Kiddipedia
Throughout life, relationships are fundamentally important and are vital to feel a sense of belonging. In the early years children learn what that is and how that makes them feel, from using their experiences, parents and environment. Belonging will shape who the child will be and who they become by how their relationships are.
In Maslow’s hierarchy of needs, belongingness is part of one of his major needs that motivate human behaviour, the need for love and belonging lie at the centre of the pyramid as part of the social needs, right after physiological and safety needs. A person he believes cannot progress to trust the world, have high self esteem or have a sense of fulfillment, if their belonging needs are not met.
Fostering a sense of belonging allows children to confidently explore their environment, engage in learning, be open to failure and build relationships
Fostering a sense of belonging allows children to confidently explore their environment, engage in learning, be open to failure and build relationships. In Early Childhood Education and Care (ECEC) settings, the relationships between children, families and staff are pivotal. Together everyone plays an important role, and they are to be played together.
Partnerships are the foundation of understanding each other’s expectations and attitudes
Children’s sense of belonging within ECEC the child is relying on their parent, their first and most influential educator, to create the sense of trust, and set them up for success. The first moment a parent walks into the centre, the child is relying on their parent (trusted Carer) to create a sense of trust with their new world. They are looking out to see who their parent speaks to, laughs with and positively engages with, the child see’s, hears and feels everything. If the parent walks in talks to know one, and hesitates to let the child explore, the child will mimic this.
Educators will always create a welcoming environment actively welcoming the partnership of teacher and parent. Partnerships are the foundation of understanding each other’s expectations and attitudes, with early ECEC basing their genuine partnerships with parents on:
- Value each other’s knowledge of each child
- value each other’s contributions to and roles in each child’s life
- trust each other
- communicate freely and respectfully with each other
- share insights and perspectives about each child
- engage in shared decision-
(Department of Education, Employment and Workplace Relations [DEEWR], 2009)
Visit days for both the parent and child are encouraged because this is the perfect time the child can learn to trust their new world, as well as for the parent. Visit days allow the parent to share information, share expectations and share any feeling about the new chapter of their life, whilst the child is able to explore and build trust and relationships. On the first ‘real’ day, the child will remember where their favorite play space was, who their parent trusts and where to find resources such as their water bottle. All are vital because even as adults we continually rely on familiarity and trust before we feel we can be open (sense of belonging); walk into a new workplace you are quiet, scope people out and feel lost in just finding the coffee mugs, however after a few days you remember where the coffee cups are and you begin to develop relationships with those you feel the most trust with, children are no different.
Any communication is good communication
The ongoing communication and engagement with ECEC is key to creating strong relationships and Belonging for all. Parents that are open and provide vital
information regarding their child’s interests, likes, dislikes and need, the educator will be able to create the safe space for the child and better support the child’s learning and development. This can be done face-to-face, email, through the online communication app they have or written notes.
Relationships are not just developed at the start and then no more work is needed. It is an ongoing relationship, that relies on both ECEC and Parents having strong and open communication. Working in partnership with families, educators strive to have children reach their Learning Outcomes. In order to engage children actively in learning, educators identify children’s strengths and interests, choose appropriate teaching strategies and design the learning environment catering for each individual child. All the documentation upon enrolment plus throughout the child’s time in the service all have a purpose, and so do those morning drop off conversations, the emails/surveys and the online observations sent on a weekly basis.
When an educator is aware of
- children interest they can create a fun and engaging learning experience
- Children’s allergies and intolerance, they can create a safe eating space, and turn it into learning experience
- Change occurring within the child’s world, they can prepare and support the child
- Difficulties in managing emotions, they can create a support plan in conjunction with all
- Aware of what the specialist is working on, they can work on the same thing
Remember any communication is good communication to the ECEC service when it comes to children learning and development
Written by Cassandra Button, Sprouts Consultancy
Cassandra www.sproutsconsultancy.com
Cassandra Button is the founder of Sprouts Consultancy and has extensive experience in Early Childhood Education and care settings, by means of working within Early Childhood centres, Being a Mentor and Consultant for the Early Childhood Sector. She is a big advocate for all children having access to the highest quality of education and care and Parents being their child’s first and most important teacher.
Learn more on
Maslow Hierarchy: https://www.simplypsychology.org/maslow.html
Belonging Being, Becoming. Early Years learning Framework: https://www.acecqa.gov.au/sites/default/files/2018- 02/belonging_being_and_becoming_the_early_years_learning_framework_for_austr alia.pdf
