The key person approach emphasizes the development of close relationships between key practitioners and children (Elfer et al., 2013, Grenier et al., 2008 , Manning-Morton and Thorp, 2003, 2006). Practitioners can also support children's emotional well-being in these relationships (Miller & Pound, 2011). A child who forms a relationship "with an adult not only becomes susceptible to the influence of education in a very welcome way, but he shows livelier and more varied facial expressions, develops individual qualities and displays his whole personality in a surprising way” (p. 57, Burlingham and