What is it that we still don’t get? – Relational pedagogy and why relationships and connections matter in early childhood

Within this literature-based article the authors consider the importance and power of relationships, within the field of early years education and care (ECEC). Drawing on the lenses of attachment and development theory, alongside current literature and research, the authors critically explore the significance of relationships in child development, including the crucial role that they play in general physical and emotional health and development, as Within this literature-based article the authors consider the importance and power of relationships, within the field of early years education and care (ECEC). Drawing on the lenses of attachment and development theory, alongside current literature and research, the authors critically explore the significance of relationships in child development, including the crucial role that they play in general physical and emotional health and development, as well as more long-term mental health and wellbeing. Children’s relational worlds have recently been challenged by the pandemic and subsequent lockdowns, social isolation and safety measures. This article argues that while the full implications of the pandemic have yet to be realised, the relational implications for children are more important than ever before. Dominant discourses regarding attachment and early bonding are discussed, alongside the lesser explored discourses around companionship attachment and how this connects to relational pedagogy, and wider notions of genetic heritage and ecocultural literacy.