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Understanding the Impact of Attachment Relationships on Children’s Emotional Development: Building Secure Foundations for Lifelong Well-being

Jabneh Christian Academy , , , , , , , , ,

Rev. Dr Natasha R. Francis-Campbell, April 22, 2024

Attachment relationships are crucial in children’s emotional
development, providing a foundation for their sense of security, trust, and
emotional well-being. Attachment theory, developed by John Bowlby and
expanded upon by Mary Ainsworth, emphasizes the importance of early
relationships with caregivers in shaping children’s emotional and social
development. Here’s how attachment relationships impact children’s
emotional development:

Formation of Secure Base: Attachment relationships serve as a secure
base from which children can explore the world and develop
independence. When caregivers are responsive, consistent, and
emotionally available, children feel safe and secure, allowing them to
confidently explore their environment and interact with others.
Emotional Regulation: Secure attachment relationships provide a
buffer against stress and promote the development of emotional
regulation skills. When children feel securely attached to their
caregivers, they are better able to regulate their emotions, manage
stress, and cope with challenging situations. Caregivers serve as
emotional regulators, providing comfort, reassurance, and support
during times of distress.
Formation of Internal Working Models: Attachment relationships
shape children’s internal working models of themselves, others, and
relationships. Securely attached children develop positive internal
working models, believing themselves to be worthy of love and capable
of forming close relationships with others. These internal working models
influence children’s expectations about how relationships should function
and guide their interactions with others throughout life.
Social and Emotional Competence: Secure attachment relationships
provide a foundation for the development of social and emotional
competence. Children who feel securely attached to their caregivers
tend to have better social skills, empathy, and emotional intelligence.
They are more likely to form positive relationships with peers,
communicate effectively, and resolve conflicts constructively.

Resilience and Coping Skills: Secure attachment relationships
contribute to children’s resilience and ability to cope with adversity.
When children have a secure base of support from caregivers, they are
better equipped to navigate life’s challenges, setbacks, and transitions.
They develop confidence in their ability to seek help and support when
needed, fostering resilience and adaptive coping strategies.
Impact on Mental Health: Secure attachment relationships are
associated with positive mental health outcomes in children. Research
has shown that children who experience secure attachment tend to have
lower rates of anxiety, depression, and behavioural problems. They are
also more likely to develop a positive sense of self-esteem and self-
worth.
Continuity into Adulthood: The quality of attachment relationships
established in childhood continues to influence emotional development
into adulthood. Securely attached individuals tend to have healthier
relationships, higher levels of emotional well-being, and greater overall
life satisfaction. Conversely, insecure attachment patterns may persist
into adulthood and contribute to difficulties in forming and maintaining
close relationships.
Attachment relationships play a critical role in children’s emotional
development, providing a secure base for exploration, promoting
emotional regulation, shaping internal working models, fostering social
and emotional competence, building resilience, and influencing mental
health outcomes. By understanding the importance of attachment
relationships, caregivers, educators, and policymakers can support
children’s emotional well-being and promote positive developmental
outcomes from infancy through adulthood.

Empowering Minds: Navigating Addition with a Student on the Autism Spectrum

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Today’s focus was on continuing our exploration of addition. With my student demonstrating a solid grasp of numbers from 1 to 9 and a budding number sense, I saw it as the perfect opportunity to introduce the concept of addition.

Navigating the Fundamentals of Addition in the World of Autism

In our first lesson, we began by familiarizing ourselves with the plus sign, an essential symbol in the world of addition. Through repetition and visual aids, my student began to recognize and name the symbol with increasing confidence.

Moving forward to our second lesson, we delved into reading the first half of addition equations. We practiced identifying the numbers involved in the addition process, such as in 3 + 4 or 7 + 2, laying a foundational understanding.

In lesson three, we introduced the concept of the equal sign, a pivotal step in comprehending the balance inherent in addition equations. After revisiting the skills learned in the previous lesson, we incorporated the equal sign into our equation readings, such as in 3 + 4 =.

During this journey, my student encountered challenges, as is common in the learning process. There were moments of difficulty differentiating between the plus and equal signs, leading to moments of frustration. However, through supportive guidance and reassurance, we navigated these obstacles together.

I vividly recall one such moment when my student looked at me with a mixture of determination and desperation, seeking assistance in remembering. It was a powerful reminder of the importance of personalized support and encouragement in the learning process.

Although we encountered setbacks along the way, we celebrated small victories, such as the one captured in the video from today’s session. Witnessing my student’s progress and sense of accomplishment serves as a testament to the effectiveness of breaking down concepts into manageable segments.

Teaching learners in small, digestible segments has proven to be an effective approach, allowing for incremental progress and meaningful engagement. As we continue our journey together, I am inspired by the resilience and determination demonstrated by my student, reinforcing my commitment to providing tailored support and fostering a love for learning.

Engaging my student with autism has been a rewarding journey of patience, understanding, and tailored instruction.

Today’s focus was on continuing our exploration of addition. With my student demonstrating a solid grasp of numbers from 1 to 9 and a budding number sense, I saw it as the perfect opportunity to introduce the concept of addition.

In our first lesson, we began by familiarizing ourselves with the plus sign, an essential symbol in the world of addition. Through repetition and visual aids, my student began to recognize and name the symbol with increasing confidence.

Moving forward to our second lesson, we delved into reading the first half of addition equations. We practiced identifying the numbers involved in the addition process, such as in 3 + 4 or 7 + 2, laying a foundational understanding.

In lesson three, we introduced the concept of the equal sign, a pivotal step in comprehending the balance inherent in addition equations. After revisiting the skills learned in the previous lesson, we incorporated the equal sign into our equation readings, such as in 3 + 4 =.

During this journey, my student encountered challenges, as is common in the learning process. There were moments of difficulty differentiating between the plus and equal signs, leading to moments of frustration. However, through supportive guidance and reassurance, we navigated these obstacles together.

I vividly recall one such moment when my student looked at me with a mixture of determination and desperation, seeking assistance in remembering. It was a powerful reminder of the importance of personalized support and encouragement in the learning process.

Although we encountered setbacks along the way, we celebrated small victories, such as the one captured in the video from today’s session. Witnessing my student’s progress and sense of accomplishment serves as a testament to the effectiveness of breaking down concepts into manageable segments.

Teaching learners in small, digestible segments has proven to be an effective approach, allowing for incremental progress and meaningful engagement. As we continue our journey together, I am inspired by the resilience and determination demonstrated by my student, reinforcing my commitment to providing tailored support and fostering a love for learning.

Pajama Day 2023 | Bedtime Activities

Jabneh Christian Academy , , , , , , ,

Pajama Day is another one of our anticipated events in term one. We are aware of the difficulties that are likely to arise in homes over bedtime or getting children to relax into a sleepy state.

Let us consider that children are coming off the summer holiday where bedtime routines were probably relaxed somewhat. For those kindergarteners who have just started to interact with the world around them and learn new things, it can be daunting and cause them to experience difficulties relaxing before bedtime. Some children do find the rigors of daily life stressful and anxiety-laden which can result in sleeping challenges.

With that said, we can surmise that adults should be more mindful about bedtime for children and try to do their very best to make it enjoyable and beneficial to their children. There are many important things to consider to achieve this, however, in this article, I want to pay attention to suitable activities that children could be engaged in to prepare them for bedtime.

Here are a few examples:

  • Shower/bath – This serves several purposes. It could cool and calm children down, It certainly will clean them up and could prepare them for my next point.
  • Massages- Gentle massages can help children to relax; reduce tension in muscles and help the muscles become stronger; reduce fatigue and maintain healthy muscles. What’s more is that it provides an opportunity for them to be touched. Are you aware that some children are not touched by their parents often although they live with them?
  • Lotioning is a good way to introduce massages to children. Massage their hands and feet, paying attention to those little fingers. They are used during a school day.
  • Treading beads for older children.
  • Puzzles
  • Colour and trace
  • Listen to or play music
  • blow bubbles
  • read books including the Bible
  • Listen to books being read to them
  • listen to audio-books
  • breathing exercises
  • pray for others
  • eat a healthy bedtime snack

Which of the above have you been doing? Which one will you try?

Rev. Dr. Natasha R. Francis-Campbell

October 2023

Photo credit: Jakim Campbell

Joy! We’ve Got Joy.

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Our value word for the month of June is JOY. 

We have intentionally pulled joy to the foreground as it can get lost in the myriad of disappointments, challenges, anxious moments, and lawlessness that appears to occupy the scene constantly.

Joy is not happiness.

Joy is not the result of being healthy, wealthy, or smart.

A friend of mine lost her beloved mother this week. We started conversing a few hours after and though it was obvious she was mourning she exuded such joy.  As a matter of fact, she told me that she was mourning not mournful.  Can you imagine that!

We can, if we understand James 1:2-3 which states,

“Dear brothers and sisters,[a] when troubles of any kind come your way, consider it an opportunity for great joy. 3 For you know that when your faith is tested, your endurance has a chance to grow.”

Weeping is not indicative of the absence of joy.  Joy is rooted in Christ Jesus.  The fullness of joy is found in Him.

No matter what comes, we have joy.  For the month of June, we pray that you will experience the fullness of joy.

Joy Overflow- We do not own the rights to the song. Dancer- Icon Ajahne Reid

Where to?

Jabneh Christian Academy , , , , ,

Moses’ mother had an inclination that her baby boy was destined for greatness and did all she could to keep him alive- to become. “The woman became pregnant and had a son. She saw that there was something special about him and hid him. She hid him for three months.” Exodus 2:2 Message

Our children are here for defined reasons. They must be protected and guided to become that which was purposed before they were born.

Your child already has a path. There is a career path for your child. Do you know?
Intentionally make this week more than a costumed occasion where your child dresses up in some garb for a day, poses for the camera and then life goes on. Instead or in addition to, seek the Lord who intentionally created your child and gifted him/her to you. In addition, observe your child, find out the meaning of his/her name, recall words of prophesies spoken over your child, speak the child’s Sunday or Sabbath School teacher who would have been watching over your child in prayer. Talk with the child’s class teacher and friends.

Your child is not just becoming that person, he/she is already marked. He/she just needs to be molded efficiently. That is where you come in.
Protect your child form all kinds of destiny altering initiatives – spiritually, cognitively, emotionally, nutritionally, physically, culturally and for some generationally.

When you have an early insight regarding your child’s career path you are better able to provide toys, books, varying forms of media, expose them to resource persons where they can learn how to benchmark themselves as well as find mentors and or role models.

The time will come when like Moses’ mom, you will have to release your child on the Nile- school, daycare or the workforce. Ensure that you have waterproofed the basket; find a way to be involved integrally in your child’s development.

Since we have a whole week to so focus, let us keep the conversation going.

Gold Digger Series – Episode 2

Jabneh Christian Academy , , , , ,

Guided Learning

September 4, 2021

This session affords the facilitators the  opportunity to support and challenge learners as well as focus on the learning needs of individual icons or small groups.  This is still possible with virtual schooling.  Small groups can be accommodated.  Since our platform of choice is Zoom, we use breakout rooms to facilitate small groups.

Concepts previously introduced during Circle Time can now be reinforced or explored. 

Learning tools are also employed such as textbooks, electronic devices, charts, worksheets, and whatever apparatus becomes necessary to reinforce a concept or  to make it stick.

Each icon gets personalised instruction from the facilitator.  Pre- COVID-19, the facilitator would sit with each icon at different times throughout the day for individualised consultation.  Lines are known violations as they prevent the icons from benefitting from the privacy   personalised time affords.

Since we are still observing the COVID-19 protocols, we must maintain our distance without compromising the  programme.  The icons are now invited to the facilitator’s station one at a time for  the individualised interaction.

We love this time.  The icons can’t wait for their turn in the chair.  Usually, they are eager to share all sorts of stories and experiences. 

“Learning is not attained by chance; it must be sought for with ardour and attended to with diligence.” Abigail Adams

We are deliberate about Language Development

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Language development is stressed in our Early Stimulation Unit.  At Jabneh Christian Academy, we believe that we must deliberately engage in this aspect of our icons’ development since it supports :

  • their ability to community,  express and understand feelings;
  • thinking and problem-solving;
  • the developing and maintaining of relationship;
  • the process of learning  and enjoying language which is a critical step towards literacy;

Three to four-year-old children usually can do the following:

  • understand most of what they hear
  • converse
  • have 900 to 1,000-word vocabularies, with verbs starting to predominate
  • usually talk without repeating syllables or words
  • use pronouns correctly
  • use three to six-word sentences
  • ask questions
  • relate experiences and activities
  • tell stories

Language skills usually blossom between four and five years of age. Children of this age can do the following:

  • verbalize extensively
  • communicate easily with other children and adults
  • articulate most English sounds correctly
  • know 1,500 to 2,500 words
  • use detailed six to eight-word sentences
  • can repeat four-syllable words
  • use at least four prepositions
  • tell stories that stay on topic
  • can answer questions about stories

Read more: http://www.healthofchildren.com/L/Language-Development.html#ixzz4Wpmn6JTm

we are encouraging you to be an active participant in the development of language by trying these few strategies:

  • talk with your child;
  • respond to your child;
  • engage in everyday talk ( talk about their day);
  • introduce new words.
  • have your child picture read to you.
  • read to and with your child.