Navigating social landscapes in early childhood

Social contexts in early childhood refer to the relationships, family situations and community environments that shape how children learn to belong, communicate and participate with others.

Peer relationships are central to children’s social and emotional development. Hewett et al. (2017) explain that children learn important social skills through everyday interactions with peers, including sharing, turn-taking, negotiation, empathy and conflict resolution. This means that early childhood settings are not only places where children are cared for; they are also social worlds where children practise how to be with others. Davis and Degotardi (2015) also argue that peer relationships begin much earlier than many adults assume, including in infancy. Therefore, educators should not see babies and toddlers as socially passive, because even very young children show interest in peers through looking, smiling, imitating, reaching and shared movement.

From a sociological perspective, symbolic interactionism is useful because children build social meaning through repeated daily interactions. For example, if a child is constantly described as “rough”, “shy” or “difficult”, that label may shape how adults and other children respond to them. Social learning theory is also relevant because children observe how adults manage conflict, express emotions and include or exclude others (Hewett et al., 2017; Singer, 2016). In this way, social development is not only an individual child’s skill. It is also shaped by the emotional climate, educator modelling, family relationships and peer culture within the service.

Social contexts are also changing in Australian society. Many children experience parental separation, shared care arrangements, blended families or complex transitions between households. The Australian Institute of Family Studies (AIFS, 2019) explains that parenting arrangements after separation vary widely, and some families experience additional concerns such as parental conflict, safety issues or family violence. Other children may experience geographical isolation, limited access to playgroups, limited safe outdoor spaces or fewer chances to play with peers outside early childhood settings. Wyver et al. (2017) argue that active outdoor play is important because children develop confidence, independence, physical competence and social problem-solving through movement, exploration and manageable risk.

Australian responses to children’s social development include family support policy, physical activity guidelines, online safety resources and early childhood learning frameworks. AIFS (2019) provides research on parenting arrangements after separation, which can help educators understand the diversity of family structures and avoid making assumptions about children’s home lives. The Australian Education Research Organisation (AERO, 2023a, 2023b) provides evidence about social and emotional development, supporting educators to observe children’s progress in areas such as relationships, self-regulation and emotional understanding.

Physical activity policy also influences early childhood practice. The Australian Government Department of Health (2021a, 2021b) recommends regular physical activity for young children, while Get Up & Grow supports healthy eating and movement in early childhood settings (Australian Government Department of Health and Ageing, 2022). Programs such as Munch & Move provide practical resources and case studies for early childhood services to promote active play and healthy routines (Munch & Move, 2020a, 2020b). SunSmart guidance is also important because educators need to balance outdoor play with sun safety, rather than avoiding outdoor play completely (Cancer Council, n.d.). The Yulunga Traditional Indigenous Games resource can also support active play while respectfully introducing children to Aboriginal and Torres Strait Islander games and cultural knowledge (Australian Sports Commission, n.d.).