Connor is an active and happy three-year-old boy with a vivid imagination, who lives in Newcastle and goes to preschool two days each week.

Connor’s primary carer is his dad, who welcomes the chance to talk regularly with staff about Connor’s activities at preschool and about his overall development.

“The staff are really supportive and Connor seems to get on well with them. I also think preschool will help him develop better social skills, because he’s mixing with other children more.”

Early childhood services such as preschool and day care centres do have an important role to play in supporting children’s social and emotional development and this can have long-ranging benefits.

Hunter Institute of Mental Health (HIMH) Program Manager Karen Stafford says that a child’s early experiences of relationships and learning may contribute to resilience and help to prevent certain mental health difficulties later in life.

“Fostering a child’s optimal social and emotional development is a good foundation for resilience and mental health. We need to provide safe and caring environments for children and give them opportunities to learn how to manage their feelings and behaviour,” she said.

Early childhood staff can also work in partnership with families to help children learn about other people’s feelings and develop positive social skills such as communication, sharing and empathy. If there are any concerns about a child’s behaviour or wellbeing, staff can also direct the family to appropriate services or agencies in the community.

Studies suggest that a focus on the provision of a safe and supportive preschool or school environment, coupled with the acquisition of social and emotional skills by children, can be associated with better mental health outcomes, behaviour and academic achievement.

This is the basis of several projects currently being implemented by the HIMH and coordinated by Ms Stafford, who has a particular professional interest in mental health promotion and early intervention in children and young people.

HIMH manages the Response Ability project, which is a national program supported by the Australian Government Department of Health and Ageing, and consists of a suite of projects focussing on the training of various professions.

“We provide resources and support to tertiary institutions around Australia, for use in the training of teachers and early childhood workers,” said Ms Stafford.

“We show them how the things they do as part of good teaching and early childhood practice can also be important for mental health.”

The Hunter Institute of Mental Health is also working locally with Xstrata Coal, as part of their community partnership program, to provide resources for early childhood services and staff about practical ways in which they can promote social and emotional development and wellbeing.

“Our projects complement a number of other programs and resources available in Australia and internationally, that focus on the mental health and wellbeing of children and young people,” said Ms Stafford.

Ultimately, these strategies are about supporting the best possible health and learning outcomes for children like Connor, as he moves through childhood, adolescence and into adulthood.

For further information about promoting mental health and wellbeing in early childhood or school settings, visit the following web sites:

www.responseability.org
www.mindmatters.edu.au
www.kidsmatter.edu.au

www.earlychildhoodaustralia.org