Blog…
The Art of Attunement: Nurturing Connections in Early Childhood
Recently, I had the privilege of meeting with an early intervention practitioner who was deeply concerned about a child she was supporting. She expressed how she felt the child was misunderstood by his preschool educators. Having worked closely with him for some time, she had built a strong, trusting relationship with both the child and his family. She could read his cues and respond to his emotional and physical needs with care and consistency. He knew he could turn to her for support, feeling safe and secure in knowing his needs would be met.
As she shared her concerns, it was obvious how much she genuinely cared for this child. Not only was she his advocate, but she also put in considerable effort to help his preschool educators understand his unique needs and the impact of the trauma he had experienced. She hoped to share strategies that had worked for him, aiming to help the educators better support him.
Is it behaviour? Is it development? Is it something else? The challenge for Early Childhood Professionals
Early Childhood Professionals are experts in early childhood development. They have a deep understanding of developmental milestones, developmentally appropriate practise and the importance of play. Their passion and dedication to supporting children to reach their full potential is inspiring.
However, there’s one area that often leaves Early Childhood Professionals weary, wary and bewildered, and that’s behaviours. Not just any behaviours, I’m talking about big behaviours, such as oppositional behaviours or behaviours that result in others getting hurt or injured or property being damaged, melt downs, explosive tantrums, self-harming behaviours, escaping and fleeing behaviours and the list goes on.