When children overcome difficulties, they grow up successful and resilient in the face of obstacles. The ability to be resilient involves drawing on multiple resources such as genetic makeup, temperament type, and the social supports in the environment.
Nolan et al. (2014) examined the impact of the environment and the relationships in the early childhood settings on children’s resilience. They recommended practices in the setup and the nature of relationships as follows:
Environment: The child who contributes positively to the environment needs to be acknowledged.
Educators can help children feel accepted regardless of how their feelings fluctuate in different spaces. Children explore their environment in order to check what works for them and what does not. Some children are more sociable than others. Some operate better in small groups than in large groups.
Educators can set the space, daily schedule, and activities so that children rotate among quiet and noisy spaces, small and large groups, and indoors and outdoors. Often a private space where children can rest quietly helps them develop a sense of perspective about the events surrounding them. The movement in different environments also helps children know themselves and their preferences.
As children grow up, they will navigate in different spaces. The rotations in the early childhood setting enhances children’s abilities to be resilient in diverse circumstances.
Relationships: Educators can support the children’s resilience by establishing systematic and respectful relationships with the children’s parents and by communicating the effective practices around wellbeing, emotional regulation, and modelling that have been applied in the early childhood setting.
The children need to feel that their feelings are acknowledged by parents and educators. It is the responsibility of the educator to establish a strong connection with parents so they both support children’s resilience. Children need to feel that they are not left alone in the world to fend for themselves and that there is a safe place that they can go to. They should also be encouraged to seek support when they want it and be given time to regulate their own feelings.
Depending on what children need to share about their strengths and needs, the educator can engage in a one to one conversation with them or invite them to share their story/feelings in groups of different sizes. Effective listening is the basis for a successful engagement whether in a dyadic or a group interaction.
The educator needs to observe children and document information about their personalities. Based on the documentation, the educator supports children in order to boost their confidence and social-emotional wellbeing. As children get experience in different types of relationships (dyadic/group), they develop awareness of the dynamics of each setting and apply behaviors that would help them communicate their feelings and solve their problems.
Resilience helps a person grow mentally and physically healthy. The skills, attitudes, and daily practices of resilience will ensure success in a global world.
Reference:
Nolan, A., Stagnitti, K., Taket, A., & Casey, S. (2014). Supporting resilience. In S. Garvis & D. Pendergast (Eds.), Health and wellbeing in childhood (pp. 240-252). Cambridge University Press.
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