# Building a culture of connection in early childhood education: The Hand in Hand Foundations Course

## TL;DR

This study explores how a course for early childhood educators helps build stronger relationships with children through connection-based tools and practices.

## Contribution

The study introduces and evaluates a novel 8-week course for early childhood educators focused on connection-based practices.

## Key findings

- Educators found the course tools useful and reported improved relationships with children.
- Participants highlighted the need for ongoing support and learning opportunities to sustain course implementation.
- The course showed potential for enhancing educator and child well-being in early childhood education.

## Abstract

Healthy early childhood development unfolds in the context of relationships with important caregivers, including early educators. Grounded in the evidence on early relational health, the 8‐week Hand in Hand Foundations Course for Early Childhood Educators teaches a novel connection‐based approach to understanding and responding to young children's emotions. Educators learn five tools for bolstering connection during emotional experiences (Staylistening), increasing positive and playful interactions with children (Special Time, Playlistening), responding to challenging behavior (Setting Limits), and creating sustainable, peer‐supported reflective practice groups (Listening Partnerships). The goal is to foster stronger educator‐child relationships, improve well‐being for educators and children, and build a culture of connection and reflection in ECE. This mixed‐methods pilot study of the Foundations Course in the United States investigated educators’ experiences with the course, soliciting input on the feasibility of using the tools in the classroom and areas for improving the course. Educators reported that the theories resonated with them, they incorporated many of the tools, and they saw benefits for children and the ECE community. They also expressed a need for ongoing learning opportunities, implementation scaffolding, and organizational support. These findings have implications for supporting educator and child social‐emotional health and potential future revisions for the course.