Relationships are central in early childhood education (ECE) communities, but what does it take for each member, from children to teachers to directors, to experience safety, stability, and nurturance in their relationships? The capacity to develop and maintain such relationships is called relational health (Garner et al., 2021). We present a framework (Figure 1) that includes three types of assets—relational, restorative, and organizational—that can support relational health within your ECE community. We describe these assets in more detail and provide strategies for supporting each one. In ECE communities that are relationally healthy, teachers experience meaning and remain in their jobs, children heal and grow, and ECE programs are more equitable and welcoming. It is in these safe, stable, and nurturing communities where members can flourish with the adversity that is part of everyday life.

In this article, we take the reader through a research-informed framework that can be used to support relational health within the ECE community. We also share ways to create an environment where relational health is valued and can support early childhood professionals in their practice and personal lives.

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