Fostering resilience among young children

A significant aspect of social and emotional development, the concept of resilience has always fascinated ECE lecturer Zahra Herrmann.

“Adversity, trauma and stress are almost inevitable facts of life - everyone will face them sooner or later. Learning resilience at a young age can improve children’s ability to cope with, survive and even thrive when facing these challenges,” she said.

In her article ‘Supporting resilience in early childhood education: Strategies for teachers’ published in the latest issue of NZTC’s online ECE journal He Kupu, Zahra explores practical strategies early childhood teachers can utilise to support children to develop resilience, as well as social competencies and secure attachments.

Key strategies include helping children to set goals, define success and identify their successes, as well as offering a predictable environment where children receive consistent and affective care, and where their needs, emotional states and rhythms are recognised, respected and attended in response to their differences.

Zahra also highlights the role risk and protective factors play in enhancing or hindering children’s ability to change, and to make positive adaptations to adversity.

She defines a protective factor as any social, biological, psychological, family or community characteristic that reduces the harmful effect of adversity and trauma for children's overall adaptation and wellbeing. This may include membership in a supportive community or being in a loving relationship with family members.

In contrast, a risk factor includes characteristics that may increase the likelihood of a negative impact of adversity and trauma in children's adaptation and overall wellbeing, such as neglect or discrimination and racism.

Ultimately, Zahra says identifying risk and protective factors that contribute to children's wellbeing and resilience can support teachers to adopt effective prevention and intervention strategies to support children.

“I encourage teachers to employ culturally sensitive teaching strategies to promote a sense of belonging, self-efficacy and self-regulation in children, and allow them to maintain hope in a better future.

“It is up to us as educators to make an important difference in children’s lives.”