Why Relational Practice Matters in Early Years

When we talk about what matters most in early childhood education, it’s easy to focus on curriculum goals, routines and developmental milestones. But at the heart of every child’s capacity to thrive is something much more human: relationships.

Over recent years, a growing body of educators, researchers and practitioners has highlighted the power of relational practice; the idea that behaviour is not simply something to be managed, but a form of communication rooted in a child’s emotional experience, needs and sense of safety.

The thinking in relational practice emphasises that connection and understanding must come before correction; that when we prioritise relationships and emotional attunement with children, we create environments in which they feel safe, understood and able to learn in the fullest sense.

This idea resonates deeply with us at Holbourn House, where every interaction helps shape a child’s developing sense of self and belonging. The earliest experiences of care, responsiveness and co-regulation are not just nice extras - they are foundational. Relational practice in early childhood isn’t merely a pedagogical preference; it’s a protective platform for healthy development. By noticing what children are communicating through their behaviour and responding with curiosity rather than judgement, adults can help build trust, self-regulation and resilience - skills that underpin later success in school and life.

Image of a child with an Early Years Educator

That’s why we are delighted to be working with Therapeutic Thinking, an organisation providing consultancy, advice, and guidance to local authorities, multi-academy trusts and educational organisations looking to develop training based on relational practice.

Grounded in evidence-based research, Therapeutic Thinking reframes behaviour as communication rather than something to suppress, and it equips teams with tools to develop consistent language, behaviour analysis and graduated planning that respects each child’s emotional needs. It promotes internal discipline over external control, helping children grow their capacities to navigate social and emotional challenges with support rather than sanctions.

This approach naturally aligns with the way young children learn and grow. In early years settings, where attachment, curiosity, play and exploration are central, this approach helps educators and caregivers:

• Understand behaviour in context, recognising that what may appear as ‘challenging’ is often a child asking for connection, predictability or support.

• Build secure, trusting relationships that foster emotional safety - the essential soil in which confidence and learning flourish.

• Embed consistent, inclusive practice across policy, planning and interactions so that every child experiences predictability and empathy in how they are supported.

Read Therapeutic Thinking’s blog piece on LinkedIn here: https://www.linkedin.com/pulse/relational-practice-nassschools-rhege/