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|Title:||Relationships||Contributor(s):||Sims, Margaret (author)||Publication Date:||2013||Handle Link:||https://hdl.handle.net/1959.11/14382||Abstract:||Research has shown the most effective strategy for educators in buffering the stress children experience is to foster secure attachments and relationships, writes Margaret Sims. Here she outlines the neurobiological argument and explains why relationships underpin all the outcomes in the Early Years Learning Framework. We now know that respectful and equitable relationships are the vehicles through which children learn. Children who do not feel safe and secure in their relationships are not able to learn to their full capacity. The neurobiological research has helped us understand how this happens. It reminds us that the important factor in children's learning is the amount of stress they experience, and how educators help buffer that stress. Children are born with their brains primed for learning. The experiences they have in the early years of life will set them on a life-long path that shapes their learning, health and wellbeing (Mustard, 2008; Sims, 2013). Stimulating learning experiences will help them develop their capacity to think, problem-solve and process information effectively.||Publication Type:||Journal Article||Source of Publication:||Rattler, 106(Winter), p. 24-26||Publisher:||Community Child Care Co-operative Ltd||Place of Publication:||Australia||ISSN:||0819-9132||Field of Research (FOR):||130102 Early Childhood Education (excl Maori)||HERDC Category Description:||C3 Non-Refereed Article in a Professional Journal||Other Links:||http://ccccnsw.org.au/rattler-106-winter-2013||Statistics to Oct 2018:||Visitors: 137
|Appears in Collections:||Journal Article|
School of Education
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