilling a sense of responsibility for the environment.

The ability of children to manage their emotions and reactions to stressors effectively. Strong self-regulation skills enable children to control impulses, focus attention, and cope with challenges.

The process through which children learn to regulate their emotions with the support of attuned adults. This is essential for developing strong self-regulation skills later in life.

The state of emotional wellbeing that is fostered through mindfulness and emotional awareness, contributing to a more sustainable lifestyles.

A growing separation between children and their natural environment due to increased screen time and reduced outdoor activities, resulting in diminished emotional connections and understanding of sustainability.

The process of equipping educators with the tools, knowledge, and resources necessary to support children’s emotional regulation and understanding of sustainability.

Anything that is good for the environment and causes little harm. The aim of eco-friendly efforts is to take care of our planet, protect different kinds of plants and animals, and lower the amount of pollution we create.

Any problems that harm the environment and affect nature. These challenges can include things like pollution, climate change, loss of habitats for plants and animals, and overuse of natural resources. They make it harder for ecosystems to stay healthy and can lead to negative effects on wildlife and human life.

Is a community of living things, like plants, animals, and microorganisms, that interact with each other and their environment, including things like water, air, and soil. These living and non-living parts work together, supporting each other and creating a balanced environment. Examples of ecosystems include forests, rivers, deserts, and coral reefs.

Is the ability to understand and manage your own feelings and the feelings of others. It means knowing when you are happy, sad, or angry and being able to talk about those feelings. It also means being able to notice how others are feeling and knowing how to be kind and support them. It’s like having a superpower for feelings.

In the Reggio Emilia approach to early childhood education, "provocations" refer to intentional activities, materials, or experiences designed to spark children's curiosity and encourage exploration, discussion, and deeper thinking. These provocations can be open-ended and aim to provoke questions, creativity, and interactions among children. They encourage learners to express their ideas and engage in collaborative problem-solving, fostering a rich learning environment where children can explore their interests and learn through play.