Building a culture of mattering in early childhood education

Emerging research highlights that a child’s sense of mattering, feeling valued, noticed and important, is not optional, but foundational to healthy development and wellbeing.

A growing body of research highlights the importance of mattering in early childhood. Defined as the experience of feeling valued, noticed and significant to others, mattering is increasingly recognised as a core developmental need.

Insights from the Center on the Developing Child at Harvard University position mattering not as an abstract concept, but as a protective factor that supports resilience, wellbeing and social and emotional development.

Early childhood education and care (ECEC) settings are uniquely positioned to nurture this sense of significance. Through everyday interactions, predictable routines and opportunities for contribution, educators shape the relational environments that influence how children understand their own value.

Children develop a sense of mattering through repeated relational cues from adults and peers. These cues support emotional security, strengthen self-regulation and contribute to positive identity formation.

When children feel they matter, they are more likely to engage in learning, explore with confidence and build positive relationships.

ECEC environments amplify these effects by providing consistent, structured opportunities for interaction. This positions mattering as both a pedagogical priority and a practical focus for daily practice.

The research translates into clear, actionable strategies that can be embedded across programs and routines.

Warm, consistent connection - Simple interactions, greeting each child by name, making eye contact and offering genuine attention, communicate that each child is seen and valued. These moments accumulate to build a strong sense of belonging.

Opportunities for contribution - Providing children with meaningful responsibilities, such as supporting routines or helping peers, reinforces agency and demonstrates that their actions have value within the group.

Valuing children’s ideas - When educators respond to and extend children’s thinking, children learn that their ideas influence their environment. This strengthens both confidence and engagement.

Emotional safety and predictability - Consistent routines and calm, responsive interactions create a secure environment. Emotional safety underpins a child’s ability to feel valued and to participate fully.

Affirming language - Clear, authentic statements such as “I’m glad you’re here” or “That idea helped solve the problem” reinforce a child’s sense of worth and contribution.

Inclusive and culturally responsive practice - Children are more likely to feel they matter when their identities are reflected and respected. Incorporating diverse perspectives, languages and cultural practices signals that every child belongs.

Responsive interactions - Serve-and-return exchanges – where educators respond meaningfully to children’s communication, demonstrate that children’s voices are heard and valued.

Supporting peer relationships - Facilitating cooperative play and shared problem-solving helps children experience mattering not only with adults, but within their peer group.

Strong partnerships with families - When families are respected and included, children receive consistent messages about their value across home and care environments.

A culture of mattering is not created by individual interactions alone. It is shaped by leadership, systems and organisational priorities.

ECEC leaders play a critical role in embedding this approach by:

• integrating mattering into service philosophy and quality improvement planning

• supporting reflective practice focused on relational interactions

• prioritising environments that enable connection and responsiveness

• ensuring educators feel valued, supported and respected in their roles

When educators experience mattering within their workplace, they are better positioned to foster it in children.

The evidence is clear: mattering is a developmental necessity, not an optional extra.

By intentionally creating environments where children feel valued, needed and significant, the ECEC sector strengthens the foundations for lifelong wellbeing, resilience and learning.

Embedding mattering into everyday practice offers a powerful opportunity to enhance outcomes for children, while reinforcing the sector’s commitment to high-quality, relationship-based care.

Reference
Center on the Developing Child at Harvard University, Ways to Help Children Develop a Strong Sense of Mattering.