Supporting Positive Interactions with Children - Childcare Assignment Help

Assignment Task

According to the College of Early Childhood Educators, one of the fundamental aspects of the profession is maintaining caring and responsive relationships with children.

1. Based on the reading Supporting Positive Interactions with Children, explain how educators can develop and foster responsive relationships with families. In your answer, be sure to provide a practical example or strategy you would use when building responsive relationships. Write in minimum of 350 Words.

In a minimum of 250 words each, respond to following posts offering suggestions, ideas and support. (I agree, good idea, great comment are notsuitable responses).

Post 1:

As previously stated, “fostering good relationships with children and their families is the single most important priority for educators in early years programs”. Being a parent myself, I know firsthand how important it is for my child to be in the care of someone I trust and who values me and my role as the child’s mother. There are numerous ways to create and cultivate a healthy and strong relationship with families in your programs. In my experience, I have found that, ratio providing, actually speaking to and getting to know parents during drop off and pick up is a good stepping stone in creating a relationship with families. Incorporating the children's families, their parents' jobs, or culture into your environment is also beneficial. For example, if a child has a parent who is a postal worker, it would be ideal to incorporate a dramatic play area with emphasis on post. If you have a child in your program who is indigenous, it would be ideal to incorporate indigenous stories and, better yet, ask the family for contributions (music, decor) that would represent their culture in your program. I can note an experience that I had with a previous employer: I had a little girl in my care. She was biracial. She began opening up to me about how she hated how curly her hair was, unlike the other little girls in the program. She often used self deprecating language. I shared this with her mother who very sadly told me she knew of these feelings as she had been vocalizing them at home as well. Well, my daughter had this doll. This doll had very curly hair, just like this little girl, and it was truly a beautiful doll, again just like this little girl. One day, I snuck this doll into her backpack at home-time. The very next day her mother pulled me aside, tears in her eyes, saying she knew it came from me and how grateful she was. The little girl loved the doll, she wouldn’t put her down. She would say things to her mother like “Look mommy, she’s beautiful! And her hair looks just like mine!”. Representation truly does matter. This wasn’t about gifting the child with a doll, or toy, or preferential treatment - but, rather, allowing a little girl to see the beauty in herself that she herself was struggling to identify

Post 2:

I have been grateful enough to be in the field during my time in this program. I have been placed in a toddler room, a preschool room and also worked as resource personnel for some special needs children. I can attest to how important it is for a good relationship to exist between the families and the educator. It is ideal to have a good relationship and positive interactions with the family as it can allow you the opportunity to work together to problem-solve any issues you may be encountering.

Having open communication with families can give you insight into what the families do together at home, specific interests the child may have, eating habits, sleeping habits. The family is a great source of information for the educator and should be treated as such. When the family and educators work together the child will benefit greatly

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