It is troubling to constantly hear educators share their concerns about children’s behaviour, separation anxieties and lack of confidence to take risks or engage with others in play. When these concerns are explored further it becomes evident that children are experiencing various levels of anxiety and it appears to be increasing.
There are many perspectives as to why we are seeing increasing anxiety and I am not going to “get into that” now… however what I would like to explore is how we as educators can support children’s well-being through creating a sense of security through positive relationships and attachments. There are many simple yet very effective things we can be doing daily with all children, even the confident ones!
As educators we need to understand the significance of our relationships with children and families and how these influence the child’s sense of self. Children need to feel acknowledged and important (like we all do)! However the early years is such a critical time for brain growth and development especially around areas of perspective taking, empathy, values, relationships, attachment and trust.
so what can we do each day to build and nurture that sense of trust?
- Take interest in the child’s play- be genuine in our interactions, questions asked or how we join them
- Give positive regard to what children are doing- enjoy child’s explorations with them… take time to be present in that moment- be mindful!
- Communicate warmly and authentically
- Acknowledge shared emotions, especially during conflicts and times of delight
- Give positive physical contact such as cuddling, holding, gentle touch
- Respond to child’s communication efforts – both verbal and non-verbal
- Ensure transition times are relaxed and allow children time to stop and move to the next activity / time of the day
- Treat every “routine” task (nappy change, meal, rest time) as an opportunity to chat, laugh and build your relationship
- Talk, sing and read to child
- Give child full attention- again be present!
- Closely observe the child and how they engage with educators, the routine and during transitions
- Acknowledge that separating from the parent is both hard for the child and the parent.
- Communicate warmly with families upon arrival and pick up to build relationship which in turn foster positive attachments
- Allow the child time to attach to the carer when the parent leaves i.e. sitting on your lap, giving cuddles, allowing the child to stay near.
- Support the child’s emotional needs rather than firstly trying to distract.
- Allow children to have / use attachment handles such as blankey, teddy
- Ensure creative arts experiences are meaningful, that they promote creativity, discussion, connect to the child hence support right brain functioning (which in turn supports emotions, perspective, risk taking, regulation)
In a time where children do spend a lot of time in early childhood settings we play a very significant role in ensuring children feel safe, secure and loved. When we feel important and have positive experiences we are more likely to have a positive sense of well-being. If we, as educators do not spend the time to develop important and purposeful relationships with children, how will they “see” themselves…. what outcomes may this have?
Never underestimate your role and responsibility as an early childhood educator!
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