The Circle of Security Classroom Approach (COSC) offers a fresh lens for educators that respects the many challenges teachers face when caring for so many children, and that is grounded in the science of children’s brain development and attachment systems. The model gives teachers and children a real chance to feel connected, included, and safe. Alongside a supportive and trusting organizational culture, the COSC Approach can help educators thrive in the following ways:
1. Creating a supportive space for reflection without judgment
The COSC Approach provides a non-judgemental space for educators to connect and reflect together on their relationship goals with children. In this space, they can explore what they are doing and what they would like to do differently to meet children’s needs in an education and care setting with the support of their peers, and the guidance of trained COSC Coaches.
‘Meeting with a group of educators was helpful for me.’ (Early Childhood Educator – Room Assistant).’
2. Providing a clear map to understand children’s needs
The Circle of Security graphic is one of many resources educators receive when they learn about the COSC Approach. Taken together, these resources help educators develop a shared language for understanding and talking about children’s needs, and a compass to guide service-wide responses to children’s behavior.
‘I thought the Circle of Security was a metaphor. What I didn’t realize was how literal the Circle of Security is. We can see it. We can see it all the time and this makes knowing what children need from us to be ready to learn so much clearer.’ (Early Childhood Education Centre Director).
3. Honoring educators’ innate wisdom about what children need from them to feel secure
Challenging behavior is the most common reason given for teacher stress, burnout, and resignations. Teachers often feel under-supported or lack resources to know how to navigate the complex behaviors they see in their work. COS Classroom gives teachers a way to make sense of and respond to challenging behavior that honors their wisdom as caregivers and supports their connection with their students. It also helps teachers to know their role in supporting children who might be struggling and have a sense of how to help. Teachers who feel more confident in their approach to behavior guidance, and who are supported to implement what they know, tend to feel less stressed.
‘I always felt pulled to respond to behavior in this way, but didn’t feel I had permission to act on these instincts…I realize now I was pushing down very natural responses to children, and that many loud social and cultural messages about children’s behavior have been mixing me up. I feel confident I know what children need from me, and I now have the language to justify my response.’ (Early Childhood Teacher).
4. Strengthening the relationship between educators, children, and families
The COSC Approach helps teachers learn not only about the incredible influence their relationships with children have on children’s futures but also invites empathy and collaboration with parents. Being able to approach a parent without blame and work with them to support their child makes a huge difference in the child’s sense of trust and safety in the education and care setting.
‘I am most proud of the relationships I have been able to build with parents through what I have learned in the COS-Classroom approach.’ (Senior Educator – Room Leader).
Successful collaboration and healthy relationships with parents help educators feel appreciated in their role and more positive about their work.
‘I can see my daughter is thriving since her teachers started using this approach, and I am learning so much that is helping me with her at home too.’ (Mum of a neurodivergent child in pre-school).
5. Providing access to a coach to support practice and growth
When educators have access to a skilled coach who can support them to make sense of the new information they have learned and help them practically to apply it with the children in their classroom, they tend to feel supported and capable.
‘I valued the chance to unpack with my coach what was happening for this child. I was nervous about seeing myself on video, but it was such a powerful experience. I saw things I was doing automatically without awareness that I am now more conscious of and can choose to do differently. I also learned things about myself that I was surprised about … things I’m quite good at. I saw this child’s behavior in a new light, and our relationship has changed for the better.’ (Educator- Inclusion Support).
At the end of the day, educators don’t stay because all children are behaving well. They stay because they feel valued, trusted, and supported in their work, and because they feel connected to the children in their care. They stay because of relationships. COS-Classroom puts relationships front and center, benefiting children and educators both.
