How to Create a Suitable Emotional Environment for Children’s Development
How to Create a Suitable Emotional Environment for Children’s Development
Babies and young children are very perceptive and aware of the feelings and atmosphere around them.
Relationships between adults and children, between adults and other adults, and between children themselves all have an important role to play in developing the young child’s sense of self and their understanding of how to interact with others.
This is perhaps the most difficult environment to define, as it refers to the collective sum of the atmosphere, mood, and general ‘vibe’ of the learning environment.
Most centers on relationships, the way those involved communicate with each other, behave, and are treated by others.
It is a much less physical or tangible consideration, though it is considered by many to be the most important environment in a child’s growth.
The importance of viewing the emotional environment from the perspective of the child cannot be overstated and by so doing, the following concerns and appropriate responses must be considered.
Do they understand me and my family?
- Organise meetings or interviews with parents
- Issue questionnaires to find out about the child and their family
- Encourage open and ongoing communication with families
What should one anticipate in terms of the learning environment, and will they find it enjoyable?
- Arrange open days and visits before the start of the new term
- Ensure children and their families are introduced to all staff present
- Show children and their families around the facility and allow them to ask questions
Do I feel welcomed and valued in this educational setting?
- Encourage parents to stay and play with their children
- Ensure every child is welcomed warmly and addressed by their name
- Keeps things slow, relaxed, pleasant, and enjoyable
- Remain optimistic at all times, wearing a smile for all to see
What is the expected behaviour for me while I am here?
- Create and publish clear guidelines on behavioural policy
- Ensure adults are involved in the process
- Communicate behavioural requirements rather than making assumptions
- Ensure everyone involved serves as a role model for the children
Will my individual needs be understood and addressed?
- Adapt teaching and communication styles to suit each child’s unique personality and learning style
- Be flexible, plan and adapt activities and experiences to suit the children in the class
- Embrace diversity and equality actively and openly at all times
How will my experience contribute to my development of independence and confidence?
- Plan games and activities that encourage independent thought, exploration, and investigation
- Give children the opportunity to access resources independently
- Let the children choose who they play with, where they play, and how they play
- Keep things slow, relaxed, and informal to encourage independence and boost confidence
Also, in building a suitable emotional educational environment, it is necessary to;
- Schedule regular meetings with parents and perhaps even plan to visit the child and their family in their own home
- Make every effort to build and maintain meaningful connections with parents, who should be seen as equal partners in the early years’ education process
- Issue questionnaires to parents at regular intervals to collect feedback, suggestions, and recommendations for improvements to services provided
- Ensure every child is familiar to every member of staff and that they are addressed warmly by their name at all times
- Encourage every member of staff to continuously observe all children under their supervision and share information on their progress and development
- Keep things to a fixed routine or timetable where possible, as children are more confident and settled when they know what expect
- Maintain a calm, compassionate, patient, and understanding environment at all times, being sensitive to the feelings of nervous and apprehensive children.
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