A teacher can enhance emotional development in the classroom by entrenching the teaching practices in the entire day. Relationships are the method babies come to understand their environment and their place in it. Some of the ways to uphold emotional development in the early childhood classroom include:
Being attentive to each baby’s needs
Being attentive to emotional needs and skills of each unique child enables a teacher respond with interventions and lessons tailored to help every child enhance their skills. The presence and attention as a teacher acts as a stepping stone for children who are dealing with traumatic life circumstances ( McDevitt & Ormrod, 2002). Allowing children understand a teacher is available to help builds their confidence of the source of guidance.
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Early emotional knowledge matters
It is essential for teachers to understand that the emotional domain is an establishment to many other developmental domains. If children commence school in an emotionally supportive atmosphere, they will acquire the passion for learning required for success in all sectors of the institution. Therefore, teachers are required to allow children initiate activities and give opinions as this will build their feelings of respect and competency likewise motivating their learning desire.
Promote constant structure with play
Teachers are required to grant transitional kindergarteners with dependable structures and anticipations about apt behavior through play activities to assist them recall and adhere to classroom norms in addition to behaving in a manner beneficial for studying ( McDevitt & Ormrod, 2002). Developing habits of fun and significant activities, for instance, games, songs, and chants help minimize stress and problems through challenging periods, such as during transitions or when children wait in lines. Engaging children in a discussion about a communally exigent circumstance or reading a story is also bound to serve as a lesson in handling literacy in addition to social problems.
Reference
McDevitt, T. M., & Ormrod, J. E. (2002). Child development and education . Upper Saddle River, N.J: Merrill/Prentice Hall.
