https://padlet.com/jacqmaidment1/positiverelationships Positive Relationships en-us 2022-02-11 23:18:47 UTC 2026-01-31 14:34:23 UTC hello@padlet.com https://padlet.net/icons/png/1f469-1f467-1f466.png jacqmaidment1 https://padlet.com/jacqmaidment1/positiverelationships/wish/2043305363 During this video, Dr. Jean Clinton (2014, December 23) mentions educators who engage in positive and responsive relationships with children mean they are able to see how important the "quality of [our] interactions" are to the children over the physical work that is being completed. It also provides the ability to support children in learning to self-regulate their emotions as we are attending to their needs immediately and provide strategies to cope  (Clinton, 2014, December 23). Dr. Jean Clinton (2014) continues to discuss how participating in these quality interactions can allow us to see the children in our care as capable beings. She believed that educators stopped worrying about needing to teach children certain knowledge but instead have the mindset of "I'm not the teacher, I'm creating the learning environment" (Clinton, 2014, December 23). I agree with Dr. Jean Clinton's mindset and I will be including it in my own philosophy.  

]]> 2022-02-12 00:11:04 UTC https://padlet.com/jacqmaidment1/positiverelationships/wish/2043305363 jacqmaidment1 https://padlet.com/jacqmaidment1/positiverelationships/wish/2043309036
Ontario Ministry of Education. (2014). How does learning happen? Ontario's pedagogy for the early years. Government of Ontario. http://www.edu.gov.on.ca/childcare/HowLearningHappens.pdf. 24-28.]]> 2022-02-12 00:18:37 UTC https://padlet.com/jacqmaidment1/positiverelationships/wish/2043309036 jacqmaidment1 https://padlet.com/jacqmaidment1/positiverelationships/wish/2043321753 The "Think, Feel, Act" (2013) makes note of how important relationships are a part of healthy brain development, thus we must continually engage in types of interactions that help that development and not hinder it. Part of children's brain development is their ability to engage in Social and Emotional Learning (SEL), which is described as the process of children learning the skills and tools like adaptation, solving problems and being resilient (Government of Ontario, 2013). ]]> 2022-02-12 00:44:54 UTC https://padlet.com/jacqmaidment1/positiverelationships/wish/2043321753 jacqmaidment1 https://padlet.com/jacqmaidment1/positiverelationships/wish/2043322603 Dr. Jean Clinton's (2014) discussion on the impact of positive, quality interactions with children directly relates to the "How Does Learning Happen?" (2014) document as it states that research has shown "that positive, caring, and respectful relationships are the foundation for optimal learning, development, health, and well-being" (Ministry of Education, 2014, pg. 24). By providing this type of relationship, children are able to feel safe to explore and investigate in any way they deem necessary (Ministry of Education, 2014). Therefore, I believe providing nurturing and responsive interactions and relationships is overall extremely beneficial to a child's emotional well-being and development.]]> 2022-02-12 00:46:46 UTC https://padlet.com/jacqmaidment1/positiverelationships/wish/2043322603 jacqmaidment1 https://padlet.com/jacqmaidment1/positiverelationships/wish/2043333145 2022-02-12 01:09:13 UTC https://padlet.com/jacqmaidment1/positiverelationships/wish/2043333145 jacqmaidment1 https://padlet.com/jacqmaidment1/positiverelationships/wish/2043342742 From the "How Does Learning Happen?" (2014) document we know that positive interactions can support children's social and cognitive development, as well as their communication skills. As a result of this, it can help children’s ability to "learn in the short and long term" (Government of Ontario, 2014, pg. 24). Part of this learning for children is engaging in different forms of social play. The "How Does Learning Happen?" (2014) document also states through continuous modelling of appropriate social skills from a trusted educator was able to eliminate some difficult behaviours. In my opinion, by providing nurturing and responsive relationships to all children within our care we are able to set the groundwork for them to further support their own emotional and social development. ]]> 2022-02-12 01:28:04 UTC https://padlet.com/jacqmaidment1/positiverelationships/wish/2043342742 jacqmaidment1 https://padlet.com/jacqmaidment1/positiverelationships/wish/2043352727 Based on the document,  "Codes of Ethics and Standards of Practice- For registered early childhood educators in Ontario" (2017, July) I know that it is my duty as a future RECE to not only engage in positive relationships but also have an in-depth understanding of the benefits it provides, the importance of maintaining good relationships with the families as well. The Government of Ontario (2017, July) had also mentioned a few things from this document that RECE's need to be practicing. These include but aren't limited to attending to the "...holistic needs of the children, engaging in supportive and respectful interactions with children to ensure they feel a sense of security... and supporting children in developing coping skills, regulating their behaviour and interacting positively with others" (Government of Ontario, 2017, pg.8).]]> 2022-02-12 01:45:43 UTC https://padlet.com/jacqmaidment1/positiverelationships/wish/2043352727 jacqmaidment1 https://padlet.com/jacqmaidment1/positiverelationships/wish/2043356451 Government of Ontario | How Does Learning Happen? | 2014

 "Fostering good relationships with children and their families is the single most important priority for educators in early years programs" (pg. 24). 

This quote really stood out to me!]]> 2022-02-12 01:52:39 UTC https://padlet.com/jacqmaidment1/positiverelationships/wish/2043356451 jacqmaidment1 https://padlet.com/jacqmaidment1/positiverelationships/wish/2043367842 This video was shared in another class this week and I thought it was perfect to include! This video provided me with a better understanding of what Social and Emotional Learning is and the benefits it provides when educators support SEL development within children. ]]> 2022-02-12 02:12:54 UTC https://padlet.com/jacqmaidment1/positiverelationships/wish/2043367842 jacqmaidment1 https://padlet.com/jacqmaidment1/positiverelationships/wish/2043729420 Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D. & Schellinger, K.B. | The impact of enhancing students’ social and emotional learning: A meta-analysis of
school-based universal interventions. | Child Development, 82(1), 405-432. | (2011).

“...Students who receive social and emotional learning instruction had more positive attitudes about
school and improved an average of 11 percentile points on standardized achievement
tests compared to students who did not receive such instruction” (Durlak et al., 2011).]]> 2022-02-12 14:08:34 UTC https://padlet.com/jacqmaidment1/positiverelationships/wish/2043729420 jacqmaidment1 https://padlet.com/jacqmaidment1/positiverelationships/wish/2043733609 The Ontario Government discusses in the "Think, Feel, Act" (2017, July) document how there are many easy ways we as early childhood educators to make meaningful connections with the children in our care. They continue to talk about needing to make our interactions internal and move away from things like enforcing classroom rules and helping children be involved in problem-solving their conflicts, or not choosing for children, we want to provide choices and let them take the lead in their learning (Jung, E.Y., Ostrosky, M. M., 2010, as cited in Government of Ontario, 2017, July). The Government of Ontario (2017, July) further provides an understanding that if we are providing warm and secure connections then we are less likely and not need to engage in things like redirecting children's behaviours. Which can be, in my opinion, overall beneficial for children's development. I believe this is an important part of the "Think, Feel, Act" (2017, July) document as these are great and easy methods any educator can use to help build their better rapport with the children in their care. As a result of the benefits children gain from these methods, I will be incorporating some of them within my own practices as well. ]]> 2022-02-12 14:13:51 UTC https://padlet.com/jacqmaidment1/positiverelationships/wish/2043733609 jacqmaidment1 https://padlet.com/jacqmaidment1/positiverelationships/wish/2043752185 Enriched early years environments and positive relationships go hand and hand as they create a foundation for children to feel seen, included and have the ability to participate as a community (Government of Ontario, 2014). In the "How Does Learning Happen?" (2014) document, The Ontario Government clearly states when children are a part of "inclusive environments" they benefit by involving and contributing "in meaningful ways" which creates "authentic, caring relationships" (pg. 25). The Government continues to talk about the importance of special needs children also engaging in these high-quality environments and relationships so they too can reap the benefits and become competent members of society too. We need to support other types of relationships that children become involved with. A great way to involve all children to contribute to the world around them is by providing and facilitating opportunities for children to connect to the natural world around them (Government of Ontario, 2014). By supporting these types of relationships, children are able to strengthen their connection to the world they live in. ]]> 2022-02-12 14:38:11 UTC https://padlet.com/jacqmaidment1/positiverelationships/wish/2043752185 jacqmaidment1 https://padlet.com/jacqmaidment1/positiverelationships/wish/2043760471 I believe it is important for educators to encourage children to complete things in an intrinsic motivation way as they feel a sense of their own accomplishment by completing it without a reason. Once children feel they need to have an external motivator to complete something, they will stop engaging in that task as soon as the motivation ends, which in my opinion is not beneficial to their development. I believe having a responsive and nurturing relationship with the children in our care will help foster motivation from inside as the child would see the educator more as a co-learner and not as someone they need to impress to earn something. ]]> 2022-02-12 14:48:31 UTC https://padlet.com/jacqmaidment1/positiverelationships/wish/2043760471 jacqmaidment1 https://padlet.com/jacqmaidment1/positiverelationships/wish/2043773605 What are you doing in your current practices to develop positive relationships, while we are ensuring a sense of belonging for all involved?

]]> 2022-02-12 15:05:45 UTC https://padlet.com/jacqmaidment1/positiverelationships/wish/2043773605 jacqmaidment1 https://padlet.com/jacqmaidment1/positiverelationships/wish/2043792118 I found this great source with many tips on how to encourage Social and Emotional Learning (SEL) within a classroom environment. I will definitely be adding a few of these strategies to my teaching practices. ]]> 2022-02-12 15:29:05 UTC https://padlet.com/jacqmaidment1/positiverelationships/wish/2043792118