Several years ago, I had the great fortune of participating in a training of trainers for developmentally appropriate practice as part of the NAEYC Annual Conference for early childhood educators. We learned that one key component of developmentally appropriate practice is to create a caring community of learners. While it has always been important, I feel like the renewed emphasis on social and emotional learning makes this idea even more relevant. It goes hand in hand with CASEL’s social and emotional learning core competency of relationship skills.
First, creating a caring community of learners requires teachers to provide warm, caring, and responsive interactions. This may seem like a no-brainer for anyone who is not an educator, but sadly, I have visited many classrooms over the years where the teacher does not exhibit these behaviors. For example, I watched a little boy enter a pre-kindergarten classroom one morning crying as he separated from his mother. Neither teacher acknowledged his emotions nor tried to comfort him. Now maybe this happens every day, but regardless, the adults should offer some type of responsive interaction if they want to build a relationship with that child and provide a caring atmosphere in the classroom.
Building relationships with others is also key to creating a caring community of learners. As young children enter school, they start forming relationships with the adults and other children in their environment. The first relationship children may have with an adult outside the home could be at school and could be the model for the rest of the relationships they will have with future teachers. One of teachers’ main goals is to build relationships with their students. This fosters a sense of well-being in children; they learn to trust and begin to believe that they are safe and worthy. When they feel safe and worthy, they will be receptive to learning.
In addition to establishing positive, constructive relationships with adults, teachers need to help their students foster relationships with peers. Providing children opportunities to work together in small groups, play together at interest areas, or referring children to one another for help, are all part of an early childhood educator’s job. CASEL’s definition of the relationship skills competency includes cooperating with others and negotiating conflict constructively. They also list teamwork and social engagement as subtopics within this competency. What better way to hone these skills than by interacting with classmates through a variety of situations during a school day.
A third component of creating a caring community of learners and strengthening relationships, is for teachers to ensure that all children are valued. This means getting to know students’ interests, learning styles, personalities, prior experiences, strengths, and challenges. By observing children, conversing with them, truly listening to them, and communicating with their families, teachers can easily collect this crucial information. This knowledge will help teachers better know who is in their classroom and how they can best help them learn.
A fourth and final component to consider when creating a caring community of learners, is to focus in on the word community. Having a sense of community means seeing oneself as belonging to a group or coming together for a common purpose. Early childhood educators need to be cognizant of the fact that this may be the first time a child will be part of a group. If they have never been to school before or have never participated in any group activities outside the home, coming together as a large group might be overwhelming. The child may seem shy or unsure how to act or may feel uncomfortable speaking in front of others.
During many years of teaching pre-kindergarten and kindergarten, I never thought about this. Now, reflecting on these ideas, I remember many children who did not want to participate in large group games or music and movement activities.
The best example was every year, I would begin with a game called “I’m Looking for a Friend.” The children stood in a circle, and I walked around the outside singing, “I’m looking for a friend, I’m looking for a friend, I’m looking for a friend, and their name is…”. Wherever I stopped, I would insert that child’s name into the song and ask them, “Do you want to be my friend?” Most children said yes, and they would grab onto my waist so we could make a friend train. We would then continue to add more to our train.
However, every year, at least one child would say no. I always thought it was odd they did not want to join in the fun, but now I understand what was happening. They were unsure about being part of our community because perhaps this was a totally foreign experience for them. That is why I always played the game again at the end of the year. By then, of course, everyone said yes to the friend train because we had truly built our community of learners.
CASEL tells us that learning is a social and interactive process that takes place with adults and other children. We also know that emotions and relationships affect how and what we learn. Therefore, having strong social and emotional skills help children do better both in school and in life. When we strive to create a caring community of learners, we are supporting social and emotional learning, which, in turn, is supporting our youngest learners to succeed.
Jennifer Fernandez
Jennifer has over 30 years of experience in education. She has degrees in Elementary Education, Spanish, and Bilingual Education and holds teaching licenses in Texas and Minnesota. She has taught PreK-2nd grade in general and bilingual settings, served as a professional learning specialist for seven years, and currently presents at state and national conferences.
Read more by Jennifer Fernandez–>
Annie Howell says
This resonates with me, because we all need a community to feel valued and safe. This is no different for children. When they feel like they are part of something, they feel more comfortable to be vulnerable in the learning process.
Brianna Murphy says
I whole-heartedly agree with everything you said.
Carey says
It does! and I agree with you. The more we feel apart of something, the more we are comfortable and willing to learn.
James Lewis says
Hello Mrs. (Dr.) Hernandez. This is a most insightful article. I work at a high school in NC. even though your background is in pre-k and K, some of the concepts you mention, I can use in my classroom now. Most of my students have already learned how to be in a community, but at times I see that one students who seems like an outsider. I do what I can to make them feel welcomed(belonging). When a student is sick or having an off day, I pull them aside as to not embarrassing them in front of other in the class, and aske them if they are ok. Thanks again for posting. GBY
Paxton Harte says
This reading makes so much sense. Creating a community is so important. Also, making a student feel valued. We as educators should be our students role models and someone they can trust and that relationship needs to be built.
Megan G. says
I feel this. I am working as a paraprofessional in a preschool class, as i am studying to become a teacher. I see that each student has different learning styles, emotions, etc. It is important to be there for them, as it probably isn’t easy to just be thrown into a whole new routine.
Rachel says
In the classroom it truly is all about your approach and understanding that everyone is different and deserves the attention and guidance to grow, some more than others. Empathy is also a big part in understanding the social and emotional connection in the classroom and understanding that everyone’s home life is not the same.
Ashley O says
I completely agree with you. There is a student at the middle school that I work at that has grown a lot this year. The teacher, this year, has really resonated with him and made him feel included and allowed him the freedom to be himself. He does well in class and wants to work at getting good grades and learning what he can.
Sheridan Shelita Holt says
Reading this made me think back when I was in school. Having that caring teacher made a difference even though my home life was good I had to leave the comfort of home and go to school where I really didn’t know a-lot of people. The teacher made me feel welcomed and safe so I always wanted to come back to school ready to learn.
Erin Ruelas says
This resonates with me so much. I was that shy, quiet, hesitant kid that did not want to participate in group activities in school. There are kids who need the stability that comes with creating a strong, safe learning community. There are kids that won’t receive that any place else.
Madison says
I truly agree with this reading. Without that positive relationship, your students will most likely not receive the most important foundation of learning, safety, love, and trust.
Chantal Kinney says
The concept of a community of care within the classroom or school setting speaks volumes about the value placed on not just teaching academics but on how important each person is and how each person has something to contribute to the community.
KN says
SEL development throughout the educational process is essential.
Brenda Kay Nummer says
After reading this I just realized that school is just an extension of our home life. Children feel safe and happy at home, and they need that same feeling when they go to school. We as next gen Canidates need to learn all there is about making our classrooms a safe and fun environment for our students so they can focus on learning and being their fun selves.
Jennifer Fernandez says
Appreciate everyone’s positive comments and personal insights showing the relevance of this information for early childhood educators and students!
Dawn Pallotta says
I agree, a base foundation for feeling comfortable and part of the classroom starts very young. So many skills take place in their younger years and overcoming fears and phobias can start then.
Alexandra Buffo Valerio says
I really loved this lecture, communication is the key!
Cheri Staton says
I was that shy student in school who always dreaded group activities (still do!). Fortunately for me, I always had teachers that were caring, and helped me through those activities without too much anxiety. Students spend so much time with us, that I feel that in their minds, we are their second parents. Being able to build their trust in us, is so detrimental to their success in school.
Dawn Derringer says
Making children feel welcome and part of a bigger group is so important. Working with small children I know how important this is as educators. When the child feels safe and loved they tend to participate more (even the shy children). Showing them they are part of the group (community) at a young age will help them as they grow.
Courtney Crump says
When I was a student in Elementary school, I can honestly say, my teachers dictated my school year. Those years that I remember being awesome included teachers that showed me more love and compassion. Those years that I hardly remember were spent with teachers that did not make me feel welcomed in their classroom. I never thought about it like that before but it makes so much sense now.
Bethany McCarter says
I definitely cannot agree more! Making young children feel comfortable and welcome is an essential part of the education experience.
Summer Pierce says
I really loved this article. I was a teacher aid and I had many children who did not participate in group during the first of the school year. Now reading this I understand how important it is to make each child feel welcomed and apart of the community. This is the start to help them grow. 🙂
Eric Perrin says
The most crucial part of my time in school was my early years and this hits home. When we all started school for the first couple years it was very difficult to transition at times to spending half of your day with new people and missing the comfort of your home and guardians. I had teachers that were very inclusive and brought many of us out of our shells in a positive and safe way. Great read!
Jennafer says
I sometimes think as teachers we forget that fostering the relationships between your students is just as vital as your personal relationship with your student. If the student feels connected to their peers the word and feeling of community takes on a whole new dimension.
Elisa says
100%
Jennifer Allen says
I see every day at the middle school I work at how many kids still want nothing to do with group settings and have no trust for anyone around them. I do my very best every day to help these kids feel I am a safe person and can be trusted.
Elizabeth Hauty says
I feel very thankful that I work at a school that puts its community first; the teachers work so hard every day to actively engage with the students, even students from other grades. I know every single student in my entire school by name.
Brandon Hollingsworth says
I have seen many cases to where a student did not want to leave their parents. If within a week with student being with a teacher, and the crying or clinging stops then you know that the teacher that your child is with knows how to connect with their students.
Angrie Brown says
I am grateful for this article. It highlights a very important situation that I think I need to address in my classroom. I one scholar who does not socialize with any of his peers but I never took the time out to find out why he doesn’t. Going forward I will address this situation.
Jeayna Young says
I have worked in the early childhood setting and have implemented a community of care in the classroom it makes a huge difference.
Connor Lofgren says
This reading makes lots of sense. I’ve worked everyday for the past 2 years with Elementary kids. I see a lot of this everyday. Building a relationship is very important, it makes the kids feel way more comfortable. Community and teamwork are very important. It helps develop kids in a very positive way.
Dana Burress says
Valuing each student is definitely one of my priorities when it comes to teaching. In this world, we all need to feel important and acknowledged. So of course, this should be true for our students. From the moment they step into the school, they should feel safe, seen, included, and valued.
Will Mills says
As a licensed secondary science teacher, I am teaching 8th grade this year as a break from junior and seniors. This being our 9th week of school, I think I’ll give this a try though I may get some heckling and laughs. Peer pressure and ‘clicks’ will present honest interest in being a friend. At this level, hugging a teacher is icky, so a high five or fist bump will suffice.
Cicley F. says
Working in special education, it is essential to have a community of care, not only for the students in your care but also for their families. It is important for the family as a whole to have that sense of belonging and support
Kelly H says
I definitely like this concept and idea coming in as a new teacher. It all makes perfect sense to me.
nicole custer says
This was a excellent read! What positive reinforcement to play this game again at the end of the year to see the changes! I will be writing this down for future use!
Kimaya says
This concept makes so much sense to me now, being that I’m a early head start teacher child participate more in a loved and valued environment
Ashley McCarver says
I will have to keep this game in mind. I was very shy as a kid. I never felt comfortable in school. I want to do everything in my power to make sure everyone feels comfortable and involved.
DJ says
Building that relationship and polishing it each day, helps each child shine in their own time. Teachers and classmates may be the only structured, secure “family” unit that some children know.
kelly miller says
This is a very near and dear to my heart program. In the 3rd Grade my daughters school came up with the Casel program. this was the first ever for our school district my daughter and her friend were always labeled as the bad kids. this program gave them the tools needed to be successful in the classroom. I loved the dynamic it provided along with the loving caring community that came with it. I am now taking my knowledge in this program and run our schools’ social skills program. this has given me the drive to get my degree and become a classroom teacher and apply this knowledge to help all students.
Jackie says
Last year, my daughter was struggling with school. She would go to the nurse every day just to be sent home. The nurse, teacher, and principal communicated with me, and we implemented a strategy to get her to want to stay in school. She hated being away from me. She is now in 4th grade and thriving. Without the communication from all three parties, I don’t think she would be where she is today. I am very thankful.
Shyeim Yates says
In my opinion, all 4 of the components to creating a Caring Community of Learners to Support Social Emotional Learning are very important factors for fostering a effective classroom environment. Children want to feel safe, accepted and comfortable. As the writer stated, even if there are holdouts at the beginning of the year, continuously practicing these behaviors should ultimately lead to the children thriving socially and emotionally.
Sheila Froment says
Such a wonderfully written article! As a new student this has given me so much to think about and great ideas on how I can one day implement “Community of care” in my classroom to create an environment where children can feel safe, secured, and valued. Sort of like a “home away from home”!
Emily Kocik says
I found myself nodding the entire time as I read this. I remember I felt so uncomfortable at school, things were hard at home, and I struggled to make friends. I kept myself at a distance and did not try very hard at school. Finally, when I got into fourth grade, my teacher recognized I needed connection. She made a point to talk to me, and she encouraged me so much. Just this interaction with my teacher changed the way I thought of school and changed how I looked at myself. I finally believed I could succeed in school, my grades improved, and I came home happier.
Crystal Cairns says
I found myself nodding in agreement with the article as well. I currently work at an elementary school. My first day was the first day with so many of our students. We had a student express not knowing how to eat with others. They stated they eat alone at home. I grabbed a tray and sat with this student. We talked about our interests and how our summer went. Other students chimed in. The next day that student walked in with a smile and grabbed his tray and sat with a group. Everyone could see his confidence was boosted just by the little interacting we had with him.
Celcia Hall says
This was a great read! The best way for a child to learn is in a comfortable setting. One can appreciate the emphasis placed on early childhood settings being the first social opportunity that some children have to engaged with many children. This article further goes on to ensure early childhood teachers understand their responsibility to be not only teach, but encourage the social and emotional blossoming of the most little of learners.
Celcia Hall says
This was a great read! The best way for a child to learn is in a comfortable setting. One can appreciate the emphasis placed on early childhood settings being the first social opportunity that some children have to engaged with many children. This article further goes on to ensure early childhood teachers understand their responsibility to be not only teach, but encourage the social and emotional blossoming of the most little of learners.
Jessica says
I love this. I was a shy student, we moved around a lot and things were hard at home so I was constantly meeting new students and teachers. Some teachers were great and made me feel welcome while others just looked at me like I was just another student in their class and I was usually uncomfortable.
Destanie J Hopping says
I loved the friend train example. As a child School was my favorite place to be as most of my life it was the safest place emotionally!
Robin says
This was a helpful article. I have spent many years working with students from Pre-K to senior high school. The hardest part for me was accepting that these students have a life away from us and school that we don’t know anything about. They all have a story and a lot of it can be very challenging. So many don’t have the tools to cope and then they come to school and have to face a whole new set of pressures, and it’s not just the academics. I’ve had to learn to give the best that I can to them, when I have them; to be what I can and promote that relationship where they feel they can trust me.
Mikayla B. says
I firmly believe that responsive interactions can really make so much difference. It goes into the thrid aspect “Ensure all children are valued” very well. I was a student who lost some trust in schools from bad experiences with teachers, but I was lucky to have some pretty amazing teachers who helped me out!
Jill Taylor says
I like this article. I can’t imagine not facilitating these types of relationships with the children that we teach.
Olivia A Fresquez says
I really enjoyed this article. I am in a class room now and I try to practice all that was mentioned in the article. I always ask my students what are their interests we have a great para student relationship. I try to make them feel as comfortable as possible and at the same time teach them what they need to learn.
Angela Allen says
My goal everyday is to create the feeling of community this article describes. I’ve worked in elementary education for many years. Working in Pre K has intensified my awareness of the need to create a safe, nurturing environment where children feel cared for, heard, and understood. They should feel free to express themselves, form healthy relationships with peers as well as teachers, and feel capable of learning and achieving.
Crystal Cairns says
I currently help in Math Intervention. Everyday I strive to help any student succeed. I have made sure my classroom has a quiet spot to work individually. We also have our tables positioned so we can work together. Building relationships is the best way to ensure a student feels valued.
Robin Adkins says
My eyes were opened to this when my daughter started Pre-k. Other than church, she had never really been a part of a group. The teacher told the class to line up for lunch and she had no idea what “line up” meant. Seeing the difference in her at the end of the school year was amazing! She interacted with her entire class and was full of smiles. I will never forget it.
David Shipp says
I always want to create a safe environment where we all know it’s okay to fail and make mistakes. No one will be made fun of or ridiculed for making a mistake or getting a wrong answer. Even me, the teacher, can make mistakes! I often joke with my kids, “we didn’t have spell check back when I was your age and I was a horrible speller. Spell check was actually invented for me but I let the rest of the world use it too!” Solomon Khan, who started Khan Academy says, “Our brains grow the most when we make mistakes and can learn from them”.
Yolanda Robles says
I truly believe that making connection with our students is the best way for the child to learn, creating a safe and positive environment is the key.
Raymond Tracy says
I currently work with sped students in a high school setting and after reading this article I wish all children were able to experience the type of community learning perhaps if this was the culture throughout elementary years there would be a better community of learning in the high school setting.
Destiny Martinez says
I currently work with Sped students in kindergarten and I do believe creating a connection with the children can help with the Childs learning. Providing emotion support and creating a safe and comfortable environment.
Shilo Nicholls says
This totally makes sense to me! After working with children for over 20 years, it’s always important to make sure every child felt like they comfortable to invest in the group setting. I like the idea of the “I’m looking for a friend” game. Another tool to add to my bag of tools!
Bruna Martini Gouveia says
I loved reading this article and is a strong reminder of how important it is for us to look at each child as an individual but also do our best to make this child feel part of a community regardless of any difference. The stronger social and emotional skill they have the better they will be in school and as human being.
Kimberly says
I agree with what you stated. I work in an elementary school as an instructional aide. I can see the challenges some of the students go through. MY goal is to help these child feel safe and confident.
pamela murillo says
Excellent read and concise, clear advice on children and the impacts of the relationships they develop!
Cortney Butcher says
I agree. Working in a school environment, I can see so many challenges children face in the classroom. I can’t wait to have my own classroom to make sure all the children feel safe and connected.
Tina Jenkins says
I found this reading to be very helpful. I loved the game, “I am looking for a friend”. I feel it allowed the student to have the opportunity to feel accepted as well as giving them the safe space to choose if they wanted to be apart or not. The ones that chose not to be apart in the beginning, as the year progressed had the opportunity to gain that trust throughout the year and at the end of the year, they decided to join their peers in being a part of the friendship train. As an educator I am excited about building healthy relationships with the children I will teach.
Mandy Plumb-Shupe says
I work with a teacher who tells children ¨I wish you well¨ when they are up set. She ignores them otherwise. This is a kindergarten teacher who is lacking empathy towards very small children, some of whom have never been in school all day before this year. there are such loving kids in her class, that run up to hug myself and other paras. These kids just want to feel like the adults care.
Sheena Carpenter says
I have worked and daycare, HeadStart, and in a children’s hospital. I find if you take the time to give individual attention or ask the children about their personal likes and dislikes, they seem to be more interactive and open to listen. Children don’t like to feel judged when they are having an off day but instead shown empathy. Having an inclusive classroom and understanding mindset can help ensure a safe healthy environment in your classroom.
Dawnel Dayton says
I have worked in a kindergarten class as a para for five school years now. One thing major thing I have learned is the children learn best when they feel safe and loved.
Rhonda Brown says
Relationships are so important between teachers and students. I agree that education is more than teaching a subject. One must build that relationship and form a caring community of learners.
Olivia T says
Coming from a pre-school drop out, this hit home to me. After about 2-3 months of pre-school, and non stop crying, the pre-school asked my parents to not bring me back. I would cling to them for dear life in the morning and cry until they picked me up.
A lot of times I was told to sit in the chairs by myself until I stopped crying. But I was 5; self soothing was not in my vocabulary. I think if I had a teacher to help me out a little more, the outcome would have been different.
I appreciate the change you are bringing the classrooms and the hearts of children!
Kaylee Liggett says
This really made me think about my own relationship with my teachers in school and with my parents. I have only been a pre-k teachers for a year. I am just starting my educational journey and this has got me thinking about what kind of teacher I want to be. I remember wanting my mom when I was dropped off at school. I did not want to let go, but once I made friends I remember being much happier.
Susan says
Working as a Special Ed Para in 4k has shown me how all of the above instances effect the children when first entering the school environment. Involving the parents and other teaching staff is crucial for each child in their learning environment, as well as building a comfortable, safe environment for them. I look forward to learning more.