At Beginnings, we accept feelings of failure and frustration. We acknowledge that children are sometimes sad or angry. We respect their right to be disappointed.
From the moment you enter the classroom, to the end of the day when you turn out the lights, our begin to…ECSEL teaching approach guides our day. When I enter the classroom to set it up for the morning, I am mindful of making sure that our teaching tools for emotional, cognitive and social development are ready for the day. I have learned how hard the child's brain has to work to try to understand words when they are overwhelmed with an emotion. I have learned to integrate our program tools and techniques to help children overcome the challenges inherent to their development so that they can thrive now and in the long-term.
My aim every day is to get myself on the same page as each child to understand what the child is experiencing through observation, reading their cues, and engaging. All behavior has a reason behind it. If the behavior is inappropriate, I talk to the child using the techniques I’ve learned through our begin to…ECSEL approach around helping the child learn to identify and understand emotion. The aim is to channel the inappropriate behavior (action) into words. I let the child know when the expression of an emotion through behavior is not appropriate. If, for example, the child has hit another child, I guide the child to a more appropriate behavior like hitting a pillow. I help the child regulate and then help the child understand why the expressed behavior was inappropriate and how it made the other child feel. I have learned the importance of opening the door on an appropriate behavior after closing it on an inappropriate one. My goal is not to scold or ever shame a child. I recognize typical toddler behavior and I am here to guide the child. This approach I use throughout the day.
The approach that Dr. Housman has taught me over the past five years is so vital. The practice of accurately identifying, expressing, understanding and ultimately managing emotions teaches the child so much. I see, as the year progresses, children begin to use program tools and techniques on their own. I see children learn that emotions — anger, sadness, fear, and happiness — are natural for them and for others and that what we need to learn is how to manage and express those emotions in appropriate ways. I see these young children become more attuned to their emotions and those of others every day. It amazes me that children so young can accomplish what we adults often struggle to do. I see why this process is so critical for lifelong emotional, cognitive and social success and how vital it is to be practiced each day. And I am grateful for it.
Author and veteran teacher, Susan B. Hughes, works with children aged one and two years at Beginnings School and Child Development Center.