EYFS Personal, Social & Emotional Development (PSED) Printable Resources & Guidance

Home › Areas of Learning Menu ›

PSED activities, displays & planning ideas for reception, preschool, nurseries & childminders

Supporting children’s Personal, Social and Emotional Development is a vital part of high-quality EYFS practice. This page brings together a wide range of EYFS PSED printable resources, planning documents, guidance packs and play-based activity ideas for babies, toddlers, preschool and Reception children aged birth to 5 years.

Designed for nurseries, preschools, childminders and Reception classrooms, our resources help practitioners support children’s emotional wellbeing, self-regulation, confidence, independence, friendships, behaviour, transitions and positive relationships through meaningful play, routines and responsive adult interaction. You’ll find practical EYFS PSED activities, emotional regulation resources, transition support, wellbeing tools, progression guidance and printable provision materials aligned with Development Matters and the EYFS Framework.

Whether you are looking for PSED planning ideas for Reception, toddler emotional regulation activities, preschool friendship and turn-taking resources, or support for secure attachment and settling-in within baby rooms, this page includes both free EYFS printable resources and professional practitioner guidance to support confident, inclusive and developmentally appropriate practice across the Early Years Foundation Stage.

Sections on this page:

⭐ Free Sample ‘PSED’ Printable Resources

📘 Core Guidance Surrounding ‘PSED’ Planning & Provision

What do we mean by ‘PSED’? | What High-Quality Personal, Social & Emotional Development (PSED) Practice Looks Like | Personal, Social & Emotional Development Progression in EYFS | Personal, Social & Emotional Development within Continuous Provision Enhancements | Inclusive Personal, Social & Emotional Development Practice | SEND & EAL | Personal, Social & Emotional Development and the Other Areas of Learning

🖨️ Printable Provision Resources - Search by:

✨ Top Picks

🔤 Key Words & Phrases

🗂️ Topic

📝 Planning Resources

📌 Featured Planning Resources

💡 Development Matters Examples of How to Support ‘PSED’ learning and development

• Birth to 3

• 3 and 4 Year Olds

• Reception

🧭 Age-Specific Curriculum & Pedagogy Planning Support for ‘PSED’

Guidance Documents, Session Banks, Invitations, Skills Progression Ladders, Transitions, Behaviour & Regulation

• Babies | Birth - 18 Months

• Toddlers | 18 - 36 Months

• Preschool | 3 - 4 Years

• Reception | 4 - 5 Years

🏡 Continuous Provision | Age-Specific Ideas & Guidance

➕ Further Support

❓ Frequently Asked Questions

🧰 Additional ‘PSED’ Tools & Guidance

🌈 Additional Areas of Learning

🔐 Find out more about ‘Membership Options’

⭐ Free EYFS ‘Personal, Social & Emotional Development’ Printable Resources

(Click on the images below to find out more)

💡 Join as a Free Access member to download the samples above and all other free resources available on Little Owls Resources at no cost. Alternatively, explore all membership options here.

Additional Free Sample Printable Provision can be found at the top of most pages.

📘 Core Guidance Surrounding ‘Personal, Social & Emotional Development’ Planning & Provision

• What do we mean by ‘PSED’?

  “Children’s personal, social and emotional development (PSED) is crucial for children to lead healthy and happy lives, and is fundamental to their cognitive development. Underpinning their personal development are the important attachments that shape their social world. Strong, warm and supportive relationships with adults enable children to learn how to understand their own feelings and those of others. Children should be supported to manage emotions, develop a positive sense of self, set themselves simple goals, have confidence in their own abilities, to persist and wait for what they want and direct attention as necessary. Through adult modelling and guidance, they will learn how to look after their bodies, including healthy eating, and manage personal needs independently. Through supported interaction with other children they learn how to make good friendships, co-operate and resolve conflicts peaceably. These attributes will provide a secure platform from which children can achieve at school and in later life.” Development Matters

• What High-Quality Personal, Social & Emotional Development (PSED) Practice Looks Like

  High-quality Personal, Social & Emotional Development practice in the EYFS is rooted in secure relationships, emotionally responsive interaction and developmentally appropriate expectations. Children develop confidence, resilience, self-regulation and social understanding through warm, consistent relationships and meaningful play experiences.

  Effective PSED provision includes:

  • emotionally secure, nurturing relationships with trusted adults

  • consistent routines and predictable environments

  • responsive support for emotional regulation and wellbeing

  • opportunities for children to develop independence and self-confidence

  • play experiences that encourage cooperation, negotiation and turn-taking

  • calm, relational approaches to behaviour support

  • adults modelling empathy, kindness and respectful communication

  • opportunities for children to express thoughts, feelings and preferences

  • environments that promote belonging, inclusion and emotional safety

  • responsive planning that recognises children’s emotional and developmental needs

  Personal, Social & Emotional Development should be woven throughout continuous provision, transitions, routines, care practices and child-initiated play across the EYFS environment.

• Personal, Social & Emotional Development Progression in EYFS

  Children’s Personal, Social & Emotional Development grows through secure relationships, emotionally responsive experiences, consistent routines and opportunities to interact, communicate and explore within safe environments.

  Children typically progress from:

  • forming secure attachments with familiar adults

  • expressing needs and emotions through gestures, sounds and behaviour

  • developing confidence to explore with adult reassurance

  • beginning to play alongside others

  • developing awareness of routines, boundaries and expectations

  • expressing preferences, choices and emotions more independently

  • learning to cooperate, share and take turns

  • beginning to regulate emotions and behaviour with support

  • developing resilience, confidence and independence

  • forming friendships and understanding the feelings of others

  • managing personal care, transitions and challenges with increasing confidence

  Children develop Personal, Social & Emotional skills at different rates and require emotionally secure, relational environments that support wellbeing, belonging and positive self-esteem.

• Personal, Social & Emotional Development within Continuous Provision Enhancements

  Small enhancements within continuous provision can create meaningful opportunities for Personal, Social & Emotional Development throughout the day.

  Examples may include:

  • emotion mirrors and feeling cards

  • family photograph displays promoting belonging and identity

  • calming baskets and cosy regulation spaces

  • friendship benches and collaborative games

  • role-play props linked to home, community and everyday experiences

  • turn-taking games and cooperative challenges

  • books exploring emotions, kindness and relationships

  • visual routines and self-registration systems

  • reflection prompts encouraging children to talk about feelings and experiences

  • celebration displays recognising children’s achievements and efforts

  • mindfulness and relaxation resources within quiet spaces

  Continuous provision should support emotional security, confidence, independence and positive relationships across all areas of learning.

• Inclusive Personal, Social & Emotional Development Practice | SEND & EAL

  Inclusive PSED provision supports every child to feel safe, valued, respected and included within the learning environment.

  High-quality inclusive practice may include:

  • emotionally responsive and relationship-led interactions

  • predictable routines and visual supports

  • calm, regulation-friendly environments

  • sensory support and safe retreat spaces where needed

  • consistent language and behavioural expectations

  • support for transitions and unfamiliar situations

  • close partnership with families and carers

  • celebration of cultural identity, home languages and family experiences

  • developmentally appropriate expectations for behaviour and self-regulation

  • flexible approaches recognising differing emotional and communication needs

  Children benefit from environments where emotional wellbeing, belonging and respectful relationships are prioritised throughout everyday practice.

• Personal, Social & Emotional Development and the Other Areas of Learning

  Personal, Social & Emotional Development supports learning across all seven areas of the EYFS curriculum.

  Communication & Language

  Children use language to express feelings, build relationships, negotiate during play and develop confidence within social situations.

  Physical Development

  Physical wellbeing, movement and self-care all contribute to confidence, independence and emotional regulation.

  Literacy

  Stories, conversations and role-play help children explore emotions, relationships, empathy and social understanding.

  Mathematics

  Collaborative problem-solving and shared play experiences support turn-taking, resilience and confidence.

  Understanding the World

  Children develop awareness of people, communities, similarities, differences and relationships through meaningful experiences and discussion.

  Expressive Arts & Design

  Creative play, storytelling, music and imaginative experiences support emotional expression, confidence and self-identity.

  Personal, Social & Emotional Development should therefore be embedded throughout continuous provision, routines, relationships and everyday interactions across the EYFS environment.

• Guidance Informed by EYFS Best Practice

  The guidance and resources on this page are informed by:

  • the EYFS Statutory Framework

  • Development Matters

  • attachment-aware and relational EYFS practice

  • play-based and child-centred pedagogy

  • current understanding of emotional wellbeing and self-regulation in early childhood

  • inclusive and developmentally appropriate approaches to behaviour support

  • responsive continuous provision and in-the-moment interaction

  • developmentally informed practice from birth to five

  All resources should be adapted to meet the needs of individual children, cohorts and settings.

• This Guidance is Useful For

  The resources, guidance and printable materials on this page may be useful for:

  • Nursery practitioners

  • Preschool practitioners

  • Reception teachers

  • Childminders

  • EYFS leaders and managers

  • SENDCos

  • Early Years students and trainees

  • Intervention staff

  • Parents and carers supporting emotional wellbeing at home

Return to the top ↑

🖨️ Printable Provision Resources

Search our ‘Personal, Social & Emotional Development’ printable provision below.

✨ Top Picks

This section is currently being developed.

🛠️ Many of the pages linked within this section are currently being development for an improved user experience🛠️

Key Words & Phrases:

• Aware of Own Feelings & those of Others

• Emotions and Feelings

• Mental Health

• Kindness and Friendship

• Healthy eating

• Conflict Resolution

• Aware of Own Body

• The Human Body

• Talk About Own Abilities

• Express Own Preferences

• Confident to Talk in a Group

• Turn Taking

• Play Alongside & With Others

• Games

• Cooperates with Boundaries, Routines & Behavioural Expectations

• Welcomes Praise

• Festivals & Celebrations

• Awareness Dates

• Transitions

• Picture Communication

(Any text without a link indicates that we are working on this area.)

Additional Useful Pages

• Dual-Language resources

• Role-Play Packs

• Certificates

• Reward Charts

• Stickers

• Greeting Cards

• Party Packs

• EYFS Framework

• Planning

• Observation & Assessment

• Outdoor Area

• Growth Mindset

• Picture Communication

• Signs and Labels

• Self Registration

• Posters and Displays

Topics:

(Premium or Professional members may use the links below to access a selection of resources from within each topic that focus on PSED skills.)

• All About Me

• Animals of the World

• Autumn

• Birds

• Books & Storytelling

• Chinese New Year

• Colours

• Construction

• Dinosaurs

• Diwali

• Easter

• Epiphany

• Eid al-Fitr

• Fairies

• Father's Day

• Fireworks

• Food

• Forest School

• Goldilocks and the Three Bears

• Halloween

• Holi

• Houses and Homes

• Jack and the Beanstalk

• Kings and Queens

• Life Cycles

• Little Red Riding Hood

• Medicine – Doctors and Nurses

• Mental Health

• Mexico

• Minibeasts

• Mother's Day

• Music & Sound

• New Year

• Nursery Rhymes

• On the Farm

• Outdoor Area: Picnic / Sand Play / Water Play / Mud Kitchen / Wildlife Investigation Area / Outdoor Mark Making / Sport and PE Games

• Passover

• People Who Help Us

• Pets

• Pirates

• Plants

• Polar

• Ramadan

• Recycling

• Remembrance Day

• Road Safety

• Space

• Spring

• Stay Healthy

• Summer

• Teeth and Oral Health

• Teddy Bears’ Picnic

• The Human Body

• The Three Little Pigs

• Toys

• Transport

• Under the Sea

• Winter

• Wetlands

• Zoo

Return to the top ↑

📝 Planning Resources

📌 Featured EYFS Personal, Social & Emotional Development (PSED) planning resources

Return to the top ↑

💡 Examples of how to support ‘Personal, Social & Emotional Development’

Extracted from Development Matters; non-statutory curriculum guidance for the early years foundation stage. Includes colour and black and white versions.

Files contain public sector information licensed under the Open Government Licence v3.0.

Return to the top ↑

🧭 Age-Specific Documents for Supporting ‘Personal, Social & Emotional Development’

Babies | Birth - 18 Months

Core Baby Room ‘Personal, Social & Emotional Development’ Planning Support

Additional Baby Room Overarching Areas of Learning Support

The following documents include elements of ‘Personal, Social & Emotional Development’ which may be helpful tools within your setting’s OAP Cycle.

Return to the top ↑

Toddlers | 18 - 36 Months

Core Toddler Room ‘Personal, Social & Emotional Development’ Planning Support

Additional Toddler Room Overarching Areas of Learning Support

The following documents include elements of ‘Personal, Social & Emotional Development’ which may be helpful tools within your setting’s OAP Cycle.

Return to the top ↑

Preschool | 3 - 4 Years

Core Preschool ‘Personal, Social & Emotional Development’ Planning Support

Additional Preschool Overarching Areas of Learning Support

The following documents include elements of ‘Personal, Social & Emotional Development’ which may be helpful tools within your setting’s OAP Cycle.

Return to the top ↑

Reception | 4 - 5 Years

Core Reception ‘Personal, Social & Emotional Development’ Planning Support

Additional Reception Overarching Areas of Learning Support

The following documents include elements of ‘Personal, Social & Emotional Development’ which may be helpful tools within your setting’s OAP Cycle.

For overarching ‘Area of Learning’ Support such as Curriculum Intent Grids, Development Indicators and Assessment Tools, please visit our ‘Observations & Assessment’ page.

Return to the top ↑

🏡 PSED within Continuous Provision | Age-Specific Ideas & Guidance

• Babies | Birth–18 Months

  Personal, Social & Emotional Development in baby rooms is built through secure attachment, responsive care and emotionally available interactions. Consistent routines and trusting relationships help babies feel safe, valued and ready to explore.

  • Familiar adults responding sensitively to cues, gestures and emotional needs

  • Cosy spaces supporting calm connection, comfort and shared attention

  • Mirror play encouraging self-awareness and recognition

  • Treasure baskets and sensory play supporting confidence and curiosity

  • Predictable routines helping babies feel emotionally secure

  • Gentle singing, face-to-face interaction and soothing communication

  • Emotion-rich language modelled during care routines and play

  • Opportunities for babies to explore safely with close adult support

  • Photographs of familiar people and family connections within the environment

  Related Guidance:

  • Supporting Emotional Regulation in Baby Rooms

  • Supporting Babies and Families Through Change

  • Daily Routines as Learning Opportunities

  • Baby Room Environment Guide & Resourcing Lists

  • Baby Room Continuous Provision Maps

• Toddlers | 18–36 Months

  Toddler PSED provision should support developing independence, emotional expression, social interaction and early self-regulation through responsive relationships and meaningful play opportunities.

  • Small-group play encouraging turn-taking and cooperation

  • Role-play areas supporting familiar routines and social experiences

  • Emotion cards, mirrors and feeling prompts within provision

  • Opportunities for safe risk-taking and growing independence

  • Snack and mealtime routines encouraging belonging and conversation

  • Calming spaces supporting regulation and emotional recovery

  • Adult support for naming emotions and solving simple conflicts

  • Repetitive routines and visual supports promoting security and confidence

  • Open-ended play opportunities encouraging choice-making and autonomy

  Related Guidance:

  • Toddler Behaviour & Regulation: A Quick Guide

  • PSED Activity Invitations Pack | Toddlers (18–36 Months)

  • Supporting Emotional Regulation Through Language

  • Continuous Provision Setup Guides | Toddler Room

    • Small World

    • Messy / Wet Play

    • Dry Sensory & Loose Parts

    • Construction

    • Role Play / Home Corner

    • Mark Making

    • Book Area / Reading Nook

    • Music & Sound

    • Outdoor

  • Continuous Provision Maps (18–36 Months)

    • C&L

    • PSED

    • PD

    • Maths Seeds

    • Literacy Seeds

    • UW

    • EAD

  • Continuous Provision Audit & Resourcing List

  • Continuous Provision Rotation Planner Toolkit

• Preschool | 3–4 Years

  Preschool PSED provision should encourage confidence, cooperation, resilience and emotional understanding through play-based learning, secure relationships and responsive adult support.

  • Role-play opportunities encouraging collaboration and negotiation

  • Circle-time experiences promoting listening, turn-taking and belonging

  • Small-group games supporting cooperation and social confidence

  • Opportunities for children to express opinions, preferences and ideas

  • Visual emotion supports and calming strategies within provision

  • Collaborative construction and creative projects encouraging teamwork

  • Books and storytelling supporting empathy and emotional understanding

  • Open-ended play opportunities encouraging resilience and problem-solving

  • Adults modelling respectful communication and conflict resolution

  Related Guidance:

  • Preschool Skills Progression Ladder: PSED – Self-Regulation & Relationships

  • Adult-Led Focus Session Templates | Preschool (3–4 Years)

  • Transition to Reception Pack | Preschool (3–4 Years) → Reception

  • Universal Continuous Provision Packs (Preschool | 3–4 Years)

    • Construction Area

    • Small World Area

    • Role-Play Area

    • Writing / Mark-Making Area

    • Maths Area

    • Creative Area (Art & Making)

    • Investigation / STEM / Discovery Area

    • Book Corner / Reading Den

    • Fine Motor Station

    • Water Area

    • Sand Area

    • Snack Area / Independence Station

    • Outdoor Provision Core Zones

      • Physical play

      • Gross motor skills

      • Nature area

      • Outdoor mark-making

      • Outdoor maths

  • Preschool Environment & Provision Map Audit Pack

  • How Continuous Provision Works in Our Preschool Curriculum

  • Continuous Provision Audit Checklist

  • Continuous Provision FAQs (For Preschool Practitioners)

• Reception | 4–5 Years

  Reception PSED provision should support children to become increasingly independent, emotionally aware and socially confident within a play-based, language-rich learning environment.

  • Collaborative play opportunities supporting teamwork and communication

  • Self-registration and independence routines embedded within provision

  • Emotion check-ins and wellbeing discussions throughout the day

  • Open-ended challenges encouraging resilience and perseverance

  • Opportunities for children to reflect on feelings, behaviour and learning

  • Small-group discussion opportunities promoting confidence and listening

  • Visual supports encouraging self-management and responsibility

  • Adult-guided support for problem-solving, friendship and conflict resolution

  • Calm regulation spaces supporting emotional wellbeing and self-regulation

  Related Guidance:

  • Self-Regulation & Learning Behaviours in Reception | 4–5 Years

  • Reception Parent Partnership Pack | Reception (4–5 Years)

  • Reception → Year 1 Transition Pack

  • Reception Continuous Provision – Structure & Rationale

  • Universal Continuous Provision Pack (Areas listed below)

    • Construction

    • Creative

    • Investigation / Discovery

    • Maths

    • Reading

    • Role Play / Small World

    • Malleable / Sensory

    • Writing

  • Outdoor Continuous Provision (Reception)

  • Adult-Guided Learning in Provision

Return to the top ↑

❓ Frequently Asked Questions About EYFS Personal, Social & Emotional Development (PSED)

• What is Personal, Social & Emotional Development in the EYFS?

  Personal, Social & Emotional Development is one of the prime areas of learning within the EYFS. It includes self-regulation, managing self and building relationships.

• Why is PSED important in early years?

  Strong PSED supports children’s wellbeing, confidence, resilience, emotional regulation, relationships and readiness for learning across all areas of development.

• How can practitioners support emotional regulation in EYFS?

  Practitioners can support emotional regulation through warm relationships, predictable routines, modelling emotional language, calm environments and responsive adult interaction.

• What are examples of PSED activities in Reception?

  Examples include collaborative games, emotion discussions, role-play, group problem-solving, wellbeing check-ins, turn-taking activities and opportunities for independence within continuous provision.

• How does continuous provision support PSED?

  Continuous provision supports PSED through opportunities for cooperation, choice-making, independence, relationship-building, emotional expression and self-regulation within meaningful play experiences.

• How can role-play support Personal, Social & Emotional Development?

  Role-play helps children explore emotions, relationships, routines, empathy, cooperation and social situations through imaginative play and shared interaction.

• What is self-regulation in the EYFS?

  Self-regulation refers to children’s growing ability to manage emotions, attention, behaviour and responses with increasing independence and support.

• How should settings support behaviour in the EYFS?

  Behaviour support in EYFS should be relational, developmentally appropriate and focused on emotional understanding, co-regulation, consistency and secure relationships.

• How can settings support children during transitions?

  Children benefit from gradual transitions, familiar routines, strong parent partnerships, visual supports, emotionally available adults and consistent communication.

• How can EYFS settings support children’s wellbeing?

  Settings can support wellbeing through secure relationships, inclusive environments, emotionally responsive practice, play-based learning and opportunities for children to feel safe, valued and connected.

Return to the top ↑

🧰 Additional ‘PSED’ Tools & Guidance

When considering the support you provide for ‘Personal, Social & Emotional Development’ within your setting, you may find resources on the following pages useful.

🌈 EYFS Printable Resources & Guidance for Additional Areas of Learning

Prime Areas of Learning

These areas are particularly important for building foundations in communication, wellbeing and physical development.

• Communication and Language

• Personal, Social and Emotional Development

• Physical Development

Specific Areas of Learning

These areas build on and strengthen the prime areas as children grow and develop.

• Literacy

• Mathematics

• Understanding the World

• Expressive Arts and Design

Additional Curriculum Collections on Little Owls Resources

These collections support learning across multiple EYFS areas and are commonly used alongside the statutory framework.

• STEM

• Science

• History

• Phonics

More ways to search on ‘Little Owls Resources’…

(Select the buttons below to visit our menu pages)

Return to the top ↑

This page contains public sector information licensed under the Open Government Licence v3.0.