![]() ![]() Aragon gives appropriate touches when necessary, such as a pat on the back, a handshake, hugs, and brief tickles. Even when he has to redirect a child’s behavior, he remains calm and warm to convey that his concern is with the behavior-not the child. His speech is at normal pitch and volume his tone is relaxed and soft. Logan uses the appropriate tone of voice at all times. She smiles when greeting children in the morning, says goodbye in the afternoon, and acknowledges children’s appropriate behaviors. Johnson displays a pleasant facial expression throughout the day. Their social and emotional well-being was nourished by their teachers’ warmth and affection, which is shown in the following examples: The preschoolers we observed used gentle hands and kind words and positively interacted with peers most of the time. They contribute to developing secure relationships between children and adults, provide models of gentle behavior, and are linked with children’s ability to interact positively with peers (Twardosz 2005). Warmth and affection-even on bad days and when children are misbehaving-are critical to children’s well-being in early education settings (Ostrosky & Jung 2005). Showing warmth and affection consistently How can teachers create trusting relationships with all of the children? Consistently offering warmth, affection, respect, and caring is essential. But gaining the trust of every child is not as simple as being nice and engaging. For example, children learn to use words to express their feelings-such as Amy saying to Emily, “I am sad when you use hurting words!”-and to show empathy-as when Arjun gently pats Brian’s head and says, “Are you okay? Do you want to hold the teddy bear?”Ĭhildren benefit socially, emotionally, and academically when teachers intentionally create close, trusting relationships (Palermo et al. In her work supervising student teachers, Ho (the first author) often sees children developing positive social and emotional health as a result of close relationships with their teachers. ![]() Children who have trusting relationships with their teachers are, on average, more willing to ask questions, solve problems, try new tasks, and express their thinking than their peers without such relationships (O’Connor & McCartney 2007). A trusting and caring teacher–child relationship is essential for children’s optimum development (Raikes & Edwards 2009). ![]() Young children develop and learn in the context of relationships. This article focuses on two of the most important practices: building trusting relationships and conducting intentional teaching. Teachers can promote children’s social and emotional health in many ways, for example, by organizing a material-rich environment to stimulate social interactions among children. Thus, children’s social and emotional health is just as important as their physical health, and affects their capacity to develop and potential to lead a fulfilling life. Compared with healthier peers, they may be more likely to suffer rejection by classmates, have low self-esteem, do poorly in school, and be suspended (Hyson 2004 Kostelnik et al. Children who exhibit social and emotional difficulties tend to have trouble following directions and participating in learning activities. Research indicates that children who are mentally healthy tend to be happier, show greater motivation to learn, have a more positive attitude toward school, more eagerly participate in class activities, and demonstrate higher academic performance than less mentally healthy peers (Hyson 2004 Kostelnik et al. ![]() Gain access to ongoing play and group activitiesĪre able to play, negotiate, and compromise with othersĬhildren’s social and emotional health affects their overall development and learning. Understand others’ emotions and show empathy Recognize, label, and manage their own emotions Have close relationships with caregivers and peersĬare about friends and show interest in others Children who are socially and emotionally healthy tend to demonstrate, and continue to develop, several important behaviors and skills (adapted from McClellan & Katz 2001 and Bilmes 2012). They Tom, Juan, and their classmates are a model of social and emotional health in preschool. Tom says, “May I please have it first, then you have it later?” Juan replies, “You have it for five minutes and then I have it for five minutes.” Noticing this exchange, their teacher says, “Tom and Juan, you are talking about taking turns. In the toy area, Tom and Juan both reach for a small blue car. In a preschool classroom, some of the 3- and 4-year-old children smile, laugh, and giggle during free play are curious about what happens next during story time ask what and why questions while doing hands-on activities and use words to express feelings and needs. ![]()
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