We have no choice about how we feel, but we can choose whether to dismiss or address our feelings – and those of the children that we work with.
The ability to acknowledge and make sense of what we, and others, are feeling is often referred to as ‘emotional intelligence’ – an idea introduced by Daniel Goleman in a book of that name – and should form a natural part of child-centred practice.
So, do you tend to ignore your own and children's difficult emotions through distracting practical tasks? Or do you try to find words, music, movement, art or other experiences that give expression to feelings and help provide a better understanding of them?
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