H-U-G-S: A Simple Framework for Social-Emotional Learning During Daily Routines

Sarah Sexton; Frances Davis

H-U-G-S: A Simple Framework for Social-Emotional Learning During Daily Routines

Sarah J. Sexton (Author) Family, Infant, and Preschool Program, North Carolina Department of Health and Human Services
Frances A Davis (Author) Posthumously

Abstract

The H-U-G-S Interaction Style is a responsive communication framework designed to strengthen young children’s social-emotional learning through predictable, attuned adult-child interactions embedded in everyday routines. Grounded in Sociocultural Theory, H-U-G-S operationalizes the assertion that social-emotional competencies emerge through guided participation in everyday activities and the child’s active engagement in culturally grounded relationships. H-U-G-S advances an equity-centered approach that affirms diverse communication styles and reduces barriers to participation. In early intervention and early childhood special education, the framework offers teams a practical way to translate individualized IFSP and IEP priorities related to communication, regulation, participation, and social-emotional development into consistent interactions across everyday routines and settings.

Keywords

social-emotional learning, routines, caregiver responsiveness, framework, cultural responsiveness

References

Alzahrani, M., Alharbi, M., & Alodwani, A. (2019). The effect of social-emotional competence on children academic achievement and behavioral development. International Education Studies, 12(12), 141-149. https://doi.org/10.5539/ies.v12n12p141

Bandura, A. (1977). Social learning theory. Prentice-Hall.

Barnes, T. N., & McCallops, K. (2019). Perceptions of culturally responsive pedagogy in teaching SEL. Journal for Multicultural Education, 13(1), 70–81. https://doi.org/10.1108/JME-07-2017-0044

Bierman, K. L., & Motamedi, M. (2015). Social and emotional learning programs for preschool children. In J. Durlak, C. Domitrovich, R. P. Weissberg, & T. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 135-150). The Guildford Press.

Blewitt, C., Fuller-Tyszkiewicz, M., Nolan, A., Bergmeier, H., Vicary, D., Huang, T., McCabe, P., McKay, T., & Skouteris, H. (2018). Social and emotional learning associated with universal curriculum-based interventions in early childhood education and care centers: A systematic review and meta-analysis. JAMA Network Open, 1(8), Article e185727. https://doi.org/10.1001/jamanetworkopen.2018.5727

Blewitt, C., O’Connor, A., Morris, H., May, T., Mousa, A., Bergmeier, H., Nolan, A., Jackson, K., Barrett, H., & Skouteris, H. (2021). A systematic review of targeted social and emotional learning interventions in early childhood education and care settings. Early Child Development and Care, 191(14), 2159-2187. https://doi.org/10.1080/03004430.2019.1702037

Bornstein, M. H., Putnick, D. L., & Suwalsky, J. T. (2018). Parenting cognitions→ parenting practices→ child adjustment? The standard model. Development and Psychopathology, 30(2), 399-416. https://doi.org/10.1017/S0954579417000931

Camacho, K. A., & Krezmien, M. P. (2019). Individual- and school-level factors contributing to disproportionate suspension rates: A multilevel analysis of one state. Journal of Emotional and Behavioral Disorders, 27(4), 209-220. https://doi.org/10.1177/1063426618769065

Candelaria, M., & Sweeney, K. (2025). Examining the impact of Pyramid Model implementation to deepen social and emotional supports for enrolled children within early intervention. Healthcare, 13(5). Article 515. https://doi.org/10.3390/healthcare13050515

Cibralic, S., Kohlhoff, J., Wallace, N., McMahon, C., & Eapen, V. (2024). Emotional regulation and language in young children with and without autism traits. Journal of Early Intervention, 46(3), 428-447. https://doi.org/10.1177/10538151231176188

Cole, P. M., Armstrong, L. M., & Pemberton, C. K. (2010). The role of language in the development of emotion regulation. In S. D. Calkins & M. A. Bell (Eds.), Child development at the intersection of emotion and cognition (pp. 59-77). American Psychological Association. https://psycnet.apa.org/doi/10.1037/12059-004

de Figueiredo, C., Sandre, P., Portugal, L., Mázala-de-Oliveira, T., da Silva Chagas, L., Raony, Í., Ferreira, E., Giestal-de-Araujo, E., dos Santos, A., & Bomfim, P. (2021). COVID-19 pandemic impact on children and adolescents' mental health: Biological, environmental, and social factors. Progress in Neuro-Psychopharmacology and Biological Psychiatry, 106, Article 110171. https://doi.org/10.1016/j.pnpbp.2020.110171

Denham, S. A., Bassett, H. H., & Wyatt, T. (2007). The socialization of emotional competence. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization: Theory and research (pp. 614–637). The Guilford Press.

Division for Early Childhood of the Council for Exceptional Children. (2014). DEC recommended practices in early intervention/early childhood special education 2014. http://www.dec-sped.org/dec-recommended-practices

Division for Early Childhood of the Council for Exceptional Children. (2020). Initial practice-based professional preparation standards for early interventionists/early childhood special educators. https://divisionearlychildhood.egnyte.com/dl/ffgMgwRx89mC

Division for Early Childhood of the Council for Exceptional Children. (2023, November 28). Division for Early Childhood racial equity point of view. https://divisionearlychildhood.egnyte.com/dl/GPVEY6LbYW

Dussault, M., & Thompson, R. B. (2024). Fundamental themes in social–emotional learning: A theoretical framework for inclusivity. International Journal of Environmental Research and Public Health, 21(4), Article 506. https://doi.org/10.3390/ijerph21040506

Edvoll, M., Kehoe, C. E., Trøan, A. S., Harlem, T. E., & Havighurst, S. S. (2023). The relations between parent and toddler emotion regulation. Mental Health & Prevention, 30, Article 200266. https://doi.org/10.1016/j.mhp.2023.200266

Elgan, S. M., Pope, J., Moloney, M., Hoyne, C. & Beatty, C. (2021). Missing early education and care during the pandemic: The social-emotional impact of the COVID-19 crisis on young children. Early Childhood Education Journal, 49, 925-934. https://doi.org/10.1007/s10643-021-01193-2

Guevara, H. (2022, September 9). The impacts of COVID-19 on the social development of young children. First Five Years Fund. https://www.ffyf.org/resources/2022/09/how-has-covid-19-impacted-infants-and-toddlers-social-development/

Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: A case for the evidence-based emotional cognitive social early learning approach. International Journal of Child Care and Education Policy, 11, Article 13. https://doi.org/10.1186/s40723-017-0038-6

Jagers, R. J., Rivas-Drake, D., & Borowski, T. (2018). Equity & social and emotional learning: A cultural analysis (Frameworks Brief). Establishing Practical Social-Emotional Competence Assessments Work Group. https://drc.casel.org/uploads/sites/3/2019/02/Equity-Social-and-Emotional-Learning-A-Cultural-Analysis.pdf

Kuehn, L. M., Jones, A., & Helmkamp, L. (2024). Socioemotional development of infants and toddlers during the COVID-19 pandemic. JAMA Pediatrics, 178(2), 151-159. https://doi.org/10.1001/jamapediatrics.2023.5684

Landy, S. (2002). Pathways to competence: Encouraging healthy social and emotional development in young children. Paul H. Brookes Publishing.

Landry, S., Zucker, T., Taylor, H., Swank, P., Williams, J., Assel, M., Crawford, A., Huang, W., Clancy-Menchetti, J., Lonigan. C., Phillips, B. Eisenberg, N., Spinrad, T., de Villiers, J., de Villiers, P., Barnes, M., Starkey, P., & Klein, A. (2014). Enhancing early child care quality and learning for toddlers at risk: The responsive early childhood program. Developmental Psychology, 50(2), 526-541. http://dx.doi.org/10.1037/a0033494

Laurin, D. E., Guss, S. S., & Horm, D. (2021). Caregiver–infant and toddler interactions during diapering: Caregiver responsiveness and child well‐being and involvement. Infant Mental Health Journal, 42(4), 546-559. https://doi.org/10.1002/imhj.21933

Linehan, M. M., Bohus, M., & Lynch, T. R. (2007). Dialectical behavior therapy for pervasive emotion dysregulation: Theoretical and practical underpinnings. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 581–605). The Guilford Press.

Lobo, F. M., & Lunkenheimer, E. (2020). Understanding the parent-child coregulation patterns shaping child self-regulation. Developmental Psychology, 56(6), 1121. http://doi.org/10.1037/dev0000926

LoBue, V., & Ogren, M. (2022). How the emotional environment shapes the emotional life of the child. Policy Insights from the Behavioral and Brain Sciences, 9(1), 137-144. https://doi.org/10.1177/23727322211067264

Mahfouz, J., Steed, E. A., & Shapland, D. (2025). Culturally responsive social emotional learning: Perspectives of early childhood teachers. Early Childhood Education Journal, 53(2), 405-412. https://doi.org/10.1007/s10643-023-01599-0

Mänty, K., Kinnunen, S., Rinta-Homi, O., & Koivuniemi, M. (2022). Enhancing early childhood educators’ skills in co-regulating children’s emotions: A collaborative learning program. Frontiers in Education, 7, Article 865161. https://doi.org/10.3389/feduc.2022.865161

McClelland, M.M., Acock, A.C., & Morrison, F.J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21(4), 471-490. https://doi.org/10.1016/j.ecresq.2006.09.003

Meek, S. E., & Gilliam, W. S. (2016). Expulsion and suspension in early education as matters of social justice and health equity. NAM Perspectives. Discussion Paper, National Academy of Medicine, Washington, DC. https://doi.org/10.31478/201610e

Mesquita, B., De Leersnyder, J., Dekeyser, G., Cochez, A., & Jennings, P. A. (2026). Where social-emotional learning meets culture. Social and Emotional Learning: Research, Practice, and Policy, 7, Article 100183. https://doi.org/10.1016/j.sel.2026.100183

Moreira, P. A., Jacinto, S., Pinheiro, P., Patrício, A., Crusellas, L., Oliveira, J. T., & Dias, A. (2014). Long-term impact of the promotion of social and emotional skills. Psicologia: Reflexão e Crítica, 27(4), 634-641. https://doi.org/10.1590/1678-7153.201427404

Moreno, A. J., Nagasawa, M. K., & Schwartz, T. (2019). Social and emotional learning and early childhood education: Redundant terms? Contemporary Issues in Early Childhood, 20(3), 221-235. https://doi.org/10.1177/1463949118768040

Ogren, M., Burling, J. M., & Johnson, S. P. (2018). Family expressiveness relates to happy emotion matching among 9-month-old infants. Journal of Experimental Child Psychology, 174, 29-40. https://doi.org/10.1016/j.jecp.2018.05.003

Parlakian, R. (2024). Sharing our calm. Young Children, 79(2), 38-45. https://www.jstor.org/stable/27313451

Ratajczak, J. C. (2025). Emotionally responsive caregiving [Master’s thesis, Northwestern College]. NWCommons. https://nwcommons.nwciowa.edu/education_masters/768/

Rautakoski, P., af Ursin, P., Carter, A. S., Kaljonen, A., Nylund, A., & Pihlaja, P. (2021). Communication skills predict social-emotional competencies. Journal of Communication Disorders, 93, Article 106138. https://doi.org/10.1016/j.jcomdis.2021.106138

Rosenbalm, K. D., & Murray, D. W. (2017). (OPRE Brief# 2017-79). Office of Planning. Research, and Evaluation, Administration for Children and Families, US Department of Health and Social Services. https://acf.gov/sites/default/files/documents/opre/2_early_ch_508.pdf

Shonkoff, J. P., Garner, A. S., Committee on Psychosocial Aspects of Child and Family Health, Committee on Early Childhood, Adoption, and Dependent Care, and Section on Developmental and Behavioral Pediatrics, Siegel, B. S., Dobbins, M. I., Earls, M. F., Garner, A., McGuinn, L., Pascoe, J. & Wood, D. L. (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232-e246. https://doi.org/10.1542/peds.2011-2663

Spanglar, G., Schieche, M., Ilg, U., Maier, U., & Ackermann, C. (1994). Maternal sensitivity as an external organizer for biobehavioral regulation in infancy. Developmental Psychobiology, 27(7), 425-437. https://doi.org/10.1002/dev.420270702

Steed, E. A., & Roach, A. T. (2017). Childcare providers' use of practices to promote young children's social–emotional competence. Infants & Young Children, 30(2), 162-171. https://doi.org/10.1097/IYC.0000000000000092

Stegelin, D. A. (2018, December). Preschool suspension and expulsion: Defining the issues. Institute for Child Success. https://www.instituteforchildsuccess.org/wp-content/uploads/2018/12/ICS-2018-PreschoolSuspensionBrief-WEB.pdf

Thurm, A., Manwaring, S. S., Cardozo Jimenez, C., Swineford, L., Farmer, C., Gallo, R. & Maeda, M. (2018). Socioemotional and behavioral problems in toddlers with language delay. Infant Mental Health Journal: Infancy and Early Childhood, 39(5), 569-580. https://doi.org/10.1002/imhj.21735

U.S. Department of Education Office for Civil Rights. (2016, October). 2013-2014 Civil rights data collection: A first look: Key data highlights on equity and opportunity gaps in our nation’s public schools. https://www.ed.gov/sites/ed/files/about/offices/list/ocr/docs/2013-14-first-look.pdf

Vesely, C. K., Brown, E. L., & Mahatmya, D. (2013). It takes two: Sensitive caregiving across contexts and children's social, emotional, and academic outcomes. Early Education & Development, 24(7), 960-978. https://doi.org/10.1080/10409289.2013.825185

Vygotsky, L. S. (1986). Thought and language: Revised edition (A. Kozulin, Ed.). MIT Press.

Wilburn, E., John, S., Edge, N., Sutton, M., & Hickman, K. (2023). Examining the implementation of conscious discipline: A qualitative study utilizing the I-PARIHS framework. Early Childhood Education Journal, 51(7), 1131-1143. https://doi.org/10.1007/s10643-022-01363-w

Williams, G., & Yogman, M. (2023). Addressing early education and childcare expulsion. Pediatrics, 152(5). https://doi.org/10.1542/peds.2023-064049

Wustmann Seiler, C., Sticca, F., Gasser-Haas, O., & Simoni, H. (2022). Long-term promotive and protective effects of early childcare quality on the social–emotional development in children. Frontiers in Psychology, 13, 854756. https://doi.org/10.3389/fpsyg.2022.854756

Xu, Y., Wang, I. Y., Chen, J., Sun, J., & Li, J. B. (2024). The associations between early childhood educators' social-emotional competence and a wide range of outcomes: A three-level meta-analysis. Learning and Individual Differences, 114, Article 102521. https://doi.org/10.1016/j.lindif.2024.102521

Zaslow, M., Tout, K., Halle, T., Whittaker, J., & Lavelle, B. (2010). Towards the identification of features of effective professional development for early childhood educators: Literature review. U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. https://files.eric.ed.gov/fulltext/ED527140.pdf

Zulauf-McCurdy, C. A., Brooks, R., & Meltzoff, A. N. (2025). Preschool expulsion risk factors Teachers’ ratings of preschoolers’ challenging behaviors vary by the cooperativeness of their parents. Prevention Science, 26, 1010-1020. https://doi.org/10.1007/s11121-025-01838-3

There are 55 references in total. Show More References

How to Cite

Sexton, S., & Davis, F. (2026). H-U-G-S: A Simple Framework for Social-Emotional Learning During Daily Routines. Journal of the American Academy of Special Education Professionals, 21(3), 18-27. https://www.aasep.org/article/view/665

More Citation Formats
- ACM
- ACS
- APA
- ABNT
- Chicago
- Harvard
- IEEE
- MLA
- Turabian
- Vancouver
- AMA
- ISNAD Citation Style
RIS
BIBTEX
EndNote
Zotero
Mendeley

Articles