Thinking about myself… about me personally… and about me professionally… Thinking about developing and nurturing personal competencies in early and preschool-aged children, I should think about my own personal competencies…
In order to be able to shape children positively and serve as an example, it is extremely important that kindergarten teachers have the appropriate criteria in terms of emotional maturity and the ability to manage their own emotions. It is important that they have a highly developed self-awareness and resilience. Kindergarten teachers spend a large part of their time with children and significantly influence their development in all aspects, and individuals who have developed social and emotional skills, as a rule, achieve much better relationships with their students.
In addition to possessing key skills and competencies, it is also necessary to enable kindergarten teachers to receive appropriate education and implement programs aimed at encouraging the development of socio-emotional competencies in children. Some of the skills that are key to adequately fostering these competencies include the ability to assess a child's socio-emotional well-being, emotional literacy, and the creation of programs and curricula aimed at improving these competencies. The personal area of LifeComp focuses on self-awareness, emotional regulation, and resilience.
Self-awareness refers to the ability to recognize and understand one's own emotions, interests, values, and strengths. Individuals who possess this skill can better understand how their emotional states affect their behaviour and decisions. Self-awareness also includes being aware of one's strengths and weaknesses, which helps in setting realistic goals and developing personal motivation. Understanding one's own emotions and values allows individuals to focus on their personal goals and improve their emotional regulation.
Emotion regulation encompasses the skills needed to manage emotions and behaviour, including controlling impulsive reactions, managing stress, and persevering in the face of challenges. Effective regulation helps individuals stay focused on their goals and cope effectively with various stressful situations. This dimension encourages the development of positive habits and resilience, which is essential for successfully overcoming life's challenges.
Resilience is a term associated with positive adaptation in the context of challenges. In the psychological sense, the term resilience refers to a variety of meanings, including recovery from traumatic experiences, overcoming lack of success in life, and enduring stress in order to perform effectively in life's tasks. Thus, resilience refers to patterns of positive adaptation or development that are manifested in the context of adverse situations. Resilience is not a static concept but a process that is interactive and complex, within which protective factors need to be recognized and nurtured. Protective factors are persistence, hope, positive expectations, optimism, goal orientation, motivation, and the desire for education.
In order to support socio-emotional learning among children of early and preschool age in kindergartens, it is extremely important to ensure a high level of the same competencies among kindergarten teachers. In this context, programs have been developed with the aim of developing self-awareness, emotion regulation, and resilience in kindergarten teachers in order to be effective models for children and competently develop the same competencies in children. One of them is the program RULER (Recognizing, Understanding, Labelling, Expressing, and Regulating Emotions; Hoffman et al., 2020), whose goal is the preparation and education of teachers for the implementation of socio-emotional learning as well as the improvement of emotion management skills contained in the acronym of the program. Its purpose is to train teachers to express and communicate their emotions in everyday situations and to respect and encourage children's emotions and thoughts, as well as to effectively regulate them, which affects their personal and professional development.
The second is the PROMEHS program (Tatalović Vorkapić, Colomeischi & Ornaghi, 2023), which, based on the CASEL theory of social-emotional competencies, describes five dimensions: self-awareness, self-regulation, awareness of others, relationships with others, and responsible decision-making. This program emphasizes the importance of developing all five dimensions of social-emotional competence in teachers in order to be effective in developing the same in children of an early and preschool age. At the same time, education is key, and with it competencies are acquired that not only lead to effective educational work with children, but also contribute to a higher level of well-being and mental health of the children and the teachers themselves.
These two and other similar programs speak in favour of the implementation of socio-emotional learning programs for the purpose of promoting emotional intelligence and improving the way teachers work. Teachers with highly developed emotional competencies can better recognize the strengths and weaknesses of their students and thus better adapt their teaching to their needs. In addition to students, teachers also have to regularly communicate and cooperate with parents, which requires developed emotional and social skills in order to resolve conflicts and find adequate strategies and solutions in challenging situations.
Today it is known that research studies, as well as educational practice itself, have shown that emotional intelligence and emotional competence of teachers is one of the key factors in the control and perception of stress and feelings of burnout in the context of kindergarten. The aforementioned competencies certainly affect the quality of work and communication of kindergarten teachers, both with each other and with children and their parents/families. Depending on the level of developed emotional competences, especially in the adequate and timely recognition of emotions and their expression and regulation, kindergarten teachers will have different approaches to challenging situations, and thus different perceptions of stressful events and the possibilities of solving them, which is all extremely important for the overall experience of a possible professional burnout. Emotional competencies are crucial in the perception of a sense of control at work and support among kindergarten teachers.
It is interesting that, depending on the extent to which they are developed, they can be both a risky (lowly developed) and a protective (highly developed) factor in the professional activities of kindergarten teachers, and, in addition, in their personal life and in general for their well-being and mental health. It is extremely important to promote emotional competencies as well as the training of kindergarten teachers in socio-emotional learning programs in order to achieve stronger relations between kindergarten teachers and children, and better educational work. In addition, together with parents, kindergarten teachers are key models of desirable behaviour for children, and it is definitely necessary to invest in quality parenting as well as in the well-being of kindergarten teachers.
From the above, it is noticeable that there is an emphasis on preserving mental health as a key point for maintaining the well-being of employees. At the same time, it is important to keep in mind the specifics of work in kindergartens, where the specific cultural context, as well as the educational system and policies of a particular country, are significant determinants of the quality of educational work and the possibility of adequate adaptation of kindergarten teachers. It is known that stress is certainly one of the factors leading to the deterioration of mental health and resilience, and it is crucial to provide kindergarten teachers with the conditions for the development of competencies for more efficient coping with various challenging conditions. A large number of previous studies indicate a connection between emotional competence and resilience, and both concepts are related to stress. Possessing emotional competencies and emotionally intelligent behaviour is also associated with increased resilience and leads to better general functioning of the individual.
One of the key competencies is certainly the already mentioned resilience. The motivation and inner values of kindergarten teachers encourage emotional and professional competencies that foster resilience and enable them to face stressors and turn potentially negative situations into personal and professional resources that help them in their further work. Resilience develops simultaneously through positive and negative factors, depending on the way the individual reacts to the aforementioned factors. It is dependent on personal resources and external factors. This is also supported by the connection between positive emotions, resilience, and lower levels of stress compared to negative emotions, lower psychological resilience, and higher levels of stress. Based on all of the above, it is evident how important emotional competencies are for the development of resilience and the maintenance of mental health at the workplace, especially in highly stressful environments. Therefore, it is important to strengthen kindergarten teachers’ competencies for mental health and well-being (Tatalović Vorkapić & Pereša, 2024).
Given that institutional education implies that children spend most of their day in institutions for early and preschool education, kindergarten teachers’ behaviour towards children and the way in which they convey positive and negative emotions are of utmost importance. Through the strategies of planning and leading the educational process, kindergarten teachers convey their attitudes, values, and way of thinking to the children, thereby largely characterizing the child's perception model. It follows that the child's adoption of an optimistic attitude towards life largely depends on the extent of his/her exposure to positive examples in his/her environment. In addition to parents, kindergarten teachers also play a decisive role in this regard through their behaviour. Active participation in practical activities that are related to the child's life experiences strengthens the child's sense of self-confidence and competence. By marking the child's efforts and achievements, learning becomes a positive experience and encourages the child to continue learning.
Kindergarten teachers, as models of emotionally competent behaviour with high levels of resilience, have a significantly greater influence on the possibilities of developing the same competencies and behaviours in the children they work with. In an educational environment that stimulates resilience, children are accepted as individuals who decide and participate in their own social action in the process, as well as in the manner, goals, and content of their actions and learning, where the provision of motivation and support represents a significant role of kindergarten teachers. By providing children with the opportunity to choose and decide for themselves, as well as to recognize their own effort and success, kindergarten teachers send the message to the children that they have a positive opinion of them and high expectations, and the result of this kind of action and relationship is the child's successful achievements and outcomes.
Teacher X enters the class. Today is the birthday of Child Y. Child Y is very excited. The teacher starts the usual birthday preparations. A special birthday chair and a crown are needed. There are some cookies to be served and songs to be sung.
Suddenly, Child Z shouts: “Birthday parties are stupid! Child Y is stupid, I don’t like him!”
Child Y starts shouting angrily too, and both children get into a fight.
Have you had experience with a similar situation – how did you react, how did you feel, would you change anything? If not, how would you react? How would you feel?
Teacher X recognizes his/her own emotional response to the conflict and stays calm. He/she should take a deep breath and avoid reacting impulsively. Teacher X has to use a calm tone to address the situation. Teacher X should tell Child Z that he/she recognizes how upset he is, and tell Child Y that it is justified to get angry in such a situation, and then invite them to talk about what can be done. By demonstrating emotional awareness and regulation, it is important for the creation of a safe and supportive atmosphere. This situation could serve as an example that every emotional moment is an opportunity to teach children how to navigate their feelings and relationships. Even when conflicts arise, we can guide children toward positive resolutions.
Teacher A had an urgent phone call. His/her mother had an accident and was taken to hospital. He/she suddenly feels very weak and is close to tears. Back in class, the children are eager to finally start some funny movement games they chose before the phone call came in.
Have you had experience with a similar situation – how did you react, how did you feel, would you change anything? If not, how would you react? How would you feel?
Teacher A has to acknowledge and process personal emotions, and take a moment to settle down. He/she can take a few deep breaths and acknowledge the emotional response internally: "‘This is upsetting, and it’s okay to feel this way.’" If necessary, he/she can seek support from a colleague. It is important to demonstrate self-awareness and emotional regulation in challenging situations.
It's lunchtime. The children have returned from the yard and are preparing for lunch. They set the table and serve the food, while teachers supervise and monitor whether someone needs help. Boy F is picky and doesn't like today's meal. He refuses to eat. Teacher A tries to persuade him to at least try, but F is persistent. A then offers him a cookie, so he won't be too hungry. Educator B believes that this is wrong, both in relation to the boy and towards the other children.
Have you had experience with a similar situation – how did you react, how did you feel, would you change anything? If not, how would you react? How would you feel?
Teacher B has to show an understanding and regulation of emotions, respect for the colleague, and a commitment to problem-solving, in order to avoid impulsive criticism. Both teachers need to acknowledge shared goals, namely what’s best for F and the group. Teacher B could use I statements to avoid defensiveness from Teacher A.
Teacher A has been talking to Child C for some minutes. C is not willing to stop throwing building bricks in the classroom. A tries his/her best, explaining to the child that the whole group is disturbed and the action is also dangerous. C does not change his/her behaviour. By now A has become quite distressed and starts to raise his/her voice. Educator B comes closer, very lightly touching Teacher A’s arm and asking gently:
“A, could you help me? I forgot to fetch the water bottle in the kitchen.”
Have you had experience with a similar situation – how did you react, how did you feel, would you change anything? If not, how would you react? How would you feel?
Teacher A has to recognize personal stress, accept help, and use the interruption constructively to self-regulate emotions and behaviour. Teacher A could take a moment to step away from the situation to regulate his/her emotions. The reaction of Teacher B shows collaboration and openness to supporting colleagues.
X is an educator in a daycare center. He/she finds it often hard to stay calm in stressful moments. X addresses M, the head of kindergarten, and asks for support: “M, I am awfully ashamed about that, but I notice that I sometimes become upset when conflicts between the children escalate or when I feel overwhelmed in my role. This leads to situations where I don’t always manage my own emotions well. Last Friday I ended up shouting in front of the group.”
M reacts calmly and supportively. Without blaming X, M points out that aggressive behaviour towards children harms them and is unacceptable. On the other hand, M tries to empower X by giving useful advice.
Have you had experience with a similar situation – how did you react, how did you feel, would you change anything? If not, how would you react? How would you feel?
M can start by appreciating X’s openness and willingness to seek support. M can offer constructive feedback and support, and address the importance of maintaining composure in a professional and non-judgmental way. The head of kindergarten should foster a safe and supportive environment where X feels encouraged to improve his/her emotional regulation and reduce stress responses.
One morning Teacher M enters the classroom holding a very small guitar in his/her hand. Children are curious. They count the strings. This guitar only has four! They start a media research and find out the instrument is a Ukulele. They even find out that the funny name Ukulele means 'Jumping flea'. Together with M they start to invent a short song about a happy jumping flea. The children love the Ukulele, and they are very proud of their own self-composed song. Every day in the afternoon M plays the Ukulele for some minutes. He/she never forgets to end with the 'Jumping flea song'. Children sing or hum along when they feel like it. Some start dancing and jumping or join in clapping their hands. Others listen cheerfully without interrupting their current actions.
Have you had experience with a similar situation – how did you react, how did you feel, would you change anything? If not, how would you react? How would you feel?
Teacher M should carefully track all the changes and activities in the group that led to the positive outcome, since this new situation turned into a motivating and positive learning situation. Toward children, the teacher can acknowledge the new positive experience and express enthusiasm and gratitude towards everyone involved in the process. Children should be commended for their natural curiosity, attention, and activities towards learning. In addition, this situation could be used for creating connectedness and a sense of belonging in the group. The teacher is a role model who has positive emotions and manifests positive behaviour.
Teacher G enjoys arts and painting, but does not like using pre-made coloring pages.
Today, however, G gives the children copies of a drawing showing a battery. Some of the children immediately recognize what they see.
X (4;9) shouts, “Ha, it is about cars!”
G smiles and asks, “Why do cars have a battery?”
A lively discussion begins. The children talk about energy and electricity. They explain that a battery starts the engine or powers a car.
Y (5;2) adds, “And the battery has to be filled up.”
Y continues, “My mom has an e-bike. It is old. The battery has to be charged often.”
G smiles again and says, “That is the point. All batteries have to be filled up.”
Then G asks, “Can you imagine yourself as a power cell?”
G continues, “What do you need to be full of energy? If you like, you can use the copy and draw or paint your ideas.”
The children like the suggestion and start working.
Y hands a copy to G and asks, “Can you fill your battery too?”
G is surprised, but joins in.
In the evening, G sits in the kitchen and looks thoughtfully at the drawing of the battery.
G murmurs, “Is it half empty or half full?”
After a pause, G adds, “I should find more power lines to refill my battery.”
Have you had experience with a similar situation – how did you react, how did you feel, would you change anything? If not, how would you react? How would you feel?
This is one of the examples in which the teacher could recognize creativity and openness to new situations and children’s reactions. All of these should be widely embraced. Children love new, stimulating situations, ideas, and materials, and it is recommended for a teacher to always be focused on that, and always include children in co-constructing the learning situation. Listen to the voices of children! In addition, this particular situation could be related to human experiences of needing rest and restoring our energy for a new day, and the teacher serves as a fine role model.
It's summertime. Children and teachers are preparing a show. All parents will be invited. Every day children and teachers practice songs and recitations that they have chosen together and will perform at the event. Teacher P accompanies on the guitar, while teachers Z. and L. help with recitation and speaking. Efforts pay off! Singing together becomes more and more harmonious. Children's skills in recitation and acting increase. In the morning everybody is eager to join rehearsal again.
Have you had experience with a similar situation – how did you react, how did you feel, would you change anything? If not, how would you react? How would you feel?
In this situation the teacher should make children aware of having the same goal and emphasize the connectedness and togetherness while working together towards it. Each child and teacher has a certain role in this task, and children could be motivated to be responsible for that. All teachers, P, Z, and L, are role models in this situation through their mutual relationships and cooperation towards the same task.
Teacher K is very fond of animals and plants. But he/she dislikes spiders because he/she thinks they are ugly and mean and leave dust-catching sticky webs on ceilings and walls. When a new project idea comes up, the theme is 'Our little helpers in house and garden'. The children want to learn more about insects. They are very curious about spiders too.
Have you had experience with a similar situation – how did you react, how did you feel, would you change anything? If not, how would you react? How would you feel?
Teachers should become aware of their dislikes and fears regarding various things that could be of interest for children. They could gain awareness by talking with children, their parents, and other teachers. After that, depending on the level of dislike and/or fear, teachers have several options for approaching a learning situation in which children want to know something about things that cause negative feelings for them.
One option is to overcome this dislike or fear and prepare themselves for this learning situation. A second option could be to organize this learning situation with another teacher who has a lower level of dislike or fear of spiders. A third option could be to deal with this situation by inviting an expert on spiders who can explain everything about them. Finally, many picture books and other relevant materials could be used.
It is late autumn, and the days are short, foggy, and gloomy. The sun appears in the middle of the day and disappears in the early afternoon, exactly when the schedule wants children to stay indoors, between lunch, afternoon break, and snack. In both kindergarten groups with children aged four and five years, most children don't rest anymore. At mealtimes, some children complain to Teacher N. They want to play outside while it is light! N. and her/his colleague agree to break the established routine. Children may decide on their own to go to the yard after lunch. When the weather is bad or when a child wants to rest, they may stay inside. N. and her/his colleague take turns monitoring the children inside and outside.
Have you had experience with a similar situation – how did you react, how did you feel, would you change anything? If not, how would you react? How would you feel?
Regarding contemporary curriculum, one should focus on children’s voices and their interests and needs within the framework of the basic conditions for their development. This is something that Teacher N did. So, in organizing kindergarten routines, the need for spending time in nature and outdoor play should be satisfied. Through the collaboration of all kindergarten teachers, pedagogues, psychologists, and parents, all children’s proposals should be taken into consideration. Also, one should bear in mind that there are individual differences regarding described needs and organized routines.
Teacher X. (25 y.) starts working in a kindergarten after graduation. The kindergarten team has been working together for ages. The average age of colleagues is 50+. Everybody is friendly and willing to help K., but K. feels somehow strange and “too young.” The situation is also quite different from preceding internships he/she experienced in kindergartens during university studies. She/he also has some difficulties with the low educational standards in the institution.
Have you had experience with a similar situation – how did you react, how did you feel, would you change anything? If not, how would you react? How would you feel?
Teacher X can become more aware of all the new aspects of this new position, and this includes both positive and negative ones, as well as similarities and differences regarding being a teacher in this particular kindergarten. An objective approach to all these aspects is helpful. Each position—including the one described, such as the age difference—is like a coin with two sides: maybe change the perception from focusing on differences to focusing on all the great experience older colleagues could share with Teacher X. Approaching older colleagues with respect and acknowledgement is the best way to connect with them. Also, sharing concerns and questions regarding their possible mutual differences could open a new door to collaboration. In this open and sincere communication, Teacher X can be flexible, but other teachers can be flexible too, which makes this transition a rewarding experience within the professional life of a young teacher.
Early in the morning, Educator A is in charge of welcoming the incoming children in the hall. Mother Z. and her five-year-old daughter, M., are rushing into kindergarten. Z. is obviously in a hurry and shouts: “Come on, M., don’t be as slow as a snail!”
Then Z. turns to Educator A: “I don’t know why she is not able to move faster. Every morning, she manages to shake my nerves to pieces! I must show up at work on time! Other children behave much better.”
(e.g. Which reasons might drive Z. to talk the way she does? In what way might her behaviour affect the child, Z. herself, and A.?) Have you had experience with a similar situation – how did you react, how did you feel, would you change anything? If not, how would you react? How would you feel?
This situation could be used as one of the numerous examples in which parents have certain expectations of their children that could be discussed at a parents’ meeting led by the psychologist and teachers. At such meetings, kindergarten staff can provide parents with instructions on how to adjust to the situation of coming to kindergarten with their child and, at the same time, how to do this in a way that is not conflicting with their profession or the organization of other life activities. Also, parents should be educated on how to communicate their expectations to their children without harming their self-esteem and without making comparisons with other children. All parents have similar expectations, and there are various challenges that could arise. How to adequately address these challenges should be discussed during the meeting.
It is outdoor time. L. is building a sandcastle in the sandpit. She/he is using different sand molds, water, and some twigs. Teacher B. is watching and starts to wonder how long L. will go on with her/his work. Two other children join in. After some minutes they leave again. L. does not stop. B. realizes that L. has been “on the job” for more than 25 minutes.
Have you had experience with a similar situation – how did you react, how did you feel, would you change anything? If not, how would you react? How would you feel?
Kindergarten teachers should carefully observe all children and try to know each of them well. In this situation, on one hand, it is very positive that L. spends so much time absorbed and focused on the same activity. This could be a great starting point for a conversation with the child about what is going on and what she/he is doing. On the other hand, it is advisable to mention to the child in advance how long outdoor time will last, so they are prepared for the transition indoors. In addition, a similar activity could be continued indoors or resumed the next day, which could again affect the child’s social interactions in different ways. Finally, it is always useful to remind a child of his/her basic needs (going to the toilet, eating, etc.) during long-lasting games.
N. (28) has been working for five years and approaches her work very seriously. She tries to fulfill all professional tasks: address children’s needs and developmental tasks individually, be available and partner-oriented with parents, and meet the expectations of the members of the professional team regarding expertise, projects, and training. But each day seems too short to fulfill all obligations. Almost every night, N. writes reports or prepares for the next day. In the morning, N. is usually tired and feels physically exhausted all day long. During work time, N. regularly reexamines what she or he has forgotten or done wrong.
Have you had experience with a similar situation – how did you react, how did you feel, would you change anything? If not, how would you react? How would you feel?
First of all, there is no such thing as perfection, especially when we work with other human beings—in this situation, with children. If we set overly high self-expectations, this can lead to potentially stressful situations with no positive result in the end. So, it is good to set small steps toward a bigger professional goal, never losing sight of the children, since the main goal should be to achieve the satisfaction of children and their parents, creating a stimulating environment that will positively influence children’s development.
It is recommended to share your concerns and thoughts on this subject with colleagues and see how they balance their professional needs and workload. Mindfulness techniques or similar methods are very good tools to analyze all aspects of this situation and help find inner balance in dealing with them.
Even when things go haywire at work, T. (43) remains calm. R. (25), her/his colleague, wonders: “How do you do that? I am completely freaking out, but you come up with a brilliant idea and the children calm down.”
T. replies: “In one way, it might be in my genetic makeup. I am on the calmer side. On the other hand…”
T. laughs, “it’s hard training!”
“So, you are doing workouts in the evenings?” R. asks.
T. shakes her/his head, “Yes, I do sports, but mainly my ‘training’ is about how I do things day-to-day in kindergarten. For example, I am very aware of my breathing, and I know how to ‘ground’ myself when things get tough. I have established some routines. You know, the way I prepare my tea — things like this. I had severe heart problems five years ago. This was a real wake-up call. Thereafter, I established routines. I find this very helpful!”
Have you had experience with a similar situation – how did you react, how did you feel, would you change anything? If not, how would you react? How would you feel?
Sharing good habits and practices with colleagues is one of the most positive things within teacher collaboration and social support. Even though there are no single, universal recipes for everyone, a presented strategy or technique could be inspiring for another teacher. Also, we cannot expect that we are all the same, or that we all have the same reactions in certain situations. However, we can find our own way to deal with everyday challenges in kindergarten.
In-depth personal analysis of needs and interests, communication and support from colleagues in kindergarten, continuous professional development, and always putting children’s needs at the center present solid guidelines to become a competent, satisfied, and positive teacher.
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.
All contents, in particular texts, pictures and graphics, are protected by copyright. Unless expressly stated otherwise, copyright is held by sel.eduskills.plus and is licensed under Creative Commons Attribution - Non-commercial - Distribution under the same conditions 4.0 International license. They may be subject to the terms of the license.
© 2024-2026 sel.eduskills.plus | Impressum