- Deals with what it means to be human through the recognition of the importance of empathetic behaviour - it offers way to cultivate empathy in early childhood through building community connections. - Builds on a solid body of research work in empathy, resilience and relational skills building for the 21st century. - Focuses on children as empathetic agents for local and global community change - the why, the how and the what. - Addresses the role of adults in empowering children to engage in focused lived experiences that seek to advance empathetic community connections. - Presents practical strategies, tools and implications for adults working with children and parents.

- Deals with what it means to be human through the recognition of the importance of empathetic behaviour - it offers way to cultivate empathy in early childhood through building community connections. - Builds on a solid body of research work in empathy, resilience and relational skills building for the 21st century. - Focuses on children as empathetic agents for local and global community change - the why, the how and the what. - Addresses the role of adults in empowering children to engage in focused lived experiences that seek to advance empathetic community connections. - Presents practical strategies, tools and implications for adults working with children and parents.

Young Children's Social Emotional Learning: The COPE-Resilience Program is a manual that is designed to support early childhood educators in the delivery of the COPE Resilience (COPE-R) program, an evidence-based program designed to teach empathy, resilience and prosocial skills to children. Grounded in extensive research and experience in psychology and early childhood, the program is built on a series of activities that help children develop their capacity for emotional understanding, caring for others, open communication, polite and respectful behaviours, and empathic sharing. The manual includes: Theoretical concepts underpinning COPE-R such as self-regulation, emotional intelligence, positive psychology, coping, resilience, and wellbeing in early childhood education. A "How-To" section to guide readers in the implementation of COPE-R. Over 40 activities templates (including examples of teacher's adaptations) with easy to navigate icon legends. Facilitator notes and considerations for working with younger children and children of diverse backgrounds. Teaching tips for each of the topic areas and a feature piece on the insights from an early childhood teacher who is experienced in implementing COPE-R. Supplementary materials, including a set of situation and coping images. Each activity includes directions for children as well as guidelines for educators, and is designed to be used flexibly in various early learning contexts, enabling educators to select activities that best suit their setting.

Promoting Well-Being in the Pre-School Years provides evidence-based research and real-life strategies that support social and emotional development and well-being for children aged 3-5 years. It places emphasis on nurturing social emotional competence through purposeful scaffolding activities and how these can be used by children and families to create a harmonious platform for building resilience and positive relationships with family and the community. Drawing on principles from Positive Psychology and Positive Education, it is illustrated throughout with examples of sustainable practice in diverse, global settings. Key topics explored include: Contemporary well-being concepts, including 'grit', 'growth mindset' and 'gratitude', as well as 'classic' constructs such as coping and self-efficacy The attitudes and skills that need to be developed to ensure that young children flourish Cognitive and sociocultural perspectives complemented by neuroscience and epigenetics Social Emotional Learning (SEL) in the early years curriculum Using visual tools - the Early Years Coping Cards How we measure young children's coping The relationship between coping, stress and mental health Recognition of the importance of parents' own coping skills How partnerships with communities can improve children's SEL. Promoting Well-Being in the Pre-School Years shows how we can support young children to develop an understanding of what it means to be happy and to flourish as a socially responsible member of the family and wider community. It is essential reading for teachers, parents and professionals who work with young children, as well as academics in child development.

Young Children's Social Emotional Learning: The COPE-Resilience Program is a manual that is designed to support early childhood educators in the delivery of the COPE Resilience (COPE-R) program, an evidence-based program designed to teach empathy, resilience and prosocial skills to children. Grounded in extensive research and experience in psychology and early childhood, the program is built on a series of activities that help children develop their capacity for emotional understanding, caring for others, open communication, polite and respectful behaviours, and empathic sharing. The manual includes: Theoretical concepts underpinning COPE-R such as self-regulation, emotional intelligence, positive psychology, coping, resilience, and wellbeing in early childhood education. A "How-To" section to guide readers in the implementation of COPE-R. Over 40 activities templates (including examples of teacher's adaptations) with easy to navigate icon legends. Facilitator notes and considerations for working with younger children and children of diverse backgrounds. Teaching tips for each of the topic areas and a feature piece on the insights from an early childhood teacher who is experienced in implementing COPE-R. Supplementary materials, including a set of situation and coping images. Each activity includes directions for children as well as guidelines for educators, and is designed to be used flexibly in various early learning contexts, enabling educators to select activities that best suit their setting.

Promoting Well-Being in the Pre-School Years provides evidence-based research and real-life strategies that support social and emotional development and well-being for children aged 3-5 years. It places emphasis on nurturing social emotional competence through purposeful scaffolding activities and how these can be used by children and families to create a harmonious platform for building resilience and positive relationships with family and the community. Drawing on principles from Positive Psychology and Positive Education, it is illustrated throughout with examples of sustainable practice in diverse, global settings. Key topics explored include: Contemporary well-being concepts, including 'grit', 'growth mindset' and 'gratitude', as well as 'classic' constructs such as coping and self-efficacy The attitudes and skills that need to be developed to ensure that young children flourish Cognitive and sociocultural perspectives complemented by neuroscience and epigenetics Social Emotional Learning (SEL) in the early years curriculum Using visual tools - the Early Years Coping Cards How we measure young children's coping The relationship between coping, stress and mental health Recognition of the importance of parents' own coping skills How partnerships with communities can improve children's SEL. Promoting Well-Being in the Pre-School Years shows how we can support young children to develop an understanding of what it means to be happy and to flourish as a socially responsible member of the family and wider community. It is essential reading for teachers, parents and professionals who work with young children, as well as academics in child development.