Why are positive reciprocal relationships between school and home, and within the classroom,

critical to children’s sense of belonging? Describe three strategies you intend to use to promote a

sense of belonging for all children in your care. Please refer to your readings on attachment from

Bilmes (2012) and Raikes, et al (2009) and cite references as appropriate.

When a child first comes into the classroom, they may feel upset or sad because they

know their parents are leaving them for the day. The child may not be up to wanting to play with

the other children because they don’t know the children in the classroom. Children often feel shy

when they are introduced to things they aren’t used to. Just last week, I had a new child and the

first thing I did was introduce myself and I asked him what his name was. I then introduce

myself to the mom and ask her if he has any allergies that I should be aware of. I also asked if

they primarily speak Spanish or English in the home in order to relate to the child more when I

ask him something. “As early childhood educators, it is our task to respect the goals and cultural

traditions children bring from their homes, while at the same time introducing children and

families to the skills and knowledge that children will need to be successful in our schools”

(Bilmes, 2012, p.66). I began to make conversation with the child in order for the child to feel

comfortable with me. I noticed that the child had a paw patrol shirt on and I asked him questions

about paw patrol. The child began to smile and I realized that he loves paw patrol and watches it

every day. Once I got a good idea of what the child's interests were, I grabbed a box of my legos

and asked him if he wanted to create a building with me. He immediately sat down, told his mom

goodbye, and started building a tower. The joy on his face made me realize that he was

comfortable enough to let his mom leave him and because I have a lot of experience, I had to

make sure that he was occupied the whole day. I had to make sure he was occupied because if
there is any room to miss his mom, he would then stop playing with the other children and

possibly cry as well. I wanted to make sure he had a great day and to show him that even though

his mom is gone, he is always okay and comfortable. In order to ensure a child to have his sense

of belonging, I have had a child bring in their favorite toy. Because of the pandemic, I make sure

I wipe it down with disinfectant first and I have the child play with it. Bilmes mentions in the

textbook “when you think about it, an early childhood classroom does resemble a home structure

in a number of ways” (2012, p. 103). Eventually, the child will stop bringing in the toy because

they are starting to feel more comfortable in the classroom. I have had a child who wouldn’t take

naps during the day and the mom would always complain because the child isn't getting enough

sleep. In order to help the child sleep better, I suggested the mom bring in his blanket or stuffed

animal in order for him to feel as if he is at home. This has helped in a big way because the child

now sleeps. I have also had a child who wouldn’t stop crying because he missed his parents and

sisters. I asked his mom if she could bring in some pictures of their family in order for the child

to look at them whenever he feels sad. Eventually the child didn’t need the pictures anymore and

he stopped looking at them because he started to play with the other children in the classroom.
 References:

Bilmes, J. (2012). Beyond behavior management: The Six Life Skills Children Need.

Redleaf Press.

Raikes, H. H., Edwards, C. P., & Gandini, L. (2009). Extending the Dance in Infant and

Toddler Caregiving. Van Haren Publishing.