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Emotional education of the child (in person)

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About Course

The Emotional Education of the Child programme is aimed at parents with young children in the pre-school years, i.e. children up to 7 years of age. This programme is designed to help change children's behaviour and have a deeper impact on their emotional level and personal development. It encourages parents to discover and understand their own early childhood experiences. The programme provides information on the stages of development and the tasks a child needs to complete in order to grow into a happy, emotionally fulfilled person. Principles that promote emotional development are developed, together with concrete techniques.

The programme describes ten factors that play an important role in a child's emotional upbringing:

  • parents' understanding of their child's development and temperament,
  • self-control and positive body self-esteem,
  • secure tethering,
  • play and fantasy,
  • language and communication skills
  • positive self-esteem
  • disciplining techniques that promote self-regulation and build conscience,
  • self-regulation of emotions
  • concentration, planning and problem-solving skills
  • social competence, empathy and caring
BEA ROOTS IN CANADA

The BEA programme is mainly adapted from the Canadian book Pathways to Competence. The programme was created in 2004 by psychologists Edith Ozol and Sarah Lundy.

CRITICAL CAPACITIES IN THE FIRST YEARS OF LIFE

Some abilities that develop in the first six years of life are critical because they lay the foundations for further development. These early capacities are like the roots from which a tree will later grow. If any of these critical capacities develop incompletely, further development is limited. The BEA programme describes ten steps that are important in the emotional upbringing of a child.

PARENT-CHILD INTERACTION AND ITS FURTHER DEVELOPMENT

Children's development is determined by a complex interaction between hereditary factors and the environment. Even if a child has a congenital disorder, the relationship with the parents can influence the child's development and resilience. A child feels safer when parents are empathetic, supportive and have positive feelings towards the child, when parents are available and attentive. Secure attachment and emotional competence in the child will develop mainly if parents understand the child's needs and know how to meet them, and accept that the child must grow up to be independent and autonomous.

BEA OBJECTIVE OF THE PROGRAMME

The main goal is to help parents raise emotionally healthy and capable children.

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Course Content

IEVADS

  • Introduction
    00:00
  • BEA Group Leader Certificate
    00:00

1. SOLIS. Development and temperament
A child's development is like a flower blossoming, as new skills gradually develop and "blossom". During development, a child's life changes significantly with qualitative changes. For example, as soon as a child learns to walk, his or her outlook changes greatly as the world becomes more accessible. Similar changes occur in a child's emotional development: once a child has acquired new abilities or skills, his or her view of the world changes significantly. Some of these important changes happen when a child develops secure attachment, learns to use fantasy in play, to understand his own feelings, to learn about other people's experiences and to care about others.

2. SOLIS. How to promote body control and positive body self-esteem
When we think of a pre-school child, we often overlook how he understands his body. However, if we look at slightly older children or imagine ourselves, we need to recognise how important the idea of our own body really is. The feelings and self-esteem associated with our physical appearance form a very important part of who we are. Our judgement of our appearance is an important aspect of our personality. If we have a very negative self-image of our body, it can affect our mental health. High levels of stress are known to affect the immune system and there is a strong link between how we feel emotionally and our somatic/physical health.

3. SOLIS. How to promote safe attraction?
If we are trying to understand what has influenced our current personality, we will probably name our relationship with our parents as one of the most important factors. Indeed, early relationships with a primary caregiver (usually the mother) will often become the model on which we build other relationships later in life, especially those with our children. The quality of attachment and parent-child interactions has been shown to influence children's development, especially emotional and social development. It has also been shown that attachment styles are most likely to continue from one generation to the next. This has been confirmed by both researchers and those who work with parents and their infants on a daily basis.

4. SOLIS. How to encourage play and imagination in children?
Play is one of the key elements in a child's development and can sometimes also improve the well-being of adults. In other words, play is not a waste of time, but a breath of life for children of all ages.

5. SOLIS. How to boost language and communication skills
Research shows that the most important factor in promoting language is talking to parents. Talking is important for both children with normal language development and those with delayed language development. A child's ability to learn language is innate, but language does not develop without feedback from the people around them.

6. SOLIS. How to build a foundation for positive self-esteem?
High self-esteem is associated with a sense of competence, well-being and the ability to parent successfully, while low self-esteem is associated with behavioural and mental health problems. However, self-esteem is often a rather simplistic concept and people do not always notice the difference between a realistic self-concept and an overly high self-esteem, which in turn has a negative impact on behaviour.

7. SOLIS. Disciplining methods that promote self-regulation
The full name of Step 7 is Disciplining, which promotes self-regulation, conscience and moral behaviour. There are a number of factors that cause a child to struggle to control his behaviour and it is impossible to give a simple answer as to the "right" method of discipline.

8. SOLIS. How to promote self-regulation of emotions?

9. SOLIS. How to promote concentration, planning and problem solving?
Some children are very good at focusing on a particular activity, while others will flit impulsively from one side of the room to the other, unable to concentrate long enough to finish what they have started. In this step, you will learn how to develop concentration skills and how to promote planning and problem solving.

Step 10. How to promote social competence, empathy and caring
Social competence includes the abilities that help children get along with others (e.g. to be liked and accepted), build friendships and ensure that interactions with others are reciprocal and valuable. If a child has developed good social competence, he or she is able to build successful relationships - getting along with peers, teachers, parents and other family members.

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