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Constant Contact. (2016). Effective teacher/child interactions in early childhood settings. Retrieved from: http://events.r20.constantcontact.com/register/event?llr=igflsdpab&oeidk=a07ed4iq9isa2f156a8

Clinton, J. (2014). Brain development in the early years - impact of positive, quality interactions with children. ON Gov; Youtube. Retrieved from: https://www.youtube.com/watch?v=mx10YkEgxpA

Fisher, J. (2018). The adult Role, part 4 - value judgement. Nursery World. Retrieved from: https://www.nurseryworld.co.uk/features/article/the-adult-role-part-4-value-judgement

Ministry of Education. (2013). Think, feel, act: lessons from research about children. Ministry of Education; Ontario Early Years Policy Framework. Retrieved from:

https://files.ontario.ca/edu-think-feel-act-lessons-from-research-about-young-children-en-2021-01-29.pdf

Ministry of Education. (2014). How does learning happen? ontario pedagogy for the early years. Ministry of Education; Ontario. Retrieved from:

https://files.ontario.ca/edu-how-does-learning-happen-en-2021-03-23.pdf

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The following are three reflective questions that you may consider when learning and implementing positive relationships into your practice as an educator:

1. After learning about the power of positive relationships, what character traits do you possess that will support your ability to connect with children?(Ministry of Education. 2013).

2. Why is it important to be aware of your thoughts and view of children? (Remember: think, feel, act).

3. How does the information in this PADLET support your professional learning? And will you share it with your colleagues to enhance their learning as well?

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Positive relationships is a concept that is also prevalent in the How Does Learning Happen Document from the Ministry of Education. Out of the four foundations of belonging, engagement, expression, and wellbeing, belonging is the foundation that mainly focuses on the importance of cultivating authentic connections between educators and children. The document explains a program expectation as: “Early childhood programs cultivate authentic, caring relationships and connections to create a sense of belonging among and between children, adults, and the world around them,” (Ministry of Education. 2014. Page 24). This document also highlights the fact that positive relationships should be the biggest priority of educators in a high quality program. (Ministry of Education. 2014).

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In this video Dr. Jean Clinton discusses the power of connections and full attention to a child. She explains that responsive relationships and interactions should be an our number one priority. We begin to see the child as individuals who are competent and capable. Children should know that when they need someone, we are there. (Clinton, J. 2014).

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Brain Development in the Early Years – Impact of Positive, Quality Interactions with Children

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The think, feel, act document outlines many simple ways educators can intentionally engage in warm and responsive interactions with children.

1. It’s important to get down to a child’s level and communicate face to face, making eye contact.

2. Use a calm tone of voice and language they will understand.

3. Use responsive and comforting physical contact.

4. Play with the child and follow their lead and interests.

5. Be genuine and specific when giving a child praise.

6. Support a child’s challenging behavior by anticipating their needs, helping them problem solve, or redirecting their focus.

7. Encourage interactions between children, as they develop compassion for others.

8. Get to know the child’s interests, needs, and personality through positive interactions daily.

All of these strategies are great steps to building positive relationships with children. The think, feel, act document credits the Center on the Social and Emotional Foundations for Early Learning (Ostrosky, M. M. & Jung, E. Y., 2010), for this list of strategies. (Ministry of Education. 2013).

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Implications for Educators (Think, Feel, Act)

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Implications for Educators (Think, Feel, Act)

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One implication for early childhood educators is that our mindset and view of the children is critical, and impacts the quality of care we give. Furthermore, the term think, feel, act, connects to the concept that what we think of the children will manifest into how we feel about them, and directly impact how we act and how we treat them. For example, if we believe children have the right to play and lead their own experience, our daily interactions will support that thought. However, if we have a view of the child as someone we must teach, interactions may become more structured, and focus less around a child’s need for play and more adult-led learning. Educators must view children as competent and active participants in their own learning, as child-led play and inquiry is essential for development. Educators must continue to construct a positive view of each child while engaging in connections and interactions, as what we think of children has power in how we feel, and ultimately how we act as educators. (Ministry of Education. 2013).

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Social emotional learning (SEL) is a critical process, where a child develops lifelong learning skills that range from emotional regulation, social competence, self awareness, team work, and amongst others. Humans are designed to learn from the moment of birth. They are also designed to connect to others, and learn from them. Having positive relationships with caregivers fosters a child’s social emotional learning, as they learn valuable skills that prepare them for school, friends, and success in the world. (Ministry of Education. 2013).

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Positive relationships between educators and children are one of the most imperative aspects of high quality childcare programs. When an adult intentionally makes time to connect with each child in a warm and responsive way, it supports the child’s brain development in every area, principally emotional and cognitive development. Furthermore, healthy child development is dependent on one key factor: good, loving relationships with the caregivers in a child’s life.  Daily interactions should focus on genuine connection rather than correction and direction. When children are connected to their teachers, they feel safe and can play and learn with more ease. Educators should care about the relationships they have with each child, and get to know each child as an individual. Care and teaching go hand in hand. (Ministry of Education. 2013).

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Think, Feel, Act: The Ontario Early Years Policy Framework is a critical document and resource created by experts of the Ministry of Education to support Early Childhood Educators in their professional learning continuum. Think, feel, act offers six briefs of research that provides knowledge, strategies, and opportunities of deep reflection for educators. They are all based around the view of the child and competent and capable and assists educators in creating high quality programs.
The specific brief in focus in this presentation is the power of positive adult and child relationships. Daily interactions and connections between children and educators should be responsive, warm, and genuine. Positive relationships are key for high quality childcare programs.  (Ministry of Education. 2013).