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Teaching Resilience
June 7, 2018
I don't carry a compass, mostly because I tend to disagree with it.
-Matt Swanson

Jarrod Green, in his book, I’m Ok: Building Resilience through Physical Play, provides a few examples of what he means when children have resilience:

“It can be working on a jigsaw puzzle even when you’re having a difficult time with it. It can be noticing there’s no seat at the table you wanted and saying, ‘Oh well, I’ll find another spot.’ It can be cuddling your teddy bear when your best friend says he doesn’t want to play with you. It can be snuggling up to a teacher when reading a scary book.”
Green describes the challenge educators sometimes face in helping children develop resilience:

“We live in a culture where there’s a lot of fear for children, especially concerning their physicality. It can be challenging to communicate about resilience with families, who rightly prize their children’s safety, and with other teachers who rightly feel charged with children’s safety…That said, resilience is a crucial part of our teaching practice. If we want children to grow into confident, engaged, fulfilled, happy members of society, they’re going to need the skills to pick themselves up, brush themselves off, and bounce back.” 

I'm OK!
Building Resilience through Physical Play

Children must learn to pick themselves up, brush themselves off, and bounce back. But how do you allow for the physicality required to build resilience when you are tasked with children's safety? This guide provides the tools and strategies for creating a culture of resilience, including families in the process, and keeping safety front-of-mind.


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