The Circle of Security

The theory and research behind the ‘Circle of Security’…

The Circle of Security is a framework that was developed by three therapists: Glen Cooper, Bert Powell, and Kent Hoffman. It is based on attachment theory and the importance of building resilient children, children with a strong sense of emotional security (Spreeuwenberg, 2018).

When we look at the visual image of the Circle of Security we have the top of the circle, which is the child’s need to explore and go out. At the bottom of the circle is the child’s need to be protected and cared for. As educator’s we sit at the top and the bottom of the circle by supporting that child to feel the confidence to go out and explore, and then feel that they can come back in and be nurtured and cared for if they are scared, worried or upset for any reason (Spreeuwenberg, 2018).

The framework of Circle of Security is that it helps educators understand and interpret the behaviours of children and their cues, and then can help them to respond appropriately to what’s going on. The Circle of Security can assist us to change our thinking to:

• Okay, hang on, let’s take a step back and really look and think?about?what’s going on for this child. Where are they, in terms of the circle?
• Are they at the top of the circle or the bottom of the circle?

And once that is established you can then respond appropriately to their needs (Spreeuwenberg, 2018).

From a theoretical perspective, the Circle of Security is based on attachment theory. In terms of more recent developments related to neuroscience, theorist John Bowlby was one of the original theorists to define attachment theory. He found that there is a unique and important relationship that an infant will develop with their parent or their primary caregiver. This relationship is critical to their emotional and cognitive growth and development. Babies are born with this innate, biological behaviour that drives them to form a relationship with their caregivers, because they need to for survival. How they are responded to by those primary caregivers in their lives helps them learn?about?what a relationship is. So, it’s important how we respond to a child, it needs to be:

• gentle
• nurturing
• consistent
• and responsive.

In doing so the child then understands what a nurturing relationship looks like and forms this within from an early age, which then becomes part of how they form future relationships (Spreeuwenberg, 2018).

The Early Years Learning Framework (EYLF) outlines socio-cultural theories that emphasise the central role that families and cultural groups play in children’s learning, as well as the importance of respectful relationships (ACECQA).

Research has shown that babies are both vulnerable and competent. Babies’ first attachments within their families and within other trusting relationships provide them with a secure base for exploration and learning. Through a widening network of secure relationships, children develop confidence, feel respected and valued. Educators who give priority to nurturing relationships and providing children with consistent emotional support can assist children to develop the skills and understandings they need to interact positively with others (ACECQA).

What does the ‘Circle of Security’ look like in Early Childhood Education…

If we could write in one word what the Circle of Security is, what would you think of?

For me it is relationships.

Relationships are integral to Early Childhood Education, Quality Area 5 of the NQS is Relationships with Children. ACECQA defines this Quality Area as?‘the aim of Quality Area 5 under the National Quality Standard is to promote relationships with children that are responsive, respectful and promote children’s sense of security and belonging. Relationships of this kind free children to explore the environment and engage in play and learning’?(Australian Children's Education & Care Quality Authority [ACECQA], 2021).

Within the EYLF we?talk?about?relationships as being fundamental in supporting a child’s sense of belonging, being and becoming. Children’s earliest learning and development takes place through relationships, be that family, community, culture, and place. We also know that children thrive when families and educators work in partnership to support young children’s learning (ACECQA).

The Circle of Security is a way of thinking that enables educators to look beyond a child’s immediate behaviour and think?about?how to meet the child’s emotional needs through connection and relationships (Dolby, 2017).

As educators we can build secure attachments with children, establishing a Circle of Security by:

• Supporting children’s secure attachment through consistent and warm nurturing relationships (ACECQA).
• Supporting children in times of change and bridge the gap between the familiar and the unfamiliar (ACECQA).
• By being emotionally available and support children’s expression of their thoughts and feelings (ACECQA).
• Recognising that feelings of distress, fear or discomfort may take some time to resolve (ACECQA).
• Spending time interacting and conversing with each child (ACECQA).
• Modelling explicit communication strategies to support children to initiate interactions and join in play and social experiences in ways that sustain productive relationships with other children (ACECQA).
• Acknowledging children’s complex relationships and sensitively intervening in ways that promote consideration of alternative perspectives and social inclusion (ACECQA).
• Ensuring that children have the skills to participate and contribute to group play and projects (ACECQA).
• Conducting judgement-free, empathetic discussions?about?behaviour with children, parents, educators, and other carers (Dolby, 2017)
• Tailoring your approach to reach children who are difficult to connect with (Dolby, 2017).
• Making use of important transition times to build strong emotional links with families (Dolby, 2017).
• Increasing the understanding of your personal emotional map to assist you in reflecting on and improving your practice (Dolby, 2017).
• Helping children develop social skills by being with them, and with their peers (Dolby, 2017).
• And most importantly, continually assessing children as to where they are sitting within the circle – on the top? Or on the bottom?

Time to reflect…

When we consider all the above what happens in those first few years of life and how a child is responded to will affect them for the rest of their life.

What impact do you want the relationships you establish with the children in your care to have? How are you going to adapt your practice to ensure you are open and available for all children in your care, and provide opportunities to be this safe base for them?

References

Australian Children's Education & Care Quality Authority [ACECQA]. (n.d.).?The Early Years learning Framework for Australia: Belonging, Being and Becoming.?Australia: Australian Government Department of Education and Training, for the Council of Australian Governments.?ACECQA

Australian Children's Education & Care Quality Authority [ACECQA]. (2021).?Quality Area 5 – Relationships with children. Retrieved January 12, 2022, from Australian Children's Education & Care Quality Authority:?https://www.acecqa.gov.au/.../quality-area-5...

Dolby, R. (2017). The Circle of Security: Roadmap to building supportive relationships.?Early Childhood Australia Publications. Retrieved January 12, 2022, from?https://www.earlychildhoodaustralia.org.au/.../circle.../

Spreeuwenberg, R. (2018, August 01).?Circle of Security and Attachment Theory. Retrieved January 12, 2022, from Hi Mama: Early Childhood Education Blog:?https://www.himama.com/.../circle-of-security-and.../