› Validating children’ s emotions › Providing options for problem solving
› Differentiating between feelings and behaviors
Educators can also teach children that it is okay for them to change their minds or to want different things at different times. For instance, Mrs. Hassan recognized that Cam may like physical touch in some instances but perhaps not unexpectedly. Cam could also want a hug from Avery or another peer on some days but not others. Children should have the ability to make choices based on their likes and dislikes. Knowing how to communicate those different feelings across situations, or even just separate instances, is a facet of self-advocacy.
Mrs. Hassan also helped Cam develop relationship skills through self-advocacy. Relationships, like preferences and needs, can be tricky to navigate and involve complex understandings of contexts. Mrs. Hassan helped Cam understand that two things can be true: We can be friends with someone and also tell them no. Setting boundaries is an important relationship skill for young children, older children, and adults.
Cam opens his eyes. Mrs. Hassan smiles and says,“ Let’ s practice.”
She points to the red sign on the laminated visual support card Cam is familiar with using.“ When you don’ t want a hug, you can say no with your voice or your pictures.”
Mrs. Hassan models again. Then she gently takes Cam’ s hand and helps him touch the red“ no.”
Cam whispers,“ No hug.” He smiles to himself and skips over to play at the water table, taking the laminated card with him.
Summer 2026 Educating Young Children 55