National Network for Child Care's Connections
Newsletter
David Corsini, Ph.D.
Associate Professor
School of Family Studies
University of Connecticut, Storrs, CT.
Copyright/Access Information
School-age child care providers are in a unique position to influence
children's development through the relationships they form. While
it is not reasonable to expect each provider to have equally meaningful
relationships with each child in the program, each child should
have a special relationship with at least one adult. These special
relationships have the potential to have a significant impact
on children.
The first principle is that of individualization. The foundation
of a positive relationship is respect and an interest in learning
about the uniqueness of the individual. Each child is an incomplete
work evolving from a unique set of potentials which have been
challenged by a unique environment. It is important to feel and
show interest, concern and pleasure in discovering the uniqueness
of the individual. At the same time, the adult should not have
an agenda which they wish the child to accomplish, nor should
the adult wish the child to perform in a specific way to please
them.
From their experiences with parents, teachers, and other adults,
children will have developed some basic sense of trust or mistrust
of adults. Some children will approach adults with a basic trust,
others with a basic mistrust,and others with a wait and see attitude.
With a consistent show of interest and concern, trust will emerge.
Thus, the first principle for positive, meaningful relationships
with children is to approach them as individuals by showing interest,
concern, and wonder without an "agenda" and without
judgement.
Time is required for these kinds of relationships. A daily period
of individual time with a specific adult to share interests, accomplishments,
frustrations, worries, obligations,and aspirations is needed.
For this purpose, different adults can be paired with different
children.
The second principle is to provide conditions under which children
will develop a sense of autonomy. Autonomy refers to a sense of
choice, of individuality, of independence, of being able to make
a difference and of responsibility. The type of adult relationship
which helps children develop a sense of autonomy encourages children
to consider alternatives, make choices, and explore possible consequences.
Adults should not try to make choices or influence choices for
children but rather enter into a discussion about choices. Adults
must accept that children might make choices the adults may not
prefer.
Another way to help children develop a sense of autonomy is to
have a variety of play and activity choices. Activity options
such as sports, crafts, academics, drama, nature studies, and
hobbies also will allow children to develop aspects of their individuality.
Thus, respect, concern, and interest in the child's uniqueness
while striving to foster autonomy are principles around which
developmentally meaningful relationships between child care workers
and children can be formed.