Respectful Relationships with Children
I actively endeavored to result in establishing trust and secure attachments with the children. I had good discussions with them, respected their manhood and empathized with them. I observed that the children reacted well when their decisions were taken into account, which justified the need to conduct responsive care and genuine interactions.
What do 'respectful relationships' look like in your daily interactions with the children?
The relationships with every child that I was working on during my placement emphasized the respectful, warm, and trusting interaction. This implied their consideration of needs, hearing their voices, and recognising them as able and respected people.
Listening
I would also listen attentively when children talked and also reacted with curiosity towards them and ensured I recognised their ideas and feelings. This made them feel understood and heard, a fact that helped in their emotional well being.
Positive Language and Tone
I communicated with children in a relaxed ways like a friendly voice and urging words. Both instructing others and conversing I tried to be bright, considerate, and nice.
Recognising needs and choices of the person During play and routines, I allowed children to make choices, such as permitting them to make selection in which activity they would like to participate in and inquiring whether they required assistance before coercively intervening (in a given situation) or not. This aided in their autonomy and agency.
Promoting Emotional Awareness and Goodness
I demonstrated decent attitudes such as turn taking, use of “please” and “thank you” and helping children to solve disputes amicably. I also taught them to take into account the feelings of others and advocated taking part in inclusive group games.
Establishing Trust, Vulnerability and Connection
I was welcoming to children and really interested in their narratives and activities and maintained unveiled support. These positive and minute actions per day made children experience a sense of security, safety, and respect.
What specific strategies do you use to foster respectful relationships amongst the children themselves?
In my placement, I did not hesitate to promote respectful behaviours towards other children through my words and actions, as well as by leading children through social situations (Early Childhood Australia [ECA], 2016). Among some of the particular strategies that I employed were: Role-modelling Kind and Respectful Behaviours
Children acquire knowledge by observing, and thus I took the responsibility of engaging in decent language use, good listening skills, and compassion whenever interacting. Children could observe me treating people well and with justice, and thus more likely would tend to do the same.
Encouraging Social Skills With Group Play
I promoted turn-taking, sharing and inviting play, and supported children to learn to share resources, take turns and invite their peers to join them. I would say something such as, “Can you check and see whether they would like a chance as well?” or, “How can we collaborate on it?”.
Assisting Children to Deal with Emotions and Conflicts
In instances where conflicts occurred, I promoted use of words to express feelings and settle problems by children. I also gave specific reminders such as, “Tell your friend what you feel,” or, “What steps can we take so that it is fair to you both?”
Stories; Group Time Discussions
I would engage with the children on the topics of friendship, kindness, fairness, and inclusion in accordance with the help of storybooks and discussions among the children. Such experiences allowed children to connect with various emotions and situations safely reflectively.
Positive peer interaction recognition
I gave a complement and rewarded instances of kindness that kids demonstrated or assisted with a peer. When your child is told things such as, “That was a very nice thing you did to assist your friend,” then more of such behaviour is reinforced.
What are some common challenges you face in maintaining respectful relationships, and how do you address them?
Challenge: Big Emotions or Meltdowns in Children
Cases occur where children are upset, frustrated, angry and can become disruptive or non-participatory.
The way I deal with it: I am composed and patient and provide solace and distance when required. I will respond to their emotions by expressing calm comforting statements, e.g. I can tell you feel sad and encourage them to apply some calming techniques, e.g. breathing techniques, sensory play, or quiet break (Early Childhood Australia [ECA], 2016).
Challenge: Children Bickering
It is common to have disagreements over toys, turn-taking or group play.
The way I deal with it: I assist children in being able to say their feelings with words and then I also help them solve a conflict in a favourable way. I will promote empathy by hypothetically stating questions such as, How do you suppose they feel? and assist them with working out on amicable solutions collectively (Early Childhood Australia [ECA], 2016).
Challenge: Children That Will Not Listen or Ignore Directions
Sometimes, children can be defiant and have difficulties with adherence to the routine.
The way I deal with it: I apply positive reinforcement stressing on regular and respectful language. I provide instructions without being ambiguous and with their age in mind and give options to make them feel they are more in control. I also attempt to comprehend whether there is some hidden reason to the behavior (e.g. tiredness, hunger, or attention seeking).
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