Encouraging early childhood development is vital for assisting a child in gaining the knowledge and skills appropriate for their age at a later stage of their life. However, an early childhood educator must face a range of issues in the process, the necessity to develop a unique pace at which a child will develop is the key one. Due to the emotional strain that an early childhood educator may experience owing to the lack of learning skills and emotional maturity in the target audience, taking a break and examining the situation from an objective, distanced point of view is vital for avoiding burnout or a similar mental health issue.
In children with behavioral issues, the ability to take a break and avoid projecting one’s own distress and frustration onto a child is a particularly important skill for a childhood educator. The specified strategy will help to reduce the extent of tension observed in the described situation. Furthermore, an educator will avoid taking their anger and frustration on a child, which is critical to keep the latter motivated and willing to continue the education process (Housman, 2017). Lastly, the skill of avoiding using a personal approach in managing early childhood education will lead to children developing the willingness and emotional readiness to engage in the further developmental process. Consequently, composure and a calm demeanor are vital for an early childhood educator.
Due to the presence of numerous factors causing emotional and psychological strain in early childhood educators, learning to take a break and approach the conflict from an objective perspective is essential for teachers. Thus, the needs of young learners will be fully met, whereas an educator will be able to assess the progress and needs of a learner accordingly. By introducing the approach based on patience and understanding, an early childhood educator will assist a child in gaining critical skills.
Housman, D. K. (2017). The importance of emotional competence and self-regulation from birth: A case for the evidence-based emotional cognitive social early learning approach. International Journal of Child Care and Education Policy, 11(1), 1-19. Web.