RESPECT, REFLECT, RELATE

AUGUST 2026

Starting in August 2026, we expanded upon our Reflection segment with a RESPECT, REFLECT, RELATE feature.

RESPECT:

Trust their capabilities

Honor children's natural desire to explore and take age appropriate risks. Focus on what children are feeling and learning as they explore the environment. Observe how they are expressing their efforts and goals. 

Ask yourself:  What messages are children receiving when they engage in "risky" play?

REFLECT: 

Am I stopping this because it's unsafe or because it makes me uncomfortable?  

ASK,  "Do I: 

• ... usually step in quickly?"

• ... wait and observe?"

• ... coach children through problem-solving?"

What influences my comfort level with children's risky play?

RELATE 

Instead of "That's not safe,"

TRY:

• “What’s your plan?”

• “Where will you put your foot?” 

• “Do you feel steady?” 

• “I’m here if you need me”  

By removing hazards, not challenges, we help build confidence, resilience, problem-solving skills, and independence.   

Reflection (June 2026)

"We all can seek all the comfort, relaxation and wellness therapies in the world, but if we do so as an escape, we will still return to our work feeling depleted and burned out and counting the days until the weekend arrives again.” -Carol Garboden Murray

What is one boundary, habit, or routine that could support your well-being this month?

Reflection (May 2026)

More than 1 million new neural connections are formed every second in the first few years of life! 

How do your responses to children (tone, timing, attention) support their brain development? 

How does your classroom environment encourage exploration, curiosity, and problem-solving? 

Reflection (April 2026)

• How are you already weaving in nature into your learning environments?

• How can we make nature part of every day, not just a special event?

• When children are in nature, how do I as an educator balance safety and supervision with fostering independent exploration?

Reflection (March 2026)

How do you seek to understand what strengths children and their families each bring to your learning environments? What do you do to nurture your own sense of identity in the space you share with children, and to foster your own funds of knowledge?

Reflection (February 2026)

How do children feel during handwashing routines? How do these times feel for you as an educator?

Reflection (January 2026)

When you think of transitions, what words or feelings come to mind? Take a moment to reflect on what transitions have felt successful in your life, and what transitions have felt chaotic. What kind of supports were in place? What feelings came up? 

Now, consider how transitions may feel to children. What supports do you as an educator currently have in place to create successful transitions for all children in your care?

Reflection (November 2025)

When was the last time you paused to truly see a child in action – not to assess or redirect, but to understand? What did you learn about that child through observation alone?

Reflection (October 2025)

How am I inviting families to partner with me in supporting their child’s social-emotional growth?

Reflection (September 2025)

Why reflect? Reflection helps us slow down, learn from our experiences, and grow as educators. It turns everyday moments into opportunities to strengthen our practice and better support the children in our care.

Think of a recent moment when a child was having a hard time. How did you respond? Did you lead with connection, or jump to correction? What might you try differently next time to connect first?

What did you notice in your body during that moment? A racing heart? A deep breath? Tension in your shoulders?

Take a moment to jot down your thoughts - or even talk it through with a colleague. Building strong relationships starts one interaction at a time.

REFLECT: In what ways do I hope this year will challenge me, inspire me, and help me become a better version of myself?