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Possibilities that might exist with a child who is being considered difficult. 

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Possibilities that might exist with a child who is being considered difficult. 

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Ontario Ministry of Education. (2014). How does learning happen? Ontario's pedagogy for the early years: A resource about learning through relationships for those who work with young children and their families. Toronto: Author.

Henry Red. (Dec 6, 2017). Entrepreneurs: How to Avoid Screwing Up Your Most Vital Relationships. https://www.huffpost.com/entry/entrepreneurs-how-to-avoi_b_11572922

Insurance Business.  (19 Jun 2019). How to strengthen relationships with your team. https://www.insurancebusinessmag.com/au/features/exclusive-features/how-to-strengthen-relationships-with-your-team-170331.aspx

Kerry Payne. (June 26,2020).Respond – don’t react! How to support challenging behaviour in early years. https://kinderly.co.uk/app/uploads/2020/06/Blog-template-4.png

Primrose Schools. Fostering a Sense of Belonging in Every. Childhttps://www.primroseschools.com/blog/fostering-a-sense-of-belonging-in-every-child/

Schoolbag. (08 JAN 2018). Top 5 Questions Teachers Wish Parents Would Ask Them. https://www.schoolbag.edu.sg/story/top-5-questions-teachers-wish-parents-would-ask-them

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Barriers to establishing relationships and ensuring meaningful participation of children and families. 

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Barriers to establishing relationships and ensuring meaningful participation of children and families. 

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Ineffective developmental practices, and environments that doesn't respect and support inclusion, meaningful participation, and a sense of belonging for all children may be barriers to establishing meaningful relationship for all. "Find ways to intentionally integrate the unique perspectives and gifts of parents, caregivers, and extended family throughout all elements of the program in a meaningful and authentic way” (HDLH, pg, 27). Children like to share items from home and enjoy incorportating home life with with school / daycare life. Hence, incorporating gifts, items, and ideas from home can also help to break the barriers of not feeling belonged. Children and family in this sense will feeling more welcomed and accepted.
In addition, Canada is a diversified country with people from different culture and speaking different languages. If settings hiring policies is not reflecting the diversity, communication may become a huge barrier blocking children’s participation in daily learning activities, worst case may eliminate children’s desire for attending school.

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Strengthening relationship, social inclusion, participation, and sense of belonging. 

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Strengthening relationship, social inclusion, participation, and sense of belonging. 

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What is belonging and how is it supported?

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What is belonging and how is it supported?

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Consider incorporating each child to express his or herself (such as games that explore feelings), allow for unstructured, uninterrupted time (letting children know you're interested at all times. Incorporate days where families come in and areas where they can see their children's work displayed, have suggestion box for parents and bulletin board to see upcoming plans and activities. “Build connections between the home and the program by communicating with families using multiple means (e.g., send e-mail updates; create a blog; set up a documentation panel and place it near the entrance where families can find out more about their children’s experiences; invite families to comment on a specific piece of documentation; suggest ways families can extend learning at home to build on a particular idea children are exploring; encourage families to help you understand the child from their perspective).” (HDLH, pg. 27).

To reflecting the diversification of Canada, settings should consider hiring educators from different culture and having different language skills to make our settings’ culture more inclusion. Also, educators with different languages can communicate more efficiently with new comer children, can help children engage in learning activities, can bridge children with social interactions with other children. In addition, educators can support new families during their transition and act as the resource for children’s learning plans and needs.

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If I were to view a child that I find difficult from their point of view, the possibilities that might exist may vary. There might be some form background anger trying to be released. The child might also just be seeking attention, seeking love and support from an adult, or in simple term, just wants to be seen or heard. “Every child deserves to have someone’s eyes light up when they enter the room.” “Studies show that when educators modelled and helped children express feelings, recognize others’ feelings, and help others, children developed positive social skills such as perspective taking, empathy, and emotion regulation, were less likely to engage in problematic behaviors” (HDLH, pg 24 – 25).

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“A significant body of research indicates that positive, caring, and respectful relationships are the foundation for optimal learning, development, health, and well-being. By responding positively to children’s cues and engaging in reciprocal interactions with them, educators support the development of secure relationships” (HDLH, pg24). Hence, making one change today to strengthen relationship in my placement would be to always encourage caring and responsive behavior towards children. This enables children to have and develop a sense of belonging. A sense of belonging emerges when each child’s uniqueness and presence are valued. “The ability to establish constructive relationships with children and families is a requirement for Registered Early Childhood Educators in Ontario, as set out in the College of Early Childhood Educators Code of Ethics and Standards of Practice” (HDLH, pg 24). If I were to make another change tomorrow, it would be along the same line – making the environment more inclusive. I would enable inclusiveness in every way possible. “Early years settings can play a key role in promoting the visibility, inclusion, and active participation of young children in society. ” (HDLH, pg 25). Therefore, making connections to children’s cultures or ethnic group gives them a sense of belonging. Not only children from different cultures or ethnicity, but also providing inclusion for children with special needs, helping them to feel more comfortable and welcomed, while preparing them for meaningful participation in society. “The Convention on the Rights of the Child (CRC) and theConvention on the Rights of Persons with Disabilities (CRPD) highlights how all children, including those with special needs, are entitled to the same opportunities” (HDLH, pg. 25). Every child needs to feel included and safe within an environment, no matter who they are. Also, get to know families, what they wish for, and let them know they are important, let the environment and curriculum reflect the works and ideas of the children (while setting up spaces and materials that encourage exchange), and make spaces for children and parents (example, personal cubbies).

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A sense of belonging doesn’t just happen, it takes time and effort to materialize. Belonging centers around gaining acceptance, attention, and support from others. A sense of belonging is supported when each child’s unique spirit, individuality, and presence are valued. Ensuring positive relationship are built among educator, families, children, and the community is the foundation for encouraging a sense of belonging. Relationship matters to all when it comes to belonging, especially families. Families develop trust and confidence and children’s sense of belonging and feelings of security are strengthened when they have opportunities to explore connections between home and early childhood setting. Hence, supporting connections and encouraging opportunity for inclusion is the foundation on which the sense of belonging is built.

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