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In celebrating over 60 years of holistic education, it is time for education that supports each child in a web of relationships with educators and parents who share in the primacy of supporting that child’s development. In this view, the boundary between adult and child does not exist. Our relationship with the children in our care, whether personal or professional, is of critical importance to well-being in the child’s consciousness. During each age of childhood, connection, understanding, and appreciation of child development are required. Children learn competence in their developmental capacities in informal interactions with educators and in the family environment during everyday activities. To make those interactions the best they can be, it is important to understand how the child sees the world, a seeing that is governed by the organizing principle, and to nurture that child’s developmental needs. Every aspect of a human being is continually adapting to relationships, interpersonal communication, and educational experiences. With knowledge of child development and attention to attuned relationships with the child’s consciousness, we can co-create educational environments with supportive relationships that match the child’s developmental capacities. Well-being will flourish in both child and adult. Any adult who is motivated by care in the relationship with a child can learn how to nurture the child’s developmental needs (Luvmour 2010a, 2010b). Indeed, anyone can learn child development principles and nurture the organizing principle inherent in the child. The benefits of right relationships with children nourish children, adults, families, and society as a whole.