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1. Mealtime Fight. At age 18 months, highly active Jake climbs out of his high chair long before his meal is finished.  Exasperated, his teacher makes him sit at the table until he has eaten all his food. Soon Jake's behavior escalates into throwing his food on the floor.

Jake might not be hungry anymore and feel tired of sitting down. Perhaps he might be too old for a high chair. Also, he threw food on the floor because he wanted to communicate his needs.

Identify the problem. Did Jake had already eaten some or most of his food? When did he wake up? How long does have Jake been awake? How long does he been sitting down? Is Jake too old for a highchair? Does he want to tell you something?

After identifying the problem, the possible guidance techniques could be to look for cues in Jake's body language and facial expressions that indicate Jake is not hungry anymore and tired. Allow him to eat whatever he wants; if he is not hungry, it is okay; Jake will eat whenever he is hungry and prepare him for a nap. Also, adjust the time he has to sit down, try not to ask him to sit for a long time, let him sit on a child-size chair at the child-size table with other children, and encourage Jake to talk by providing him with opportunities for developing language skills. Besides, model the proper behavior, sit with the children and eat them at the table; and be proactive and intervene before situations escalate.

The teacher and Jake will avoid power struggles. Jake will not sit in a highchair where he may feel restricted, and the teacher will not be frustrated trying to make Jake eat when he is no longer hungry. If Jake sits on a child-size chair, Jake will not feel restricted; he will have the freedom to move. Also, Jake will interact with other children and eat if he is hungry. The teacher will not be frustrated and will support him with his social and physical development.

I selected those guidance techniques because if the teacher identifies the problem, intervenes before the situation escalates, monitors Jake's needs, and has low reactivity, Jake and she will not be frustrated. The teacher will support him with his language and physical development.

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2. Always "NO." Whenever asked to do anything, two-year-old Mia loudly says "NO."

Mia might be tiered, needs attention, be frustrated, and want to check her limits. Also, Mia might need to develop her language and acquire more vocabulary to express herself. Besides, she may be testing her authority, voice, or asserting her identity. Therefore, she says "No" when someone asks her anything.

Identify the problem. Is Mia tired, does she need attention, or is she frustrated? How is her vocabulary? Does she have other choices?

After identifying the problem, the possible guidance techniques could be to look for cues in Mia's body language and facial expression that indicates she is tired. Also, to give her attention, ask her what the problem is, encourage Mia to use other words besides "No," and provide her with choices; for example, do you want to nap or read a book? Besides, to look out for opportunities to give her feedback. If Mia says "Yes" to a choice provided, give her specific feedback to stimulate the behavior.

Mia and the teacher will not be frustrated. Mia will have her needs met, have choices, and feel independent. The teacher will spend less time arguing with Mia.

I selected those guidance techniques because If the teacher identifies the problem, attends to Mia's physical needs, teaches her other words, gives her choices, and provides specific feedback, Mia will develop independence. Also, she will understand the rules and expectations, and the teacher will spend less time arguing with her.

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3. Temper Tantrum. Three-year-old Connor falls on the floor and kicks and hits his fists on the floor while he yells.  The teacher and three other children sit at a table nearby, working on puzzles. Connor continues this behavior and looks up every minute to see the teacher's reaction.

Connor needs to communicate something, but perhaps he does not have the language or the emotional literacy to do it. For that reason, he might feel frustrated. Also, Connor may seek attention from his teacher to meet his needs.

Identify the problem. Does Connor want to say something? How is Connor developing his language and emotional literacy skills? Is he frustrated? Does he need attention?

After identifying the problem, the possible guidance techniques could be to look around for any sign of frustration. For example, is there a puzzle Connor couldn't finish? Does he want another child's toy? Also, to give him attention, ask him what the problem is, teach Connor how to use words to label his emotions, and suggest alternative ways of solving his problems. Besides, to teach Connor more appropriate ways to get attention and provide him with positive feedback when he does label his emotions.  

Connor will learn how to communicate his emotions, solve problems, and get positive attention. Also, he will learn how to act appropriately as a member of various communities. The teacher will respond appropriately to him and avoid being upset.

I selected those guidance techniques because by teaching Connor to use words to label his emotions, showing alternative ways of solving his problems, teaching him appropriate ways to get attention, and providing him with positive feedback, he will learn how to communicate his needs and increase his emotional literacy. Also, he will know how to regulate his emotions and manage his behavior.

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4. "Mommy, don't go!" Four-year-old Angela screams, "Mommy, don't go!" when her mother brings her to the center each morning.

Angela may fear her mother would never return to pick her up. She may be shy or nervous with strangers or feel uncomfortable with something in the environment. Therefore, Angela screams when her mother brings her to the center each morning.

Identify the problem. Is Angela afraid her mother will never come back to pick her up? Is Angela's first week at school? Had she attended school before? Is she fearful of strangers? How do Angela and the mother separate? Has she bonded with the teacher?

After identifying the problem, the possible guidance techniques could be to ask Angela's mother to be upbeat when separating and to avoid lingering or showing worry when saying goodbye. Also, to ask Angela's mother to bring school Angela's favorite toy or blanket for comfort, add pictures of the family into the environment, and assure Angela that her mother will be back to pick her up after nap time and that "Mammy always comes back." Besides, to provide an environment with a consistent, small number of trustworthy adults, be patient; Angela needs time to adapt to her new environment and try to bond with Angela.

Eventually, Angela will separate from her mother when she comes to school, seek emotional support from her teachers, and release emotional tensions in the arms or presence of a caring adult, such as her teachers. She will play with other children, be ready to learn, and enjoy her time at school. The teacher will help Angela follow routines, have fun, and learn at school.

I selected those guiding techniques because if Angela's mother is upbeat when separating and avoids lingering or worrying when saying goodbye, it will help Angela with the separation anxiety. Also, looking at pictures of her family will help her feel a sense of belonging in the classroom. Besides, if Angela's mother brings a favorite toy or blanket will comfort Angela. After some time, Angela will adapt to her new environment and feel safe. 

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5. Puzzle Fight. Andy is sitting at a table working on a puzzle.  David comes and sits in an empty chair at the table and grabs the puzzle, and tries to take it away from him.  They continue to both pull on the puzzle to gain control as they yell, "Mine, mine."

David might want the puzzle Andy has. David did not recognize that Andy was playing with it and did not know how to ask for it. For that reason, He took the puzzle from Andy. Andy might feel that the puzzle belonged to him, and he did not want to let it go. Also, both might lack the social and emotional literacy to express their feelings and regulate themselves.

Identify the problem. Do Andy and David have the social and emotional literacy to express their feelings and regulate themselves? Do they know how to follow the Problem-Solving Process?

After identifying the problem, the possible guidance techniques could be to support and validate Andy's and David's feelings and reinforce their positive problem-solving skills. Also, to acknowledge cooperation when they play with each other, provide opportunities for Andy and David to share materials, and teach them the Problem-Solving Process technique for problem resolution. Besides, to model for David how to ask for materials from other children, teach Andy and David words to express their emotions, and help them practice their social and emotional skills. Moreover, give Andy and David positive feedback when working on solving their problems.  

Andy and David will learn problem-solving and conflict-resolution techniques, play side-by-side, wait for their turn, and share. David will learn to interact with peers, ask for his turn to play with a toy, and wait. Andy will learn to respond when someone takes toys from him, expresses his feelings, work with others as part of a team, and share. Eventually, the teacher will no longer need to help them solve their problem. 

I selected those guiding techniques because if Andy and David learn how to use a problem resolution technique, cooperate, express their emotions, and have opportunities to practice those skills; they will acquire the social and emotional literacy necessary to solve problems by themselves. In the future, they will do it without the teacher's help.

 

6. Tattletale. Five-year-old Bianca runs to you as you are helping another child put on his paint apron.  Bianca tells you that Millie is using "potty words" in dramatic play.

Bianca might not know how to tell Millie that those words are inappropriate. She looks for an adult's help to solve the problem.

Identify the problem. Does Bianca know to approach Millie to tell her that those words are inappropriate? Does Millie know that language is not appropriate for school? Do Bianca and Millie have the social and emotional literacy to solve their conflicts?

After identifying the problem, the possible guidance techniques could be to thank Bianca for letting you know Millie is using inappropriate language, coach Bianca on how to approach Millie and provide Millie with vocabulary to use instead of "potty words." Also, give Bianca and Millie opportunities to practice their learned skills, help them with starters and scripts to communicate, and support them with implementing the solutions they developed. Besides, provide positive and specific feedback when they try to solve their conflict.  

Millie will use appropriate language, identify school rules, learn new behaviors with some practice, recognize that those words are inappropriate, and adjust her behavior to correct it. 

Bianca will learn how to solve a problem instead of asking the teacher to do it for her.

The teacher will teach the girls that making mistakes is part of learning.

I selected those guiding techniques because if Bianca learns how to approach Millie to give her feedback about her language usage, Bianca will maintain Millie's friendship. Also, Bianca will develop social skills, and Millie will understand how to behave in some settings.

 

7. Name-calling. Timmy comes into the block center and wants to help Jeff build a road with the blocks.  Jeff says he doesn't want him to help.  Timmy calls Jeff a "butt-head."

Jeff might not know the words to tell Timmy he does not want to play with him and prefers to play alone. Jeff does not have the social and emotional skills to regulate his emotions. He feels that he needs to call Jeff a name.

Identify the problem. Does Timmy know how to ask to play with someone? Do Timmy and Jeff have the vocabulary to express their feelings?

After identifying the problem, the possible guidance techniques could be to approach the children and talk to them. Ask them what the problem was? Also, coach Timmy how to approach Jeff, coach Jeff how to decline cooperative play, and express that being called "butt-head" hurts his feelings. Besides, teach Timmy empathy by asking open-ended questions, such as if he would like another child to call him names or how he would feel if another child called him names, tell Timmy that sometimes people like to play alone, and sometimes they want to play with friends. Moreover, offer Timmy another option to play with someone else, provide opportunities for conflict resolution, ask Timmy what he could do to improve the situation, and give positive and specific feedback when he tries to solve the problem.

Timmy will learn to initiate play with friends, share and take turns, and react to Jeff's feelings (empathy). He will recognize that his actions affect others. Also, he will identify ways to change his behavior to respond to another child's desire of don't want to play with him and observe that others may have different ideas from his own.

Jeff will learn to talk about ways to solve a problem or help another child and keep in mind the personality and preferences of that child.

I selected those guiding techniques because when Timmy and Jeff learn that words matter and could help people's feelings, they will avoid calling other children names. Also, they will sustain positive relationships with their peers, learn social skills to solve conflicts and interact with other children. 

 

8. Superhero. Two-year-old Sadie and Rylie go into the dramatic play center when they arrive. They put on capes and grab long unit blocks.  Running around the room, they shout, "I'm Superman!" "I'm Batman!"

Sadie and Rylie might be doing an imaginative play. Perhaps they saw superheroes in TV shows at home, and they wanted to imitate them.

Identify the problem. Are Sadie and Rylie doing an imaginative play? Do they want to know more about superheroes? Where did they find out about superheroes?

After identifying the situation, the possible guidance techniques could be to guide Sadie and Rylie on how to play superheroes inside the classroom and teach them how to use classroom materials. During group time, talk to the children about the superheroes and plan and implement a unit to talk about superheroes. Also, provide clear behavior expectations and be consistent, be proactive, use low reactivity, monitor the behavior, pay attention to the children's positive behavior, and provide feedback.

Sadie and Rylie will learn to behave in accepted ways in different settings, develop relationships with other children, and accept the consequences of their actions. They will adjust their behavior, be cooperative and nonharmful, and be able to talk about the best ways to do things. Also, Sadie and Rylie will be eager to learn, curious, and seek new information about superheroes. Besides, they will plan, follow-through, and develop ways to create different activities.

I selected those guiding techniques because if the teacher implements a unit about superheroes, the children will better understand them. They will learn that there are real superheroes, such as our community workers and that there are imaginative superheroes, such as Batman and Superman. Also, they will learn to follow limits and expectations and take care of their classroom materials and could learn other STEM and social concepts. Additionally, they will know when and where it is appropriate to play superheroes.

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9. Bully. Jenny, a first-grader, is significant for her age.  When she enters the after-school program each day, she goes around the room pushing the other children and taking toys away from them.  No one wants to play with her because of the way she acts.

Jenny may not feel accepted by her classmates due to her physical appearance. She may feel insecure, anxious, depressed, lonely, unhappy, and low self-esteem.

Identify the problem. Doesn't Jenny feel accepted? Do the other children bully her because of her appearance? Is she insecure, anxious, depressed, lonely, unhappy, and has low self-esteem? Is Jenny's bully behavior the result of experimentation, social influence, or deep unmet needs?

After identifying the problem, the possible guidance techniques could be to provide opportunities for Jenny to share and discuss her feelings and teach empathy to the other children. Also, ask them open-ended questions such as how they will feel if the group does not accept them, develop positive relationships with Jenny, and hold class meetings to assess and develop a cooperative group spirit. Besides, encourage the relationship among all children, plan a unit about human differences and similarities, and Promote tolerance and acceptance of everyone. Moreover, model to all children that everyone has the right to be accepted as a whole class member and provide positive feedback when cooperation, acceptance, tolerance, and friendship occur.  

Jenny will calm down her intense emotions, avoid acting on impulse, think about how her behavior impacts other people, and increase her awareness of interpersonal behaviors and communication. Also, she will expand her skills to connect and interact with peers. The other children will learn that some of their actions would affect Jenny. All the children, including Jenny, will accept and reach out to different children and work together to brainstorm solutions to this problem. 

I selected those guiding techniques because by listening to Jenny discuss her feelings, the teacher will use the relationship to help Jenny find a sense of belonging and self-esteem and help Jenny succeed in the classroom. Besides, by teaching empathy to the children, encouraging relationships, and talking about differences, similarities, tolerance, and acceptance, the children will learn social and emotional skills that will impact positive human relationships with their peers, family, and community. 

 

10. Non-sleeper. At naptime, four-year-old Mary Lou won't go to sleep.  She changes position, asks to go to the bathroom, and crawls to other children.  You try rubbing her back, and she still won't go to sleep.

Mary Lou might not be tired. For that reason, she won't sleep. Her actions are trying to communicate that she is not tired.

Identify the problem. Isn't Mary Lou tired? When did she wake up? How long does have Mary Lou been awake? Is Jake too old to take a nap? Does she want to communicate something?

After identifying the problem, the possible guidance techniques could be to look for cues in Mary Lou's body language and facial expressions that indicate she is not tired. Also, allow her to do another quiet activity meanwhile the other children are taking a nap, create a routine, and be consistent. Besides, adjust the time she must rest; you may want to tell her that after resting for a few minutes, she can choose a quiet activity such as reading, putting puzzles together, or coloring and understand that not all the children need to sleep at nap time.  

Mary Lou will remember and follow simple routines and rules. The teacher will not be frustrated, and she will support her with her physical development.

I selected those guiding techniques because If the teacher identifies the problem, intervenes before the situation escalates, monitors Mary Lou's needs, and has low reactivity, Mary Lou will create a routine and rest quietly during nap time. Also, she will learn to self-regulate and take care of her needs appropriately.  

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11. Thrower. Whenever three-year-old Chris gets angry, he picks up a toy and throws it.

Chris might feel distressed, angry, or frustrated and does not know how to communicate it. For that reason, he throws toys.

Identify the problem. Does Chris want to say something? How is Chris developing his language and emotional literacy skills? Is he frustrated, angry, or distressed? Does he need attention?

After identifying the problem, the possible guidance techniques could be to look around for any sign of frustration. For example, is there something that Chris wants and cannot get? Also, give him attention, ask him what the problem is, teach Chris how to use words to label his emotions, ask for things he wants, and suggest alternative ways of solving his problems. Besides, teach Chris more appropriate ways to get the care and give him positive feedback when he labels his emotions.   

Chris will learn to identify and express his emotions and change his behavior to respond to his needs. Also, he will know how to self-regulate, make decisions about his actions, and find ways to express his feelings. Besides, Chris will calm down before showing strong emotions, avoid acting on impulse and communicate them constructively.

By teaching Chris how to use words to label his emotions and ask for things he wants and showing him alternative ways of solving his problems, Chris will learn how to communicate his needs and increase his emotional literacy. Also, by teaching him appropriate ways to get attention and providing positive feedback, he will know how to regulate his emotions and manage his behavior because he will learn what is acceptable and what is not.

12. Always in Motion. Cole never seems to be still.  He won't stay on his cot at naptime, won't be still during circle time, rides his chair at lunchtime, and constantly moves around the room.  He rarely stays at a task for more than a couple of minutes.

Cole may have a lot of energy and needs to release it. For that reason, he is always moving.

Identify the problem; does Cole have a lot of energy and need to realize it? Does he have the opportunity during the day to be active? What is the classroom schedule? Is there a balance between active and passive activities? Do the teacher and classroom schedule respond to Cole's physical needs? After identifying the problem, the possible guidance techniques could be to review the classroom schedule to ensure a balance between active and passive activities. Also, allow Cole freedom of movement, reduce the time of the Circle Time, make it interactive, and provide Cole with various physical activities, such as dancing, jumping, running, etc. Besides, look for cues in Cole's body language and facial expressions that indicate he needs to move, and allow Cole to move during activities that require extended periods of inactivity. Moreover, create a routine and be consistent and understand that some children are kinesthetic learners and need to move to learn.

Cole will adjust his behavior to different settings, such as moving more outdoors and less indoors, sometimes with the teacher's reminders. Eventually, he will move from one place to another, and his coordination will improve. Also, Cole will resist impulses and choose appropriate behavior without the teacher's direction.

I selected those guiding techniques because the teacher will support Cole's physical development using the previous guidance techniques, improve Cole's engagement, and reduce his learning barriers.

 

13. Bathroom line. As your class stands in line to go to the bathroom, the children begin to push each other.

The children may feel anxious, bored, and tired of waiting. They do not know what to do with their hands and begin to push each other.

Identify the problem; are children tired of waiting in line with nothing to do with their hands? Are the transitions long? Are there any learning opportunities while children are waiting in line? After identifying the problem, the possible guidance techniques could be to make the most of transitions. For example, sing a song and provide opportunities for quick learning activities while waiting in line, such as dismissing children from a whole-group action by calling on children whose names start with specific letters or asking them to say something about what they just did. Also, ask yourself, can the transitions be shorter? For example, count the children once before going to the playground instead of counting them five times. Besides, offer children alternatives; when they finish early, offer them an option, such as reading a book or building blocks. Moreover, provide children with activities that allow children to interact with each other. For example, play a game with children like "Simon says."

Children will not be so anxious, will not push each other, and will behave in accepted ways. Also, they will have the opportunity to learn something new or practice a social or physical skill, such as building relationships with each other, developing skills by moving in place, or singing a song while following a sequence. The teacher will avoid behavioral problems if she makes the transitions shorter. Instead, the children will enjoy the waiting time.

I selected those guiding techniques because the teacher will avoid mistaken behaviors by making the most of transitions. Also, by providing opportunities for quick learning activities while waiting in line, making the transitions shorter, offering alternative actions, and providing children with opportunities to interact with each other, the teacher will help children develop social skills. The children will have the chance to learn social and emotional, cognitive, or physical skills while waiting for their turn.

 

14. Dramatic Play Dilemma. Bobby and Mary are playing in the dramatic play center.  Bobby says he will be the daddy.  He tells May to lie down in the doll bed and starts to take her clothes off.

Bobby might see adults lying down and taking their clothes off or his younger sibling being changed if he has one. Perhaps he sees these actions on TV or phone, or he is exploring his body. For that reason, he is imitating what he saw before.

Identify the problem; Does Bobby has younger siblings? Is he allowed to watch TV or videos on the phone unsupervised at home? How often does Bobby show this behavior?

After identifying the problem, the possible guidance techniques could be to be proactive; intervene before the situation escalates, and help children understand that some behaviors are unacceptable at school. Also, demonstrate low reactivity, monitor children's play, and seek family support. Besides, obtain more information from the family, respectfully ask them if Bobby has a younger sibling, if he is allowed to watch TV or videos unsupervised, or if they noticed Bobby exploring his body and establishing clear expectations. Moreover, be consistent and clear, have a guidance talk with Bobby, and provide Bobby with positive feedback when he plays, following the classroom agreements.

Bobby will explore, practice, and understand social roles through play, but he will learn that some behaviors are unacceptable at school. He will increase awareness of interpersonal behavior and communication.

I selected those guiding techniques because suppose the teacher intervenes before situations escalate, demonstrates low reactivity, frequently monitors the classroom, gathers information from families, and explains to Bobby why the children do not take their clothes off at the school. In that case, she will be proactive and will prevent mistaken behaviors. Also, she will establish and sustain a positive relationship with Bobby by explaining to him that there are places where we can take our clothes and others where we cannot. By doing that, she will help him to understand social rules.

 

15. Paint Dribbler. While painting at the easel, Suzy puts paint on the paintbrush and watches as it dribbles on the floor.

Suzy might discover cause and effect. For that reason, she watches the paint dripping on the floor. Also, she might be learning about the properties of the paint.

Identify the problem; Is Suzy discovering cause and effect? Is she learning about the properties of the paint? After identifying the problem, the possible guidance techniques could be to explain to Suzy that it can be slippery when the paint drips and falls on the floor. Also, let Suzy touch the paint so that she can learn its properties, ask open-ended questions while touching the paint, such as how it feels, and challenge Suzy to think about the how and whys of the dripping paint. Besides, let Suzy generate a solution by asking how she will clean the floor, allow Suzy to experiment with other textures, and ask Suzy where else she can use paint to create an artwork.

Suzy will enjoy exploring and responding to different textures, learn cause and effect, and be responsible because she will help clean the paint from the floor. Also, she will be creative because she will learn by doing hands-on and through the senses and discover different materials to express herself.

I selected those guiding techniques because the teacher will facilitate Suzy's concept development by explaining cause and effect, allowing experimentation, asking provoking questions, and letting her generate a solution. Also, the teacher will support Suzy's creativity.

 

16. Block banger. Kyle takes two of the unit blocks and bangs them together as he moves around the room.  He returns them, gets two pots from dramatic play, and bangs them together.

Kyle might be discovering cause and effect. When he bangs the blocks together, they make noise. He wants to try with other objects to see if they have the same effect.

Identify the problem; Is Kyle discovering cause and effect? Is he experimenting with sound? After identifying the problem, the possible guidance techniques could be to explain to Kyle that when two objects hit each other, they produce sound and let Kyle explore with other materials. Also, challenge Kyle to think about why when things hit each other, make noise, and ask Kyle to think about what else he can do with those materials. Besides, plan activities incorporating music and encourage Kyle to follow a sound pattern with different materials.  

Kyle will learn that two objects hitting each other make a noise. He will use his sense and a variety of motions to explore cause and effect and use the unit blocks creatively to experiment to see if other objects have the same effect. Kyle will apply something he learned to something new, such as banging two-unit blocks together to make a sound and then banging on a bucket.

I selected those guiding techniques because by explaining to Kyle cause and effect, letting him explore other materials, challenging him to think, and incorporating activities with music, the teacher will encourage Kyle to produce ideas. Also, she will help with his creativity and increase his analysis and reasoning skills.

 

17. Spiller. Two-year-old Nola is eating her lunch and turns to talk to Wyatt.  As she does, she knocks her milk glass into the floor.  This is the third time this week that she has done this.

Nola may not have her physical skills developed yet. Perhaps her feet are not touching the floor, and she does not have the support to keep her balance when she turns around to talk to Wyatt.

Identify the problem; Do Nola's feet touch the floor or have support? Are her fine motor skills developed yet? After identifying the problem, the possible guidance techniques could be to make sure that Nola's feet are touching the floor or have support and provide activities for Nola to develop her motor skills, such as having balance games. Also, allow Nola to have interactions with her peers during meals, ask Nola to help you to clean the spilled milk, and provide positive feedback when she is careful not to spill her milk.

Nola will not spill her milk, and the teacher will not be upset. She will anticipate the consequences of her behavior and learn cooperation by helping clean the milk from the floor. Also, she will build stronger relationships with her peers because she will interact with them. 

I selected those guiding techniques because by ensuring that Nola's feet touch the floor and have support, planning activities to develop her motor skills, and letting her interact with peers, the teacher will help Nola with her physical development. Also, if she asks Nola to help clean the milk on the floor, the teacher will instill a sense of responsibility in her. 

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Name: Patricia Coss-Maxwell

Quarter/Year: Spring 2022

Course Number: EDUC 584

Module Number: 6

 

Why is it essential to build caring relationships with children?

                                                                                                              

Building positive relationships with young children is an essential and foundational component of good teaching. All children grow and thrive in the context of close and dependable relationships that provide love and nurturance, security, and responsive interactions (Joseph & Strain, n.d.). Thus, it is essential to create caring relationships with children because to the extent that children feel respected and loved by their teachers, they will be interested in learning and motivated to attend their educational program.

Children discover who they are through relationships and learn to understand others (Zero to Three, n.d.). Preschool teachers are primarily responsible for impregnating their pedagogical work with much affection and tenderness because only in this way will their students achieve an excellent emotional adjustment, better mental health, and good social relations with their classmates and society. Healthy relationships with adults other than parents play an essential role in a child's social and emotional development (Khan, 2021). Supporting children's healthy social and emotional growth takes commitment from all caregivers in their life. Also, it's important to remember that young children observe our relationships. What they observe shapes their expectations of how people treat each other and builds their developing social skills and emotional competence (Durden, n.d.).

Teachers must establish empathy with each one of the children in their group. They need to know their family situation and create a suitable environment where love and friendship predominate in their classroom. Those values are crucial to forming children's personalities ​​and attitudes when they are young. Teachers must use developmentally and individually appropriate strategies considering children's differing needs, interests, styles, and abilities (Ostrosky & Jung, n.d.).

Young children experience their world as an environment of relationships, and these relationships affect virtually all aspects of their development (Khan, 2021). Therefore, relationships are meaningful on many levels and throughout life. But, if we can make sure that children can form and maintain positive relationships in ways that make sense to them, this will help get them off to a good start in life and support their mental development (Lavis, 2021).

In my experience, it is very satisfying to create, together with the children, an atmosphere of harmony in the classroom, where everyone feels motivated to come every day not only to learn math or literature but also to express their affection to each member of the community. Those relationships enrich the lives of those who practice education daily, strengthening their vocation and filling them with energy to continue sharing affection with so many children who pass through the classrooms year after year. Over the years, sometimes life allows us to meet in other environments with young people who allude to us and embrace us with the same affection and affection they shared in the preschool classroom. Thus, the professional practice of the early childhood educator leaves the space open to assess academic content and emotions and feelings as a fundamental part of the comprehensive care of children. It is how the preschool classroom lends itself to intentionally incorporating empathy, compassion, and kindness as an essential engine for learning.

 

References

Durden, T. (n.d.). Making it happen: Building positive relationships with children. Extension. The University of Nebraska. Lincoln. Retrieved June 23, 2022, from https://extensionpublications.unl.edu/assets/pdf/hef601.pdf  

Joseph, G. E., & Strain, P. S. (n.d.). Building positive relationships with young children. The Center on the Social and Emotional Foundations for Early Learning. Retrieved June 23, 2022, from http://csefel.vanderbilt.edu/modules/module1/handout5.pdf.

Khan, S. (2021, February 13). How toddlers benefit from relationships with adults other than their parents. Moms. Retrieved June 22, 2022, from https://www.moms.com/how-toddlers-benefit-relationships-other-than-parents.

Lavis, P. (2021, October 19). Why relationships are so important for children and young people. Mental Health Foundation. Retrieved June 22, 2022, from https://www.mentalhealth.org.uk/blog/why-relationships-are-so-important-children-and-young-people

Ostrosky, M. M., & Jung, E. Y. (n.d.). Building Positive Teacher-Child Relationships. Center on the Social and Emotional Foundations for Early Learning. National Center for Pyramid Model Innovations NCPMI. Retrieved June 22, 2022, from https://challengingbehavior.cbcs.usf.edu.

ZERO TO THREE. (n.d.). Tips on helping your child build relationships. Retrieved June 22, 2022, from https://www.zerotothree.org/resources/227-tips-on-helping-your-child-build-relationships  

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