Positive Relationships and Interactions

Responsiveness and sensitivity of care of very young children has been found to be predictor of effective brain development and social emotional functioning. Children will reach out and explore when they feel safe. Their sense of safety comes from a nurturing, predictable, calm environment, where adults are attentive and attuned to children's bids for attention and their basic needs for shelter, warmth, comfort and love are met.

Educator–child relationships help children feel secure, which frees them to explore, play and learn; contribute to children’s sense of identity; offer opportunities for children to learn how to interact with others: respect others’ rights, be appropriately assertive, show caring, negotiate and resolve conflicts; and enable effective teaching and learning.​

Secure attachment plays a pivotal role in the regulation of stress responses in times of distress, anxiety and illness. Traumatic events may be very distressing, yet securely attached children are more able to be comforted and to reset to a non-fear driven response. Positive relationships develop a range of personal and interpersonal capacities, including coping mechanisms, strategies and the ability to regulate their emotions.

References:

Dwyer, J., O’Keefe, J., Scott, P., & Wilson, J. (2012). Literature review – a trauma-sensitive approach for children aged 0-8 years. Retrieved from http://www.whealth.com.au/documents/work/trauma/LiteratureReview.pdf

Stonehouse, A. (2012). National Quality Standards, Professional Learning Program e-newsletter: Relationships with children, 36. Retrieved from: http://www.ecrh.edu.au/docs/default-source/resources/nqs-plp-e-newsletters/nqs-plp-e-newsletter-no-36-2012-relationships-with-children.pdf?sfvrsn=4

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