Module #1: KEY TERMS for Best Practice Supporting Positive Interactions with Children

LECTURE STUDY SLIDES

Responsive relationships

Fostering caring, responsive relationships with children, families and colleagues; they are the foundation for healthy development and positive interactions.

Positive interactions with children

Interactions that are warm, responsive, and supportive, guiding behavior through relationships rather than coercion.

Self-regulation

The ability to manage stress, attention, and emotions and to recover from stress, developed through warm relationships and supportive environments.

Internal capacity to self-regulate

Children’s inherent ability to self-regulate that is developed with adult support and appropriate environments.

Think Feel Act resources

Ontario Ministry of Education videos and materials on brain development, self-regulation and relational learning.

How Does Learning Happen? Ontario Pedagogy for the Early Years

Ontario framework that emphasizes relational learning and the idea that the environment is the third teacher.

The environment as the third teacher

Designing indoor and outdoor spaces to promote self-regulation, independence, meaningful exploration and positive interactions.

Relational-based educational system

A shift toward prioritizing relationships to enhance learning and development.

Brain development and relationships

Quality relationships shape brain architecture and support healthy development and learning.

Five-step self-regulation method (MEHRIT Centre)

Read signs of stress and reframe; Recognize stressors; Reduce stress; Reflect; Respond.

Duty to Report

RECEs must report suspicions of harm or risk to a child to the appropriate authorities (Children’s Aid Society) as required by law.

Prohibited practices

Unacceptable actions such as coercion, harsh discipline, physical restraint, shaming, or humiliating a child.

General Regulation 137/15 (Child Care and Early Years Act, 2014)

Regulation requiring licensed programs to have a program statement that supports positive interactions and self-regulation; prohibits corporal punishment.

Program statement

Document in licensed settings outlining goals and approaches to support positive interactions and self-regulation.

Gabaagang space

A quiet space for children to have their own; an example of valuing environments that support regulation and calm.

Caring dialogue

A communication approach that combines warmth, listening and problem solving to address challenges with children and families.

Non-verbal cues

Children’s subtle signals; observant educators notice and respond to these cues to support early positive interactions.

Open-ended and diverse materials

Learning materials that are varied and allow for multiple uses, supporting problem solving, curiosity and turn-taking.

Reasonable risk-taking

Outdoor and learning opportunities that allow children to explore and take safe, manageable risks.

Transitions and routines

Daily routines and transitions; redesigning spaces and practices to reduce challenges and support self-regulation.

Scenarios for Reflection

Case studies that help RECEs reflect on factors shaping responses to child behavior and consider alternative strategies.

Standards of Practice reference (Example: Standard II C4)

Expectations to tailor strategies to individual and group needs, respecting diversity and ensuring full participation.