Starting Off Right:

Building Relationships and Creating a Welcoming Environment  

By: Suzanne Adinolfi, Ph.D. | August ##, 2025

As the new school year begins, early childhood classrooms come alive with the sights and sounds of new faces, new routines, and new opportunities. For young children, this transition can be both exciting and a bit daunting. From day one, early childhood educators must focus on establishing a positive, predictable, and nurturing environment for their young learners. Children thrive when they feel emotionally safe, connected, and cared for.

Relationships Matter 

During the early years, children’s brains are developing rapidly, and relationships are the foundation of that development. Research from Harvard’s Center on the Developing Child emphasizes that “responsive, nurturing relationships with caregivers are the most important factor in supporting healthy brain development” (Harvard University, 2023). Secure attachments with consistent adults help regulate stress and support emerging social and emotional skills (Zero to Three, 2021). For preschoolers, positive relationships build the confidence needed to engage with peers, express ideas, navigate challenges, and confidently explore their world.

Here are some evidence-based strategies to help you build a welcoming environment from day one: 

Design a Cozy, Predictable Classroom

Children feel safe when the environment is familiar, well organized, and calm. Set up soft areas for quiet play and provide engaging materials in all centers. Post pictures of family members at children’s eye level and use consistent locations for materials and routines. Be sure to post a visual schedule and refer to it throughout the day. This empowers children by letting them know what to expect next. Predictable spaces help reduce anxiety and promote exploration (Curtis & Carter, 2015). 

Use Warm, Consistent Greetings

Daily rituals like greeting each child by name with a smile, handshake, hug, or high-five build trust and security. According to the National Center on Safe Supportive Learning Environments, consistent greetings signal to children that they are valued and help reinforce belonging (NCSSLE, 2020). Offer children a choice of how they want to be greeted each day. Smile, make eye contact and let them know that you are happy to see them. 

Prioritize Primary Caregiving and Continuity

Assign primary caregivers to infants and toddlers, so each child has a consistent adult they can bond with throughout the day. Continuity of care improves emotional regulation and supports secure attachment. Infants with a secure attachment style show confidence that their emotional and physical needs will be met, allowing them to explore the world, engage in relationships, and regulate emotions effectively. 

Communicate with Families Early and Often

Family partnerships begin with trust. Initiate positive contact within the first few days of school by sharing something wonderful their child did. Invite their input on routines, transitions, and cultural preferences (NAEYC, 2023). When families and educators collaborate, they create a shared responsibility for the child’s learning and well-being. This partnership allows for a more comprehensive understanding of the child’s individual strengths and needs. It facilitates individualized support and promotes social, emotional, and cognitive growth. Send home a short “Getting to Know You” form that invites families to share their child’s likes, routines, and comfort items. Use this information to establish rapport with the child and support them in navigating their new environment. 

Supporting Children Through Separation

Separation anxiety is a natural part of early childhood development, especially when children are adjusting to new routines and unfamiliar faces. It can manifest as clinginess, crying, or withdrawal when separating from primary caregivers. Recognizing that this is a normal emotional response can help families and teachers approach the situation with empathy and patience. Teachers and family members can ease the transition by using calm reassuring tones and maintaining a confident demeanor. Providing children with information about the school day and letting them know when a parent will be back empowers them by providing clear expectations. For example, say “Today we are going to paint our shadows outside. Your mom will pick you up after lunch and you can show her your painting.”

Final Thoughts

The tone you set in the first few weeks of school can create a foundation of emotional safety that supports children’s growth all year long. When early childhood educators honor each child’s experience, partner with their families, and create spaces of consistency, wonder, and connection, they do more than teach, they nurture lifelong learners. 

References:

• Curtis, D., & Carter, M. (2015). Designs for Living and Learning: Transforming Early Childhood Environments (2nd ed.). Redleaf Press. 
• Harvard University – Center on the Developing Child. (2023). Key Concepts: Serve and Return. https://developingchild.harvard.edu/science/key-concepts/serve-and-return/ 
• National Center on Safe Supportive Learning Environments (NCSSLE). (2020). Creating Welcoming Schools. 
• NAEYC. (2023). Tips for Families: Kindergarten, Here We Come!. https://www.naeyc.org/our-work/families/kindergarten-here-we-come 
• Zero to Three. (2021). The Growing Brain: From Birth to 5 Years Old. 
  

About the Author:

Dr. Suzanne Adinolfi, Ph.D.

Suzanne is the Director of Research and Content Development at Learning Beyond Paper, Inc. She holds a Ph.D. in Early Childhood Education and additional degrees in Exceptional Student Education and Psychology from Florida State University and Palm Beach Atlantic University. Her career includes 13 years at Florida’s Division of Early Learning, where she developed early learning content and led initiatives like the revision of the Florida Early Learning and Developmental Standards. She also has extensive experience facilitating the inclusion of children with special needs and mental health issues into various childcare settings. With over 10 years of classroom teaching and six years of undergraduate teaching experience, Suzanne brings a wealth of knowledge and passion to her current role. Her research is focused on teacher education, curriculum design, and the use of service learning in early childhood classrooms, which she co-authored an article on for NAEYC’s Young Children publication.