Understanding the Context

Isolation, divorce, and out-of-home care are social environments that may be very influential to the development, learning, and wellbeing of children. Socially or geographically isolated children might lack the opportunity to communicate with peers, which can influence language acquisition, social competence, and confidence. Likewise, the emotional distress, confusion, and behaviour changes, that may arise due to parental separation or divorce, can affect the ability of children to concentrate and learn. In children in out-of-home care, the disturbance of attachment and non-consistency in care-giving can influence their feelings of security, identity and confidence in relationships.

These experiences may also affect the way the children interact with other children and teachers and in some cases they may become withdrawn, anxious or display challenging behaviours. The stressful conditions related to these situations can also have an additional effect on the emotional regulation of children and their wellbeing.

In the case of early childhood services, the factors bring to the fore the necessity of responsive and inclusive practices. Teachers need to ensure that they offer stable and encouraging learning environments that foster a sense of belonging and emotional security. That involves establishing strong, trustful relationships, adopting trauma-informed care, and continuity of care. Services should also be actively communicating with families and caregivers to maintain the same level of support to the development and involvement of children.

Those children who are socially isolated, divorced, or out of home can be supported using evidence-based, resilience-building measures by early childhood educators. To start with, creating a safe and coherent environment through the formation of relationships aids children in developing emotional regulation and trust. Secondly, the use of the so-called trauma-informed practice like predictable routines and relaxed learning settings helps children who have gone through instability or change.

Thirdly, applications of social-emotional learning (SEL) programs can be used to teach children to recognize emotions, solve problems, and establish positive relationships with peers. Fourthly, the teachers are to use a strength-based approach as educators are supposed to discover the abilities of children and help build confidence by encouraging them and engaging in meaningful conversations.

(ACECQA, 2016)

Lastly, encouraging the concept of an inclusive peer interaction via group activities and cooperative play would result in less isolation and a sense of belonging. In practice, teachers can integrate such strategies through planning of learning experiences, modeling of positive communication and individualised support where necessary. These strategies aid children in becoming resilient, enhance wellbeing and remain engaged in learning amidst difficult family or social conditions.