[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-601413-105":59,"doc-detail-601413-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","relationship-anchors-to-support-young-childrens-resilience","Relationship Anchors to Support Young Children’s Resilience","","Historically, infant toddler programs emphasize relationships as central to teaching and learning, and this approach is especially important for children exposed to trauma. The text explains how varied maltreatment and stressors can disrupt early brain development and long-term outcomes, while also defining resilience as positive adaptation under adversity. It introduces the Relationship Anchors Framework for Supporting Resilience (RAF/R) and details relationship anchor strategies aligned with required relational supports.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/relationship-anchors-to-support-young-childrens-resilience/601413/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/relationship-anchors-to-support-young-childrens-resilience/601413.png","ImageObject",300,407,{"name":92,"@type":93},"hdkawk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-16","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why are relationships considered central in infant and toddler programs?","Question",{"text":112,"@type":113},"The text explains that relationship-focused teaching is grounded in theory and research linking relationships to development and learning, supporting positive outcomes for all children and especially those exposed to trauma.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What defines resilience in this article?",{"text":117,"@type":113},"Resilience is defined as a dynamic process of positive adaptation within the context of significant adversity, supported by stable, responsive, nurturing relationships.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the Relationship Anchors Framework (RAF/R) provide?",{"text":121,"@type":113},"RAF/R offers a framework for infant and toddler teachers to keep relationships at the forefront of teaching practices, using relationship anchors to provide stability and responsive support.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},601413,1792113282,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},3985747859855,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Relationship Anchors to Support Young Children’s Resilience  \nLisa Leifield  \nHistorically infant toddler programs have had a focus on relationships as central to their approach to teaching and learning. This emphasis is based on years of theory (Bronfenbrenner, 2005) and research highlighting the role of relationships to development and learning (Shonkhoff & Phillips, 2000) . A relationship-based approach to working with infants, toddlers, and twos’ is important for all children, but particularly for those exposed to trauma (Sciaffara, Zeanah & Zeanah, 2018) . Reports indicate that the prevalence of trauma in young children is high (Bartlett & Smith, 2019) and that most early care and education teachers will encounter children who have experienced trauma (Bartlett, Smith, & Bringewatt, 2017) .  \nAll types of child maltreatment – physical abuse, sexual abuse, emotional abuse, and neglect – are sources of traumatic experiences (Center for Early Childhood Mental Health Consultation [CECMHC], n.d.) . Other types of experiences that link to trauma include parental substance abuse, domestic violence, natural disasters, prolonged separation from parents (CECMHC, n.d.), and untreated mental illness (Bartlett & Steber, 2019) . The COVID pandemic has also been identified as a source of stress and traumatic experience that may impact babies, teachers, and their parents (Osofsky & Costa, n.d.) .  \nYoung children are disproportionately impacted by trauma (Barnett & Hambien, n.d.) and are more vulnerable to the impact of trauma (Bartlett et al. , 2017) . Trauma in the early years’ impacts  \nbrain development (Bartlett, et al., 2017; Sciaffara et al. , 2018), which has both immediate (Bartlett & Smith, 2017) as well as long-term consequences for young children  \n(Bartlett & Steber, 2019; Sciaf  \nfara et al. , 2018) .  \nPromoting resilience has been identified as an approach to support positive developmental outcomes of children who have experienced trauma (Sciaffara et al. , 2018) . Resilience has been defined as “a dynamic process encompassing positive adaptation within the context of significant adversity”(Luthar, Cicchetti, & Beck  \ner, 2000 p. 1) . A consistent finding in the resilience litera  \nture is the protective role of stable, responsive, and nurturing relationships in supporting resilience (Center for the Developing Child, 2015; Sciaffara et al. , 2018; Bartlett & Steber, 2019) . High-quality early care and education programs are ideally positioned to support resilience (Sciaffara [et. al](et. al). , 2017) through their relational approach, which is reflected in quality program standards (NAEYC, 2019) .  \nThe purpose of this article is to introduce the Relationship Anchors Framework for Supporting Resilience (RAF/R) . RAF/R provides a framework that infant and toddler teachers can use to ensure relationships remain in the forefront of their teaching practices. An anchor is defined as “a reliable or principle support” (Merriam-Webster, n.d.) . Relationship anchors (RAs) are strategies teachers can use to provide support and stability for consistent, predictable, responsive, and nurturing relationships. RAs support the relationship requirements identified by Shonkhoff & Phillips’ (2000) seminal summary of child development research, which identified that children require eight things from relationships. Seven of these requirements are particularly relevant to children exposed to trauma. These include: 1) reliable support, 2) responsiveness, 3) reciprocal exchanges, 4) support for the growth of new skills and capabilities within the child’s reach, 5) protection, 6) affection, and 7) respect. Figure 1 illustrates the three sets of RAs. These include: 1) trauma sensitive practices, 2) practices that support continuous use of trauma sensitive practices, and 3) relational partners.  \n6 Dimensions • Volume 50/Number 3  \nRelationship Anchor Set 1: Use of Trauma Sensitive Practices  \nRelationship Anchor 1: Attuned interactions within rela","cbCaioZv2cBMlI3H","https://ap.wps.com/l/cbCaioZv2cBMlI3H","pdf",203618,"English","# Relationship Anchors to Support Young Children’s Resilience\n## Relationship-based teaching and trauma impacts\n## Resilience and protective relational factors\n## Relationship Anchors Framework (RAF/R)\n## Relationship Anchor Set 1: Use of Trauma Sensitive Practices\n### Relationship Anchor 1: Attuned interactions within relational routines","[{\"question\":\"Why are relationships considered central in infant and toddler programs?\",\"answer\":\"The text explains that relationship-focused teaching is grounded in theory and research linking relationships to development and learning, supporting positive outcomes for all children and especially those exposed to trauma.\"},{\"question\":\"What defines resilience in this article?\",\"answer\":\"Resilience is defined as a dynamic process of positive adaptation within the context of significant adversity, supported by stable, responsive, nurturing relationships.\"},{\"question\":\"What does the Relationship Anchors Framework (RAF/R) provide?\",\"answer\":\"RAF/R offers a framework for infant and toddler teachers to keep relationships at the forefront of teaching practices, using relationship anchors to provide stability and responsive support.\"}]","Relationship Anchors to Support Young Children’s Resilience | PDF",1792092560,18]