The Importance of Relationships in Early Learning

1. The Importance of Relationships in Early Learning

2. The Importance of Relationshipsin Early Learning. The activities require collaboration and interaction in an effort to encourage participants to support one another's learning. This lesson consists of lecture, paired activities, small and large group discussion as well as journal reflection.

3. Introduction In this learning session, participants will discuss the impact of relationships on brain development and reflect on how early learning experiences can affect young children’s development. We will explore the powerful role in shaping young children’s motivation for learning and attitudes toward language and literacy through strong teacher-child relationships.

4. Objectives • This lesson will provide an overview of the effect of early relationships on brain development. • Discuss attachment as it relates to early learning and school readiness. • Explore the importance of supporting early language and literacy development through strong teacher-child relationships.

5. Quote to begin the session… “Children who have learned to be comfortably dependent can become not only comfortably independent, but can also become comfortable with having people depend on them. They can lean, or stand and be leaned upon, because they know what a good feeling it can be to feel needed.” -Rogers, 2003, p 90

9. Group Activity. Connections

10. Lecture… • What we know about how infants learn: • They are pre-programed to form relationships. • Within three days of birth, infants can tell the difference in people. • By one month of age infants know which voice goes to which face. • By three months of age they know how to relate to, and what to expect with different people.

11. Attachment… Dr. Rene Spits conducted research in the early 1940’s on the effect of loving, stable, and consistent relationships on early learning and development. He equated the infant’s situation as being in a foreign land-where no one speaks your language or understands your customs. Without a loving trusting adult to act as interpreter, new experiences have no meaning, so the baby’s brain has difficulty making connections.

12. Paired Activity… • Attachment is defined as the quality of the relationship. It is the connected, lasting, emotional bond a child has with a caregiver (Liberman & Zenah, 1995). • It develops over time, can change over time, and ranges from weak to strong based on our life’s experiences.

13. Discussion after the paired activity… • How did it feel to be the leader? • How did it feel to be the follower? • How did it feel when you were both leading?

18. Small Group Discussion… • Read each scenario and discuss the following: • What is the teacher doing to build a strong relationship with the child? • What messages do you think the child is getting about him/herself through the teacher’s responses? • What do you think the child is learning around language and literacy?

22. Review the Key Points… • Brain research indicates that children benefit from the opportunity to develop close relationships with caregivers. • Strong relationships support overall development and motivate children’s learning. • Children are more likely to reach early language and literacy goals when they are spending time with responsive caregivers.

23. The importance of reflection… • Reflecting on our own early learning experiences helps us to understand our own teaching practice and attitudes. • Self reflection is a valuable technique in growing our own teaching practice.

24. Think about and write down… • How do the children show or tell me they feel safe and secure? • What are some ways I can support families in their relationship with their child? • What will I do to help the children in my care feel more secure in my classroom?