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7 ideas on how to create connection with the children you support

Updated: Jul 31

Connecting with children as educators is crucial. Not only does it create a nurturing environment, but it also strengthens their learning experience. 📚


By establishing a bond with our little ones, we can understand their unique needs, interests, and abilities. This connection aligns perfectly with the Early Years Learning Framework (EYLF) as it emphasizes building respectful and reciprocal relationships. 🤝🏽


By genuinely connecting with children, we can foster their sense of belonging, encourage their active participation, and support their holistic development. Let uss embrace the power of connection and make every teaching moment an opportunity for growth and joy. 💕



  • Body language having open, relaxed and calm body movements and langage can make children feel relaxed and able to approach you to ask anything. We all know how in-tune children are and they are very good at reading our body language.

  • Facial expressions smiley, relaxed facial expressions make everyone feel so much better and brighter including the children.

  • Eye contact when talking to a child getting down to their level and really tuning into what they are saying with good eye contact helps them feel heard and held.  

  • Displaying art work this is such a beautiful way to create instant connection with a child making them feel important and noticed. You can rotate art work on a daily or weekly bassis and have some fun beign creative in how you display the art work too.

  • Hand on shoulder a wonderful grounding suport pose to make children feel heard and safe and connected with you.

  • Connecting to a child’s special interest or homelife even encouring children to bring in a photo or homelife and having 1:1 time with the children to chat through their home life.

  • News bag introducing a newsbag one child takes home for the week and then the following week showing the items they have in their news bag and presenting thme to the other children.

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