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      <pubDate>2023-01-29 15:00:07 UTC</pubDate>
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         <title>Positive Relationships</title>
         <author>minker20</author>
         <link>https://padlet.com/minker20/sogu5c8zkqxcacmr/wish/2460342302</link>
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         <pubDate>2023-01-29 15:00:57 UTC</pubDate>
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         <title></title>
         <author>minker20</author>
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         <pubDate>2023-01-29 15:10:04 UTC</pubDate>
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         <title>Reflective Questions</title>
         <author>minker20</author>
         <link>https://padlet.com/minker20/sogu5c8zkqxcacmr/wish/2460349173</link>
         <description><![CDATA[<div>&nbsp;1.&nbsp; How are children's learning influenced by positive&nbsp;relationships?<br>&nbsp;2.&nbsp; &nbsp; What roles do ECE's take to support positive interactions with children?<br><br></div>]]></description>
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         <pubDate>2023-01-29 15:11:47 UTC</pubDate>
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         <title>How Does Learning Happen?  Ontario’s Pedagogy for the Early Years, 2014</title>
         <author>minker20</author>
         <link>https://padlet.com/minker20/sogu5c8zkqxcacmr/wish/2460359271</link>
         <description><![CDATA[<div>"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.37 Secure relationships contribute to children’s emotional well-being and provide them with a safe environment in which to learn. Positive interactions support the development of social and cognitive competence and communication skills,38 which in turn strengthen children’s capacity to learn in the short and long term. When children are strongly connected to their caregivers, they feel safe and have the confidence to play, explore, and learn about the world around them. 37. Ainsworth &amp; Bowlby, 1965; Bowlby, 1988; National Scientific Council on the Developing Child, 2012. 38. Burchinal et al., 2008; Sylva et al., 2011; Wylie et al., 2009. Enabling children to develop a sense of belonging as part of a group is also a key contributor to their lifelong well-being. A sense of belonging is supported when each child’s unique spirit, individuality, and presence are valued." pg. 26</div>]]></description>
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         <pubDate>2023-01-29 15:28:23 UTC</pubDate>
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         <author>minker20</author>
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         <pubDate>2023-01-29 15:32:51 UTC</pubDate>
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         <title>Brain Development in the Early Years</title>
         <author>minker20</author>
         <link>https://padlet.com/minker20/sogu5c8zkqxcacmr/wish/2460387406</link>
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         <pubDate>2023-01-29 16:14:34 UTC</pubDate>
         <guid>https://padlet.com/minker20/sogu5c8zkqxcacmr/wish/2460387406</guid>
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         <title>Belonging: How Does Learning Happen?  Ontario’s Pedagogy for the Early Years, 2014</title>
         <author>minker20</author>
         <link>https://padlet.com/minker20/sogu5c8zkqxcacmr/wish/2460388700</link>
         <description><![CDATA[<div>"Belonging: Cultivating Authentic Relationships and Connections Goal for children: Every child has a sense of belonging when he or she is connected to others and contributes to their world. Program expectation: 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. Overview “Young children experience their world as an environment of relationships, which affect virtually all aspects of their development.”&nbsp;pg. 24</div>]]></description>
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         <pubDate>2023-01-29 16:16:34 UTC</pubDate>
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