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Implications: Teachers Being Relationally Aware

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Young Children Playing

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Abstract

From birth we are emotionally and relationally becoming human-beings together. This final chapter addresses practical implications for early childhood teachers in being relational and respectful, seeing children as human-beings, as becoming emotionally grounded selves. Relational perspectives view individual selves as intra- and inter-connected with others, emotionally cognitively and bodily alive and open to living and learning in the world. Bodies with feelings matter and are integral to understandings of the holistic and complex processes involved in children’s ways of learning, being and becoming (Stern D, The interpersonal world of the infant: a view from psychoanalysis and developmental psychology. Basic Books, New York, 1985; Trevarthen C, Psychoanal Dialog 19(5):507–518. doi:10.1080/10481880903231894, 2009; Eur Early Childhood Educ Res J 20(3):303–312. doi:10.1080/1350293X.2012.704757, 2012).

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  1. Victoria University of Wellington, Wellington, New Zealand

    Sophie Jane Alcock

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  1. Sophie Jane Alcock
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Alcock, S.J. (2016). Implications: Teachers Being Relationally Aware. In: Young Children Playing. International Perspectives on Early Childhood Education and Development, vol 12. Springer, Singapore. https://doi.org/10.1007/978-981-10-1207-5_10

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  • DOI: https://doi.org/10.1007/978-981-10-1207-5_10

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