The Power of Emotional Intelligence in Early Years Education: Insights from a Case Study
In 2021 I completed a Masters in Special Educational Needs and Disabilities (SEND) my final project was a case study on establishing and developing children’s emotional intelligence from early years and onwards within school. I was able to work with a key member of the SLT team and the work was developed. As my daughter embarks on her school journey this year, it felt a fitting time to share my work.
Example of the pictures books used as part of the work.
In a world where academic performance often dominates the conversation around education, the importance of social and emotional development is sometimes overlooked. A recent case study titled The Experience of Teaching a Curriculum-Based Social and Emotional Intelligence Scheme of Work to Early Years Children sheds light on how structured emotional learning can transform the classroom environment and benefit children well beyond their first school years.
Why Emotional Intelligence Matters
Dr. Jill Bolt Taylor famously said, “We are feeling creatures who think, not thinking creatures who feel.” This insight captures why emotional intelligence is foundational to learning. Children entering early years (EY) settings must navigate social relationships, regulate emotions, and adapt to structured routines. Without support, these demands can overwhelm a four-year-old, affecting both social interactions and academic achievement.
The case study underscores the link between emotional well-being and educational success, citing research that associates secure attachments and emotional literacy with resilience and improved mental health outcomes. By embedding emotional learning within the curriculum, schools can equip children with tools to handle stress, resolve conflicts, and build healthy relationships.
The Six Core Strengths Framework
At the heart of the project is a carefully designed six-part scheme of work based on Dr. Bruce Perry’s Six Core Strengths of Healthy Child Development: attachment, self-regulation, affiliation, awareness, tolerance, and respect. Each strength is taught through a six week cycle, with lessons combining whole class circle time discussions, teacher facilitated games, and most importantly - picture books as a learning tool and thread throughout the work.
Picture books are central to the scheme, providing a relatable, visual, and emotionally safe way for children to engage with complex ideas. The books serve as springboards for conversation, allowing children to explore characters’ feelings, empathise with their struggles, and connect the story to their own lives. This method, sometimes referred to as bibliotherapy, helps children process emotions in a safe, structured environment.
Teachers also use follow up activities and suggested home learning tasks to reinforce each concept throughout the week. This ensures that the vocabulary and emotional skills introduced in class become part of the children’s everyday experience.
Implementation and Findings
The case study was carried out in a mainstream two-form entry primary school over an academic year. Teachers and learning support assistants (LSAs) participated in interviews and shared observations of the children’s progress. Several key outcomes emerged:
Improved Relationships: Children developed deeper bonds with peers and staff, showing greater empathy and willingness to support one another.
Enhanced Emotional Regulation: Participants observed that children became more aware of their emotions and those of others, using strategies such as taking a break or getting a drink when upset.
Increased Self-Awareness: Lessons on personal space and behaviour led to children being more considerate and reflective in their interactions.
Positive Teacher Experience: Staff reported that having a structured SEMH (social, emotional, and mental health) framework provided a consistent way to address children’s needs and reduced the need for later intensive interventions.
Challenges and Lessons Learned
The COVID-19 pandemic disrupted the study, forcing a shift to email questionnaires and preventing full implementation of the program. Despite this, enough data was collected to highlight the program’s benefits. Teachers expressed a desire for additional training and guidance to handle sensitive issues raised during discussions, as well as more suggested book lists to cater to diverse needs and cultural backgrounds.
Broader Implications
This case study suggests that embedding social and emotional intelligence into early years education is not only feasible but transformative. By focusing on core emotional skills and using picture books to anchor learning, schools can foster resilience, reduce behavioural challenges, and create a nurturing environment that supports both academic and personal growth.
The research team recommends refining the scheme for future cohorts, expanding the book lists for each theme, and tracking outcomes over multiple years to measure long-term effects.
Final Thoughts
Emotional intelligence is not a “nice-to-have” add on to the curriculum, it is a cornerstone of a child’s development. This case study provides compelling evidence that when schools invest in structured emotional learning, particularly through the use of storytelling and picture books, they improve children’s immediate classroom experiences and lay the groundwork for healthier, more resilient adults.
By embracing a curriculum that values empathy, respect, and emotional literacy, we may be taking one of the most important steps toward shaping a more compassionate, emotionally intelligent generation.
Some further reading on the topic…
McCarty Hynes, A & Hynes – Berry, M. (2019) ‘Bibliotherapy the interactive process: A Handbook’. Routledge, London
Perry, B.D (2005) ‘Maltreatment and the developing child: How early childhood experience shapes child and culture’. The Inaugural Margaret McCain Lecture (abstracted); McCain Lecture Series, The Centre for Children and Families in the Justice System, London, ON.
Perry, B. D (2001a) ‘Self-Regulation: The Second Core Strength’. Available at https://www.scholastic.com/teachers/articles/teaching-content/keep-cool-school-selfregulation-second-core-strength/
Perry, B.D (2001b) ‘Attachment: The First Core Strength’. Available at https://www.scholastic.com/teachers/articles/teaching-content/keep-cool-schoolattachment-first-core-strength/
Perry, B.D (2001c) ‘Tolerance: The Fifth Core Strength’. Available at https://www.scholastic.com/teachers/articles/teaching-content/tolerance-fifth-corestrength/
Siegel, D. (1999) ‘The Developing Mind’. New York: Guilford.
