From the very beginning, our intention as teachers has been to foster connections among children, as well as to recognize and highlight when children use their own strategies to seek connections with each other. Below are the conversations that are taking place in our classroom:
At the end of appointments, Rondie asked the group for help putting on his shoes.
Teacher Adriana: I hear Rondie asking for support.
Elliot: I can support you.
Elliot puts the first shoe on Rondie and then Rondie puts his other foot out for Elliot to put the second one on.
Elliot responded by saying: I want to see you try.
Hearing Elliot’s encouraging words pushed Rondi to try. When he wasn’t successful, the two of them worked together to get
After saying goodbye to his mommy, Miles spent his morning intermittently playing with London and Jack with a few accompanying tears as he processed his feelings.
Miles: I want to see my mommy.
Teacher Cynthia: Oh, go get your family picture. Miles gets his family photo.
Jack: I want to see my mommy too.
Teacher Cynthia: Oh, Miles, show Jack where he can find his family photo. Miles shows Jack and together they look at their pictures, then shortly put their books away and return to their play.
During reflection meeting, Teacher Adriana invites Miles to share the strategy of writing in his journal as a way to process his feelings. In giving this information to the group, it welcomes other children to understand that this may be a strategy they can practice.
Miles: I miss mommy. I’m sad.
Teacher Adriana: What supported you to feel better?
Miles: The orange face.
Teacher Cynthia: The orange face represents feeling sad.
Christoph: I was feeling sad this morning because I was missing my mommy and I wrote down my feelings in my journal and then I was feeling happy.
Bodhi discovered the helmets and tried one on. Noticing Rufus sitting on the floor in front of him, Bodhi got another helmet and placed it on Rufus’ head.
Teacher Susan: Look, Rufus, Bodhi was thinking about you! He’s sharing one of the helmets.
Rufus: Thank you, Bodhi.
As we reflected on these multiple experiences, we discussed how these moments became so essential in our learning together. They support us in launching into a feeling of belonging. By listening to each others’ feelings and making themselves available for support, the children are showing one another that all of their feelings and processes of emotions matter and are welcome in the classroom. These different strategies are showing a deep sense of care and love.