Objective of The Early Childhood Program
Achieve harmony in your centre supporting children’s behavioural issues, managing emotions, building compassion and empathy to help support the children to feel better about themselves. Enjoy short, fun, daily interactive games and activities designed to create and achieve life-long rewards improving children’s wellbeing and sense of self-worth.
ELMA is the leading emotional literacy and mindset development solution that drives growth in education, mental wellbeing, and emotional wellbeing outcomes. We deliver emotional intelligence and mindset programs through train the teacher self-paced learning for early childhood educators.
Our family integration model is what makes our programs so unique and successful. Whilst establishing the foundations at the childhood centres or schools we have a 6 month at home program for the families to integrate and deepen the teaching as part of our goal of sustainable behaviour change. We also provide a great 1hr Teacher PD training an introduction to the neuroscience of emotional intelligence.
We believe emotional intelligence and mindset will be the core success factors in creating sustainable impact for our people, our community and the globe.
37
Lessons
6
Modules
8
Workbooks
6
Cartoons
5
Stories & Songs
Meeting the Early Years Learning Framework Requirements
The Emotional Literacy & Mindfulness program outcomes meet the developmental milestones and learning outcomes, principles and practice that centres on children’s learning of belonging, being and becoming.
The five fundamental areas of Effective Communication, Confident and Involved Learner, Strong Sense of Wellbeing, Connect and Contribute to the World and a Strong Sense of Identity are all mapped to every lesson in the program, to make it easy for the teacher to report the delivered outcomes.
Cognitive Outcomes
- Attention and Focus [2]
- Grades [3]
Social-emotional Skills
- Emotion regulation [4]
- Behaviour in school [5]
- Empathy and perspective-taking [6]
- Social-skills [7]
Well Being
- Test anxiety [8]
- Stress [9]
- Posttraumatic symptoms [10]
- Depression [11]
Take a look inside the Train-The-Teacher Portal
What’s in the program?
- Contains all materials to deliver the program to children in the classroom
- Contains complete online self-paced teacher training
- Contains accompanying downloadable teachers classroom manual with lesson plans
- Teachers guideline book with complete navigation summary and developmental milestone alignment under early years framework.
- Explicit teaching model with all the work done for you
- Designed for a busy curriculum with 10 – 15 minute daily exercises
- Creates a positive start to every child and teacher’s day, with a peaceful and productive classroom
Would you like to know more about the program? Perhaps a full demonstration online?
Please get in touch with us and we will be happy to show you more on this incredible program that are changing little lives around the world.
Email us to for a full product demonstration and orientation.
References
[1] Jones, D. E., Greenberg, M., & Crowley, M. (2015). Early Social-Emotional Functioning and Public Health: The Relationship Between Kindergarten Social Competence and Future Wellness. American Journal of Public Health, 105(11), 2283–2290.
[2] Baijal, S., Jha, A. P., Kiyonaga, A., Singh, R., & Srinivasan, N. (2011). The influence of concentrative meditation training on the development of attention networks during early adolescence. Frontiers in Psychology, 2, 1-9.
[3] Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52-66.
[4] Metz, S. M., Frank, J. L., Reibel, D., Cantrell, T., Sanders, R., & Broderick, P. C. (2013). The effectiveness of the learning to BREATHE program on adolescent emotion regulation. Research in Human Development, 10(3), 252–272.
[5] Semple, R. J., Lee, J., Rosa, D., & Miller, L. F. (2010). A randomized trial of mindfulness-based cognitive therapy for children: promoting mindful attention to enhance social-emotional resiliency in children. Journal of Child and Family Studies, 19(2), 218–229.
[6] Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52-66.
[7] Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness Training for Elementary School Students. Journal of Applied School Psychology, 21(1), 99–125.
[8] Napoli, M., Krech, P. R., & Holley, L. C. (2005). Mindfulness Training for Elementary School Students. Journal of Applied School Psychology, 21(1), 99–125.
[9] Zenner, C., Herrnleben-Kurz, S., & Walach, H. (2014). Mindfulness-based interventions in schools—a systematic review and meta-analysis. Frontiers in Psychology, 5.
[10] Sibinga, E. M. S., Webb, L., Ghazarian, S. R., & Ellen, J. M. (2016). School-Based Mindfulness Instruction: An RCT. Pediatrics, 137(1), 1-8.
[11] Sibinga, E. M. S., Webb, L., Ghazarian, S. R., & Ellen, J. M. (2016). School-Based Mindfulness Instruction: An RCT. Pediatrics, 137(1), 1-8.