5. Discussion
One research question was reported in this study: Is an adults’ positive image of the child aligned with an
authoritative paradigm of teaching and learning? Findings form part of a larger study examining the adults’ role in
building young children’s social capacity.
Respondents agree that social behaviours are not innate, and children need to be taught required behaviours. This
teaching needs to be intentional, communicated in a manner that is respectful of the positive image of the child. The
adult’s role is to honour this image; to guide and to coach children as they develop and apply their social knowledge
and understanding. Adults achieve this by purposely teaching young children how to make wise behaviour choices
and how to evaluate the consequences of these choices.
Findings affirm that adults teach in ways that enable children to develop a positive sense of wellbeing and
connectedness with others in their social world. This teaching is based on secure, respectful, responsive, and
reciprocal relationships between adults and children. Children develop a strong sense of identity as they progress as
lifelong learners in supportive relationships with adults.
Rote learning based on fear and blame has no part in this teaching approach (Gartrell, 2004). Pessimistic,
helpless, uninspired, and dependent images of children also have no place. They are replaced with positive
constructive images of children: motivated, capable, curious, secure, confident, and excited to learn.
Findings indicate that parents and adults are in agreement that young children are active learners, engaging in
meaningful social learning experiences. The authoritative paradigm cultivates respectful relationships that sustain a
positive image of the child. As respondents specified, the adults’ role is one of encourager, teacher, supporter and
collaborator, guiding young children as they learn correct ways of being in secure relationship with others. It is the
adults’ response to children as they grow and develop their social capacity that builds or destroys this positive
image. When children feel liked and genuinely cared for, valued, and included, they begin to work with one another
and with staff. Adults who are respectful influence children with relationship, not just position.
Findings further confirm that adults develop relationships with children that are emotionally predictable and
stable, based on an authoritative not an authoritarian mindset. Respondents further specify that adults need to set
clear limits and consequences for misbehaviour rather than punish children’s social mistakes. Children’s curiosity
and persistence are supported by adults who structure teaching experiences, support learning attempts, and adjust the
difficulty levels of social instruction for children.
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