Building belonging in early childhood education: A holistic approach

In early childhood education (ECE), fostering a sense of belonging is crucial, not only for children but also for staff, families, and the wider community. 

This article shares key insights from a recent webinar with Dr. Anissa L. Eddie, who reminded us that belonging is not just a noun, but a verb. It’s something you do. It’s how you act, connect, and create spaces where everyone (kids, staff, families and the neighborhood community) feels safe, seen, and valued.

P.S. JaneAnn Benson was also one of the speakers, but unfortunately was not able to join us last minute. Still, her insights and expertise are throughout this article and the recording.

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Understanding belonging: beyond a definition

Dr. Eddie opened the discussion with two definitions of belonging: 

• "The feeling of security and support when there is a sense of acceptance, inclusion, and identity for a member of a certain group or place," and
• Shannon Cohen's powerful statement, "belonging is when I walk into a room and I don't need armor." 

Dr. Eddie also introduced Bronfenbrenner’s ecological systems theory, which simply explains that children’s growth is shaped by lots of overlapping “circles of influence,” like the immediate "microsystem" (school, family, peers) and the broader "exosystem" (neighborhood, policies, media). 

ECE professionals mostly live in that first circle (the microsystem), but what happens in the other layers matters too.

Boston Square Early Learning Center: A case study in intentional belonging

One of the best real-life examples of belonging in action? The Boston Square Early Learning Center in Grand Rapids, Michigan.

From the start, Boston Square was designed with the community, not just for it. Located in Hub07, a community hub born from years of local input, the center has four guiding beliefs: build community, honor culture, partner with families, and support the whole child.

Using practical examples from Boston Square, Dr. Eddie shares tips that any ECE setting can use, regardless of its location, curriculum, age, or size. These examples are structured around four layers of belonging: community, staff, family, and child.

1. Community Belonging: Understanding your place

Ask yourself:

• Where are you located?
• What are the stories of this place?
• Who are the people loving and leading this community?

At Boston Square, that meant honoring the history of the building (a former church), listening to community concerns before opening, and working closely with the local neighborhood association.

Try this:

• Learn your neighborhood’s history.
• Invite the wider community in for events (not just enrolled families).
• Partner with local groups and businesses.
• Walk the neighborhood—know the restaurants, parks, and people nearby.

2. Staff Belonging: Building a culture that sticks

Ask yourself:

• Who are we as individuals?
• Who are we as a team?
• How do we care for each other?
  

Boston Square shows belonging at work through vision boards, workshops on communication styles, and even putting up flags from staff members’ home countries.

Try this:

• Create a “belonging statement” together as a team.
• Celebrate wins (big and small).
• Make space for fun and PLAY at work (watch the webinar to see why “play” is in all caps).
• Ask staff for feedback, and act on it.
• Invest in onboarding so new hires feel truly welcomed, like getting a chance to know who they are outside of work, or having a team breakfast to introduce them to the team.

3. Family belonging: Fostering partnerships

Ask yourself:

• Who are the families in our program?
• How do they want to be included?
• Where do they see themselves represented?

Boston Square hosted community conversations before opening, offered home visits, and kept celebrations open to all families.

Try this:

• The first impression is everything, even something as simple as learning and using families’ names.
• Offer different ways to engage parents, so they feel an active part of their child’s learning journey, and also feel a part of the greater community (text, photos, events).
• Ask for feedback, and show families how you used it
• Bring families into classroom fun so that they understand what their child is doing, the science behind it, and to connect with other families at the same time (think Glow Nights or Book Walks).

4. Child belonging: “Windows and mirrors”

Ask yourself:

• Who are the children here?
• Do they see themselves reflected in the space?
• Are they learning about kids different from themselves, too?
• Does your space welcome children who are not yet enrolled?

Boston Square uses multilingual labels, diverse books, staff diversity, and “windows and mirrors” audits to check their classrooms. (If you’re not familiar with the concept of “windows and mirrors,” definitely give the webinar a watch! It’s one of my biggest takeaways.)

Try this:

• Display family photos and kids’ artwork.
• Audit books and toys for representation.
• Keep questioning your own biases.
• Create little “micro-belonging” groups in class (“Team Purple, it’s time to come to the carpet!” or “Can the Ladybugs start the clean up song for us?”)

Minimizing loneliness through belonging

Dr. Eddie closed with an important reminder: belonging isn’t just good for kids. It’s crucial for adults, too. Educators and families often feel lonely or burned out. Building a real community in your center is one of the best ways to fight that isolation.

At the end of the day, belonging is an ongoing journey, not a box to check. Every small step you take - whether it’s learning a child’s name, celebrating a staff milestone, or inviting families in to share their stories - helps create a stronger, more connected community. When children, staff, and families all feel seen and valued, your center becomes more than a school. It becomes a place where people can show up as themselves, feel supported, and know they truly belong.

This is just the tip of the iceberg. Give the full webinar a watch and get inspired!