Helping Children and Families Develop a Sense of Belonging

Autor/in	King, Donna
Titel	Helping Children and Families Develop a Sense of Belonging
Quelle	In: Exchange: The Early Childhood Leaders' Magazine Since 1978, (2012) 208, S.57-60 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-0406
Schlagwörter	Attention; Social Cognition; Interpersonal Competence; Interpersonal Relationship; Extraversion Introversion; Early Childhood Education; Best Practices; Educational Environment; School Culture; Family Environment + Suchen Sie Ihr Suchwort? Aufmerksamkeit; Soziale Kognition; Interpersonale Kompetenz; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulkultur; Schulleben; Familienmilieu
Abstract	Every early childhood program has its own aspirations for the children and families it serves. Whatever it is early childhood educators hope to achieve, their success will depend on how fully they are able to help each child and family develop a sense of belonging in their program. To learn is to risk and to venture--and most won't risk and venture unless they feel fundamentally secure where they are. They must feel that they are on the "inside" of someplace safe in order to step outside of their selves and grow. So how, as the people already inside, does providers open their programs fully to the people they serve? How do they create a culture in their programs that ensures each member of the community will feel a sense of belonging? In this article, the author shares what she heard when she posed this question to some of the parents, teachers, and children who have been part of the program. (ERIC).
Anmerkungen	Exchange Press, Inc. P.O. Box 3249, Redmond, WA 98073-3249. Tel: 800-221-2864; Fax: 425-867-5217; e-mail: info@ChildCareExchange.com; Web site: http://www.childcareexchange.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10