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The concept of ‘professional love’ in early childhood education and care has been gaining momentum as educators and researchers recognise its profound impact on young children’s development and wellbeing. Dr Jools Page, a respected expert in the sector, has dedicated her research to exploring the significance of emotional connections between educators and children. As she prepares to deliver a keynote address at the ECA National Conference, Dr Page shares her insights, shedding light on the transformative power of ‘professional love’.
Dr Page’s extensive research has revealed that parents, particularly mothers, place great importance on professionals who demonstrate love for their children in early years settings, especially for infants and toddlers. This led her to introduce the notion of ‘professional love’, which encompasses the love of an educator for a child in their care, with the permission and trust of the parent. According to Dr Page, ‘professional love’requires a deep understanding of reciprocal relationships and places the child’s voice and needs at the forefront. As she puts it, ‘There is no shortcut to building authentic and trusting relationships. It takes time and can be difficult because it requires the professional to de-centre and be non-judgmental.’
While terms such as ‘care’ and ‘attachment’ are commonly used in the early childhood sector, ‘professional love’ offers a unique perspective. Dr Page highlights that ‘professional love’ goes beyond basic affection and encompasses love, intimacy, and care. It requires educators who possess both intellectual capacity and emotional resilience to understand the complexities of human relationships, drawing from theories such as Attachment Theory and the Ethic of Care.
As Dr Page explains, ‘The professional’s ability to form a suitable attachment relationship with infants and toddlers, based on the principles of Attachment Theory and the Ethic of Care, plays a significant role in cultivating “professional love”.’
Cultivating ‘professional love’ in early childhood settings yields multiple benefits for both educators and children. As Dr Page describes, ‘When infants seek close proximity to their key adult, it reflects their normal and healthy desire for comfort and affection.’ Dr Page’s research reveals that appropriate loving relationships between adults and children in early years settings foster feelings of safety, security, and love, which are vital for optimal learning and development.
‘When children feel safe, secure and loved, they are well set-up and ready to learn,’ says Dr Page, highlighting the importance of ‘professional love’ in creating a conducive environment for children’s growth.
Building ‘professional love’ necessitates strong relationships between educators, families, and children. Dr Page has developed a model called the Triangle of Professional Love (ToPL) which outlines five essential steps for nurturing these connections. However, she emphasises that the ToPL model is intended as a framework for early years settings to develop their own unique approach to ‘professional love’, rather than a one-size-fits-all solution.
‘Understanding the child within the context of their family and community, getting to know the child and their parents and siblings, and de-centring oneself are crucial strategies for fostering authentic and trusting relationships,’ advises Dr Page.
The notion of ‘professional love’ may raise concerns about boundaries and professionalism. Striking the right balance between emotional connections and maintaining appropriate professional boundaries is a delicate task for early childhood educators. Dr Page acknowledges the complexity of this issue, noting that it requires intellectual understanding and emotional resilience.
‘The caring, loving professional must be able to cope with the added burden and anxiety that “professional love” brings to this work, and they need support from leaders to manage their emotional burden,’ emphasises Dr Page.
As the early childhood education and care sector continues to evolve, the significance of ‘professional love’ in fostering strong partnerships between educators, families, and children cannot be overstated. Reflective practice and a critical dialogue play pivotal roles in deepening understanding and improving practice, ensuring the appropriateness of attachment relationships with young children.
Dr Page’s insights into ‘professional love’ serve as a reminder of the transformative power that emotional connections hold in early childhood education and care. By embracing the principles of ‘professional love’ and nurturing strong relationships, educators have the opportunity to shape the lives of young children, laying the foundation for their future success and wellbeing.
In the words of Dr Page:
‘Professional love’ is not just an abstract concept. It is a tangible force that can positively demonstrate to young children that they are worthy of being loved by the educators in whose company they spend their precious time. In turn, educators can grow their confidence about how to engage in appropriate professional loving relationships, shaping a brighter and more compassionate future for all.
ECA recommends: Best Start: Understanding your baby’s emotional needs to create new beginnings.
By Lynn Jenkins
This book explains that a baby’s early experiences and interactions provide them with the beginnings of their self-beliefs, thoughts and feelings; their self-esteem and self-value; how they operate in relationships; how they behave socially; and their sense of emotional security.
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