Mutually supportive relationships are very important in school-age care settings. Secure, respectful, and reciprocal relationships between children, between children and adults, and amongst adults provide the foundation upon which the community in school-age care settings is established. When children feel safe, secure, respected, and given appropriate responsibility,y they feel like valued members of the school-age care community. Children who are supported to understand themselves in this positive way experience a sense of belonging that nurtures the development of their self-esteem. Self-esteem is critical to children\u2019s capacity to develop positive images about their abilities, interests, and personal future.<\/p>\r\n\r\n Educators recognize that families are children\u2019s first and most influential teachers. They create a welcoming environment where all children and families are respected and actively encouraged to collaborate with educators about program decisions to ensure that experiences are meaningful. Further, educators recognize the school setting and the significance of the learning and teaching opportunities provided for children. They are sensitive to the conduit role they provide between families and schools.<\/p>\r\n\r\n Educators recognize and respond to barriers to children achieving a positive self-identity, sense of purpose, and positive view of personal future. In response, they challenge practices that contribute to inequities and make decisions that promote the inclusion and participation of all children. By developing their professional knowledge and skills, and working in partnership with children, families, communities, other services, and agencies, they continually strive to find equitable and effective ways to ensure that all children have opportunities to experience a sense of personal worth and achieve outcomes.<\/p>\r\n\r\n A lively culture of professional inquiry is established when educators and those with whom they work are all involved in an ongoing cycle of review through which current practices are examined, outcomes reviewed, and new ideas generated. In such a climate, issues relating to program quality, environment design, equity, and children\u2019s well-being can be raised and debated.<\/p>\r\n\r\n![\"clipboard_e7a16fcd60a5b8753c9d7eea8851fe409.png\"](\"https:\/\/socialsci.libretexts.org\/@api\/deki\/files\/28316\/clipboard_e7a16fcd60a5b8753c9d7eea8851fe409.png?revision=1\")
Figure 4.29: This educator is supporting the self-esteem of these children as she teaches them to play foosball.[1][\/caption]![\"clipboard_ec109e5bf6d115b35634a72ccd2e75e5e.png\"](\"https:\/\/socialsci.libretexts.org\/@api\/deki\/files\/28318\/clipboard_ec109e5bf6d115b35634a72ccd2e75e5e.png?revision=1\")
Figure 4.30: This is a school-age program administrator and parent. While the administrator can share about the program, the parent can share about the child, and together they can create the best program for their child.[2][\/caption]<\/figure>\r\n\r\n \t
3. High Expectations and Equity<\/h2>\r\n
![\"clipboard_eededf09b195ee760449e5f798eb0c450.png\"](\"https:\/\/socialsci.libretexts.org\/@api\/deki\/files\/28317\/clipboard_eededf09b195ee760449e5f798eb0c450.png?revision=1\")
Figure 4.31: Differences in abilities may not always be as noticeable as a child who uses a wheelchair.[3][\/caption]<\/figure>\r\n<\/div>\r\n4. Respect for Diversity<\/h2>\r\n
A Culturally Responsive Environment<\/span><\/h5>\r\nAccording to Matthew Lynch, in an Education Week blog post, one way that educators can incorporate cultural awareness is to <\/span>\u201cexpress interest in the ethnic background of your students.<\/b> Encourage your students to research and share information about their ethnic background as a means of fostering a trusting relationship with classmates. Analyze and celebrate differences in traditions, beliefs, and social behaviors. It is of note that this task helps European-American students realize that their beliefs and traditions constitute a culture as well, which is a necessary breakthrough in the development of a truly culturally responsive classroom. Also, take the time to learn the proper pronunciation of student names and express interest in the etymology of interesting and diverse names.\u201d[4]<\/span>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n
5. Ongoing Learning and Reflective Practice<\/h2>\r\n
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![\"\"](\"https:\/\/pressbooks.ccconline.org\/accintroductiontoece\/wp-content\/uploads\/sites\/163\/2023\/11\/image38-300x201.jpeg\")
Figure 4.32: These educators are meeting to review their program.\u00a0(Image\u00a0by\u00a0gdsteam\u00a0is licensed under\u00a0CC BY 2.0)[\/caption]\r\n\r\n