Jerusalem, 8 February, 2026 (TPS-IL) — Providing structured emotional support to early childhood educators can improve daycare climates, strengthen relationships with toddlers, and help prevent violence, an Israeli study found.
Ben-Gurion University of the Negev said a team of psychologists at its Duet Center for Early Childhood Education offers a tested model for supporting caregivers while demonstrating measurable benefits for children.
“The program helped caregivers pause and consider the child’s perspective before responding, rather than reacting automatically,” said Dr. Yael Rosenblatt-Perkel, a developmental psychologist at the Ministry of Health’s Child Development Institute in Beer-Sheva. “Reflective thinking became a tool for increasing their adaptability and sensitivity with the children under their care.”
Researchers followed 86 caregivers working in preschool daycare centers, where toddlers spend many hours each day and where the emotional atmosphere strongly influences children’s development. The study focused on enhancing educators’ ability to understand both their own emotions and the feelings of the children in their care—a skill known as mentalization.
To achieve this, the Duet Center designed a 12-week program in which caregivers met in small groups of 10–12 participants for 90-minute weekly sessions. Each session combined presentations, group discussion, role-playing, and exercises aimed at improving reflective thinking. Topics included managing children’s distress, handling separations, responding to emergencies, and teamwork among staff.
The study’s results were clear.
Caregivers who participated in the program showed improved emotional regulation. Classroom observations and interviews before and after the program revealed better relationships with toddlers, calmer classrooms, and fewer aggressive or violent incidents. One key finding was that structured support for teachers can directly affect children’s behavior and the overall daycare environment.
“This research highlights the impact of mentalization training on both educators and children,” said Prof. Naama Esfa-Poria, chair of the Duet Center and lead author of the study. “By supporting the educational team, we can create a positive ripple effect in classrooms. Caregivers are the primary agents of change, and their well-being matters for the children they teach.”
The study also provided a replicable model for other centers: small groups, weekly sessions, structured exercises, and guided reflection.
The findings were published in the peer-reviewed Attachment & Human Development.
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