Circle of Security

The concept:

We as caregivers are the safe hands for children, for their families and our coworkers. When people have emotions, they will either be at the top of the circle (feeling confident) or at the bottom of the circle (feeling in-secure). Sometimes you literally see children do the circle- they go out to explore and then come back to check-in, sometimes they look back to check-in, and then they go back out to explore. The circle tells us as caregivers how to support people depending on where they are on the circle. To figure out where people are on the circle, it takes careful observations.

People can mis-cue, meaning they show confidence but are actually feeling insecure, they may look content but may be feeling insecure.

“Being with”

This is the concept of matching your energy to the one who you are supporting, if they are excited, you are too and delight in them. If they are sad, you are empathetic and offering a safe space to feel that emotion. It is not our role to correct someone’s emotions, it is our role to comfort/delight in and support people in learning HOW to express their emotions in a safe, expectable manner.

Shark Music

This is when as Educators you are attune to what causes you to feel frustrated and when you know the triggers you can then take time to mentally breathe and prepare.

Circle of Security

At Allegro we promote the usage of Circle of Security as a framework to relationship building and supporting social/emotional health. Currently, our Leadership Director and Visionary Coordinator are the only ones to facilitate Circle of Security. Here are some founding principles that underlie the Circle of Security models of intervention:

1.Attachment-complexities in infancy and early childhood increase the probability of psychopathology later on in life

2. Secure attachment relationships with caregivers are a protective factor for infants and preschoolers, setting the foundation for social competence and promoting effective functioning of the emotion regulation and stress response systems.

3. The quality of the attachment relationship is amenable to change.

4. Learning, including therapeutic change, occurs from within a secure base relationship.

5. Lasting change in the attachment relationship comes from caregivers’ developing specific relationship capacities rather than learning techniques to manage behaviour.

6. All caregivers want what is best for their children