: Personal, Social and Emotional Development in Year 1 Part of ‘The Power of the Prime Areas: Ensuring a Smooth Transition into Year 1’ blog series.
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Personal, Social and Emotional Development in Year 1
Part of ‘The Power of the Prime Areas: Ensuring a Smooth Transition into Year 1’ blog series.
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by Exchange Research School at Don Valley Academy
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Louise Stanton
Louise Stanton is the passionate and dedicated Headteacher of Waverley Academy, with a career in Early Years and Primary Education spanning over 19 years. She is committed to ensuring quality first teaching for all pupils, underpinned by research-informed practice and a relentless focus on equity and excellence.
Nicky Turner has worked in the early years sector for over 25 years in a variety of roles including Senior Local Authority Advisor, Children’s Centre Teacher, Early Years Leader, SLE and currently Early Years Primary Lead for Astrea Academy Trust. Nicky has extensive experience and expertise in the mobilisation of evidence based research projects to raise outcomes for children living in socio economically challenged areas.
In Year 1, carefully planned provision plays a vital role in supporting Personal, Social, and Emotional Development (PSED), with a strong focus on self-regulation. Children need opportunities to work in pairs, small groups, and independently, learning to navigate social interactions, share ideas, and manage conflicts. Supporting them to become resilient is key ‑helping them understand that learning is sometimes hard, but with perseverance and a growth mindset, they can overcome challenges. By creating an environment that encourages perseverance and resilience, we help children understand that learning can be challenging — but that struggles are a natural part of the process. Through guided support, they develop a growth mindset, recognizing that mistakes are opportunities for learning rather than setbacks. Encouraging children to cope with change, recognize their emotions, and manage setbacks fosters emotional intelligence and well-being. By embedding these principles within provision, we create an environment where children build confidence, maintain focus, and develop the independence needed for lifelong learning.
Bridging the EYFS framework and the National Curriculum is essential in supporting children’s Personal, Social, and Emotional (PSE) development as they transition into Year 1. A well-planned environment ensures that provision aligns with subject-specific areas, creating meaningful learning experiences. For example, geography and science areas are thoughtfully integrated with small world play and construction, allowing children to explore key concepts through hands-on, collaborative learning. Geography learning is carefully mapped out to include locational knowledge, a sense of place, and human and physical geography, all of which are taught through direct teaching and reinforced through enhancements and continuous provision. This approach not only deepens subject understanding but also nurtures confidence, independence, and social skills, ensuring children engage with learning in a purposeful and meaningful way.
Read more mini-blogs in ‘The Power of the Prime Areas: Ensuring a Smooth Transition into Year 1’ series here:
