Partnering with Families
Creating a Sense of Belonging for Families and Children
By: Nicolle Eadie & Robbie Balaski
As humans we are naturally instinct to build connections and a desire to feel a sense of belonging. The way we greet someone or the warmth we show when speaking to someone gives that person a sense of who we are and the values that we believe in. This is so important when educators are presenting their own personal branding and reflection of who they are and their roles and responsibilities they believe in while tending to children. We know that building rapport is critical to the learning development in children. Building meaningful and supportive relationships between educators, children, and their families helps us to not only to best support children but also ensure we are creating an environment that gives all parties a sense of belonging.
The article, “Helping Children and Families Develop a Sense of Belonging,” discusses different ways that families feel welcome and that they belong. “You made us feel welcome with just the simple things like making a point of saying ‘Hello’ and asking ‘How are you?’ every morning” (King, 2012, pg.57). As educators, we may not realize how much of an impact that we have on families because a simple hello becomes second nature. However, families are leaving us with their most important possession and they need to know that their children are being left with educators that want to keep their children safe and loved like they would be at home. When they are dropping their children off to us the way we make them feel gives them an initial sense of security that is critical to the way that the feel about us and the relationship we want to build with all children’s families.
As a parent, having an open-door policy and being welcomed to come into the centre to volunteer or take place in special performances always made me feel included. Having apps such as seesaw or story park also connects home life with the childcare centre. I can easily talk about how my child’s day was by referencing what I have seen for the day. This is a beautiful way to share in her experiences at home while still connecting the outline of her day and the special experiences she has shared with her friends. One way of showing a sense of belonging within the childcare centre is by bringing in pictures of family members. Having the connection allows children to see the support that the centre has for themselves and their families. We know that families know their children best so having a strong and supportive relationship helps educator to better know the children and understand their interests and thinking. When we best understand the children within our care, we can best support their learning development.
The Code of Ethics and Standards of Practice documents says, “registered early childhood educators (RECEs) intentionally create and maintain environments that support children’s play and learning as well as contributes to a sense of belonging and overall well-being. They ensure that the environment is safe and accessible for all children and families” (College of Early Childhood Educators, 2017, pg.12). Having educators that take the time during pick up and drop off to share how the child’s day went is also important. It helps share with families the learning successes, positive and negative experiences, and it gives families a sense of belonging that they were apart of their child’s day. When children feel like they belong and are appreciated and respected, they will flourish to make sense of their world. They feel safe to explore and try new things pushing their own limits and boundaries. When children have this opportunity, they are more likely to grasp new knowledge, ask questions and wonder, and challenge themselves to problem solve and critically think. These attributes are what spark curiosity and interests and allow educators a view into what children are experiencing and trying to work through; that gives them a learning opportunity. We see this belief system that is embedded into educator’s roles and responsibilities as the ministry of education supports belonging between educators, children, and their families. One expectation for programs is to “cultivate authentic, caring relationships and connections to create a sense of belonging among and between children, adults, and the world around them” (Ontario Ministry of Education, 2014, pg.13).
It is important to remember that like children some relationships will form instantly, and some may take more time. Barriers such as language or beliefs can be a challenge, but the goal is to keep trying. As educators we know the importance of building healthy relationships with the children in our care and their families and the studies that support this. Each family is uniquely and beautifully different so finding common grounds may work with one family and not another. At the end of the day however, both educators and families can agree that we share one common ground and that is what is best for the children; something that connects us all.
References
- Appleman, K. (n.d). A belonging tree. Retrieved from: https://www.pinterest.ca/pin/410109109792516883/?lp=true
- College of Early Childhood Educators. (2017). Code of Ethics and Standards of Practice. Toronto, ON: Code and Standards.
- King, D. (2012). Helping Children and Families Develop a Sense of Belonging. Childcare Exchange, 57-60.
- Ontario Ministry of Education. (2014). How Does Learning Happen? Ontario’s Pedagogy for the Early Years. Queen’s Printer for Ontario.
- Sandhu, B. (October 7, 2017). The important roles grandparents play. Retried from, https://www.todayonline.com/lifestyle/important-roles-grandparents-play
