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Consistent Relationships Matter
June 23, 2016
In the beginner’s mind there are many possibilities; in the expert’s mind there are few.
-Shunryu Suzuki (1904-1971), Bhuddist monk and teacher

In presenting the "principles of child development and learning that inform practice," in Developmentally Appropriate Practice in Early Childhood Programs, authors Carol Copple and Sue Bredekamp note the importance of secure, consistent relationships with responsive adults:

"From the earliest years of life, warm, nurturing relationships with responsive adults are necessary for many key areas of children's development, including empathy and cooperation, self-regulation and cultural socialization, language and communication, peer relationships, and identity formation.  When children and caring adults have the opportunity to get to know each other well, they learn to predict each other's signals and behavior and establish attunement and trust.  The first and most important relationships are those a child forms with parents or other primary caregivers.  Forming one or more such attachments sets the stage for other relationships, as children move into the wider world beyond their immediate family.

"Young children benefit from the opportunities to develop ongoing, trusting relationships with adults outside the family and with other children.  Notably, positive teacher-child relationships promote children's learning and achievement, as well as social competence and emotional development."





   
Developmentally Appropriate Practice in Early Childhood Programs
Third Edition

Developmentally Appropriate Practice in Early Childhood ProgramsSince the first edition in 1987, Developmentally Appropriate Practice in Early Childhood Programs has been an essential resource for the early child childhood field. Fully revised and expanded, the third edition comes with a supplementary CD containing readings on key topics, plus video examples showing developmentally appropriate practice in action. Based on what the research says about development, learning, and effective practices, as well as what experience tells us about teaching intentionally, this book articulates the principles that should guide our decision making. Chapters describe children from birth through age 8 in detail, with extensive examples of appropriate practice for infant/toddler, preschool, kindergarten, and primary levels.

Learn More and Order!

 

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Comments (1)

Displaying 1 Comment
Lori · June 23, 2016
Pennsylvania, United States


Consistent relationships matter, so how does it affect the children to go from the baby room to young toddlers to older toddlers and then preschool rooms? Have there been studies done to say if this has any type of affect, positive or negative, on the children? Of course it wouldn't be 'cost effective' to have the same teacher stay with the babies until they move out of daycare and into an elementary school situation, no childcare business could afford that low ratio (1 teacher to 4 babies/children); plus I imagine the bond between the caretaker and the child could possibly jeopardize the strength of the bond between parent and child if the relationship stayed that consistent--thoughts?



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