{"id":46681,"date":"2019-01-28T11:40:38","date_gmt":"2019-01-28T19:40:38","guid":{"rendered":"http:\/\/world.edu\/?p=46681"},"modified":"2019-01-28T11:45:01","modified_gmt":"2019-01-28T19:45:01","slug":"with-larger-classes-teachers-cant-attend-to-childrens-needs","status":"publish","type":"post","link":"https:\/\/world.edu\/with-larger-classes-teachers-cant-attend-to-childrens-needs\/","title":{"rendered":"With larger classes, teachers can\u2019t attend to children\u2019s needs"},"content":{"rendered":"

\"\"
\nIn Ontario, Education Minister Lisa Thompson recently announced\u00a0she will be consulting with education partners on the possibility of removing hard caps on class sizes<\/a>.<\/p>\n

Kindergarten classes are\u00a0capped at 29<\/a>\u00a0and grades 1, 2 and 3 have a cap of 23 students.<\/p>\n

Regular caps could sometimes be higher due to\u00a0children moving in and out of a class<\/a>.<\/p>\n

There are many particular reasons why both teachers and students won\u2019t do as well with larger class sizes.\u00a0For example, more children means less time for teachers to attend to the diverse needs of their students<\/a>.<\/p>\n

But as early childhood professionals, we wish to point out what perhaps might seem obvious, yet somehow seems overlooked \u2014increasing class sizes above these current numbers will have\u00a0a detrimental effect on the relationships<\/a>\u00a0built between teachers and children, thus affecting children\u2019s\u00a0learning and development<\/a>.<\/p>\n

Let\u2019s talk about why secure relationships between teachers and young children matter.<\/p>\n

The importance of attachment<\/strong><\/h4>\n

Humans are\u00a0born with the ability and desire to connect<\/a>, to learn and to grow. Babies begin to interact with others and the world in utero. They recognize their mother\u2019s voice, and may even play, pushing their feet, receiving tactile feedback from their mother pushing back.<\/p>\n

Babies are active participants in relationships as they instinctively make meaning and learn through observation of people and their environment.<\/p>\n

As young as one month, babies begin to imitate faces. This need for connection and the desire to know and learn doesn\u2019t end at infancy.<\/p>\n

The young child\u2019s brain continues developing during formative young years. There is a wealth of research demonstrating that children learn best in\u00a0environments that don\u2019t focus solely on cognitive development<\/a>. Rather,\u00a0rich learning environments<\/a>\u00a0for children should also foster\u00a0social-emotional<\/a>\u00a0development.<\/p>\n

Healthy development in childhood requires\u00a0secure relationships<\/a>\u00a0between children and teachers \u2014 relationships that are positive, caring and respectful.<\/p>\n

Secure relationships are formed when teachers attend to the needs of the children by responding positively to children\u2019s cues and engaging in reciprocal interactions. Children are then liberated to feel safe and confident enough to explore the world, take risks, make mistakes and grow.<\/p>\n

Children with insecure home environments<\/strong><\/h4>\n

Connection and teaching<\/a>\u00a0are inseparable for two main reasons.<\/p>\n

First, a child\u2019s secure relationship with teachers lays the foundation for\u00a0children\u2019s capacity to learn<\/a>.<\/p>\n

\"\"

Chidren\u2019s sense of security is integral to learning. Shutterstock<\/p><\/div>\n

Second, secure relationships correlate with\u00a0higher academic achievement<\/a>, better self-regulation and increased social competence.<\/p>\n

Children who experience a\u00a0secure, loving relationship with a family member<\/a>\u00a0may be less affected by secure relationships in the classroom because they have internalized the sense that the world is safe, trusting and that they are valuable.<\/p>\n

However, providing children with the experience of love, trust, emotional availability and connection in the classroom becomes more significant for children who do not have secure relationships at home \u2014 for example, those whose home lives could include circumstances such as grief or abuse.<\/p>\n

Increasing the number of children in a classroom is considerably concerning for such children.<\/p>\n

Children need to feel safe enough to explore<\/strong><\/h4>\n

Let\u2019s take a walk down memory lane. Think as far back as you can, to when you were a child in elementary school. Do you have memories of a teacher who made you feel\u00a0empowered, loved, confident and intelligent<\/a>?<\/p>\n

You most likely felt this way because the teacher responded to your social, emotional and physical needs. He or she created an environment where you felt loved and safe enough to explore.<\/p>\n

This teacher believed in you, challenged you, and set attainable expectations for you. He or she got to know your abilities, strengths and needs and may have modified the curriculum accordingly. This confidence and support you received from the teacher increased your self-esteem and courage to explore.<\/p>\n

From such scenarios, we illustrate that the ability to foster secure relationships with children is strengthened when teachers work in contexts where they can prioritize these values and practices:<\/p>\n

Respect for children<\/strong><\/em><\/h4>\n

Secure relationships are formed when children feel as though their ideas and opinions are valued. Children feel safe to express their feelings and subsequently learn to respect and listen to others. Teachers create a welcoming learning environment that fosters all children\u2019s abilities and strengths.<\/p>\n

Fostering community and belonging in the classroom<\/strong><\/em><\/h4>\n

When teachers recognize children\u2019s uniqueness and individuality, they support a\u00a0sense of belonging<\/a>. This supports children in expressing feelings, recognizing others\u2019 feelings and perspectives, feeling empathy and emotional regulation.<\/p>\n

When children have the confidence that their own capabilities and characteristics are valued, they learn to socialize well with others, to negotiate, collaborate and communicate. Such habits contribute to their life-long learning.<\/p>\n

Being warm, accessible and caring<\/em><\/h4>\n

Supportive relationships with teachers begin when teachers are approachable and children know that they can confide in them.<\/p>\n

When teachers listen and are available, children learn to ask for help and rely on people. This experience is important to carry throughout life.<\/p>\n

Setting challenging and achievable expectations<\/strong><\/em><\/h4>\n

Providing the child with the experience of being available, understanding and seeing them for who they are allows the child to trust the teacher and want to live up to their expectations.<\/p>\n

This scaffolding<\/a>\u00a0or encouraging the child to learn or push themselves past their own expectations or beliefs in what they are capable of is important for growth, development and building resilience.<\/p>\n

Author Bios: <\/strong>Elena Merendais Assistant Program Head of Early Childhood Studies and Nikki Martyn is Program Head of Early Childhood Studies both at the University of Guelph-Humber<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

In Ontario, Education Minister Lisa Thompson recently announced\u00a0she will be consulting with education partners on the possibility of removing hard caps on class sizes. Kindergarten classes are\u00a0capped at 29\u00a0and grades 1, 2 and 3 have a cap of 23 students. Regular caps could sometimes be higher due to\u00a0children moving in and out of a class. […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":46682,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[15645],"tags":[269073],"coauthors":[11733],"class_list":["post-46681","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-education","tag-class-sizes"],"acf":[],"yoast_head":"\nWith larger classes, teachers can\u2019t attend to children\u2019s needs - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/with-larger-classes-teachers-cant-attend-to-childrens-needs\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"With larger classes, teachers can\u2019t attend to children\u2019s needs - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"In Ontario, Education Minister Lisa Thompson recently announced\u00a0she will be consulting with education partners on the possibility of removing hard caps on class sizes. 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