Belonging

Belonging

Children of all ages can communicate their interest in the topic of belonging:

A baby who is new to childcare is unsettled. She craves familiarity and security.
A preschool child has recently immigrated to Australia. He looks different to other children and doesn't speak English. He sits and watches other children play.
A toddler runs into childcare every morning with excitement. Her aunty is an educator and three of her cousins attend the service.

Early childhood educators may provide for one child who shows interest in belonging, but this topic also makes an excellent group project when all children start at the same time (e.g. stand-alone preschools that have a yearly intake and brand new childcare centres).

Early Years Learning Framework

The concept of belonging is fundamental to the EYLF:

"Experiencing belonging – knowing where and with whom you belong – is integral to human existence. Children belong first to a family, a cultural group, a neighbourhood and a wider community. Belonging acknowledges children's interdependence with others and the basis of relationships in defining identities. In early childhood, and throughout life, relationships are crucial to a sense of belonging. Belonging is central to being and becoming in that it shapes who children are and who they can become."

Through this topic, children can:

become aware that they belong to groups and communities (2.1)
connect with people (4.4)
be strong in their social and emotional wellbeing (3.1)
feel safe, secure and supported (1.1)
show other people care, empathy and respect (1.4)
learn about fairness (2.3) and cooperation (4.1).

Learning experiences

Collaborate through art

Many early learning services display group artworks that represent belonging. Shapes like handprints, trees, flowers, circles, rainbows and hearts are frequently used.

While this is a popular idea, educators should ensure children are actually creating the artwork themselves and understand the symbolism. Unfortunately, these projects are often teacher-directed and the end result is displayed at adult eye height. Also, remember to ask children who join your group at a later date to contribute to your belonging display.

Cut out handprints of every child in your class and arrange them together.
Make a birthday chart.
Ask the children to draw self-portraits and display them together.
Let every child add one tiny fingerprint to a group picture.
Display a photo with a name tag for each child.

Collaborate through play

Building a sense of belonging takes time. Create familiarity through fun. Encourage children to play in groups with friends they don't often play with.

Cook together.
Play circle games.
Complete large floor puzzles as a team.
Write group stories together, each child adding one line.

Find familiar objects

Young children develop a sense of belonging when they know where familiar items are kept. Talk to children about where things are located in your classroom:

"Would you like to get your hat from your bag?"
"Where do we keep the heavy encyclopedia?"
"Can you find me the sunscreen?"

You can even turn it into a game:

"Everyone run to the box of sandpit toys… now run to the flower garden."
"Who can be the first person to find a book about a bear?"
"Isabella has lost her pink drink bottle. Who can be the first person to find it for her?"

Play a game

Find twelve objects and play a game called "which of these things belong together?" Children separate the objects into groups of things that are similar.

Things you can write or draw with.
Objects made from fabric.
Clothing you put on your feet.
Things you can eat.

Learning environments

Give space to each child

Use the space in your service to acknowledge and provide for each individual child.

Does each child have a personalised locker to store their belongings?
Does each child have their artwork and photos displayed in intentional and respectful ways?
Do all children have a space they can escape to when they need to feel safe? Many centres have a quiet area or a tent to hide in.

Showcase previous class photos

Don't hide class and staff photos from previous years. Put them in a folder and add this to your bookshelf. Your children will be fascinated to hear stories about your centre's history.

Community connections

Involve all staff in your program

Non-contact staff are often excluded from the children's program, even if they are familiar faces to the children.

Invite your cook into the classroom to show off their favourite ingredients.
Ask your handyman if a small group of children can help with simple tasks.
Invite your office staff to share a meal.
Ask all of the above team members to read the children a story.

Interactions

Throughout the day, use language that sends messages about belonging.

"We share this space together."
"Should we ask our friends to join us?"
"It is wonderful to see everyone again!"
"Let's make this fair for everyone."

Routines and rituals

Routines and rituals create predictability for young children. They also create history. As your children grow up, they will remember the rhythm of their days in childcare. These memories will rekindle the feeling of belonging.

When children arrive, they sign themselves in or stick their name card to a wall. This lets everyone know they are here and ready to play.
When children arrive, position educators in the exact same location every morning (e.g. on the couch reading books or at the sandpit). This promotes predictability. Children know exactly where to find their favourite person.
Sing the same songs during routines (e.g. going to sleep, packing away, washing hands). There is never too much singing.
Assign children jobs using a roster.
Host parties and fun occasions to celebrate special events.

Discussions

What is belonging?
What does belonging feel like?
Why is it important to feel like you belong?
What should you do if you feel like you don't belong?
How can we help new children belong at our children's centre?

Belonging to a place

Talk to children about belonging to places: homes, streets, neighbourhoods, communities, childcare and school, workplaces, countries, and our planet. Where do you belong?

Belonging to people

Talk to children about belonging to places: family, friends, clubs and interest groups, people from our own culture, and the human species. Who do you belong with?

Reflections

How do your staff help children form positive attachments?
Are there children at your service who don't feel like they belong? How can you help them?
What makes your childcare setting so special? How did this happen?
Is everyone included (and do they feel valued for their contributions) in all aspects of your program, including children and educators?