Grotberg, cited in Hiew (1998) states:
We see resilience as…
"Resilience can be defined as a person's, group's, and community's capacity and will to thrive in unhealthy life situations. A resilient person strives to survive, minimize and overcome the damaging effects of life's adversities".
We see resilience as…
“Resilience is the capacity to deal successfully with the obstacles in the road that confront us while maintaining a straight and true path towards life’s goals”
(Brooks & Goldstein, n.d.)
A Resilient Child
As beginning teachers, we have worked with children at several schools and childcare settings, and we strongly feel that it is very important for teachers to promote resiliency in children. Children start to develop emotional, social and cognitive skills at a very young age. Therefore they should develop and carry positive attitudes when they are learning cognitively, interacting socially with peers and adults that are around them and when facing with different emotions in their daily lives.
"The best period to foster resilience is during early childhood"
(Werner & Smith, cited by Hiew, 1998)
Hence, a resilient child, to us, is…
“Resilient children usually have four attributes: social competence, problem-solving skills, autonomy, and a sense of purpose and future”
(Bernard, cited in Dirling, 1999)
“…resilient children exhibit: heightened sensory awareness, high positive expectations, a clear and developed understanding of one’s strengths relating to accomplishment, and a heightened, developing sense of humor”
(Berline, cited in Pizzolonge & Hunter, 2011)
Teaching Resilience
When teaching children to become resilient, teachers or adults have to…
- Be supportive
- Be caring
- Be encouraging
- Hold expectations in what they want children to achieve or attain by the end of the day
- Listen to children’s voice and to respect them
- Express their love for children
- Acknowledge what children can do
“Families and communities have a great influence on a child’s ability to be resilient”
(Pizzolongo & Hunter, 2011)
“Children who demonstrate resilience comes from families and communities that provide caring and support, hold high expectations, and encourage children’s participation”
(Bernard, as cited in Pizzolongo & Hunter, 2011)
