Supporting one another and building a positive early childhood program climate

You can think of program climate like the environment in your program in terms of both the features of the program (e.g., classroom resources) and how people interact with one another. A positive program climate is characterized by high-quality instructional and social-emotional support within the classroom as well as an environment with positive and supportive interactions between directors and staff. A large part of building a positive program climate stems from how staff interact with one another and the support they receive from the program director. Positive program climate has been linked to learning and healthy social-emotional development for young children and higher levels of well-being and satisfaction among early childhood educators. High turnover rates in the early childhood education field have been an issue for a very long time; however, building (and sustaining) a positive climate is one of the most important ways to prevent and reduce turnover in the early childhood workforce.

How program directors can promote a positive climate

Not surprisingly, program directors play an integral role in building and sustaining a positive climate within early childhood education programs. It is important that all staff feel listened to, valued, and respected. Make time to meet with staff in your program and discuss not only how they feel things are going in their classroom, but how they are doing as well. In a lot of ways, cultivating a positive working climate really starts with you. Here are some other things that you can do in your own program:

• Take time to get to know your staff. This might seem straightforward, but it does not always happen. Get a sense of not only your educators’ strengths and challenges in the classroom, but who they are as people as well. Try to make time to observe their teaching practices and meet regularly to check in. It’s also important that your staff feels that you are available and that they can come to you when needed. Keep in mind, a large part of staff's willingness to come to you is also dependent on the rapport you build and if they feel they will be listened to.
• Celebrate successes! Unfortunately, even though the role is extremely important, working in an early childhood program can be a thankless job. Be sure to look for opportunities to provide positive feedback and acknowledge when someone has done a good job. Celebrate both individual and team successes. If an educator earns their CDA acknowledge their effort. If your program increases its rating level, take time to feel proud of what you’ve been able to accomplish!
• Provide opportunities for growth. Encouraging professional development among your staff goes a long way in building a positive climate. Not only will staff continue to build important early childhood competencies, but it also demonstrates that you are investing in them and that you value the work they do. Also, find time to talk with your staff about what they feel are their strengths as well as areas they’d like to improve. Again, showing that you care about their professional development is an excellent morale builder. 
• Facilitate connections. Try to set up time for staff to interact and decompress with one another. This is not something that has to be structured but can instead be informal. Simply finding the time for yourself and your staff to discuss challenges and successes can enable feelings of connection and support among everyone in the program.

How staff can promote a positive climate

Just as program directors play an important role in building a positive climate, so do program staff. Depending on your program, you may interact with other staff members much more frequently than with your director. Because of this, the interactions you have with your peers carry a great deal of weight in both your and your peers’ well-being and morale in the workplace. Here are some tips that can help you build a positive climate collaboratively.

• Remember, you're in this together. While working in an early childhood program can be draining, it is important to remember that you are not on your own. You have peers (both inside the program and outside) who have made a similar commitment as you to promote positive development in young children. It’s important that you keep in mind that you do not have to do everything on your own and that there are people in your program who genuinely care about your well-being.
• Support and connect. Do your best to support and encourage other professionals in your program. If it seems like someone is struggling, ask how you can help. Even just providing an encouraging word may help get them through the day. However, remember that like any good relationship, things should be reciprocal, and you should not feel like you must constantly take on more than you can handle, especially at the expense of your own well-being. Try to get to know your peers and connect. This can make your program a much more enjoyable workplace and will likely benefit your peers, too!
• If you're struggling, let someone know. Being an early childhood educator often comes with a lot of ups and downs (sometimes in the same day!). It is important to know that you do not need to struggle alone. If you need support, let your director or one of your peers know. This can help lift your spirits, address any issue, and help you build rapport with those around you.

Building a positive climate can be challenging, but it also has a tremendous payoff. It takes all members of a program working together to support and celebrate one another. However, when this is done, children, families, program directors, and staff all benefit! For more information on promoting a supportive, positive workplace climate, you can check out these Better Kid Care professional development courses:

• "Positive Work Environments—Where Programs and Educators Thrive!"
• "Social-Emotional Learning and a Positive Classroom"
• "Non-instructional Staff: Create a Positive Climate for Children"
• "There's Always More to Learn (for Center Directors)"
• "Coaching and Mentoring: Supporting Staff (for Center Directors)"