Sometimes, the most profound things in life are also the simplest. Decades of research have proven what early childhood educators already know to be true—that the positive relationships you build with children and their families will be more powerful and have a more lasting effect than anything else you do as a teacher.

Teaching and learning are complex processes, shaped by many external influences.

Learning is easier for children who are physically healthy; often read to, and frequent participants in interesting, age-appropriate experiences that build

vocabulary and background knowledge.

On the other hand, it’s difficult for children to learn when they are worried, hungry, sleepy, sick, confused, anxious, lonely, or scared.

Positive Messages Provide the Right Start

Children begin to form attachments with adults at birth. The more secure those bonds are, the greater the child’s chances for the development of other social-emotional life skills, as well as for building other positive relationships, such as with siblings and peers.

The human brain is prewired to send and receive messages in a variety of ways, including through both words and actions. Personal attachments with adults are rooted in the soil of the messages that children receive.

Words, Tone, Body Language, and Expressions

As a teacher, you send messages to children through the words you choose, your tone of voice, your body language, and your facial expressions. When those elements align, your messages are made clear. Children notice and respond. For example, if you say the words that tell a child that you care, when your tone is warm, when your expression is kind, and when your body language is welcoming, your message is unmistakable, and it is both simple and profound.

Positive Messages Throughout the Year

Teaching isn’t about making a first impression; it’s about creating a lasting impression.

Those lasting impressions—founded in the relationships you build with children and their families—will be bolstered by consistent reinforcement of positive messages.

There are six positive messages that need to be part of the curriculum and it is advisable to revisit those messages throughout the year and consider the purpose of each.

Positive message No. 1:

“ This is a good and safe place to be”

This message reassures the children that they are in a safe place where they will enjoy their time. The main goal is to make the children look forward to coming to school, learning new things, and spending time together.

Turn the message into action.

· Ask children to think, talk, and draw about things that make them happy.

· Let children know it’s okay to ask questions and share opinions.

Reassure children that they are the most important part of the classroom. With their permission, display recent, authentic artifacts of their work and play throughout your shared space.

Positive Message No 2:

“You belong here”

This is a message of acceptance. It is essential to make your children feel accepted for who they are so they can build connections with others. The next step is to help them appreciate other people and learn how to similarities which form the foundations of friendships.

Turn the message into action.

· Have children share photos and drawings of their families and themselves doing things they enjoy.

· Play variations of the game “Just Like Mine!” Select one child and point out something about him: “George’s shirt has stripes.” The other children wearing shirts with stripes can respond by saying, “Just like mine!”

Positive Message No 3:

“This is a place you can trust.”

This message is about reliability. Young children thrive when there is consistency, routine, and structure. Once children build trust in their environment, teachers, and classmates when they feel safe to unleash their creativity and big ideas.

Turn the message into action.

· Offer a consistent schedule that includes both active, high-energy activities and quiet, focused experiences throughout the day.

· Provide large blocks of uninterrupted time for play, both indoors and outdoors.

· Make sure children are part of the process of creating rules for your classroom community. Ask them to share their ideas for being kind to each other; taking care of their toys and other belongings; and making sure everyone has a chance to learn, grow, and play.

· Group rules into “Little Rules” and “Big Rules” or “Golden Rules” such as being kind, being safe, taking care of each other and classroom materials, wash hands, using a soft voice, etc.

· Research confirms that regular attendance matters. When a child is unexpectedly absent, rely on a personal and supportive approach to let their family know they were missed.

Positive messages No4

“There are places you can be by yourself.”

The intent of this message is to respect children as individuals. Some children need more alone time than others let them know that this is okay and that you respect their needs.

Turn the message into action.

· Provide a designated area in your classroom, such as a reading corner or relaxing corner, where children can be alone if they choose.

· All children benefit from built-in breaks to rest and relax, so make sure they can have the chance to.

Positive Message No 5:

“You can do many things on your own here.”

This is a message about nurturing independence. By sending this

message and providing developmentally appropriate challenges, you’re building children’s confidence in their ability to achieve their goals.

Turn the message into action.

· Create a balance between teacher-led and child-initiated experiences.

· Provide many opportunities for children to safely work out their thoughts, ideas, emotions, and developmental needs through unstructured, imaginative play.

· Provide many opportunities to practice low-risk decision-making, such as by offering choice time when children can select from different activities.

· Create a system of classroom jobs for children to help care for your shared space.

Positive Message No6:

“This is a safe place to explore.”

This is a message of confidence. Children need the freedom to try new things without fear. They should feel that it’s quite acceptable to make mistakes as they learn.

Turn the message into action.

· Let children know it’s okay to feel sad or scared at school and that adults are there to help them.

· Read books that have rich social-emotional themes. Help children identify the problem in the story, empathize with the characters, and sort out their own feelings.

Teaching Strategies helps you ensure that each and every child receives a strong foundation for success in school and in life. Try to stay updated as a professional so can help your classroom and yourself.