• Challenges: Initial hesitation due to uncertainty about the child’s reaction.

• Ways to Overcome: Observing the child’s responses and gradually introducing interactions based on what makes him comfortable.

• Challenges: Managing multiple children in different activity areas.

• Ways to Overcome: Establishing structured rotations and providing clear guidance on activities.

Vygotsky also emphasized the social nature of learning, where relationships shape development (Trude et al., 2021).

• Challenges: Some children were hesitant to engage initially.

• Ways to Overcome: Using individualized approaches to build rapport with each child.

Vygotsky’s concept of the Zone of Proximal Development (ZPD) also shows that language develops best when children interact with more knowledgeable peers or adults (Trude et al., 2021).

• Challenges: Some children lacked confidence in speaking.

• Ways to Overcome: Providing a non-judgmental space where children feel safe to make mistakes and try again.

• Challenges: Occasionally, conflicts over toys or turns.

• Ways to Overcome: Teaching conflict resolution strategies and modeling cooperative play.

• Challenges: Finding common interests with all children.

• Ways to Overcome: Observing children’s conversations and activities to discover what excites them.

At first, I hesitated to approach him physically, unsure of his comfort level. However, one day, I kneeled down, called his name, and asked for a hug. Without hesitation or eye contact, he walked up and hugged me. I was overjoyed. The next day, I tried something different. While he was lying down, I gently pressed on his ears and released them in slow motion. He seemed to enjoy the sensation, grabbing my hand to make me continue.

Later, when he became frustrated and started crying, I instinctively repeated the ear-pressing motion. It soothed him, and he calmed down. After that, he began to seek me out for comfort. During assemblies, I would walk over to him and hug him, and he would hug me back. If I patted his head or placed my hand on his face, he would hold my hand as if he didn’t want me to let go. On the last two days of my practicum, he came and sat on me unprompted, and another time, he rested his head on me during break time as if to give me a hug.

This experience showed me how important responsive interactions are in forming secure attachments, even with children who might seem distant at first (The Attachment Project, 2023).

The sandpit was particularly interesting for the children. They discovered how sand felt light in their hands but heavy when placed in a bucket. When they added water, they observed the sand’s texture, color, and behavior change—it became stiffer and more malleable. They experimented with shaping, squeezing, and scooping the sand, which strengthened their fine motor skills. Playdough activities further supported fine motor development, as the children molded, pressed, and shaped it into different forms.

Gross motor skills were developed through activities like running and jumping during outdoor play, splashing water in the water station, and even writing letters and numbers on the smart board with their fingers. Small classroom routines also played a role—raising hands to answer questions, making signs for different needs (like the stop sign for the toilet), or crossing their arms during Quran time all contributed to their motor control.

Through these experiences, I saw firsthand how daily activities, both structured and unstructured, naturally foster sensory and motor development in early childhood (Trude et al., 2021).

One experience that stood out to me was during aftercare time. One child, who usually disliked staying in aftercare, told me he didn’t want to go inside. Since the weather was nice, I asked for permission to stay outside with him. As we walked together, he happily shared his interests with me, and I noticed how comfortable and content he was. I took a photo of him smiling, and he excitedly asked to see it.

Later, when it was time to go inside, he resisted and pulled my hand back, telling me he didn’t want to go to aftercare. To ease his concerns, I reassured him that we would wait for his brother together. This small gesture made a big difference—he willingly went inside after that.

Another moment that reinforced the importance of a nurturing environment happened with a different child from the KG2 E class. He had seen me often and recognized me. One day, when I was handing out stickers to my students, he hesitated at first, but after I casually turned the sticker book toward him, he shyly took one. Later, he excitedly showed me his hands covered in stickers, thanked me, and said, “I love you,” before giving me a hug.

These moments showed me how small, consistent interactions help children feel safe, valued, and emotionally connected to their environment (Trude et al., 2021).

Some children were watching a lesson-related video on the mat, while others were coloring at a table. I noticed that many children wanted to draw, but only one table had supplies. I took the initiative to set up another table with colored pencils and paper, and I sat down to color as well.

Four children joined me, and I asked two of them to draw something for me. One child enthusiastically said, “I’ll draw you a heart!” while the other asked what I wanted. Instead of answering directly, I encouraged him to look around the classroom and name objects. This led to a fun group activity where the children started naming things around them, correcting each other’s pronunciation, and discussing words they weren’t familiar with.

When the boy finished his drawing, he looked at me expectantly for approval. I praised his work, and he beamed with pride. Another child handed me a heart drawing, and I placed it inside my phone case. He was overjoyed.

This experience reinforced how simple interactions can support language development, vocabulary building, and social confidence in young children (Lucas et al., 2017)

During playtime, they also learned to share and take turns, especially when playing with the same toy cars. While occasional conflicts arose, they were usually resolved quickly, and the children enjoyed their time together without focusing on specific friendships.

The sense of social connection extended beyond just my class. Since KG1 C and KG1 D had connected play and bathroom areas, children from both classes felt comfortable interacting with me. Even during bathroom breaks, children from KG1 C would come to me or return to class with me, forgetting I wasn’t their assigned teacher at that moment.

These interactions demonstrated how outdoor and shared spaces naturally foster social development and inclusivity among young children (Harwood et al., 2020).

One child, who was the only KG1 D student in aftercare, often told me he didn’t want to stay. One day, while he was playing in the pretend grocery store, he started talking to me about Sonic the Hedgehog. When I told him that I also liked Sonic and had recently watched it, he was shocked and thrilled. His excitement grew as he asked me more questions, and each time I answered correctly, he became happier.

At one point, he asked, “Is Sonic real?” I explained that Sonic exists but doesn’t look the same in real life. He was confused, so I showed him a picture on the iPad. He was fascinated and couldn’t believe how different Sonic looked.

From that day on, he would bring up Sonic or other interests in conversation, always eager to share something new with me. This connection made him more comfortable during aftercare, and he started looking forward to our interactions instead of dreading the time.

This experience reinforced how recognizing and engaging with children’s interests can build trust and strengthen attachment (Derman-Sparks & Edwards, 2013).

Harwood, D., Boileau, E., Dabaja, Z., & Julien, K. (2020). Exploring the national scope of outdoor nature-based early learning programs in Canada: Findings from a large-scale survey study. The International Journal of Holistic Early Learning and Development, 6(0), 1–24. https://ijheld.lakeheadu.ca/article/view/1761

Lucas, J. E., Richter, L. M., & Daelmans, B. (2017). Care for Child Development: an intervention in support of responsive caregiving and early child development. Child: Care, Health and Development, 44(1), 41–49. https://doi.org/10.1111/cch.12544

The Attachment Project. (2023, April 6). Secure Attachment: The 5 Conditions Required for Every Child. Attachment Project. https://www.attachmentproject.com/blog/secure-attachment/

Trude, A. C. B., Richter, L. M., Behrman, J. R., Stein, A. D., Menezes, A. M. B., & Black, M. M. (2021). Effects of responsive caregiving and learning opportunities during pre-school ages on the association of early adversities and adolescent human capital: an analysis of birth cohorts in two middle-income countries. The Lancet Child & Adolescent Health, 5(1), 37–46. https://doi.org/10.1016/s2352-4642(20)30309-6