The issue of covering such a complicated social topic as homelessness with children of pre-school age is something that makes most parents hesitate. When taken responsibly and sincerely, these discussions are not only about giving information, but a rich chance of practicing empathy, social awareness, and a sense of belonging. We have a holistic view of development at Kinder Ready Tutoring, and this includes the development of the entire child, the social-emotional and character education of the child. Elizabeth Fraley Kinder Ready philosophy offers a cautious model on how to handle such delicate conversations to transform such difficult observations into lessons that resonate with the aim of developing a caring and responsible student.
The basis of this discussion is the quick, easy-going, and straightforward explanations. The analysis of socioeconomic level is not necessary in a young child. They require a clear and reassuring answer to the things they observe. The most important thing is to use practical words that they are familiar with. E.g., sometimes people have no house to live in. They may not even have a bed or a kitchen. In our society, there are special places and special people who attempt to assist them. This is a strategy that fits into the Kinder Ready Elizabeth Fraley approach of explaining things using clear and understandable language and is an honest answer to a question without causing unnecessary fear or misunderstanding. It appeals to the immediate curiosity of the facts that are conveyed in a developmentally appropriate manner.
After this description, it is important to emphasize the development of empathy and compassion, and not pity. The aim is to create a sense of understanding and benevolence. Questions such as, “How would you feel about not having your own bed to sleep in?” you can ask. This makes the child think about the view of another person, which is a fundamental aspect of social-emotional learning, which is actively taught in Kinder Ready Tutoring sessions in literature and discussion. Divert the discussion to practical benevolence and the significance of community assistants, which can make a child understand that the issue is large. Still, the correct reaction is care and assistance.
Lastly, these talks must be linked to age-related action and gratitude. The child may feel desperate, so to prevent this, direct the child into simple and concrete activities that can be similar to the family values. This may include giving away unwanted toys or clothes in one bundle or creating cards with a local shelter. This helping habit asserts the message that anyone can do a lot of good in their community. At the same time, it gives a natural transition to the practice of being thankful for the home, family, and safety of the child themself, without making it seem like a comparison. This prudent combination of understanding, empathy, and action is the principal feature of the character-building component of the Elizabeth Fraley Kinder Ready Tutoring philosophy.
When parents approach this subject with integrity, compassion and a sense of kind deed, they go beyond getting a tricky question answered. They are proactive in developing their child to have social awareness and moral reasoning. These values are strengthened by partnering with Kinder Ready Tutoring because the holistic approach to the program fosters the growth of socially-conscious individuals capable of empathy, who are not only school-ready, but who are ready to be responsible contributors to their community.
For further details on Kinder Ready’s programs, visit their website: https://www.kinderready.com/.
YouTube Channel: https://www.youtube.com/@ElizabethFraleyKinderReady
