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Rev. 11/11

The Center on the Social andEmotional Foundations for Early

Infant Toddler Module 1

Social Emotional DevelopmentWithin the Context of

Relationships

1

This material was developed by the Center on the Social and Emotional Foundations for Early Learning with federal funds from the U.S. Department of Healthand Human Services, Administration for Children and Families (Cooperative Agreement N. PHS 90YD0215). The contents of this publication do not necessarilyreflect the views or policies of the U.S. Department of Health and Human Services, nor does mention of trade names, commercial products, or organizationsimply endorsement by the U.S. Government. You may reproduce this material for training and information purposes. s

Developed by Amy Hunter and Kristin Tenney Blackwell

Office ofChild Care

Office ofHead Start

Administration forChildren & Families

Rev. 11/11 The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel P 1.1

Learner Objectives Suggested Agenda

Participants will be able to:

• Define social emotionaldevelopment anddescribe how it unfoldsin the context ofcaregiving relationships.

• Reflect on how culture(perceptions, beliefs,values) influencescaregiving, parentingand the social emotionaldevelopment of infantsand toddlers.

• Describe how veryyoung children!sbehavior andcommunication ismeaningful.

• Use a variety ofstrategies, includingself-reflection andobservation, to increasetheir capacity to supportsocial emotionaldevelopment by formingpositive relationshipswith infants, toddlersand their families.

I. Setting the Stage 45 minutesII. Understanding Social Emotional Development 70 minutes

(What is it and how does it happen?)III. Understanding Behavior – Making Sense of 160 minutes

What you See and HearIV. Forming and Sustaining Relationships with 130 minutes

Children and FamiliesV. Essential Positive Messages 30 minutesVI. Wrap-up, Reflection and Action Planning 45 minutes

Total Time 8 hours*

* Trainer’s Note: Total time does not include optional activities.The eight plus hours worth of training content is recommended tobe delivered over the course of multiple days rather than trying tofit the full content into one day.

Social Emotional Development within the Context of RelationshipsModule 1

The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel


P 1.2Rev. 11/11

Materials and Equipment Needed

! Agenda! PowerPoint Slides! Facilitator!s Guide! LCD Projector and computer

for displaying PowerPointslides and videos

! Chart paper or white boardand markers

! Masking tape for postingchart paper

! CSEFEL Video Clips! (Optional) CSEFEL Video:

Promoting Social EmotionalCompetence

! Watch or a timer! Sticky notes! Markers

! HandoutsHandout 1.1: Participant PowerPoint SlidesHandout 1.2: Overview of CSEFEL Infant Toddler ModulesHandout 1.3: Pyramid ModelHandout 1.4: (Optional) Addressing Challenging Behavior in

Infants and ToddlersHandout 1.5: (Optional) Activity A - Identifying Pyramid PracticesHandout 1.6: Inventory of Practices for Promoting Infant and

Toddlers! Social Emotional CompetenceHandout 1.7: (Optional) Activity B: CSEFEL Definition of Social

Emotional DevelopmentHandout 1.8: (Optional) Activity C: Key Findings on Social

Emotional Health and Early Brain DevelopmentHandout 1.9: Developmental Continuum of Social and

Emotional IndicatorsHandout 1.10: (Optional) Activity D: Social Emotional

Milestones Group QuizHandout 1.11: Temperament Traits ActivityHandout 1.12: (Optional) Activity E: Temperament ContinuumHandout 1.13: Temperament What Works Brief #23Handout 1.14: Considering Temperament BookletHandout 1.15: Examining Our Emotional Reactions to BehaviorsHandout 1.16: Reframing ActivityHandout 1.17: Reflective Inventory: Reflecting on Our Own

RelationshipsHandout 1.18: Attachment RelationshipsHandout 1.19: Symptoms of DepressionHandout 1.20: Working with Families InventoryHandout 1.21: Planning for ChangeHandout 1.22: Session Evaluation Form

! Video ClipsVideo 1.1: Caregivers Supporting Social Emotional

DevelopmentVideo 1.2: Supporting Self RegulationVideo 1.3: What is The Biting Trying to Tell Us?Video 1.4: Caregivers Noticing and Challenging Their

Thoughts IVideo 1.5: Caregivers Noticing and Challenging Their

Thoughts IIVideo 1.6: Learning from FamiliesVideo 1.7: Infant Master ConversationVideo 1.8: Supporting AttachmentVideo 1.9: A Parent!s Perspective



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Trainer Preparation

! Setting the Stage: chart paper and markers for “Parking Lot”! Setting the Stage (Our Training Environment): chart paper and markers! Setting the Stage (Optional Activity A): Handout 1.5! Understanding Social Emotional Development (What is it and how does it happen?)

(Optional Activity B): Handout 1.7 chart paper and markers! Understanding Social Emotional Development (What is it and how does it happen?)

(ABCs of Social Emotional Development): blank paper, timer/watch! Understanding Social Emotional Development (What is it and how does it happen?)

(Optional Activity C): Handout 1.8! Understanding Social Emotional Development (What is it and how does it happen?)

(What Things Do You Notice?): blank paper, timer/watch, chart paper with drawing of 4 X 3telephone phone with key pad with correct numbers, alpha-characters, and special symbols oneach pad

! Understanding Social Emotional Development (What is it and how does it happen?)(Social Emotional Development Milestones): Handout 1.9, milestones cut into strips, one set pergroup of 4-6 participants

! Understanding Social Emotional Development (What is it and how does it happen?)(Optional Activity D): Handout 1.10

! Understanding Social Emotional Development (What is it and how does it happen?)(Optional Activity E): Handout 1.12

! Forming and Sustaining Relationships with Children and Families(Optional Activity F): blank paper

! Forming and Sustaining Relationships with Children and Families(Possible Risk Factors Affecting Families): chart paper, markers

! Essential Positive Messages(Essential Positive Messages for Each Child): chart paper, markers

I. Setting the Stage(45 minutes)

I. Setting the Stage (45 minutes)

A.Show Slide 1 CSEFEL Module One Infant and Toddler:Social Emotional Development Within the Context ofRelationships. Introduce all speakers. Provide a briefoverview of who you are, where you are from, and anyother background information that is relevant to this trainingevent.

B. Slide 2. Activity: Use a warm up activity to haveparticipants introduce themselves and get to know oneanother. The introductory activity can vary depending onthe size of the group and the time available. Explain thatthe purpose of a warm up or introductory activity is to helpparticipants feel comfortable and begin to build a trustingenvironment among themselves and with you as thetrainer.

Trainer’s Note: The more you know about the audiencethe better you will be able to try to meet the specificneeds of the group.

Ask participants at each table to introduce themselves toeach other and respond to questions on the slide:

• Introduce yourself• How many years have you worked with infants

and toddlers?• What is your role?• Why are you attending this training?• What do you hope to take home?• What did you leave behind in order to be here?

Debrief as a large group by inviting participants to share asummary of their group!s responses with the whole group(how many years they have worked with infants andtoddlers; what roles they represent, e.g., teachers,assistants, home visitors, early interventionists, familychildcare providers, administrators, trainers; why theyhave chosen to attend the training; what they hope to takehome from the training; and what they left behind).

Acknowledge the experience participants bring to thetraining and invite them to share their knowledge and



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experience throughout the training. Their sharing of reallife examples helps keep the information real andrelevant to their practice with infants and toddlers.

Acknowledge the significant time commitment thatparticipants have made to attend the training. It may beuseful to acknowledge what participants left behind inorder to attend the training. Some participants may talkabout leaving behind piles of paperwork, children in theirclassroom, families who will miss their home visit, anailing family member, a child, etc. Note that having themname what they left behind will help them to be presentin the training experiences. Talking about what they leftbehind will also encourage participants to get to knowmore about each other.

C. Review the organization of the materials, handouts andPowerPoint slides (Handout 1.1)

D. Address logistical issues (e.g., breaks, bathrooms, lunchplans). The more comfortable people feel in theirsurroundings, the more they will be able to focus on thetraining.

E. Encourage participants to ask questions throughout or topost them in a specially marked place (e.g., parking lot).

F. Show Slide 3. Objective 1: “Define social emotionaldevelopment and describe how it unfolds in the context ofcaregiving relationships.”Point out that the information and materials that are goingto be discussed are designed to help participants learnabout the social emotional development of infants andtoddlers.1. Emphasize that participants will:

• learn to define and describe the social emotionaldevelopment of infants and toddlers,

• identify key social emotional skills that contribute tofuture school readiness,

• develop greater insight into how supportiverelationships and early experiences also help shapebrain development, and

• gain strategies for how to promote social emotionaldevelopment for all infants and toddlers.



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Handout 1.1 Powerpoint HandoutsModule 1

The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel11

(Handout 1.1)

2. Make the following points:• Relationships provide the context necessary to

comfort, protect, encourage, and offeropportunities to learn.

• Research highlights responsive, sensitive parent-child interactions as essential to promoting healthysocial emotional development in infants andtoddlers.

• Infants and toddlers learn about themselves andtheir world during interactions and relationshipswith others.

• Within the context of early primary relationshipswith families and caregivers social and emotionaldevelopment of young children begins to developfrom the first day of life.

G. Objective 2: “Reflect on how culture (perceptions,beliefs, values) influences caregiving, parenting and thesocial emotional development of infants and toddlers.”

Share with participants that culture influences everyaspect of human development, including how socialemotional development is understood, family andcaregiver goals and expectations for young children!sdevelopment, and the caregiving practices used byfamilies and caregivers.

1. Emphasize that this training will help participants:• recognize the family!s major influence on infants!

and toddlers! social emotional development,• further understand that caring for infants and

toddlers means working with and supportingfamilies in order to benefit from their knowledgeand experience, and

• reflect on their own cultural beliefs and practicesrelated to providing care, education, and support toinfants, toddlers and families.

2. Make the following points:• Through culture young children gain a sense of

identity, a feeling of belonging, beliefs about whatis important in life, what is right and wrong, how tocare for themselves and others, and what tocelebrate, eat, and wear.



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• Personal awareness of early relationships andexperiences, cultural beliefs and practices arecritical in being able to offer responsive care forinfants, toddlers and families.

• Talking with families about their cultural beliefs,values, practices, and traditions, conveys themessage that they are valued.

H. Show Slide 4: Objective 3: “Describe how very youngchildren!s behavior and communication is meaningful.”

1. Emphasize that this training will help participants:• further understand that all behavior has meaning

and young children try to communicate what theyare feeling, needing and wanting through theirbehavior, and

• learn about temperament styles and helpcaregivers better understand these inborn traitsthat play a major role in each young child!s patternof behavior and ways of communicating.

2. Make the following points:• The deeper the caregiver!s understanding of

behaviors and patterns of typical development, theeasier it will be to respond with sensitivity andconsistency (Lerner & Dombro, 2005).

• Just as each baby!s personality and temperamentvaries, so must caregivers! responses.

• Infants and toddlers communicate theirpreferences, likes, dislikes, interests, questionsabout how the world works, and goals throughtheir behavior.

I. Objective 4: “Use a variety of strategies to supportsocial emotional development by forming positiverelationships with infants, toddlers and their families.”

Explain that developing close and secure relationshipswith infants, toddlers and families is the foundation topromoting young children!s social emotionaldevelopment.

Emphasize that during this training, participants will:• learn how to use observations to improve their ability

to build strong relationships with the children in theircare,



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• reflect on their own emotional responses to theircaregiving and better understand how their values,beliefs and perceptions impact the care they provide,

• learn additional strategies such as: responsivecaregiving; reading babies! cues; understanding andadapting to each child!s temperament; and soothingtechniques to assist them in building strongattachments with the children in their care,

• develop new strategies for forming close relationshipswith families of the children in their care, and

• gain increased awareness about their important andvaluable role in supporting the child’s firstrelationship – the relationship the child has withhis/her parents and/or other important familymembers.

J. Review the Agenda (Slide 5 Agenda and Handout 1.2)Note that while the learning objectives represent whatwe hope participants receive from the training or theoutcomes of the training, the agenda represents how weare going to get there. Also refer participants to Handout1.2 for a more detailed list of all the topics in each of theCSEFEL modules, including those in Module 1 SocialEmotional Development within the Context ofRelationships.

K. Slide 6. Our Training Environment. Ask the group: “Arethere ideas or requests that you might want to ask ofyour colleagues to make the training environmenteffective and conducive to learning?” or “Think aboutwhat makes a positive learning environment for you.What are those things?” If participants don!t havesuggestions, suggest some of the typically sharedagreements listed on the next slide.

Trainer’s Note: You may want to share with the groupthat you are choosing to use the term “sharedagreements” instead of “ground rules.” “Sharedagreements” is meant to reflect agreements made bythe group rather than “rules” imposed on you by others.Also, “rules” sometimes have a negative connotation.Some people say “rules are made to be broken.”



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Handout 1.2: Overview of CSEFEL Infant Toddler Training Module ContentModule 1

Module One: Social Emotional Development within the Context of RelationshipsI. Setting the Stage

Learner ObjectivesAgendaTraining EnvironmentShared AgreementsWords We UseUnderstanding the CSEFEL Pyramid

II. Understanding Social Emotional DevelopmentWhy Focus on Social Emotional Development?CSEFEL Definition of Social Emotional DevelopmentABC!s of Social Emotional DevelopmentKeys to School ReadinessStrategies Caregivers Can Use to Support Social Emotional DevelopmentSelf RegulationThe Developing Brain and Strategies to Build Brain ConnectionsObservation and Reflection as a StrategiesLearning from Families

III. Understanding Behavior: Making Sense of What You See and HearReading CuesHow do you Respond?Knowing Social Emotional MilestonesDevelopmental Challenges and OpportunitiesTemperamentThe Relationship between Social Emotional Development and BehaviorThe Basics of BehaviorSocial Emotional Development and Values, Beliefs and AssumptionsExamining Our Emotional ReactionsStrategies for Responding to FeelingsCultural Influences

III. Forming and Sustaining Relationships with Young Children and FamiliesWhat are Relationships?Strategies to Build Relationships with Young ChildrenAttachment RelationshipsStrategies to Build Relationships with Families

IV. Nurturing and Supporting the Social and Emotional Development of Infants Toddlers and TheirFamilies

Understanding FamiliesRisk Factors Affecting FamiliesMaternal DepressionStrategies to Respond to Maternal DepressionWorking with Families

V. Essential Positive Messages

VI. Major Take Home Messages

(Handout 1.2)

Once the group determines the shared agreements, theymight also discuss how the group will hold to theagreements during their time together.

Explain that participants and trainers will be spending asignificant amount of time together whether it is all in oneday or it is over a period of days. It is important that thegroup decide what kinds of agreements (sometimesreferred to as ground rules) they feel are important.Shared agreements describe the expectations for howtrainers and participants behave with one another. It isimportant for participants to share with one another someideas about how the training environment can bestructured to maximize comfort, learning, and reflection.This discussion, sharing and agreement of expectationshelps contribute to the development of a safe, respectfullearning environment for adults.

L. Slide 7. Possible Shared Agreements Post the list ofshared agreements the group created and/or review thelist of potential shared agreements on this slide to helpgenerate ideas. Let participants know they can add to thelist of shared agreements throughout your time together.

M. Slide 8. The Words We Will Use. Discuss withparticipants the key words that have been chosen andwill be shared and used at different points throughout thetraining session.

• Teaching and Supporting: The significant role of theadult caregiver is referenced differently nationwide -teachers, care teachers, early learning caregivers, etc.Whether using “teaching” or “supporting,” we arereferring to the responsibility of the adult to observeand reflect on what infants/toddlers are experiencingand how they learn, as well as how to support thislearning through consistent, responsive interactions(e.g., ways they care for infants, read cues, meet theirneeds, etc.) and their relationship with the child andfamily. It is about facilitating development or in otherwords, supporting growth and development. Ascaregivers observe and think about what they see andhear they can plan for and design experiences in anenvironment that contributes to a child!s success.



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(continued)

When we refer to “teaching and supporting” we alsomean individualized approaches that “meet” theyoung child where he or she is developmentally.

• Caregiving: The practices caregivers use to identifystrengths in infants, toddlers and families as theycreate supportive environments and help to nurtureand support the growth and development of infantsand toddlers socially and emotionally.

• Young Children, Infants, Toddlers and Preschoolers:Using “young children” generally refers to infants andtoddlers; however, there will be times that wespecifically reference and talk about a particular agerange such as infants, toddlers or preschoolers.

• Caregivers: “Caregivers” refers to a general categoryof ALL the adults who support the growth anddevelopment of infants and/or toddlers (e.g., childcareproviders, parents, extended families, guardians,teachers, home visitors, public health professionals).

• Families: “Families” represents those primary,significant, familiar, caring adults in the infant and/ortoddler!s life.

N. Slide 9. Understanding the Pyramid ModelShow Slides 10-11 and Handout 1.3: The PyramidModel.

Introduce the Pyramid Model. Discuss the followingpoints with participants:• The Pyramid is the framework or core concept from

which all the training content has been built.• The Pyramid is a model that represents components

of adult behavior and strategies that parents,caregivers, teachers, and other professionals can useto assist children in developing social emotionalcompetence.

• Along with learning about infant and toddlerdevelopment and how to better understand individualchildren, the modules offer strategies for creatinggroup care environments and practices that promotesocial emotional development of infants and toddlers,working with families to support the well-being of veryyoung children, and using a problem-solving approachwhen a behavior is of concern.



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Handout 1.3: Pyramid ModelModule 1


Technical Assistance Center on Social Emotional Intervention for Young Children challengingbehavior.org

Pyramid Modelfor Promoting Social Emotional Competence

in Infants and Young Children

(Handout 1.3)

The Pyramid is essentially a public health model thatensures that all infants and toddlers receive the level ofsupport they need to be successful and/or to maximizetheir social emotional development.Explain the various tiers of the Pyramid as well as thephilosophy of the Pyramid Model. (Refer participants toHandout 1.4, Hunter, A., & Hemmeter, M.L. (2009).Addressing challenging behavior in infants and toddlers.Zero to Three, 29(3), 5"12.) for an article describing thelevels/ tiers of the Pyramid as it applies to infants andtoddlers).Emphasize with participants that there are a number ofstrategies that can be used to support the socialemotional development or competence of very youngchildren. The CSEFEL Infant and Toddler trainingmodules offer an approach or way of thinking aboutpromoting the social and emotional development ofyoung children. There is a centralized focus orrecognition that families, caregivers and young childrencome to the relationship with unique strengths and needsthat both grow and change over time. The adult!scapacity to be sensitive and responsive supports a youngchild!s growth and development. As the young childgrows and develops, the adult also changes and grows.



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Optional Activity A: Identifying Pyramid Practices (25 minutes)

This activity is suggested for audiences with more experience with infanttoddler social emotional development. Assign each table a section of thePyramid. Have each table brainstorm quality practices they might see atthe level of the Pyramid they have been assigned. For example, a tableassigned to quality environments might describe practices such as:developmentally appropriate furniture or places for mothers to breastfeed;etc. (See Handout 1.5: Optional Activity A. Identifying Pyramid Practices)

Debrief with the whole group by inviting volunteers from each table toshare two or three practices related to their table’s level of the Pyramid.Refer to 1.6 The Infant Toddler Inventory of Practices for PromotingInfant and Toddlers’ Social Emotional Competence notes to supportyour discussion with additional key practices in each area. Explain that theInventory of Infant Toddler Practices can be a useful tool to assess yourprogram in each area of the Pyramid.

11/11

Handout 1.4: Addressing Challenging Behaviors in Infants and ToddlersModule 1

The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel H 1.4.1

(Handout 1.4)

11/11

Handout 1.5: Identifying Pyramid PracticesModule 1

The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel H 1.5

Effective Workforce

List as many strategies as you can think of related to an effective workforce that supports the social andemotional development of infants and toddlers. What would the systems and policies be that might support andsustain evidence based practices to support young children!s social emotional development?

(Handout 1.5)

Purpose of the Inventory: The Inventory of Practices for Promoting Infants! and Toddlers! SocialEmotional Competence is designed as a reflective series of tools for use by individuals and/or teams torecognize effective practices, identify ongoing professional development needs, and plan a course ofaction to address those needs related to five target areas:

Foundational Assessment: Program Design and ManagementThe program design and management section may be most helpful as a reflection tool foradministrators and supervisors. It is aligned to the Effective Workforce portion of the pyramid and canbe helpful in reflecting on policies and program design elements that support infants and toddlerssocial emotional development. This tool describes critical practices and policies that should be inplace in a high-quality program that supports infants, toddlers, and their families. Many of thesepolicies and practices pave the way for providers to be successful in implementing the practicesdetailed in Tools I-III.

Tool I: Nurturing and Responsive RelationshipsThe Nurturing and Responsive Relationships section is aligned to the base of the pyramid, whichindicates where a program should begin in addressing infants! and toddlers! social and emotionaldevelopment through the important aspects of building relationships with infants and toddlers and theirfamilies.

Tool II: Creating High-Quality Supportive EnvironmentsThe Creating High-Quality Supportive Environments section is also aligned to the base of thepyramid, which indicates where a program would begin addressing infants! and toddlers! social andemotional development through the important aspects of creating environments that support socialemotional development.

Tool III: Targeted Social Emotional SupportsThe Targeted Social Emotional Supports section relates to systematic approaches to promoting,facilitating and teaching social and emotional skills to infants and toddlers. This section is a focus forprograms and classrooms that already have the base of the pyramid in place.

Tool IV: Individualized Intensive InterventionsThe Intensive Interventions section describes indicators for implementing a program process toeffectively implement individualized intensive interventions. This section can be used to stimulatereflection among program administrators, teams, caregivers, and families.

The target areas are aligned with the CSEFEL Pyramid Model. Some of the items, specifically in thesections at the base of the pyramid, address issues that are well-established indicators of high qualityprograms. Some of these indicators may be addressed in other tools or measures already used within aprogram (such as the Infant Toddler Environmental Rating Scale). The purpose of this tool is to provide aspecific lens to look at social emotional development in infants and toddlers. It can be used strategically inconjunction with other tools within a program. While it is not likely feasible to use the entire set of tools atone time, the set of tools is designed to be used as an ongoing planning and discussion tool by programs.For example, if the program plans to focus on creating supportive environments to support infants! andtoddlers! social emotional development, the Creating Supportive Environments section may be used withteachers as a pre and post reflective opportunity to gauge practices and develop plans for key areas forgrowth. The tools within the inventory encourage individual self-reflection, opportunities for teamingbetween caregivers, mentor coaches, supervisors, consultants, site directors, and other administrators, andpromote effective practices for direct service staff. For each of the tools in the inventory, there is an actionplan that can guide reflection, feedback and next steps. While each tool focuses on a different level of thepyramid, it is important to note that some of the ideas and themes are consistent and overlappingthroughout several tools.

Handout 1.6: Inventory of Practices—Foundational AssessmentModule 1

The Center on the Social and Emotional Foundations for Early Learning Vanderbilt University vanderbilt.edu/csefel H 1.611/11

Inventory of Practices for Promoting Infant and Toddlers! Social Emotional CompetenceDeveloped by Lindsey T. Allard, Amy Hunter, and Kate Anderson Simons

(Handout 1.6)

During the discussion, note that many of the strategiesdiscussed in the Infant/Toddler CSEFEL training may notbe new to participants, however, putting them togetherin a framework such as the Pyramid, may be a new wayof thinking about how to support and include all children,including those with challenging behavior.

Trainer’s Note: Highlighting that the concepts andstrategies are not necessarily new helps set appropriateexpectations for the group that you do not have magicsolutions to challenging behavior, and that many of the“solutions” for supporting children!s social emotionaldevelopment and challenging behavior are alreadywithin their current capacity.

Other key points to highlight when discussing thePyramid Model include:

Yellow Base of the Pyramid: Effective Workforce• “Effective workforce” refers to policies and practices

that must be in place to ensure caregivers are able toprovide high quality services that promote socialemotional development for all children. These policiesand systems may include: educational requirements;training; on-going professional development; clearpolicies and procedures; support for staff who may bestruggling with aspects of their work; procedures forcrisis or emergencies; program design elements thatmay impact the work environment, e.g.,caregiver/child ratio; opportunities for mental healthconsultation; reflective supervision; etc.

Offer participants examples of how policies,procedures and training are necessary to help stafffocus their energy on the care of the children ratherthan on worrying about how they might be supportedor how something is supposed to be done. Forexample, a caregiver who is concerned that she maynot receive a break soon may be unable to focus herfull energy on nurturing and responding to thechildren.



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Blue: Nurturing and Responsive Relationships and HighQuality Environments• “Nurturing and responsive relationships” and “high

quality environments” describe adult behaviors thatare the foundation of healthy social emotionaldevelopment for all children and families.

• All children and families benefit from nurturingrelationships and high quality environments. Theseaspects of care contribute greatly to how all youngchildren grow and develop. Helping to support all therelationships that impact the child is critical topromoting his social emotional development.Programs that provide nurturing and responsiverelationships pay close attention to all therelationships that impact children including: the parentchild relationship; the caregiver/child relationship; therelationship between the caregiver and the parent; therelationships between caregivers; the relationshipsamong the children; and the relationships betweenthe staff and the administration.

• High quality environments include spaces that allowthe children freedom to safely explore and learn. Highquality environments that are safe, interesting,engaging, calm, and promote interaction betweenadults and children and children and other childrenlead to positive behavior. For example, equipmentthat is appropriate for climbing allows children toclimb safely, which supports their natural interest tomove and explore. Offering a safe place to climb canhelp guide the challenging behavior of a child whotends to climb on equipment not meant for climbing.

Green: Targeted Social Emotional Supports• “Targeted social emotional supports” are those

practices geared towards individual children or groupsof children determined to be “at risk” for delays and/orsocial emotional problems. These are specificstrategies targeted to infants and toddlers who mayneed more intentional practices to promote theirdevelopment and/or to prevent concerns or delaysfrom becoming exacerbated. These may includepractices such as: using a rich emotional vocabulary;talking about a variety of feelings; using soothingtechniques modified for the individual child!stemperament; observing and describing facialexpressions; helping toddlers develop processes and



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strategies for resolving conflicts; modifying ordeveloping specific routines for individual childrenwho express distress or difficulty, e.g., during drop offor pick up time. These are developmentallyappropriate practices or strategies that areimplemented with increased frequency or intensity tomeet specific goals. The goal for implementing“targeted social emotional supports” is to be asintentional about teaching and promoting socialemotional development as we are about teachingother domains such as literacy or language.

Red: Intensive Intervention:• “Intensive intervention” encompasses practices

described in an individualized behavior support plan.These practices or strategies are based on anassessment and a hypothesis or understanding of themeaning of a child!s behavior and/or the relationshipsbetween the child and his/her caregivers. Theseinterventions should be reserved for only children whotruly need intensive intervention and who have notresponded to the other levels of intervention. Activitiesat this level include: looking at data including multipleobservations across multiple settings and caregivers,the child!s history including any medical records ormedical concerns to ensure there is no health basisfor the behavior of concern; having multiple meetingswith all involved in the care of the child; developing ahypothesis or educated guess about the meaning ofthe behavior; developing a plan based on thehypothesis; training staff and family members on thestrategies in the plan; implementing the plan withenough frequency and consistency to allow it to work;evaluating the plan to determine if it is working;modifying the plan as needed; and potentiallyimplementing a modified plan; and then repeating thecycle if necessary..

O. The Inventory of Practices for Promoting Infant andToddlers’ Social Emotional Competence is an additionalseries of tools available on the CSEFEL website andoffers specific practices to encourage the developmentof healthy social emotional skills during infancy andearly childhood. This reflective series of tools wasdesigned to be used by individuals and/or teams to



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recognize effective caregiving practices, identify ongoingprofessional development needs, and plan a course ofaction to address possible needs related to five targetareas: 1) program design and management, 2) nurturingand responsive relationships, 3) high quality supportiveenvironments, 4) targeted social emotional supports,and 5) individualized intensive interventions.

Trainer’s Note: Spending time describing the Pyramid iscritical to participants! ability to understand the approach.You may also want to consider showing the Video:Promoting Social Emotional Competence (22 minutevideo which introduces the Pyramid and trainingframework) or providing background reading such as theZERO TO THREE article, Handout 1.4.

O. Slide 12. The Pyramid Model and the Modules. Brieflydescribe how the content of the modules fit into thePyramid framework. Highlight the following:

• Module 1 covers the first section of the bottom of thePyramid (the first blue section) and focuses onnurturing and responsive relationships.

• Module 2 covers the second section in the bottom ofthe Pyramid (the second blue section) and the secondtier (the green section) and focuses on qualityenvironments and using routines and other strategiesto offer targeted social emotional supports for childrenand families.

• Module 3 offers information that describes how to usea team approach to understand the meaning ofchallenging behavior and how to effectively developindividual plans to respond to it when it does occur.

• Each module provides information about working withfamilies at each level of the Pyramid.

P. Slide 13. Pyramid Model: Where Are We?Remind participants of your focus for today. Discussionswill focus on nurturing and responsive relationships tosupport the social emotional development for ALLchildren (promotional practices).



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II. Understanding Social Emotional Development(What is it and how does it happen?) (70 minutes)

A. Slide 14. Understanding Social EmotionalDevelopmentExplain to participants that this section of the training willfocus on understanding social emotional development.This section will include: a description of the importanceof social emotional development; a definition of socialemotional development; information about how socialemotional skills develop; and strategies to support socialemotional growth.

B. Slide 15. Why Focus on Social EmotionalDevelopment?

Ask participants, “Why focus on social emotionaldevelopment of young children?” Elicit responses fromthe group. Consider ways to highlight the feedback andresponses shared, such as repeating the statementsoffered or noting responses on chart paper.

Possible responses may include:

• Social and emotional development not only impactsall other areas of growth and development, it is thefoundation upon which all future development is built.

• What caregivers share with and give infants andtoddlers today, they will carry inside themselvesforever.

• Social and emotional development sets the “playingfield” for school readiness and lifelong success.Research shows that children who have healthysocial and emotional skills tend to learn better, aremore likely to stay in school, and will be better able tomake and keep lifelong friends.



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II. UnderstandingSocial EmotionalDevelopment (Whatis it and how does ithappen?)(70 minutes)

C. CSEFEL Definition of Social EmotionalDevelopment: (Slide 16 and Handout 1.7) (adaptedwith permission from ZERO TO THREE!s definition ofinfant mental health, 2001).

Point out that the slide shows, for the purposes of thisCSEFEL training, the definition of social emotionaldevelopment for children birth through five years.

Tell participants that you will read the definition aloudbecause it is the central concept on which the entirethree modules are developed:

“The term social emotional development refers to thedeveloping capacity of the child from birth through fiveyears of age to form close and secure adult and peerrelationships; experience, regulate, and expressemotions in socially and culturally appropriate ways; andexplore the environment and learn – all in the context offamily, community, and culture.”

The definition also includes the idea that “caregiverspromote healthy development by working to supportsocial emotional wellness in all young children, andmake every effort to prevent the occurrence orescalation of social emotional problems in children at-risk, identifying and working to remediate problems thatsurface, and when necessary, referring children andtheir families to appropriate services.” In other words, itis our job as caregivers to support each child!s socialemotional development by individualizing the level ofcare (i.e., promotion, prevention or intervention) to meetthe child!s and family!s needs.



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Handout 1.7: CSEFEL Definition of Social Emotional DevelopmentModule 1


The term social emotional development refers to the developing capacity of the child frombirth through five years of age to form close and secure adult and peer relationships;experience, regulate, and express emotions in socially and culturally appropriate ways; andexplore the environment and learn—all in the context of family, community, and culture.

Caregivers promote healthy development by working to support social emotional wellness inall young children, and make every effort to prevent the occurrence or escalation of socialemotional problems in children at-risk, identifying and working to remediate problems thatsurface, and, when necessary, referring children and their families to appropriate services.

(Adapted with permission from ZERO to THREE!s definition of infant mental health, 2001.)

(Handout 1.7)

In addition to asking participants to share their thoughtsabout the definition, share the following key points to helpparticipants better understand the definition:

1. “Developing capacity”— Infants and toddlers grow andchange quickly, gaining more skills in all areas ofdevelopment: physical, cognitive, and socialemotional. Think about the different abilities of anewborn, a 1 year old, 2 year old, and 3 year old.What is appropriate social and emotional developmentmust be constantly viewed through the lens of what isappropriate for the child!s development. For example,we would not expect a 1 year old to describe how he



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Optional Activity B: 4 Corners (15 minutes)

Trainer’s Note: Depending on time and audience need, use this activity to unpack andhelp participants better understand the definition of social emotional development.

Referring to Handout 1.7 CSEFEL Definition of Social Emotional Development,ask participants to identify which bullet in the definition they most relate to and why.Note that there are no right or wrong answers. Depending on the size of the group youmay have one of each of the bullets posted on chart paper in different corners of theroom. Invite participants to gather around the bullet they most identify with and discusswith each other why they chose that bullet.

Trainer’s note: If time is limited or the group size is large, ask participants to sharewith the person or persons sitting next to them which bullet they chose and why.

Gather participants for a large group discussion. For each bullet, ask for volunteers toshare why they chose that bullet. Emphasize the following during the discussion:

No one bullet is more relevant than another, but depending on our own training,background, profession, and life experience, we may gravitate or feel morecomfortable with one part of the definition versus another.

It is important to be aware of what we are most comfortable with and to recognizewe may need to be more intentional about supporting the other aspects of thedefinition we might not be as comfortable or familiar with. For example, oneparticipant may resonate most with “form close and secure relationships.” She maybelieve other aspects of social emotional development will develop if the child feelsattached to responsive caregivers. For this person, developing a close and securerelationship with a child may come easily. However, she may need to be moreintentional about allowing an infant to explore her environment and learn.

is feeling in words or sentences, and we would expectthat a 3 year old would continue to have difficultyregulating her own emotions but would be muchbetter able to do so than an18 month old. Anotherexample could be that we would not expect a sixmonth old to get up and walk about the room, but wewould not be surprised to see a two year old do this.Social emotional development grows based onabilities and learning over time. It is a process just likelearning to talk, walk and develop other skills.

2. “Form close and secure adult and peer relationships”— Infants and toddlers require nurturing relationshipswith adult caregivers for healthy social emotionaldevelopment. When adults are loving, responsive andconsistent in their care, very young children learn thatthey are valued and that their world is primarilysatisfying and predictable. They learn through theserelationships how to interact with their peers andother adults.

3. “Experience, regulate, and express emotions insocially and culturally appropriate ways” — Joy,sadness, and frustration are just some of theemotions that all children experience during their firstyears. Infants and toddlers watch important adults tofigure out how they should feel and act in certainsituations. With adult help, they increasingly learnhow to control or regulate their emotions so that theydon!t get overwhelmed by them.

The family!s culture affects the way in which parentsbelieve emotions should be expressed. What isacceptable in one family or culture may be entirelyunacceptable in another culture. In some cultures orfamilies, it is perfectly acceptable for a 3 year old tosay “I!m mad at mommy,” or “Mommy, I don!t likeyou.” In other cultures or families that would beconsidered an unacceptable expression of feelings.

4. “All in the context of family, community, and culture”— Infants and toddlers first learn about relationshipsand feelings as part of a family. Think about howdifferent cultures express grief at funerals. All culturesand families experience sadness when someone they



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care about dies; however, how the grief is expressedcan look very different. For example, in some cultures,it is okay to cry loudly or yell. In other cultures, it isimportant to keep your feelings in and be stoic. Neitherway of expressing grief is wrong; they are just differentways of coping and expressing one!s emotions. Infantsand toddlers learn how to express and manage theiremotions by watching others around them.

D. Slide 17. Activity: ABCs of Social EmotionalDevelopmentAsk participants to use a blank piece of paper and followthe instructions noted on Slide 17.

• Using a blank piece of paper, write the alphabet downthe left hand side

• Think about your own social emotional skills andstrengths, as well as social emotional skills you want tosee and help support in the children you care for

• In 2 minutes, brainstorm a list of words you arethinking about using each letter of the alphabet

Trainer’s Note: As you describe the steps for thisactivity, consider offering a few examples of socialemotional skills and strengths to participants.Some examples might be S= self-awareness,U= understanding feelings, M= mood management,I= impulse control, E= empathy, F= friendship making,P= problem solving, or C= cooperation.

Using a timer or watch, offer participants two minutesfor brainstorming. Once finished, ask for someexamples from various letters of the alphabet ofresponses from the larger group. Consider determiningwhich participants were able to find social emotionalwords for the largest number of letters in the alphabet.Explain that there are many aspects or components ofsocial emotional development and many words todescribe them. Ask participants how the many skillsthey listed relate to children!s! future school readinessand school success.



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E. Slide 18. Key Social Emotional Skills Needed forSchool. Compare the skills participants noted during thelast activity (ABC!s of Social Emotional Development) towhat is noted on Slide 18 and highlight the responsesthat are similar or the same. Next, describe how severalnational reports (e.g., Eager to Learn, Neurons toNeighborhoods, A Good Beginning, the KaufmannReport on Social-Emotional Development) havediscussed the importance of social emotionaldevelopment in children!s readiness for and success inschool. These publications have identified a number ofsocial emotional skills that help children be successfulas they transition into kindergarten. The skills listed onSlide 18 represent some of the key social emotionalskills.

Read through the list of skills:• Confidence• Capacity to develop relationships with peers and

adults• Concentration and persistence on challenging tasks• Ability to effectively communicate emotions• Ability to listen to instructions and be attentive• Ability to solve social problems

F. Slide 19. How Can We Get There?

Show Slide 19 to participants as another way of thinkingabout the development of social emotional skills early inlife and its progression.

Share the following points with participants:1. In the earliest years of life, we are laying the

foundation for a child!s social emotional developmentwhich will impact his/her experiences and learningduring the course of his/her life.

2. Learning begins well before kindergarten. Forexample, when a very young child experiencesrelationships and learns to express emotions he islater better able to develop friendships with peers.Or, when an infant feels secure in her surroundingsand experiences the excitement of discovery, she islater able to feel confident about learning. She thenis likely to persist in the face of new challenges.



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3. Achievement of early social emotional skills andmilestones are linked to positive early childhoodmental health, continued skill development and schoolsuccess.

G. Slide 20. What Helps Us Get There? We!ve talkedabout what social emotional development is and how itdevelops as a progression but what can we do to ensurethat the skills develop appropriately? Meaningfulinteractions caregivers have with young children duringeveryday moments provide natural opportunities toshape social emotional development.

Show Slide 20 to participants and highlight the bulletpoints.

H. Slide 21. Show Video Clip 1.1 Caregivers SupportingSocial Emotional Development

Explain that sometimes a picture may be worth athousand words and seeing it in action may be wortheven more. Tell participants that they will be viewing twovideo clips (one right after the other) of caregiversinteracting with young children. Ask participants to thinkabout the definition of social emotional development thatwas just discussed (Handout 1.7) and identify whateach of these caregivers is doing to promote socialemotional development.

Show Video 1.1 to participants.

Trainer’s Note: Pay attention to the participants! facesas they watch the video clips. After the video is over,share with participants what you observed. Often justwatching warm interactions with infants softens ourfaces and expressions – facial muscles soften and relax,we smile. We feel good simply watching the interaction;imagine what it must feel like to the child and the adultengaging in the interaction.



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H. Slide 22. What Strategies Do the Caregivers Use To…

After viewing the videos, ask participants:a. How did you feel watching the video clips?b. Think back to the definition of social emotional

development.c. How did the caregivers promote a secure

relationship?Possible observations may include: Holdingchild and sitting close to child/physicalcloseness; uses child!s name; speaking softly,warmly and in an engaging manner; readingthe child!s cues

d. How did the caregivers encourage the child toexperience, regulate, and express emotions?

Possible observations may include: Calmvoice; responds to child!s verbalizations;follows child!s lead; labels child!s actions;demonstrates reciprocity/give and take ofinteractions; responsive to child!s interest;paces the interaction

e. How did the caregivers assist the child toexplore the environment and learn?

Possible observations may include: Jointattention on the mirror and book; uses child!sname; uses the mirror to support child!s selfawareness; uses language

f. How did the caregivers promote the context ofculture, family and community?

Possible observations may include: Speaks tochild in the home language

Explain that by watching the interactions in thevideo and noticing the behaviors of thecaregivers and young children, they havepracticed a critical strategy for promotingsocial emotional development – observation.Emphasize that careful and accurateobservation is an essential strategy forbuilding relationships, maintaining a highquality environment, providing targetedstrategies for children, and providingindividualized interventions for children.



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Explain to participants observation will be highlightedand used throughout CSEFEL Modules 1-3, but that youwill begin the next section further highlighting anddiscussing the importance of observation as a strategyto support young children!s social emotionaldevelopment.

J. Slide 23. Video Clip 1.2 Supporting Self Regulation.Let participants know they will be viewing another videoclip which shows an adult caregiver supporting a youngchild!s (7 months of age) social emotional development,specifically self-regulation.

Trainer’s Note: If time allows, show the clip a few timesto see if through multiple observations participants areable to notice more behaviors. Consider having part ofthe group observe the caregiver and part of the groupobserve the young child. Help participants use theirobservations to imagine how the caregiver feels andhow the young child feels. Note that how the young childfeels and how the caregiver feels may likely contribute totheir positive behavior.

Highlight the following pieces of information:Self-regulation is a fundamental aspect of emotionaldevelopment and influences children!s socialcompetence and success in school. Self regulation is achild!s ability to gain control of bodily functions, managepowerful emotions, and maintain focus and attention.(Shonkoff & Phillips (2000), Neurons to Neighborhoods:The Science of Early Childhood Development.)1. Self-regulation develops over time. Adult caregivers

are responsible for maintaining and supporting aninfant!s regulation. When caring for an infant ortoddler, caregivers and families act as extensions ofor supports for the child!s internal ability to regulate.When adults remove a layer of clothing for an infantwho appears warm, offer an infant a pacifier, providea soft blanket for a toddler who is being rocked andgetting ready for naptime, validate a toddler!s extremefrustration, or provide consistent, supportive routinesthey are helping the child to regulate his/her emotionsand internal states. Infants begin to learn ways to selfsoothe their own distress first by being soothed whentheir needs are met by another.



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Describe that you will be showing a video of a parentinteracting with her baby. Ask participants to observeand think about the following while viewing the videoclip:

• What did you see the baby doing?• What did you see the caregiver doing to help the

infant regulate himself?• Were the caregiver!s efforts successful?

Show Video Clip 1.2 Supporting Self Regulation

K. Slide 24. Activity: Partner Discussion

After viewing the video, ask participants to find apartner and discuss the video clip, keeping in mindthe guiding questions (noted above). Trainer’s Note:Consider playing the clip a couple of times so thatparticipants feel comfortable discussing it with apartner.

a. Debrief as a whole group. Use the questionsand answers below as talking points to reviewwhat the caregiver did to help the baby regulatehimself as well as the successfulness of thecaregiver!s efforts:

b. What did you see the baby doing? - reachingfor the toy apple, fussing, crying, puting bothhands behind head, reaching for caregiver!s ear,etc.

c. What did you see the caregiver doing to helpthe infant regulate himself? – explained in acalming voice what was happening, labeledwhat the child was doing/feeling (“It!s hard whenyou!re tired.”), followed the child!s lead (waitedand watched/observed), talked for the child(“You!ve had a big day…”), gently pulled thechild toward her chest, offered child “quiet toy,”gently patted the baby!s back, etc.

d. Were her efforts successful? - baby rests headon caregiver!s shoulder, baby stops fussing andcrying, etc.



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L. Slide 25. Strategies for Helping Young Children Self-Regulate.

Review the bullet points noted on the slide withparticipants.

M. Slide 26. The Developing Brain – Essential Needs.Ask participants, “Did you know that by providing thiskind of responsive caregiving and by promoting socialemotional development in this way you are also helpingto build and shape the architecture of a young child!sbrain?”

1. A newborn!s brain contains about 100 billion braincells, or neurons, and throughout the first year of life,many more connections (synapses) between thesebrain cells are produced. It is during the first threeyears of life that most of these connections are made(Gabbard, 1998).

2. A newborn!s brain is only about one-quarter the sizeof an adult!s. Before a child!s second birthday, thebrain will have developed up to three-fourths adultsize and will be almost at its adult weight and volume(ninety percent) by age five. It does not mean thatninety percent of the information a person will everknow is learned in the first five years – far from it. Itmeans that in these earliest years, the wayinformation flows through the brain!s structures andgets processed is largely established. These brainconnections, pathways and structures will be usedand reused as learning continues throughout life.

Share the following points as a way to summarizethe previous slides and new information discussed:

a. Scientists have recently learned even moreabout how important these early interactionsand experiences are to children!s early braindevelopment and learning.

b. It is brain development that allows children to beable to crawl, laugh, speak, eat, etc. It is alsobrain development that allows children to beable to listen, concentrate, control one!simpulses, problem solve, etc.



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c. New connections are formed throughinteractions young children have with theirfamilies and caregivers. For example, when ababy cries and is picked up, a connection ismade: When I do this, this happens. Each timeyou pat a baby!s back, feed her, or walk into anew place, new connections are made.

d. A two-year-old!s brain uses up twice as muchenergy as a typical adult brain. Thework/development of infants and toddlers isexhausting. This is one reason it is critical thatinfants and toddlers get plenty of sleep. Plentyof sleep helps build and solidify the brainconnections.

Ask participants, “How does your care influence achild!s brain? What brain connections will be made asa result of your care?”

Elicit responses such as:• Providing responsive care leads to babies believing• Developing a positive relationship with a child will

teach the child how to engage in positiverelationships. The child will learn how positiverelationships feel.

• Being attentive will help a child feel he is worthy ofreceiving care and attention.

• Listening to a child will encourage her tocommunicate strengthening her ability to expressherself.



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N. Slide 27. Making Every Day Count: Ways to Help BuildBrain Connections.

Point out that together we have discussed how our carecan shape the brain. What specifically can we do to buildthose connections? Review the strategies noted onSlide 27 with participants. Offer the following supportiveinformation for each bulleted item:a. Creating a photo album for a young child offers an

opportunity to discuss and review the key people in achild!s world and help him feel connected to others.This can help add to a child!s sense of security and asense of connectedness that builds confidence.

b. Soft touches and caresses enrich brain connections inyoung children.

c. Use a warm encouraging tone of voiced. Talking, singing and reading offer one on one

opportunities to build a relationship between an adultand young child. These activities also help youngchildren learn about language. Most young childrenlove to repeat familiar songs and stories. Repetition is



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Optional Activity C: Key Findings on Social Emotional Health and EarlyBrain Development. Handout 1.8 (15 minutes)Trainer’s Note: Use Handout 1.8 as a way to enhance participants!understanding and linkages between social emotional and brain development, as well asidentify key research findings. An answer sheet for trainers is provided on the secondpage of Handout 1.8.

Say to participants, “Before understanding and learning even more ways we caninfluence and support children!s social emotional development and early learning, it!suseful to know some of the impressive discoveries about early brain development thathave led to a particular focus on important interactions such as gentle touch, play,rocking, singing and reading.”

Clarify that each of the statements is formatted as true/false and demonstrates researchfindings on early social emotional and brain development. Several national reports andmultiple publications discuss these early capacities (e.g., From Neurons toneighborhoods: The science of early childhood development, 2001 and EmotionalConnections: How relationships guide early learning, 2003). Each finding is evidence ofthe amazing capacity of babies to seek out and develop relationships with other humanbeings.

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Handout 1.8: Key Findings on Social Emotional Health and Brain DevelopmentModule 1


A baby is born with just a few brain cells.

The kind of care a young child receives plays a big role in how the brain wiresitself. For example, caregivers who respond sensitively to a baby!s cries arebuilding the connections that lead to healthy relationships.

Brain development is completely determined and designed based on genetics.

The infant!s early brain development is designed to connect the newborn withother human beings around him who will provide care.

Babies are born with the desire to master and explore their environment andare active participants in their own learning.

A toddler!s brain is less active than an adult!s brain.

Young children need expensive toys to get smarter.

Babies cannot recognize their parents! voices.

Babies seek physical and emotional equilibrium.

What happens before birth does not affect children!s learning.

Babies can match emotional voice tone to emotional facial expression.

Babies prefer looking at faces.

True or False

True or False

True or False

True or False

True or False

True or False

True or False

True or False

True or False

True or False

True or False

True or False

important to learning. Each time a young child hears arepeated pattern, that pattern becomes stronger. Eachrepetition results in stronger memory.

e. Games like pat-a-cake offer opportunities for socialinteraction, imitation and touch. This interactioncombines smiles, eye contact and voice whichenhance relationships and support the brain!s ability tofocus.

III. Understanding Behavior – Making Sense of What youSee and Hear (160 minutes)A. Slide 28. Careful Observation.

1. Tell participants that the last slide talked about generalstrategies we use to build relationships and brainconnections. How is it we know when things makesense and feel comfortable to a child? How do weunderstand individual children!s needs and behavior?How do we make sense of the behavior we see andhear?

2. Careful observation can help caregivers understandeach child!s level of social emotional development, aswell as help measure and describe progress, work withfamilies and individualize curriculum to best fit eachchild!s needs.

Observation is a natural part of what caregivers can doeach and every day as they care for and interact withyoung children.

B. Slide 29. Activity: What Things Do You Notice? Askparticipants to draw 12 ovals for a telephone keypadusing a blank piece of paper (just like they see on theslide).

Trainer’s Note: Encourage participants to put their cellphones away for this activity. Consider having the correctnumbers, alpha characters and special symbols writtenon chart paper for reference at the end of the activity.

Telephones have a 4 x 3 keypad with numbers, alpha-characters, and special symbols on each pad. Letparticipants know their task is to write the correctnumbers, characters, and symbols for each pad in theovals. Give participants approximately 3 minutes for thisactivity.



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III. UnderstandingBehavior – MakingSense of What youSee and Hear(160 minutes)

C. Slide 30. Sometimes We Miss the Details. Afterparticipants have had 3 minutes to fill in the telephonekeypad, ask participants to share what this activity waslike for them. Responses may include:

• I could remember some things, but not all.• I use a telephone every day, but only pay attention to

the numbers on the keypad.

Share with participants that observation of youngchildren!s social emotional development takes time andeven though caregivers observe and care for the samechildren daily, details can be missed. For example, onecaregiver described an infant in her care as “fussy allthe time.” However, when she was able to step backand spend time observing this infant at different timesthroughout the day, she realized that he was not reallyfussy “all the time.” He actually seemed quite contentafter his bottles. This observation led the parent andcaregiver to try feeding the baby more frequently. Thisbaby needed more frequent feedings than most. Acloser observation of the infant!s behavior led to moreresponsive care for this baby.

Observation gives insight into how young childrendevelop, why children do what they do, what makesthem smile and laugh, and what tasks are difficult forthem. By carefully observing infants and toddlers andappreciating individual differences in development,caregivers are better able to understand a child and takeactions based on those understandings.

D. Slide 31. Observation. Share the following tips andinformation (adapted from the Early Head Start NationalResource Center, 2006) with participants to support theirunderstanding of observation as a critical strategy forforming relationships and promoting social emotionaldevelopment:

1. Record what you see and hear - write down youngchildren!s actions and their reactions to theenvironment. For example, note if a young child pullsor clings to your leg when you greet another family orif a child sits with her back to the group, examining atoy bus.



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2. Be objective – record only the facts (what is actuallyhappening without offering interpretation).

3. Use all of your senses - infants and toddlers respondto what they see, smell, taste, touch, and feel.

4. Observe on different days, different times of day andin different settings - complete as many observationsas possible over time. Watching a child once givesyou a snapshot. To get a complete picture, you needto watch again and again as each time you watch,you may learn something new. Try to observe indifferent settings. Children behave differently indifferent settings and with different caregivers.

E. Slide 32. Describe What You See In This Picture. Offerparticipants an opportunity to practice observation bydescribing what they see in the photo on Slide 32.

Trainer’s Note: Look for participant responses notingjust the facts – what they see (i.e., not interpretation orsubjective opinion just objective facts).

Possible responses may include:• Two girls are outside playing with shaving cream.• It is sunny outside or the sun is shining.• One girl is sitting at the picnic table; the other girl is

kneeling on the bench seat of small picnic table.

Jumping to conclusions or making assumptions mayhappen as it is a natural part of our thinking andcaregivers need to be aware of this when they observe.This awareness is important because what we think andfeel can have an impact on how we see children. As webecome more aware of our own thinking patterns, we arebetter able to understand and appreciate what we learnfrom our observations. It is important in our observationsof young children to be very aware of not only how wesee things, but how we interpret what we see.

F. Slide 33. Time for Reflection. Share with participantsthat once we take time to document our observations, itis helpful to pause and reflect on what we observed andmake meaning of the information we have. Each of ushas our own values, beliefs and emotions that canimpact our interpretation of what we see and hear.



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Review the sample reflection questions from Slide 33with participants.• What was my purpose for observing?• Do I notice any similarities or patterns?• What do these observations suggest?• What else might be going on?• Is there anything else I want to observe or find out?• How does this observation fit with other things that I

know about the child?

Consider highlighting the following points further notingthe value of observation:

• Caregivers can discover children!s interests (“Shelikes to play with cars.”)

• Caregivers can see what skills and strategies childrenare using to get their needs and wants met (“He triesto play with his peers by rolling the truck towardthem.”)

• Caregivers can learn more about the skills childrenneed to practice (“I can help her transition morecalmly to our washing hands routine by providing apicture to go along with my words.”)

• Caregivers can learn about children!s temperament(“He will typically watch us play with shaving creamand then he will then join in.”)

Explain to participants that while observing, questionswill probably come to mind that they will need to askthemselves and others. For example, while observingtwo toddlers play next to each other with blocks, youmight wonder, “Will they continue to work together andform a friendship?” When reflecting on young children!sbehavior, it is important to include perspectives andobservations of all the adults who care for a child. Eachadult sees a vital aspect of the child!s world.

Sometimes asking questions can feel a bit awkward orcreate instances where people feel judged and mayrespond defensively. Beginning questions with “Iwonder” is a great way to ask without appearingjudgmental (Parlakian, 2001). Posing such questionsallows all the adults to think about the child!s socialemotional development and offers them an opportunityto include additional information in their answers.



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Examples of possible “I wonder” questions are:“I wonder how Jared usually reacts aroundstrangers?”“ I wonder if Kaylani has a special blanket or toythat provides her comfort?”“ I wonder if any of Bobby!s behaviors wereoccurring before I came into the classroom?”

G. Slide 34. Learning from Families. Discuss withparticipants the importance of asking families to sharetheir perspectives and observations. Families haverepeated opportunities to observe their children overtime and across settings as they interact with materials,other children, and adults. Caregivers can actively seekcollaboration with families by asking and encouragingquestions about their children!s play. Asking families toshare their perspectives and observations can helpcaregivers enhance their understanding of a child andfamily, as well as determine additional ways to provideresponsive care.

H. Slide 35. Understanding Behavior – Making Sense ofWhat You See and Hear: Ways ChildrenCommunicate. Share with participants that we justfinished discussing how observation is one of the mostpowerful skills and strategies for learning about infantsand toddlers. When we observe infants and toddlers wesee they use many gestures, sounds and facialexpressions to communicate with those around them.

I. Slide 36. Cues of Young Children. Explain toparticipants that young children let us know of theirneeds and wants through cues, or behavior. When weobserve their cues, we can better understand how ayoung child feels within different relationships. Sincefamilies know their children best, caregivers can askthem about their children!s cues and behaviors and whatthey notice at home.

Cues convey emotions a young child is experiencing,associated with a specific need. For example, an alertfacial expression and relaxed body tell us that an infantis ready to interact. Sometimes subtle cues, such aslooking away or turning his head, tell us that a babyneeds a break from the interaction.



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Engagement cues are a type of behavior orcommunication that signals the young child!s readinessto interact with caregivers. Disengagement cues arebehaviors that signal the young child!s need for areduction or change in level of stimuli.

J. Slide 37. What Cues Do Children Give You? Askparticipants to share examples of cues from both infantsand toddlers that tell us when they are engaged ordisengaged. Participants may share examples such asthose listed on slides 38 and 39. Elicit examples suchas: when an infant is disinterested or needs a break hemay turn his head; when an infant is engaged he maysmile and/or look at an object; a child who is disengagedmay yawn or arch his back; or an engaged child maywiden his eyes or arch his eyebrows.

K. Slides 38.-39. Young Children Communicate in ManyWays. To highlight the many ways young childrencommunicate their needs and wants, show Slides 38-39to participants. Review the list with participants and letthem know these are examples of some, but not all,ways in which young children communicate.

L. Slide 40. How Would You Respond to These YoungChildren?

Trainer’s Note: Slide 40 will first show only the slidetitle. As you touch the “Enter” key, pictures of youngchildren will appear, one-by-one. There are a total offour photos that will appear.

Ask participants to identify child cues (engagement ordisengagement) for each photo. After identifying cues,ask for feedback on how they would respond to eachchild based on the cues. For example, in the firstpicture on the left upper corner the child is crying whichis a disengagement cue (BabyCues: A Child!s FirstLanguage, 2006). The child may be expressing a needto disengage from what he is experiencing. A caregivermay offer a calm soothing voice, pick up the child, rockhim, validate his feelings, use simple words, and/or helpredirect his interest.



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M. Slides 41-42. Understanding Behavior – MakingSense of What You See and Hear: Knowing SocialEmotional Development Milestones.

Display Slides 41 & 42. Describe that reading children!scues is an important part of understanding their behaviorand building relationships with young children. Askparticipants, “How does knowing social emotionalmilestones help you build supportive relationships andpromote social emotional development of infants andtoddlers?” Invite participants to respond.

Add any of the following points to supplement theparticipant discussion if they are not mentioned.Knowing social emotional milestones is important:

• because some research has indicated that familiesand caregivers demonstrate less understanding ofwhen children are capable of reaching socialemotional milestones than cognitive or physical ones.This lack of understanding may lead to adults havingunrealistic expectations for young children, andultimately frustration.

• to determine if a child is on track or if there may be adelay—without knowing what is appropriate forvarious ages, you can!t know if something is on trackor if the child may have a delay

• for identifying strengths• for intervening early to maximize the effectiveness of

the interventions (the earlier the intervention isprovided the more likely it is to be effective)

• for ensuring expectations are age appropriate e.g.,you wouldn!t expect a 2 year old to share or verballytell you what is wrong

• for planning developmentally appropriate experiencesand activities

• for preventing children from engaging in challengingbehavior if they are frustrated by the environment,social situation, or unable to engage in tasks theywould like to

• for better understanding a child!s behavior• for helping caregivers interact with children

appropriately• for aligning parent and caregiver expectations about

behavior and development



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Share the following information:

a. As babies grow from birth through the first three yearsof life, they develop different social and emotionalabilities and use different behaviors forcommunication. For example, the newborn may onlyknow “things feel okay” or “things don!t feel okay.” Hemay be quiet and alert when things are okay, crywhen they are not, and sleep the rest of the time. Anewborn may cry urgently for food, but we expect thatmost two-year-olds will be able to wait a few minutesand maybe even help set the table. A 21-month-oldmay throw herself on the floor in a tantrum but by theage of three, we expect that a child will sometimes beable to express frustration in more age-appropriateways such as saying “I don!t like that. You make memad.”

b. By age three, most children have a variety ofrelationships, including peer friendships, primaryattachments with parents, and close caringrelationships with other relatives and caregivers. Theyhave formed strong ideas about what it is like to be inrelationships and whether it is generally pleasant ornot, depending on the specific relationship.

c. The developmental course of social emotionalwellness may be described by stages, or asmilestones, which do not always develop in a smoothcourse. Each new stage of a baby!s developmentproduces changes in the relationship and requireschanges, or adaptation, on the part of the adultcaregiver. For example, as the toddler wants to domore for himself, he may reject the help of acaregiver causing the caregiver to allow the toddlermore independence. The sensitive andknowledgeable caregiver learns to read the infant!s ortoddler!s cues that indicate developmental changes.

Activity: Print the milestones (using Handout 1.9 - TheDevelopmental Continuum of Social and EmotionalIndicators) on paper and cut each milestone into aseparate strip of paper. Divide participants into smallgroups (e.g., approximately 4-6 people). Give each small



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Developmental Continuum from Birth to Age 31/2:Social Emotional Indicators*

• Newborns recognizehuman language and prefertheir own mother's voice

• Prefer human faces• Early social interaction

is a smile and mutualgazing

• Crawls away but checksback visually, calls, andgestures to ensure adultcontact

• Stretches arms to be taken• Prefers familiar adults• Acts anxious aroundstrangers

• Uses a blanket or stuffedtoy for security andreassurance

• Goes from accidentallysucking own hands tocarefully watching them

• Tries to make thingshappen

• Hits or kicks things tomake a pleasing sight orsound continue

• Talks to self when alone• Prefers to be held byfamiliar people

• Imitates adult behaviors• Knows own name• Understands simpledirections

• Brings thumb or hand tomouth

• Tracks mother!s voice• Observes own hands• Babbles using all types ofsounds

• Uses a few words mixedwith babbling to formsentences

• Tries to keep a knee ridegoing by bouncing to getthe adult started again

• Shows strong feelings(anger, anxiety, affection)

• Relates to others byexploring things with them

• Pulls up, stands holdingfurniture, then walks alone

• Goes through a phase ofclinging to primary caregiver

• Experiences periods ofintense feelings whenseparating or reuniting witha parent

• Sees others as a barrier toimmediate gratification

• Knows can make thingshappen but is not sure ofresponsibility for actions

• Becomes bossy• Uses the words Me, You,and I

• Says "No" to adults• Explores everything• Is sensitive to others'judging behavior

• Keeps looking for a toy thatis hidden from view

• Understands many morewords than can say

• Has wide mood swings(for example, from stubbornto cooperative)

• Wants to do things by self

• Is capable of dramatic play• Has better control over allaspects of self

• Needs adult coaching toget along well with others

• Shows feelings with wordsand in symbolic play

• Is more aware that othershave feelings

• Can plan ahead

• Is capable of self-evaluation (for example,good, bad, pretty, ugly)

• Tries to control self (forexample, emotions andtoileting)

• Is learning to take turns inconversations

• Knows a lot aboutcommunicating in the styleof own culture

• Uses names of self andothers

• Can tell others about whathappened that day

• Has much largervocabulary to expressideas

• Shows concern for others• Classifies, labels, and sortsobjects and experiencesinto groups

Age Range AttachmentTrust/Security

Self-AwarenessIdentity/Self Esteem

ExplorationAutonomy/Independence

Handout 1.9: Developmental ContinuumModule 1

INFANT(birth to15 mos)

TODDLER(12 mos- 21/2

yrs)

PRESCHOOL(21/2 -31/2 -yrs)

Adapted with permission from J. Ronald Lally, Abbey Griffin, et al., Caring for Infants and Toddlers in Groups: DevelopmentallyAppropriate Practice (Washington, DC: ZERO TO THREE/The National Center, 1995), pp. 78-79.


(Handout 1.9)

group of participants a set of milestones. Ask them tosort the milestones (without looking at the PowerPointslides) into categories according to developmental ageand developmental domain. Once participants arecomfortable with where they have placed the milestones,have them “check” their answers against the informationon the PowerPoint slides and in Handout 1.9.

N. Slides 43-45. The Developmental Continuum SocialEmotional Indicators. Introduce The DevelopmentalContinuum of Social and Emotional Indicators. This tooldescribes social emotional indicators from ages birth tothree-and-half. Use Handout 1.9.

Explain the following points to participants:

a. The first and second columns (Attachment,Trust/Security and Self-Awareness, Identity/Self-Esteem) focus on the elements of social emotionaldevelopment that we have been discussing: formingclose and secure relationships and experiencing,expressing and regulating emotions. Out of a strong,positive attachment relationship in which youngchildren receive responsive care and are helped tomanage and express their emotions, they developtrust in others and a sense of security. Throughrelationships that support their self-awareness, youngchildren develop a sense of who they are and whatthey can accomplish and learn. If a child does nothave opportunities to form nurturing, supportiverelationships it is significantly more difficult for them toprogress through the social-emotional milestones.

b. The third column (Exploration, Autonomy/Independence) focuses on another element of socialemotional development, the ability to explore andlearn. Through relationships that support safeexploration, infants and young child gain the sense ofautonomy and independence that is so necessary tolearning and success in school and in later life.



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O. Slide 46. Development Presents Opportunities andChallenges. Review Slide 46 with participants andsummarize key points such as:• Throughout development new challenges emerge.• As new development occurs other development may

temporarily shift or become disrupted (e.g., as a childbegins to learn to walk or talk, his sleep may becomedisrupted, and he may suddenly wake more often orhave difficulty falling asleep).

• As a child develops, the caregiver!s relationship withthe child will need to shift (e.g., as a toddler is able tocrawl or walk, the caregiver will need to allow himincreased independence to explore).

• Sometimes our expectations of children lead us toview their behavior as challenging when in fact it maybe typical developmental behavior (e.g., whiletantrums can be challenging, they are part of typicaldevelopment).

• Challenging behavior may also be a consequence ofa skill that has not developed yet (e.g., a child maybite because she lacks the ability to use words todescribe what she needs).



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Optional Activity D: Social Emotional Milestones Group Quiz. Handout 1.10.(25 minutes)

Depending on your group size, ask participants to work in pairs or small groups (3-5individuals). Pass out Handout 1.10 and ask participants to note the three columns:

Milestone/IndicatorWhen would you expect to begin to see this indicator of social emotional

competence?What category(ies) of social emotional development does the behavior exemplify?

(Category Attachment / Trust; Self-Awareness /Identity; Exploration/ Autonomy)

Using both Handout 1.9 and Handout 1.10, askparticipants to generate responses for eachmilestone/indicator.

Debrief as a large group and share answers with participants.

Developmental Continuum from Birth to Age 31/2:Social Emotional Indicators*

• Newborns recognizehuman language and prefertheir own mother's voice

• Prefer human faces• Early social interaction

is a smile and mutualgazing

• Crawls away but checksback visually, calls, andgestures to ensure adultcontact

• Stretches arms to be taken• Prefers familiar adults• Acts anxious aroundstrangers

• Uses a blanket or stuffedtoy for security andreassurance

• Goes from accidentallysucking own hands tocarefully watching them

• Tries to make thingshappen

• Hits or kicks things tomake a pleasing sight orsound continue

• Talks to self when alone• Prefers to be held byfamiliar people

• Imitates adult behaviors• Knows own name• Understands simpledirections

• Brings thumb or hand tomouth

• Tracks mother!s voice• Observes own hands• Babbles using all types ofsounds

• Uses a few words mixedwith babbling to formsentences

• Tries to keep a knee ridegoing by bouncing to getthe adult started again

• Shows strong feelings(anger, anxiety, affection)

• Relates to others byexploring things with them

• Pulls up, stands holdingfurniture, then walks alone

• Goes through a phase ofclinging to primary caregiver

• Experiences periods ofintense feelings whenseparating or reuniting witha parent

• Sees others as a barrier toimmediate gratification

• Knows can make thingshappen but is not sure ofresponsibility for actions

• Becomes bossy• Uses the words Me, You,and I

• Says "No" to adults• Explores everything• Is sensitive to others'judging behavior

• Keeps looking for a toy thatis hidden from view

• Understands many morewords than can say

• Has wide mood swings(for example, from stubbornto cooperative)

• Wants to do things by self

• Is capable of dramatic play• Has better control over allaspects of self

• Needs adult coaching toget along well with others

• Shows feelings with wordsand in symbolic play

• Is more aware that othershave feelings

• Can plan ahead

• Is capable of self-evaluation (for example,good, bad, pretty, ugly)

• Tries to control self (forexample, emotions andtoileting)

• Is learning to take turns inconversations

• Knows a lot aboutcommunicating in the styleof own culture

• Uses names of self andothers

• Can tell others about whathappened that day

• Has much largervocabulary to expressideas

• Shows concern for others• Classifies, labels, and sortsobjects and experiencesinto groups

Age Range AttachmentTrust/Security

Self-AwarenessIdentity/Self Esteem

ExplorationAutonomy/Independence

Handout 1.9: Developmental ContinuumModule 1

INFANT(birth to15 mos)

TODDLER(12 mos- 21/2

yrs)

PRESCHOOL(21/2 -31/2 -yrs)

Adapted with permission from J. Ronald Lally, Abbey Griffin, et al., Caring for Infants and Toddlers in Groups: DevelopmentallyAppropriate Practice (Washington, DC: ZERO TO THREE/The National Center, 1995), pp. 78-79.

T

(Handout 1.9)

Handout 1.10 Social Emotional Milestones Group QuizModule 1

Refer to Handout 1.9 PowerPoint: Developmental Continuum of Social Emotional Indicators

* There is definitely overlap across indicators between ages and categories.Thus, these are not absolute answers, and discussion should be encouraged.

Milestone / Indicator

When would you expect tobegin to see this indicator of

social emotionalcompetence?*

Age (birth–6 months; 6–12 months;12–18 months; 18–24 months;

24–36 months)

What category(ies) ofsocial emotional

development does thebehavior exemplify?*

Category (Attachment/Trust;Self-Awareness/Identity;Exploration/Autonomy)

Longer, condensed sleep cycles

Becomes upset when separated fromcaregiver

Cries to indicate hunger or discomfort

Identifies some emotions in others

Likes to be picked up and will hold on tocaregiver

Staring to enjoy games (peek a boo, turntaking)

Enjoys talking and using new words, (“No!”)

Showing a variety of complex emotions (pride,sympathy, fear, embarrassment)

Coos, gurgles, laughs, or smiles to indicatecontentment

Turn towards familiar voices

Learning to independently follow routines,expectations

Starting to play by herself

Responds to name

Squeal or shout for attention

Tells others what to do, not always compliant

Briefly looks at caregivers face and eyes

Likes to play with fingers, toes and will suck onto self-soothe

Knows when she does something wrong

Reduction in unexplained crying

(Handout 1.10)

46

P. Show Slide 47. Importance of Social EmotionalScreening. Share with participants that social emotionaldevelopment in young children does not always proceedas expected. In some instances, infants or toddlers maynot give clear or consistent cues about their needs,making it difficult for families and caregivers to knowhow to respond.

Social emotional screening can help families andcaregivers further identify a child!s social emotionalstrengths, as well as better understand possible areas ofneed. Screening can help indicate whether a young childshould receive a more in-depth assessment orevaluation. Screening involves more than the use of avalidated tool or instrument. The screening processincludes gathering information from families, caregiversand others who know the young child best.

Q. Slides 48-49. Understanding Behavior – MakingSense of What You See and Hear: Temperament.Display Slide 48. Point out that in addition tounderstanding individual children!s cues and typicalsocial emotional development, learning about a child!sspecific traits or temperament will also help caregiversand families better understand and respond to a youngchild.

Show Slide 49 and make the following points:• Each child is born with his/her own temperament or

individual way of approaching the world. A child!sbehavior and approach to the world is shaped byhis/her experiences and interactions with the adults inhis/her life. Understanding a child!s temperamenthelps us provide more responsive and sensitive care.

• Some aspects of temperament are noticeable frombirth and continue throughout life. Right from the start,we each have a unique genetic makeup whichincludes our nervous system and the way we take insensory stimulation. For example, some people maylike bright lights and loud music; others prefer thelights low and the music quiet. Some people eat andsleep in pretty regular patterns; others have nopattern at all. The concept of temperament helps usunderstand that children engage with the worldaccording to their inborn characteristics.



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48

49

• A large part of a caregiver!s job is to adapt his or herown temperament to meet the needs of the youngchild. For example, a caregiver who likes bright lightsand loud music may need to provide less stimulationby talking more softly, reducing the lights and othernoise. The degree to which this is managed isreferred to as “goodness of fit.” The sensitive adultadapts his or her behavior in such a way as to notrequire the infant to make the adaptation, knowing itwould be stressful for the infant. The adult seeks tomatch her behavior to meet the infant!s needs.

• It is also important to understand the impact of inborn,biological differences on the behavior of individualchildren. Learning about temperament can helpcaregivers understand more about how these inborntraits play a major role in a child!s pattern of behaviorand may eventually have a major influence on how achild feels about him or herself. For example, if atoddler is easily distracted, and has irregular patternsof sleeping and eating yet no accommodations aremade to meet his needs for eating and sleeping atdifferent times or to reduce the stimulation to help himbecome calm, he may begin to feel that others don!tunderstand him or caregivers don!t know how to helphim.

• Understanding an infant!s or toddler!s temperamentcan help us begin to anticipate what situations maybe easy or more difficult for the child.

• Sometimes forming relationships with infants andtoddlers can be easier or more difficult depending ona variety of factors including the child!s andcaregiver!s personality or temperament.

R. Slide 50 and Handout 1.11. Temperament Traits.

Explain that there are nine traits that are considered tobe key components of a child!s temperament (Wittmer &Petersen, 2006 based on Thomas, Chess, Birch,Hertzig, & Korn, 1963). Read each trait aloud. Provideparticipants Handout 1.11 and ask them to pair off anddescribe their own temperaments using the nine traitslisted. Trainer’s Note: If using Optional Activity E(below), you will not need to offer this partner activity.



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Handout 1.11: Temperament TraitsModule 1


Temperament Traits

Activity level – always active or generally still

Biological rhythms – predictability of hunger, sleep, elimination

Approach/withdrawal – response to new situations

Mood – tendency to react with positive or negative mood, serious, fussy

Intensity of reaction – energy or strength of emotional reaction

Sensitivity – comfort with levels of sensory information; sound, brightness of light, feel of clothing,

new tastes

Adaptability – ease of managing transitions or changes

Distractibility – how easily a child!s attention is pulled from an activity

Persistence – how long child continues with an activity he/she finds difficult

Adapted with permission from Wittmer and Petersen, 2006

(Handout 1.11)

S. Show Slide 51. Temperament Types.

Trainer’s Note: The groupings for temperament traits onthis slide are discussed and illustrated in The Programfor Infant Toddler Caregivers, a training developed byWestEd in California (http://www.pitc.org), that many ofthe participants, particularly those who have worked inEarly Head Start, may be familiar with. As you reviewthis information with participants, emphasize stronglythat you are not trying to “label” children. Discussingdifferent temperament types will help them becomebetter observers of young children!s needs. It is thecaregivers! responsibility to adjust their owntemperament to better match the temperament ofindividual infants and toddlers. (See Handout 1.13,Temperament What Works Brief, for additionalinformation).

Point out that there are three temperament types intowhich many children fall. Each of these three commontemperament types is characterized by a trait that maydominate the child!s behavior.

Briefly describe the temperament types:• The easy or flexible child is generally easy to care

for. She adapts quickly to new situations, isbiologically regulated, is optimistic in her approach tonew people, and generally has a positive mood. Shetends to learn to use the toilet without a lot ofdifficulty, sleeps through the night, and has regulareating and sleeping patterns. She enjoys new peopleand places and typically gives mild signals of distress.Even when very unhappy, this child may cry little.



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Handout 1.13: Understanding Temperament in Infants and ToddlersModule 1


to what!s going on around her, how quickly she adaptsto changes, and how distractible and persistent she mightbe when engaging in an activity . Based on these traits,researchers generally categorize children into threetemperament types:• Easy or flexible children tend to be happy, regular insleeping and eating habits, adaptable, calm, and noteasily upset.

• Active or feisty children may be fussy, irregular infeeding and sleeping habits, fearful of new people andsituations, easily upset by noise and stimulation, andintense in their reactions.

• Slow to warm or cautious children may be less activeor tend to be fussy, and may withdraw or reactnegatively to new situations; but over time they maybecome more positive with repeated exposure to a newperson, object, or situation.

Clarifications about TemperamentNot all children!s temperaments fall neatly into oneof the three types described. Roughly 65% of childrencan be categorized into one of the three temperamentaltypes: 40% are easy or flexible, 10% are active orfeisty, and 15% can be categorized as slow to warmor cautious. Second, all temperamental traits, likepersonality traits, range in intensity. Children who havethe same temperament type might react quite differentlyin similar situations, or throughout different stages intheir development. For example, consider the reactionsof two infants when a stranger comes into the room. Acautious infant might look for her caregiver and relaxwhen she makes eye contact, while another baby withan easy temperament may smile or show little reactionto the stranger. In thinking about Laura!s reactions andbehaviors in Ms. Neil!s care, might you categorize hertemperamental type as feisty?

Finally, it is important to understand that although achild!s basic temperament does not change over time,the intensity of temperamental traits can be affectedby a family!s cultural values and parenting styles. Forexample, a family that values persistence (the abilityto stick to a task and keep trying) may be more likelyto praise and reward a child for “sticking with” achallenging task (such as a puzzle). Parental recognitionof the child!s persistent efforts can strengthen the trait,and she may become more persistent and more able tofocus over the course of his childhood.

A child!s temperament is also influenced to some extentby her interactions with the environment. For example, ifa child is cared for in an environment that places a high

Twenty-month-old Laura just began care in Ms.Neil!s family child care home. Ms. Neil is havingdifficulty integrating Laura into her program. Laura!s

schedule is unpredictable—she becomes tired or hungryat different times each day—and she always seems towant to run, climb, and jump on everything. Laura alsogets extremely upset when it is time to transition fromoutdoor play to lunch, or when Ms. Neil interrupts anactivity in which Laura is engaged. It is not uncommon forher to tantrum for 10 minutes or more at these times. Ms.Neil has had many years of experience working withyoung children, and attributes Laura!s lack of a consistentschedule to her recent enrollment and need to get usedto the program. She is also struggling with the fact thather favorite activities—quiet games, book reading, andsensory experiences—are ones that Laura doesn!t seemto enjoy. After several weeks of observing little change inLaura!s behaviors, Ms Neil is frustrated. Laura!sunpredictable napping and feeding times, as well as herconstant need for physical activity and intense reactionsduring transitions, are making responsive care for all theother children difficult. Ms. Neil meets with Laura!s family,and learns that Laura!s parents haven!t had difficulty withthe issues she describes. When she asks specificallyabout her schedule, her parents describe Laura as beinga good eater and sleeper, but do report that she doesn!thave a consistent schedule for eating or napping. Theyalso share that Laura!s need for active physical play istypically not an issue because they have a largebackyard and Laura has several older siblings who ofteninclude her in their active play. Still, all of the adults areconcerned about Laura!s success transitioning into Ms.Neil!s program, and want to find a way to help her.

What Is Temperament?A child!s temperament describes the way in which sheapproaches and reacts to the world. It is her personal“style.” Temperament influences a child!s behavior andthe way she interacts with others . While temperamentdoes not clearly define or predict behavior, understandinga child!s temperament can help providers and familiesbetter understand how young children react and relate tothe world around them. Information about temperamentcan also guide parents and caregivers to identifychildren!s strengths and the supports they need tosucceed in their relationships and environments.

Researchers have described young children!stemperament by depicting several different traits. Thesetraits address an infant!s level of activity, her adaptabilityto daily routines, how she responds to new situations,her mood, the intensity of her reactions, her sensitivity

Understanding Termperment in Infants and ToddlersWhat Works Brief Series • Lindsey T. Allard and Amy Hunter

(Handout 1.13)

Optional Activity E (20 minutes): Consider having participants rate the temperamentof children in their care using Handout 1.12 Temperament Continuum. Encourageparticipants to rate their own temperament on the continuum. Assist participants touse the handout to analyze where their temperament is similar and different to thechildren in their care. Encourage participants to share suggestions and strategies forways to adjust their own temperaments to better match the children!s preferences.

11/11

Handout 1.12: Temperament ContinuumModule 1


Temperament ContinuumPlace the initials of each of the children in your care on the continuum for each trait basedon your observations and discussions with the child!s family. Then, write your initialswhere you feel you fall on each trait in the continuum. Use this tool to analyze where yourtemperament is similar and different to the children you care for. Then, knowing that it isthe adult who must adjust to make the “fit” good, use the suggestions above to createcare strategies that provide the best possible experience for each child.

Activity Level:Very Active Not Activewiggle and squirm, difficulty sitting still sit back quietly, prefer quiet sedentary activities

Distractibility:Very Distractible Not DistractibleDifficulty concentrating High degree of concentrationDifficulty paying attention when engaged in an activity Pays attention when engaged in an activityEasily distracted by sounds or sights during activities Not easily distracted by sounds or sights during activities

Intensity:Very Intense Not IntenseIntense positive and negative emotions Muted emotional reactionsStrong reactions

Regularity:Very Regular Not RegularPredictable appetite, sleep patterns, elimination Unpredictable appetite, sleep patterns, elimination

Sensory Threshold:High Threshold Low ThresholdNot sensitive to physical stimuli including sounds, Sensitive to physical stimuli including sounds,tastes, touch, temperature changes tastes, touch, temperature changesFalls asleep anywhere, tries new foods, wears new clothing easily Picky eater, difficulty sleeping in strange crib/bed

Approach/Withdrawal:Tendency to Approach Tendency to WithdrawEagerly approaches new situations or people Hesitant and resistant when faced with new situations, people, or things.

Adaptability:Very Adaptable Difficulty AdaptingTransitions easily to new activities and situations Has difficulty transitioning to new activities or situations

Persistence:Persistent Easily FrustratedContinues with a task or activity in the face of obstacles Moves on to a new task or activity whenDoesn!t become frustrated easily faced with obstacles. Gets frustrated easily

Mood:Positive Mood Serious MoodReacts to the world in a positive way, generally cheerful Reacts to situations negatively, mood is generally serious1 ZERO TO THREE, Retrieved from worldwideweb http://www.zerotothree.org/site/PageServer?pagename=key_temp June 11, 20092 Dimensions of temperament (found in several places and merged/adapted).3 WestEd. (1995). The Program for Infant Toddler Caregivers! (PITC) Trainers Manual, module 1: Social-emotional growth and socialization (p. 21). Sacramento, CA:California Department of Education.

4 Thomas, Chess, Birch, Hertzig, & Korn, 1963.

(Handout 1.12)

• The feisty child is often the opposite. This child maybe hard to get to sleep and sleeping and eatingpatterns are irregular. Toilet training may be moredifficult because of irregular bowel patterns. This childmay fuss or cry at loud noises, and is often wary ofnew people and things. He is slow to warm up andmay escalate to temper tantrums quickly if frustrated.He may have frequent unhappy moods. This childmay be very noisy when even slightly unhappy.

• The third group of children often has difficultyadapting to new people and places. They are oftencalled fearful, shy, or slow-to-warm. Their mood maynot be easy to gauge because it takes longer for themto engage with a group or a new activity. Theirbiological rhythms may or may not be regular.

T. Show Slide 52. Think About. Tell participants that tohelp identify and better understand a child!stemperament, you might think about:• What is the child like?• How calm or active is she?• How does she respond to changes in routines?• How does she deal with a lot of stimulation?• How does she let you know she likes something,

dislikes something, etc.?

U. Slide 53. Temperament Types—Flexible, Fearful andFeisty.Ask participants to look at the photos of three childrenwhose captured expressions are indicative of thesedifferent types of temperaments.

• Invite them to think about a child they findchallenging. Ask them to review the ninetemperament traits and identify those that seem tocharacterize that child. Ask participants:

• Do you think that any of these temperament traits arepart of what is challenging to you? Is that because thechild is different from you – or perhaps because thatchild is similar or like you?”

Acknowledge that some temperaments are easier for usto handle than others, but it is still very important forchildren to feel accepted for who they are!



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V. Slide 54 and Handout 1.14. ConsideringTemperament Booklet. Point out that when we feelchallenged by the behavior of an infant or toddler, it ishelpful to try to take the child!s point of view. Tellparticipants that they!re going to create a book that mayhelp them look at things from the child!s perspective,using Handout 1.14. Ask participants to think againabout a particular child they find challenging. Encouragethem to use a pseudonym for the child for confidentialitypurposes.

Walk participants through creating the book:

Front page (A): Ask participants to write down thetemperament traits of the child they are thinking about.Have them refer back to Slide 50, or Handout 1.11, ifnecessary. Give the participants a couple of minutes towrite.

Second page (B): Ask participants to take the child!spoint of view and write a sentence or two in which thechild describes what it is like to be him or her. The pagesays, “Let me tell you about me…” Give the participantsa couple of minutes to do this. If participants havedifficulty getting started, use examples like “I have a veryhard time being so fussy all day; It is really challengingto be so distractible (the room is too hot; there are toomany loud noises and bright lights); I can!t relax. Thereis just too much to look at; I have trouble with every newsituation – even predictable, daily transitions.”

Third page (C): Ask participants to continue taking thechild!s point of view and write down something they dothat may be hard for the child because of his or herinborn temperament traits. The page says “I don!t like itwhen you …” Ask participants to fill in the blank.

If participants need examples, consider saying: “Tell meto quit crying,” or “Tell me I!m not being nice,” or “Askme in a grumpy voice why I can!t lie still while youdiaper me.”

Fourth page (D – back page): Ask participants tocontinue taking the child!s point of view and speculateabout what would be helpful to that child. Ask them to



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I am thinking about .His/her temperament traits are:

1.

2.

3.

4.

5.

6.

Handout 1.14: Considering TempermentModule 1

The Center on the Social and Emotional Foundations for Early Learning Vanderbilt Universityvanderbilt.edu/csefel H 1.14

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It would help me if you would:

1.

2.

3.

4.

5.

(D) (A)

AD

(Handout 1.14)

complete the sentence that begins “It would help me ifyou would…” Give participants 3 to 5 minutes for thispart. If participants have difficulty getting started, useexamples like, “Talk softly to me and try to understandwhat I am feeling.”

Invite participants to share their booklets with a partneror in small groups at their table for about 5 minutes.Then bring the large group back together. Ask:• What did you learn from thinking about temperament

from the child!s point of view?• Was this type of booklet and process useful in helping

you think about the children you care for and how tobetter match different temperaments? Why?

Before moving to the next section, discuss how beingresponsive to and matching a child!s temperament isalso part of building positive relationships with childrenand developing “goodness of fit.” Learning aboutchildren!s unique temperament boosts our ability to tuneinto and adapt to the child!s personal style. Give anexample, such as holding and reassuring a child whenan unfamiliar person comes into your room can help afearful child feel safe and secure and trust that you willbe there for them. This can also help reassure a child asthey learn to regulate their feelings and emotions.

Make the following points about developing “goodnessof fit”:• The most important part of understanding

temperament is being aware of the role thatcaregivers and families play in adapting and adjustingtheir own temperament to match that of the child orchildren in their care.

• A large part of what caregivers do is support theinfant!s and toddler!s family and help the familycontinue to develop a secure, trusting relationshipwith their child that is a good fit.

Slides 55-56. Strategies to Develop a Good Fit: How toAdjust Your Temperament. Summarize the temperamentsection with participants by reviewing some key strategiesfor adjusting temperament.



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X. Slide 57. Why Is Understanding TemperamentImportant?

Highlight the following points with participants:a. When we understand a child!s temperament, we can

begin to anticipate what situations may be easy ormore difficult for him.

b. By understanding a child!s temperament, we cannurture and support strengths as well as help a childlearn ways to cope with challenges.

c. We can adapt how we care for a young child basedon his/her temperament style.

d. Understanding temperament is an important part ofand way to build and enhance relationships betweenadults and young children.

Y. Slide 58. Understanding Behavior – Making Sense ofWhat We See and Hear: Social EmotionalDevelopment and Behavior.

Share with participants that together you have discussedsocial emotional development and why it is important,defined social emotional development of young children,and reviewed social emotional milestones. We alsohighlighted the need to continuously observe youngchildren and families. Through observation, we learnedthat we can better understand a young child!stemperament and supportive ways to respond. Each ofthese concepts will contribute to a more completeunderstanding a young child!s strengths and possibleareas of need.

Share the following points with participants:

a. The stages of young children!s social emotionaldevelopment, their developmental readiness to learnnew things, their temperament, their emotional needsand environmental factors all help guide us on howbest to understand and respond to their behaviors.

b. Once we are able to better understand and identify ayoung child!s social emotional development, it is thenoften easier to understand why a young child behavesand responds in certain ways, as well as determinethe best ways to relate to, support and providedevelopmentally appropriate guidance.



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Z. Slide 59. Relationship Between Social EmotionalDevelopment and Behavior.Share with participants that to understand both socialemotional development and behavior (includingchallenging behavior) we must understand that allbehavior has meaning. For example, when a baby“first smiles” it might mean “I!m happy” or “I like what Isee.” When a baby “stretches two arms up” he might besaying, “Pick me up.” As a baby “points to a bottle” shemay be saying, “I want my bottle.”

AA. Slide 60. Relationship Between Social EmotionalDevelopment and Behavior.

Trainer’s Note: This can be done as a large group or insmall groups at tables.

While displaying Slide 60, ask participants to identifywhat these infants or toddlers may be trying tocommunicate with their behavior. Possible responsesmay include:

• “A 3-month-old screams and cries for long periods …”— perhaps he has colic, maybe he wants thecaregiver!s attention, maybe he doesn!t know thecaregiver or feel secure, perhaps he is uncomfortableor in pain, perhaps he is hungry, cold or wet, maybe itis a new environment and he is scared.

• “A 17-month-old hits another child ” — he may want atoy the other child has; he may be curious about whatthe child will do in response; he may want to play;perhaps the other child is in his space; he may notknow what else to do to get his needs met and/or hispoint across.

• “A 2-year-old says #no! frequently because…” —perhaps he has heard “no” frequently and isexperimenting with language; he may be trying tohave some power, control and independence; he maybe trying to understand what “no” means; he may notwant to do something.



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The process by which infants and toddlers becomesocially and emotionally competent may also include avariety of challenges— challenges that occur in normaldevelopment, challenges that signal unmet needs,challenges that may be related to a child!s disabilities orspecial needs, and challenges within relationships orenvironments.

Often very young children do not have a wide variety ofskills to communicate their needs and some of thebehaviors young children use are described as“challenging behaviors.” In this module when we use thewords “challenging behavior,” we are referring to therange of challenges that caregivers may experience incaring for infants and toddlers. Our goal is tounderstand the message of the behavior so that we arebetter able to meet the child!s needs and/or help thechild develop safe and healthy ways to communicatehis/her needs.

Make the key points that as we develop close andsecure relationships with young children, we are betterable to understand the meaning of their behavior; as weunderstand the child!s behavior (e.g., the infant!sgestures), we are better able to form a close and securerelationship with him/her.

BB. Slide 61 and Video Clip 1.3. What is The BitingTrying to Tell Us? Tell participants you are going toshow them a video clip. Ask them to observe closely thesequence of events. After watching the video, askparticipants to describe what they observed. A detaileddescription is included below.

Video Description: The boy stands at a child-sized tableplaying with a set of nesting blocks in a toddlerclassroom. Andrew approaches this boy, wraps his armsaround the boy’s shoulders, and places his open mouthonto the boy’s cheek and then his shoulder. The boybacks away from the table as he places the blocks ontothe table. Andrew reaches for these blocks. The other boygoes to the other end of the table and picks up anotherblock. He raises it into the air and says, “Mine.” Andrewleaves his blocks and heads toward the boy and theblock. The other boy runs away from Andrew. Andrew



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chases him around the table. A teacher calls, “Andrew.”Andrew stops running and looks toward her voice. Hepoints to the boy and cries, “I want it.” The other boy runscompletely around the table and heads near Andrew.Andrew approaches with his hand out. The boy runs inthe opposite direction. The teacher says, “Andrew.”Andrew stops chasing and pouts. The other boy says,“Mine!” and runs in the opposite direction. He thengiggles and says, “I got it.”

Next scene, Andrew is standing next to a shelf playingwith a bead tracking toy. The other boy steps towardAndrew and the toy. Andrew says, “Mine,” and pulls thetoy away. Andrew opens his mouth and leans toward theboy. The boy takes a step back. He pauses briefly, thenreaches for the toy. Andrew opens his mouth. The boythen steps closer. He holds onto one of the wire tracksand pulls it toward him. He bites the track. Andrew leanshis open mouth toward the boy’s shoulder. A teacherapproaches the two boys. She gently guides the otherboy away from Andrew and the toy. She tells Andrew,“Remember, we share at school.” She tells the other boy,“Let’s go get some things to do.”

Ask participants what Andrew might be trying tocommunicate with his biting.Possible responses may include:• He may want the toy.• He may want to play with the other boy.• He may not know how to communicate in another

way.• He may have learned that biting is an effective way to

get what he wants.

CC. Slide 62. The Basics of Behavior.

Understanding the message behind or meaning ofbehaviors gives us clues as to how to intervene orrespond to the behaviors in the most effective ways.Module 3 provides information about how toappropriately and effectively respond to an infant ortoddler!s behavior that may be intense, frequent, andlasting in duration (behavior that has not responded totypical high quality early childhood practices).



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Modules 1 and 2 offer many strategies to help preventchallenging behavior from occurring and/or becomingworse. As the professionals who worked with Andrewand his family thought about and tried to understand themeaning of Andrew!s behavior, they engaged in aprocess of reflection. The strategy of reflecting onbehaviors and our own attitudes about behavior isdescribed and taught throughout Modules 1-3.

DD. Slide 63. Understanding Behavior – Making Senseof What We See and Hear: Social EmotionalDevelopment and Values, Beliefs and Assumptions

Working with infants and toddlers is challenging. Wheninfants and toddlers engage in challenging behavior it isvery challenging work and can be difficult to see beyondthe behavior itself. Exploring our own perceptions,beliefs and assumptions about behavior is critical tosupporting young children. How we think and feel aboutchildren!s behavior greatly impacts how we respond to it.

EE. Slide 64 and Handout 1.15. Examining OurEmotional Responsess to Behaviors.

Distribute Handout 1.15 and explain the activity toparticipants.

• We all have behaviors that really bother us or “pushour buttons.” This activity will help us identify some ofour hot buttons.

• Fill out the top row with your “hot button behaviors.”• There are no right or wrong answers.

Debrief as a large group. Ask for volunteers to namebehaviors that push their buttons. Write some of theresponses on chart paper.

Trainer’s Note: It may be important to remindparticipants to think specifically about infant and toddlerbehavior. In many instances, caregivers who work withchildren who are various ages tend to think more easilyabout challenging behavior of older/ preschool agechildren.



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Handout 1.15: Examining Our Emotional Reactions to BehaviorsModule 1


On eachcircle goingacross, writedown thebehaviorsthat pushyour buttons.

On eachcircle goingacross, writedown yourfeelings whenfaced withthesebehaviors.

On eachcircle goingacross, writedown theimpact yourfeelings haveon yourrelationshipwith thechildren whoexhibit thesebehaviors.

Examining Our Emotional Reactions to Behaviors

(Handout 1.15)

Next, ask participants to think of infants and toddlerswho they have cared for and who have displayed thesetypes of behaviors. Have participants complete thesecond row of circles by listing feeling words (how theyfelt when they were working with that infant or toddler orhow they felt when people were sharing their list ofbehaviors that “pushed their buttons”).

Trainer’s note: It is not unusual for participants to havedifficulty identifying their own feelings (even veryseasoned professionals). For example, a participant maysay, “It makes me feel like I want another job.” Ifparticipants have a hard time identifying how thebehavior makes them feel (or naming specific feelingssuch as frustrated, insecure or angry), if it feelsappropriate and not too intrusive, gently encourageparticipants to try to name specific feelings by askingquestions such as, “Can you say how that makes youfeel using a feeling word?” It may also be useful to saysomething like, “It can sometimes be hard to talk aboutand/or get in touch with our feelings for a variety ofreasons. Other participants who have done this exercisesay that sometimes these behaviors make them feelangry, frustrated, incompetent, sad, worried, insecure,shamed, unsure, etc.” If it feels appropriate you canrephrase participants! comments and ask about theirfeelings. For example, you might say, “You say you feltlike you wanted another job. Is it fair to say you feltinsecure about your abilities in your job?” Remindparticipants that naming their own specific feelings is agreat way to help children learn about feelings.

Ask participants to share their ideas and write them onchart paper. They will likely say things like: “It makes mefrustrated.” “I feel like I don!t know what I am doing.” “Itmakes me mad.” “I feel like a failure.”

Now, ask participants to write responses to the thirdquestion in the third row of circles on their paper: Howdo these feelings impact your interactions with childrenand their families when children engage in thesebehaviors?



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Participants might say they avoid children when they actlike this or that they interact in a not-so pleasant wayafter children engage in these behaviors, etc. Somecaregivers or parents may shut down when they arefrustrated or alternatively, raise their voices or becomeimpatient. Make the point that it is difficult to be effectivewith children when you are feeling this way. Helpparticipants understand the connection between feelingsand behaviors: Often, the way we feel leads to how webehave. Provide examples, such as:

• How do you behave when you feel incompetent?Sometimes if we feel incompetent we are overlystern, demonstrate frustration or give up finding newways to approach a child.

• If we feel frustrated or angry with a child we may actangrily toward him or try to avoid interactions withhim.

Emphasize that it is important to plan a strategy fordealing with feelings, and it is important to plan how tobehave regardless of the feelings we may have.

FF. Slide 65. Strategies for Responding to Feelings.Help participants understand that our own “feelings” canbe an emotional signal to tell us to make an extra effortto remain calm; to remember to use kind words andpositive directions; to ask for help or take a break.Feelings can be cues to tell us that we need to think ofpositive ways to approach a situation (e.g., observe ayoung child more closely, focus on the positive).Feelings can help us pay attention to behavior and makenecessary adjustments (e.g., lower a voice, smile, take adeep breath, take a moment to reflect, etc.).

GG. Slides 66-69. Noticing and Challenging OurThoughts. Review the slides with participants and readaloud the upsetting and calming thoughts. Explain that ifwe notice and challenge our thoughts, or reframe, wecan engage in more positive interactions with children.



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HH. Slide 70 and Handout 1.16. Reframing Behavior.

Have participants pick 1-2 of their “hot buttons,” (fromHandout 1.15) reread them, and consider how they canchallenge their thoughts to perhaps understand thebehavior in a different way.

Distribute Handout 1.16. Review the four exampleslisted on the handout. Ask participants to list two to threeadditional behaviors that push their buttons. Next, haveparticipants notice what thoughts they have about thesebehaviors and ask them to list their thoughts under thecolumn “Problem Statement.” Under the column“Reframed Statement,” ask participants to challengetheir thoughts and replace them with a more calmingthought, or restate the problems to make them moremanageable. Do not generate solutions at this point.Instead simply try to change the thoughts about thebehavior. Invite volunteers to share their ideas with thewhole group.

II. Slides 71-72 and Videos 1.4 and 1.5. CaregiversNoticing and Challenging Their Thoughts I and II. Letparticipants know that they are going to watch twovideos of caregivers talking about (1) their initialreactions to young children!s behaviors and then (2)using strategies to notice and challenge their thoughts,as well as change their own behaviors. Ask participantsto pay attention to the caregivers! strategies.

After watching the videos, help participants think aboutwhat they saw and heard and reflect on strategies theycan use to help them notice and challenge their ownthoughts and reframe their own behavior. Askparticipants:

• What are some of the strategies these caregiversused to change their own behavior? (reframing, selftalk)

• What kind of support might these staff have had orwould staff need to be able to share their thoughtsopenly and shift/change their thinking?



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Handout 1.16: Reframing ActivityModule 1


1. He whines from the moment he gets hereuntil the time he gets on the bus to gohome.

2. She is clingy not only with her mother butwith other adults as well.

3. I have to watch him like a hawk or he!llrun down the hall or go out the gate.

4. She constantly knocks over otherchildren!s constructions or destroys otherchildren!s art work.

5.

6.

7.

8.

9.

10.

PROBLEM STATEMENT REFRAMED STATEMENT

Possible responses: He must really misshis family.

She might be slow to warm up in newsettings or in the presence of otherchildren and adults.

He may not understand my expectationsabout staying with the group.He is very active.

She may want to join other children!s play,and she may not know how to ask.

She may be frustrated because she doesnot know how to play with the materials orcomplete her art project.

Reframing Activity(adapted from Multicultural Early Childhood Team Training, 1998)

(Handout 1.16)

JJ. Slides 73-74. Strategies for Reframing. Review thestrategies for reframing behavior and make the followingpoints:• Our behavior will either enhance our relationship with

the child or detract from building a secure relationshipwith a child.

• Focus on what the infant or toddler will learn from ourbehavior. For example, if a caregiver continues to tryto find a way to soothe a baby who cries for longperiods of time, the baby will learn that adults careand people help. As the caregiver works to regain herown sense of competence and becomes calm, thishelps the child remain calm.

KK. Slide 75. Understanding Behavior – Making Senseof What We See and Hear: Cultural Influences.

It is especially important for caregivers to have anawareness to and understanding of how culture is asignificant factor in both how families raise their childrenand in how caregivers provide care for them. Culturaldifferences in families! beliefs and practices affect howyoung children behave, how young children adjust tocare settings and other early childhood programs, howfamilies care for their children, how young childrenrespond to caregivers, how caregivers and familiescommunicate with each other and what a problem-solving process might look like.

Ask participants how they define culture and what itmeans to them. Possible responses will likely includeshared values, beliefs and practices among members ofa group. Summarize with participants that culture can bedefined as a system of shared values, beliefs, andattitudes that shape or influence perceptions andbehaviors.

Next ask participants how they see culture in their earlycare and learning settings. For example, promptparticipants by asking, “How might culture influencefamily beliefs?” Or, “How might culture influence…”

• Staff beliefs?• Child behaviors?



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Consider offering the following points if needed tosupport this discussion:

Family beliefs – child-rearing practices, family roles,perceptions about supports and stressors, viewsabout typical development, meaning of youngchildren!s emotions and behavior, promotion ofdependence or independence.

Staff beliefs – caregiving practices, roles, viewsabout typical development, meaning of youngchildren!s emotions and behavior, promotion ofdependence and independence.

Child behaviors – variations in the ways thatemotions are expressed and communicated (e.g.,animation, intensity of expression, volume of speech,directness of questions, eye contact, touching, use ofgestures, proximity/distance regarding personalspace); ways to eat foods; when it is appropriate towear certain clothing.

Ask participants if staff in their programs come frombackgrounds that are the same as or different fromthose of the families they serve. Are there culturaldifferences between staff members? Between families?

Share with participants that early childhood care settingsprovide a unique environment in which adults andchildren alike can learn about and honor differences invalues, beliefs and perceptions. Ask participants todescribe how this takes place in their setting. Forexample, what happens when caregivers disagree abouthow holidays should be celebrated with toddlers? Howdoes the program handle differences between a family!sand teacher!s ideas about discipline?



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LL.Slide 76. How Culture Influences Caregiver Behavior.Note that so far, the training has focused on ourthoughts, feelings and reactions to or about behavior.Make the following points:

• Everyone brings specific values, beliefs andassumptions about child rearing and childdevelopment to their work with infants and toddlers.

• There are individual and culturally-based beliefs thataffect our attitudes about behavior (e.g, childrenshould be seen and not heard or children should sitquietly in a church).

• Studies show that parents and teachers often havedifferences in their expectations about children!sbehavior (which are largely based on parents! andcaregivers! own cultural and family experiences). Forexample, a parent may carry an infant most of thetime and a caregiver may want to place the infant onthe floor.

Recognizing and acknowledging another person!s pointof view and reaching a shared solution is critical inproviding high-quality care to infants and toddlers.

Tell participants, “In the next slide, you will see someexamples of differences in groups of parents!expectations for their children!s development.”

MM. Slide 77. Mean Age Expectations in Months forMilestone Attainment.

Explain that this slide highlights the findings fromresearch studies (cited on the slides) in differences indevelopmental expectations between various culturalgroups based on their cultural beliefs.

Take a look at some of the milestones where there is anasterisk. The asterick denotes those milestones wherethere was a statistically significant difference. Note that,of course, not all Caucasian, Puerto Rican and Filipinofamilies share these beliefs about age levelexpectations, we know there is great variation withineach group; however, this study demonstrates how incertain areas, across different ethnic groups there canbe very different developmental expectations for childrenbased on individual cultures.



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Ask participants to look at the “Utensils” category. Inthis study, Caucasian families expected children to startusing utensils around 17.7 months. Puerto Ricanfamilies expected toddlers to use utensils around 26.5months and Filipino families expected toddlers to startusing utensils around 32.4 months of age. It would notbe surprising if some families questioned your program!sexpectations of emphasis on independence duringmealtimes if their expectations were different than theprograms.

NN. Slide 78. Activity: Large Group Discussion

While displaying Slide 78, ask participants:

• How might differing cultural expectations among youand other caregivers and/or families impact your workwith infants, toddlers and their social emotionaldevelopment?

• As a caregiver, can you think of any example whereyou had differing values, beliefs and ideas about howto care for an infant?

During the large group discussion, make the followingpoints:

• A caregiver or family may view the child aschallenging if he/she does not display behaviors thatmatch with their expectations about behavior and/ordevelopment.

• Different expectations among caregivers and/orfamilies may cause caregivers and/or families tojudge each other. This can strain the relationshipsand ultimately impact the quality of care and supportchildren and families receive.

• Very young children and families may be treateddifferently if their behavior and expectations don!talign with caregivers! expectations. For example, wemay avoid a parent or act more reserved aroundsomeone who dresses differently or looks different,ultimately impacting the relationship.

• Children and families may demonstrate behavioralreactions (e.g., showing frustration, being withdrawnor exhibiting acting out behaviors, etc.) if they are



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encouraged or pushed to do things they are notcomfortable with (e.g,. if infants are fed on a scheduleinstead of on-demand; or if they are pushed to napwhen they are not ready or stay up when they areready to sleep).

OO. SSlliiddee 7799.. Activity: Partner Discussion

Ask participants to discuss in pairs the question on Slide79.

According to your cultural/family beliefs, toddlers shouldbe potty trained at 32 months. One of your familiesexpects their child to be potty trained at 20 months.What can you do?

After about 10-15 minutes, bring the group back for alarge group discussion.

Encourage participants to share examples from theirown work when they might have had cultural differenceswith other caregivers or parents. Encourage them tothink about how those differences may have impactedrelationship-building with the child and family.

Note any of the following that do not come up during thediscussion:

• Seek support, talk to your supervisor and/or otherchild development colleagues

• Ask the family for more information about their beliefs,values, and experiences related to potty training

• Look at literature and resources about readiness forpotty training

• Work together with the family to come up with a planthat feels comfortable for everyone

• Reinforce the family as the child!s first and primaryteacher. While caring for the child should be acollaborative effort, as professionals, we need torespect the family!s perspective

• Use “I wonder” statements in your conversation, e.g.,“I wonder what it might be like if we started pottytraining now?” “I wonder what it would be like if wewaited to potty train later?” “I wonder what it would belike for us to talk about our different ideas about pottytraining? Is it okay to talk about our differences?”



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• Share your observations of the child!s readiness andask the family what they observe as signs ofreadiness – “How will we know the right time tostart?”

PP. Slide 80 and Video Clip 1.6 Learning from Families.Explain that you will be showing a video, Video 1.6,which is an example of one way in which a caregivercan learn from a family about how to more effectivelyindividualize care for a young child.

After the video, ask participants how they think cultureplayed a role in helping to develop this partnership.

• Share the following points with participants: • It is within their families that infants and toddlers learn

about their culture and experience relationships thatinfluence their sense of who they are and who theywill become.

• Talking with families about their cultural practices,traditions and beliefs provides the message they arevalued.

• Talking with families is not enough – it!s important forcaregivers to reflect on their own cultural beliefs andpractices, as well as be open to and accepting ofdifferent ways of caring and supporting infants,toddlers and families.

QQ. Slide 81. Strategies for Supporting CulturalInfluences.Review the bullet points noted on the slide withparticipants:

• Visit families! homes and communities: caregivers cangain an understanding of the strengths children andfamilies bring with them to the childcare program orsetting.

• Support children!s home languages: the earliestexperiences of young children shape their growth anddevelopment, including language and communicationskills. All young children need support for thedevelopment of their home or primary language.Infants and toddlers may also feel more emotionallysecure when they hear their home language in achildcare setting.



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• Training in cultural competency: acquiring informationcan be a first step in increasing caregiver sensitivity. Inorder to develop the skills necessary to work with adiverse population, it is important that caregivers of allbackgrounds receive meaningful training in culturalcompetency. Cultural competency requires a set ofskills including (but not limited to) knowledge andunderstanding of diverse cultures, diverse parentingpractices, family values and customs, and duallanguage acquisition processes.

• Share picture books where children in the stories comefrom around the world or diverse cultures. It isimportant that children “see” themselves represented inthe media in the classrooms and programs (i.e., books,posters, videos, etc.).

• Ask families to share a special lullaby or song fromtheir culture.

IV. Forming and Sustaining Relationships with Childrenand Families (130 minutes)

A. Slide 82. Forming and Sustaining Relationships withChildren and Families: Context of Relationships.

Note that many of the strategies discussed so far haveemphasized the critical role of relationships in the lives ofinfants and toddlers. Ask participants to think about,“What are relationships?”

B. Slide 83. What are Relationships? Ask participants whatthey think the difference is between interactions andrelationships. Ask for a few volunteers to share their ideas.

Next, ask participants to think about a relationship theyhave and how it developed. Note that it began byinteracting and that through interactions over a period oftime, the relationship was formed. Emphasize thatrelationships are more than interactions. Review thebullets on the slide. Relationships:• Have emotional connections• Endure over time• Have special meaning between the two people• Create memories and expectations in the minds of the

people involved



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IV. Forming and SustainingRelationships withChildren and Families(130 minutes)

82

After reviewing the bullets, make the following points:• Repeated similar interactions lead to fairly predictable

relationships because the infant or young child beginsto know how the other person will respond to him orher. This pattern of responses creates the emotionalconnection that the infant has to the other person.

• Notice in this definition there is no mention of“positive,” “good,” “negative,” or “bad.” Somerelationships may be viewed as more positive or morenegative, however, in reality most relationships haveboth positive and negative elements.

B. Slide 84 and Handout 1.17. Reflective Inventory:Reflecting on Our Own Relationships. Suggest toparticipants that when we start to think and talk aboutrelationships with children, it is helpful to reflect on therole that relationships have played in our own lives. Askparticipants to individually complete Handout 1.17.

Trainer’s Note: Depending on the relationships withinthe group, you may want to have participants share theinformation with each other if they feel comfortable.Alternatively, you may simply ask participants to speakgenerally about the experience of reflecting on their ownrelationships.

After participants have had time to complete theinventory questions within Handout 1.17, ask forcomments from the group. Use chart paper to record the words and phrases participants offer (these may includes words or phrases such as: it wasuncomfortable; it was difficult; it was helpful; it broughtup fond memories, etc. Let them know that this activityis included to restate the importance for all caregivers ofvery young children to develop the capacity to reflect onwhy they do what they do or why they say what they sayto children. Encourage responses that focus on thediscovery or awareness of the patterns in their ownbehavior with children.



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Reflective Inventory

Instructions: Take time to think about each question on the inventory and write out someanswers to each. When you complete the inventory, choose a partner at your table to shareyour reflections with.

Think about a satisfying relationship in your life. Name three things that make it satisfying:

1.

2.

3.

Think about the messages you received about relationships from your family and culture.Try to put those messages into words:

Think about yourself as a child. Do you behave in your relationships with children the sameway important adults behaved with you (e.g. playful, cautious, honest, patient, etc.)? Try toput into words what you know to be true of your behavior with the children in your life today.

Handout 1.17: Reflective InventoryModule 1


(Handout 1.17)

84

Make the following points:• Our prior relationships create feelings, expectations,

and behaviors that we bring to each new relationship,including those with young children who are in ourcare.

• If we have a personal history, starting in childhood, ofbasically satisfying and supportive experiences, weare likely to go into new relationships with theexpectation that these relationships will also besatisfying and supportive.

• If we have a personal history of emotionally difficult ortraumatic experiences, we may find it harder tomanage new experiences as adults, particularlystressful ones.

• During our childhood, we received all sorts ofmessages about ourselves. Sometimes thesemessages were verbal and sometimes they werenon-verbal. If they were received before we could talkand use language, they were pre-verbal experiences.We are likely to send some of those messages on tothe children we care for, whether we intend to or not.However, we are more able to recognize the impactof our personal experiences on the messages wesend children in our care if we reflect on how themessages we received in childhood were interpretedby us.

• As adult caregivers of very young children, it is noteasy to be calm and supportive of infants andtoddlers when they are behaving in ways that wedon!t understand or that are causing problems forthem or others - particularly if we have notexperienced relationships in our own personal livesthat helped us deal with stress.

• It is important that we have the opportunity to thinkabout and discuss the impact of our past experienceson our current behavior and relationships with otheradults and children as part of ongoing professionaldevelopment experiences. Working to become moreself aware helps us separate our current feelings andreactions from those generated in past experiences.



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D. Slides 85-87. Babies’ Biological Readiness forRelationships. Note that babies are biologicallyprogrammed to develop attachments to others. Showthe next three slides; for each one, ask the group todescribe what they see the baby or toddler doing thattells us that the child is inviting or participating in arelationship. Point out that looking at still pictures is yetanother way to further develop the observation skillsthat are so critical in understanding a baby!s or child!scues and effectively responding to the child.

Ask participants to be as specific as possible about thebehavioral cues that the adult, infant or toddler isdemonstrating. Possible observations may include: • Slide 85– child is smiling, adult is smiling, eye

contact, child is sitting on adult!s lap, adult has herarms around child (holding him in lap)

• Slide 86 – face-to-face, eye contact, smiling, etc. Askparticipants: • If the baby had a speech bubble above her head

what would it say? • How about the dad - if he had a speech bubble

over his head what would it say? • Slide 87 – two children interacting with each other,

smile on one child!s face, child reaching out to otherchild, face-to-face, adults are smiling and watchingthe children. (While one child!s face can!t be seen,participants can still identify behavioral cues, e.g., thechild is leaning forward, his cheek is bulgingindicating a smile, his body is relaxed) Askparticipants: • What do you think the speech bubble above the

baby in blue might say? • What would the speech bubble say above the baby

who is facing us? • How about speech bubbles for the moms?

As we imagine the thoughts of these babies andparents, we are practicing the skill of observing. We arereading the behavioral cues we see and imagining whatthe experience is like for those involved. It is amazinghow much we can understand simply through carefulobservation.



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E. Slide 88 and Video Clip 1.7. Infant MasterConversation. Tell participants that they are going towatch a video clip of an interaction between a caregiverand an infant. Explain that they won!t be able to hear thecaregiver!s words but they will be able to observe theinteraction. Assign some of the participants to observethe baby in the interaction and some to observe thecaregiver. Ask participants to identify the specificbehaviors of either the caregiver or the baby.

Possible responses include:

a. Caregiver-Rocking, eye contact, soothing, responsive to infant!semotional state and to infant!s verbalizations, giveand take in conversation, relaxed arms and body,changes in facial expressions, expressive with hereyes, mouth, etc; talks to baby, is quiet at times,listens to baby, leans in to hear the baby,demonstrates interest in what the baby has to say,seems to be an oasis of safety and calm in the midstof lot of sound and light

b. Infant-Body relaxed, intensely looks at caregiver, cries,opens eyes wide, yawns

c. Ask participants how they think the baby and thecaregiver felt in these interactions. Possibleresponses include:Caregiver feels: confident, happy, secure, engaged,interested in the infant, curiousInfant feels: comforted, secure, protected, unsure,interested, curious

Note that some of the behaviors and potential feelingsare the same; the caregiver uses her behaviors andher feelings to help the baby feel secure and safe.Ask participants what they think this baby will learnabout the world, relationships, and herself if thesekinds of interactions continue.



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Share the following as part of the discussion:• These kinds of interactions help infants and toddlers

learn that the world is a safe place and that peopleprotect and care for them.

• They learn relationships are caring and people inrelationships are interested and responsive to theirinterest and needs.

• They also learn that they are interesting, effective atcommunicating, and worth receiving good care andattention.

F. Slide 89. What Do Your Relationships Look Like? Askparticipants to form small groups. Direct their attention toSlide 89. Review the questions and offer promptingquestions as noted below:

• What kind of interactions would be captured ifsomeone took photos of you at work? Would thecaregiving look nurturing? Would you be smiling andseem to be enjoying working with infants andtoddlers? Would you look stressed, worried, or bored?

• Would the pictures be capturing moments like thosewe just saw?

• How many moments of these type of interaction makeup the day for the infants and toddlers in our care?

• What percentage of the day is made up of thesetypes of interactions in your setting?

• How do you increase joyful interactions like this in thechild!s home and in your care?

Ask participants to reflect on and discuss the questionsin their small group.

In the large group have participants share someexamples of what came up in their discussions. Writeany strategies for increasing joyful interactions on chartpaper. Wrap-up the discussion of what your relationshipswith children and families look like by challenging thegroup of participants to think about what memories andexpectations (referring back to the definition ofrelationships) they are creating for children and familiesin their care. Ask participants: What will children andfamilies believe about relationships because of theirrelationships with you?



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90 G. Slides 90-93. Strategies to Build a SecureRelationship with a Very Young Child. Discuss andexplore key strategies they identified in the video as well asthose noted on the slides to help form relationships withinfants and toddlers.

Make the point that as infant-toddler caregivers, they havean awesome responsibility and great pleasure, along with achild!s family, to introduce children to the world ofrelationships and the process of loving and learning inthese formative early years. State that you hope the timetogether in this training will excite and inspire them to takegreat satisfaction in their opportunity to make such animportant contribution to the lives of children.

H. Slide 94. Enhancing My Relationships. Ask participantsto use a blank piece of paper to write three goals and/orstrategies they will try in the next three weeks as a way toenhance their relationship with an infant or toddler.Trainer’s Note: If participants feel stuck or unsure referthem to Slides 89-92.

I. Slides 95-96. Forming and Sustaining Relationshipswith Young Children and Families: AttachmentRelationship. Describe to participants that you are nowgoing to talk about a specific aspect of relationships.

Ask participants, “Why does a baby cry when his motherleaves the room? Why does a young child seek out aparent for a hug when they get hurt?” These and otherquestions relate to the key interactions that build arelationship between caring adults and young children—theattachment relationship. When we say a child is attached,we!re saying she has developed a strong preference forthe most important adult or adults in her life.

Show Slide 96 and ask a participant to read the slide:

“Attachment is a pattern of interaction that develops overtime as the infant or toddler and caregiver engage.”

Explain that John Bowlby, one of the first writers andresearchers to write about attachment, describes the term“attachment” as the emotional bond that developsbetween a baby and a caregiver.



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Make the following points:• When infants feel threatened, they turn to the

caregiver for protection and comfort. The caregiver!sconsistent, accurate response to the infant!s signal ofneed, such as crying, helps mold the attachmentrelationship into a predictable, back and forth patternof interaction that develops over the first year of life.

• The infant is, in fact, biologically inclined to use thecaregiver as a provider of comfort. We use the term“secure base” to describe the feeling of safetyprovided to an infant or toddler by a caregiver. Forexample, you have probably seen a toddler ventureoff to try something new, but keep looking back tomake sure that you (his secure base) are still thereand close by if he needs you.

• The history created between the infant and thecaregiver, as the relationship develops, allows theinfant to begin to predict the caregiver!s response toefforts to seek comfort. There are many things we cando in childcare and in supporting families to facilitatethe development of strong attachment relationships.

• When we consistently and lovingly meet the needs ofinfants and toddlers in our care, secure attachmentsare formed. Children who develop secureattachments to one or more adults are more likely todevelop positive social and emotional skills. Theyknow that they can rely on adults to meet their needs,to respond to them, and to comfort them. They feelimportant and begin to develop a sense ofcompetence and confidence.

• When we are unpredictable, unresponsive,insensitive, or even threatening, insecure attachmentsmay develop. Insecure attachments can makechildren feel badly about themselves and feel thatthey aren!t important. They may feel a lack of controlover their environment and may struggle to developpositive relationships with others.

• Secure and insecure attachments are reflective of thequality of the relationships between caregivers andchildren.

• Our job in Early Head Start (EHS) and child care is toform a close and attached relationship with a child aswell as to promote the parent/child attachment.



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J. Show Slide 97. Video 1.8 Supporting Attachment Have participants watch the video clip showing aninteraction that, if repeated over and over in differentforms, becomes the pattern of the attachmentrelationship. Ask participants to observe and commenton what the child is doing and likely feeling and what themother is doing and likely feeling.

Possible responses include:• What is the child doing? tries to take the wrapper off

her snack• What is the child likely feeling? Confident; proud of

herself (says “yeah” at one point); persistent;determined

• What is the mother doing? Starts to take the wrapperoff, then asks her child if she can do the rest;encourages her child (“almost” and “keep trying”);offers to help but allows child to figure it out herself;Supports child by talking through what she is doing;helps her be successful by holding the wrapper backso she can pull the snack out; celebrates her success

• What is the mother likely feeling? Proud of herdaughter; anxious or excited to help, but pulling backto allow her daughter the chance to do it.

K. Slide 98 and Handout 1.18. AttachmentRelationships.

Ask participants to pair up with another person and tothink about and briefly discuss the vignettes on thehandout. Tell them to think about the vignettes from theirrole as child care providers, family child care providers,home visitors, therapists, or educators, in supporting theinfant-parent relationship.

Allow a brief time for discussion. Then, ask the group toshare their comments about the vignettes from theperspective of their role. Make an effort to haveparticipants from a variety of provider roles participate inthe sharing. Use the following to facilitate the discussionabout the intentions of the provider:



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Attachment Relationships

Vignette 1: When a home visitor arrives, she finds a father and his 5 month old baby deeplyengaged in play on the floor. While she knows that she needs to get a lot of paperwork filled out duringthis visit, she also knows that one of her primary jobs is to support the relationship between these two.She watches as the baby reaches and scoots on her tummy for a toy, while Dad, on his tummy, too, isbuilding the excitement and encouraging her but not letting the excitement get out of hand. Shereaches the toy and flashes him a smile that says, “Being with you is wonderful!”

What might the home visitor do to promote the development of this relationship?

Vignette 2: An infant care teacher in a center-based program is trying to calm a 10 week old babywith colic. The baby cries and cries, even when being held. The teacher is concerned about the needsof this child and her other three children.

How can this infant care teacher use this moment to build the child!s attachment relationship with her?

Vignette 3: A one-year old toddles across the play yard from where the teacher is sitting on ablanket with another baby. She wants to watch the children in the next play yard through the fence butkeeps looking back fearfully at her teacher.

How can this infant care teacher use her close, secure relationship with this child to support herlearning and exploration?

Handout 1.18: Attachment RelationshipsModule 1


(Handout 1.18)

97

For Vignette 1: • The home visitor can put away her papers, watch,

and ask the dad how he knows how to play with hisdaughter so well.

• By allowing dad to talk about what he is doing andwhy, she can base her response on his thoughts andfollow his lead about what he is doing.

• She can talk for the baby about all the positivemoments in this interaction and tell dad what apleasure it is to watch him (a great way to supportdad!s competence and confidence).

• The dad is responsive to his daughter, following herlead, matching her emotional tone, engaging inreciprocal interaction, and communicating anemotional tone of love, interest, and approval.

For Vignette 2: • The teacher might think about what this baby is

learning about relationships as a result of her caretowards him. She may recognize the value of herattempts to comfort him and keep him safe, even ifshe cannot consistently ease the pain in his tummy.

• The teacher can use a sling to keep him against herbody while she also provides care for other children.

• She can murmur to him that she understands that hehurts and that she wants him to feel better.

• She can monitor her own emotional reaction to havingtrouble comforting him and to the tension that a cryingbaby evokes.

• She can talk with his parents and find out what theydo to soothe him.

For Vignette 3: • Toddlers can be reassured of their safety across small

distances when adults maintain eye contact, smile,show interest in what the toddler is doing, and usewords and facial expressions to convey that thesituation is safe.

L. Slide 99. Forming and Sustaining Relationships withYoung Children and Families: Building Relationshipswith Families. Share with participants that we cannottruly know and understand each young child in our careunless we know and understand each child!s family.While effective family-caregiver



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relationships take time to develop, strongrelationships are key to promoting young children!shealthy social and emotional development.

M. Slide 100. Activity: Building a New Relationship. Tellparticipants they are going to have an opportunity tostart building a relationship with someone they don!tknow (or don!t know well). Invite them to find a partnerthey don!t know and then follow the directions on thePowerPoint slide.

• Find a partner you don!t know.• Find a way to get to your partner.• Write down how you started the conversation and

generally what you talked about.

Ask for volunteers to share how they got to know theirpartner, how they started the conversation, and whatthey talked about.

Make the following points:a. Often when people are getting to know each other

they start by finding something they have in common. b. Usually when we try to get to know someone, we

introduce ourselves and our role, if appropriate, andwe ask questions to learn about the other person.

c. There are many ways we can use this experience tothink about how we build relationships with families.One thing we have in common with families is thechild in our care. Both caregivers and the child!sfamily want what is best for the child.

N. Slide 101. Building Relationships with Families andSupporting the Parent- Child Relationship. Askparticipants, “How does building a healthy relationshipwith parents help you have a more secure relationshipwith their children?”

Parent-caregiver communication about the child is ameans of linking the home and childcare environmentsand by seeking and sharing information, this shouldcontribute to greater knowledge about the child andtherefore influence sensitive caretaking practices. Onestudy found that when mother and caregiver reportedmore frequent communication with one another about



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the child and the child!s experiences, the caregiver!sinteractions with the child were observed to be moresensitive, supportive and stimulating (Ware & Barfoot,2000).

Make the following points:a. Because most of us are trained to focus on children,

we may not necessarily think about the importance ofhealthy parent-caregiver relationships.

b. Often caregivers feel they have little control over whathappens in the home environments of children theywork with. However, building a relationship with thechild!s family can go a long way to enhancing theparent-child relationship.

c. Babies can!t survive on their own so they depend onthe adults around them to care for them. When weprovide care for infants and toddlers, we must thinkabout how we provide care for the families who arethe child!s primary caregivers and first teachers.

d. Sometimes building a trusting relationship with aparent or family member can be challenging. Forexample, many of us use drop off and pick-up timesas our primary times to connect with families.However, those times are often harried and stressfulwith parents wanting to get to work or home. They arealso times when children express strong feelingsabout beginning or ending a long day.

e. Thinking about the process of building relationshipsand practicing getting to know people can makeforming relationships with parents easier.

O. Slide 102 and Video Clip 1.9 A Parent’s Perspective.

Ask participants to watch the video and reflect on thebenefits to the parent, the child, and the program whena parent feels respected and valued. Trainer’s Note:Consider enhancing your discussion and introduction tothis video with participants by explaining that all parentswant to feel and be respected in their role. Parents oftenwant caregivers to recognize that every parent hasstrengths and abilities that benefit their child. Regardlessof circumstance, parents can and do contribute in manyways to children!s learning. This video clip demonstratesthe unique needs of teen parents and families. The jobof an adolescent is to find their own identity. Too often



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this involves a lot of judgmental reacting and at times,teens think that if others do not agree with them or dowhat they want them to, they are acting disrespectfullytoward them.

Debrief with the whole group. Ask participants to sharetheir ideas about the benefits that might be the result ofparents feeling respected.

Possible responses include: • Trust can be built• A parent may be more likely to share more

information (e.g., the parent!s beliefs or caregivingpractices) that may help you build a closerrelationship with the child

• The parent may begin to feel more self-confident • A parent may be more likely to share uncertainties,

concerns, worries • A parent may be more open to information on

development, parenting, quality care

P. Slides 103-104. Strategies to Build Relationshipswith Families.

1. Before showing the slides, ask participants to shareexperiences where they successfully formed strongand close relationships with families. Possiblequestions to ask participants are:

• What impact did forming a close relationship withthe family have on your relationship with the child?

• What impact did this have on the parent-childrelationship?

2. Then, show the slides and review the strategies. Notethat the participants who shared their experiencesused many of the strategies listed below:

• Seek parents! knowledge of their child!s strengths,needs and interests

• Ask parents questions about their child• Ask parents to help brainstorm challenges • Get to know the parent as a person • Share something personal about yourself (e.g.,

from your childhood or from your own children -



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“I remember my mom would tell me I never wantedto fall asleep just like Max,” or “My son, James,used to be afraid of the toilet flushing, too.”)

• Share observations about their child (“I noticedtoday that Sara is really trying to pull up. Have younoticed her doing this at home?”)

• Invite conversation, listen, and follow up • Have regularly scheduled times for face to face

meetings • Respect parent views and child rearing styles • Encourage parent suggestions and ideas • Seek parent evaluations about the child care

program and staff • Communicate daily (offer multiple ways to

communicate) • Talk about and share information about the child!s

daily activities and routines (e.g., eating,diapering/toileting, napping)

• Create rituals for drop off and pick up

Summarize with an emphasis on how critical formingtrusting relationships with families is. Note that whenfamilies and caregivers form a trusting relationship,infants and toddlers feel more secure in their care, thecare can be more attuned to the needs of the child, andthe quality of the care in all settings can be higher andmore consistent.

Q. Slide 105. Forming and Sustaining Relationshipswith Young Children and Families: UnderstandingFamilies

Share with participants that an understanding of how thefollowing variables all affect young children and theirfamilies: socioeconomic conditions; family structures,relationships, stresses, and supports (including theimpact of having a child with special needs); homelanguage; cultural values; ethnicity; and communityresources, cohesiveness, and organizations. Knowledgeof these and other factors helps create a deeperunderstanding of young children!s lives. This knowledgeis critical to caregiver!s ability to help children learn anddevelop well.



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R. Slide 106. Possible Risk Factors Affecting Families.

State that children!s early social and emotionaldevelopment depends on a variety of factors, includinggenetics, environment and the community. State thatthese influences affect development in a number ofways.

Activity: Write two column headings on chart paper:Influence and Effect. Next, ask participants to thinkabout the influences on a young child!s developmentwithin the first 3 years and the effect these influencescould have. A possible example to share would be“caring relationships” as the influence with the effect(s)as “the ability to trust” and/or “feeling of confidence.”After participants have had a moment to reflect, askthem to share their answers with the larger group. Writetheir responses on the chart paper.

Explain to participants that risk factors are obstacles tohealthy development. Highlight any examples generatedby participants in the above activity. Share thatprotective factors are those things that help offset riskand young children become resilient so they can bounceback from challenges that arise.

One influence on an infant!s or toddler!s social emotionaldevelopment is the general level of stress a familyexperiences and the family!s capacity to adapt to thatstress. When there is additional stress fromenvironmental circumstances, such as poverty orcommunity violence, or when there are genetic factorsthat make caring for an infant or toddler particularlychallenging, such as prematurity, developmentaldisabilities, or special healthcare needs, families! abilityto form a relationship and provide their children withconsistent, responsive care may be adversely impacted.

Display Slide 105 and read each factor aloud. Point outthat those on the list are just some of the risk factorsknown to have a negative impact on the social emotionaldevelopment of young children.



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S. Slide 107. Maternal Depression.

Explain that maternal depression is: • a combination of symptoms that interfere with the

ability to work, sleep, eat, enjoy life and parent;• an illness that frequently starts early in life, that

may have a biological component and that canproduce substantial disability in functioning

• a common but invisible a condition that respondsto prevention and treatment

Use Handout 1.19, Symptoms of Depression, to helpparticipants understand what depression looks like.

T. Slide 108. Research on Depression in Early HeadStart Families.

Make the following points:• There is one influence that we should pay very

close attention to as we think about factors thatstrongly impact very young children!s socialemotional development - maternal depression.

• Maternal depression is particularly important todiscuss because the Early Head Start (EHS)research has found that 48% of mothers in EHSexperienced symptoms of depression at the clinicallevel. A significant number of fathers (18%) alsoreported symptoms of depression at the clinicallevel.(http://www.acf.hhs.gov/programs/opre/ehs/ehs_resrch/reports/dissemination/depression/depression_talkingpts.pdf)

• Many programs say that the recent economy andissues such as unemployment may contribute toincreasingly higher rates compared to those in thestudy, especially for men.

• Depression is among the top leading causes fordisability worldwide.(http://www.who.int/mental_health/management/depression/definition/en/)

• Not only is maternal depression common, it can bevery damaging to a child!s development.



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Handout 1.19 Symptoms of DepressionModule 1


Symptoms of Depression

• difficulty concentrating, remembering details, and making decisions• fatigue and decreased energy• feelings of guilt, worthlessness, and/or helplessness• feelings of hopelessness and/or pessimism• insomnia, early-morning wakefulness, or excessive sleeping• excessive and unexplained weight loss or weight gain• irritability, restlessness, agitation• loss of interest in activities or hobbies once pleasurable, including sex• overeating or appetite loss• persistent aches or pains, headaches, cramps, or digestive problems that do not ease

even with treatment• persistent sad, anxious, or "empty" feelings• thoughts of suicide, suicide attempts

(Handout 1.19)

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U. Slide 109. Maternal Depression Can Impact…

Review the points on the slide: • Birth outcomes - “The negative effects of maternal

depression on children!s health and developmentcan start during pregnancy. While the biologicalmechanisms are not clearly understood, researchon untreated prenatal depression finds links to poorbirth outcomes, including low birth weight,prematurity, and obstetric complications.”

• A parent!s ability to bond and attach to her child.• A young child!s language, cognitive, and behavioral

development - “Maternal depression has beenlinked with children!s reduced language ability.Three-year-old children whose mothers weredepressed in their infancy perform more poorly oncognitive and behavioral tasks. Mothers who aredepressed lack the energy to carry out consistentroutines, to read to their children, or simply, mostimportantly, to have fun with them, singing, playing,and cuddling them. Children of mothers with majordepression are known to be at risk for behaviorproblems, and are also at high risk for depressionor other mood disorders in later childhood andadolescence. Recent neuroscience is clear that theprimary ingredient for healthy early braindevelopment is the quality of the earliestrelationships from a baby!s primary caregiver(which can be either parent, of course, but mostoften is the mother, especially for low-incomechildren).”

• A parent!s ability to follow appropriate health andsafety guidelines - “The impact of depression inmothers has also been linked with health andsafety concerns. Depressed mothers are less likelyto breastfeed, and when they do breastfeed, theydo so for shorter periods of time than non-depressed mothers. Mothers who are depressedare less likely to follow the back-to-sleep guidelinesfor prevention of SIDS or to engage in ageappropriate safety practices, such as car seats andsocket covers. Depression also affects the healthservices use and preventive practices for theirchildren. For example, depressed parents are alsoless likely to follow preventive health advice and



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may have difficulty managing chronic healthconditions such as asthma or disabilities in theiryoung children.” (Knitzer, Theberge, & Johnson,2008)

Make the following points:• The goal of understanding information about

depression is not to help you become clinicians,but to raise your awareness about the signs,symptoms, prevalence, and impact of depressionon young children!s social emotional development.

• It is also important to note that parental depressionmay likely impact a caregiver!s ability to form aclose relationship with the parent.

• Knowing some basic facts about depression and itssymptoms is useful in thinking about how to bestsupport families and their young children.

V. Slide 110. Family Connections: Fostering Resiliencein Families Coping with Depression.

Briefly explain:• This is a terrific resource for child care and Head

Start programs to use to help staff and parentsbetter understand depression and effectively talkabout it.

• Family Connections is a project funded by theOffice of Head Start as an Innovation andImprovement Project to strengthen the capacity ofEarly Head Start and Head Start staff in dealingwith parental depression and related adversities.

W. Slides 111-112. Five Things Caregivers Can Do. Askparticipants if they know what to do if they believe aparent might be depressed. To facilitate the discussion,ask them to think about what they would say if theybelieved someone was physically ill. Would they ask theperson if she was okay? Would they suggest theindividual see a doctor?

Note that when it comes to mental health, many peopleare unsure of how to respond or what to say. Peoplemay be afraid to say the wrong thing. Review anddiscuss the strategies for what caregivers can do if theybelieve a parent may be suffering from depression.



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X. Slide 113 and Handout 1.20. Working With FamiliesInventory.

Use Handout 1.20, Working with Families Inventory(Wittmer & Petersen, 2006). The purpose of this activityis to give participants an opportunity to think more abouthow they work with the families of the infants andtoddlers they serve.

Distribute the handout and ask participants to completeit with a partner by checking the bulleted items they feelthey currently do in their program. Instruct participants toput an x on the bullets they feel they would like to workon in their program.

Ask participants to discuss, with their partner, theirstrengths, as well as ways in which they can improvetheir practices with families of the children in theirprograms. Encourage them to take into considerationcultural issues and challenges as they reflect on theirpractices, and write down their ideas on the handout.

Debrief with the whole group. Invite participants to sharetheir ideas/action items.

V. Essential Positive Messages (30 minutes)

A. Slide 114. Essential Positive Messages.

Make the following points:• During this training, we have been discussing how

social emotional wellness develops within thecontext of relationships.

• We!ve talked about how we use ourselves to helpinfants and toddlers develop close, securerelationships, and how to manage significantdevelopmental shifts.

• We!ve talked about how important our support is tofamilies.

• Now we!re going to take a very personal look atwhat we want for young children, and at themessages we want to be sure we are sending tothem.



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V. Essential PositiveMessages (30 minutes)

Handout 1.20: Working with Families InventoryModule 1


Working with Families InventoryComplete the inventory with a partner by checking off the ways in which you already support families.Look for additional ideas and make a plan for ways you will support the relationship between the infantsand toddlers you serve and their families.

In Programs

1. Families have opportunities to continually express preferences, beliefs, values, and concernsregarding the practices of the child-care and education center (for example, routines, feeding, holding,naps, play, holidays, and language). The child care staff is responsive to families! requests.• There is a process for communicating with parents who speak a different language from thecaregivers. If necessary, there is an interpreter to assist in communication with children and/orfamilies.

• Teachers ask families to share information indicating their and their child!s needs, interests,developmental history, and any other relevant information that will help teachers be moreresponsive to the child!s individual needs.

• Teachers listen to and respect parents! discussions regarding their beliefs, values, and concerns• Families! wishes for their child are respected to provide continuity from home to program for thechild—unless harmful to child.

• There is a process developed in the program with families concerning conflict resolution usingdialogue that involves listening, negotiating, and problem-solving

2. The Relationship Between Each Child and His Family is Supported• Photographs of each child!s family are displayed around the child-care and education space andare placed where children can easily see them. They may be laminated and secured with Velcro tothe wall so that an infant or toddler can hold the picture of his family and carry it around. Or, thechildren!s family photos could be displayed on a large poster board with a piece of fabric over eachpicture, so that mobile infants and toddlers can play “peek-a-boo” with their own and others! familypictures.

• Books or photograph albums with pictures of the children and their families are available to thechildren.

• Tape recordings of a family member telling a story or singing a song are available

3. Family members are made to feel welcome in the program through teachers! welcoming attitudesand through the classroom environment.• There is an open-door policy for families. They can be with their children at all times of the day andfor as long as they!d like. Family members are frequently seen visiting and interacting with thechildren.

• There is family-friendly bulletin board that describes opportunities for families to visit and volunteerand that includes notices and announcements.

(Handout 1.20)

113

B. Slide 115. Activity: Essential Positive Messages forEach Child Have participants form small groups. Give each groupchart paper and markers. Give the following directions:

• Draw a picture or representation using symbols orwords of essential messages that you want to sendto children.

• The messages should communicate how valuablechildren are to you and how committed you are tothem.

• Develop “I statements” (e.g., “I will…” or “Wewill…”) that describe concrete actions you can taketo support the messages you would like infants andtoddlers to receive.

When groups have completed theirdrawings/representations of messages and related “Istatements,” have each group present their work to thewhole group. Write ideas that groups suggest on chartpaper.

Use the ideas below as examples and/or to supplementthe discussion:

1. Message: We want you to learn that your needs will be met so youcan feel free to relax, explore, and learn from theenvironment.

Action Statement: We will respond to your discomfort as quickly aspossible so that you will be free to relax and enjoylearning about your world. When you cry, we willrespond to you quickly and we will speak to you in asoothing voice to let you know we are coming. We willencourage you to explore (e.g., by allowing you to try tocrawl, by providing you with safe toys to manipulate, bykeeping the environment safe for you to explore).However, we will stay close to assure you we are nearbyif you need us.



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2. Message: I want you to know that you can communicate yourneeds effectively.

Action Statement: I will observe you carefully to try to accurately read andlearn your individual cues. I will try to meet your needs. Iwill respond to your attempts to use sounds and wordsby mirroring your sounds and words. I will understandthat your behavior has meaning and is communicating aneed, desire, wish, or feeling. I will talk to you often sothat you experience a great deal of language and beginto understand the meaning of words and how they areused.

3. Message:I want you to learn to gradually and eventually build yourown skills to soothe, comfort, and regulate yourself.

Action Statement: I will learn and try many ways to try to soothe you whenyou are upset. I will respond when you cry or expressneed. I will acknowledge your feelings. I will refrain fromignoring or dismissing your feelings. I will mirror youremotions. I will stay calm to help you feel calm. I willchange the lighting and sound level, or take a walk withyou to reduce stimulation if you feel overstimulated. I willfind novel and interesting things for you to explore if youare seeking stimulation.

4. Message: We want you to know that relationships are positive andpeople can be counted on and trusted to keep you safe.

Action Statement: We will keep you safe. We will respond to your needs.We will have fun with you and show you affection. Wewill smile often. We will be present for you physicallyand emotionally. We will work hard to form anattachment with you so you feel close and connected tous. We will tell you when transitions are about to takeplace (e.g., if someone new is coming in or if we aregoing to pick you up to change your diaper). We willmaintain a consistent but flexible routine to meet yourindividual, changing needs.



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5. Message: We want you to gradually learn to understand your ownfeelings and express them appropriately.

Action Statement: We will identify our own feelings and work to match ourfacial expressions to our words and tone of voice. Wewill talk about emotions and use a variety of feelingwords. We will identify your facial expressions and thoseof the peers around you. We will ask about feelings. Wewill accept all feelings yet encourage and guide you topractice ways to express your feelings appropriately.

6. Message: We want you to treat others with kindness and respect.

Action Statement: We will treat you with kindness and respect. We will bewarm and affectionate towards you. We will hold you,pat your back, and hug you. We will look at you whenwe are talking to you and we will speak to you at eyelevel. We will be gentle with you and remind you to dothe same. We will be patient and remember that you arelearning how to behave. We will acknowledge and praiseyour behavior when you are kind to others. We will showappreciation when you are kind to us. We will speakpositively to you and tell you what to do instead of whatnot to do.

7. Message: We want you to appreciate your uniqueness and beproud of who you are and where you come from.

Action Statement:We will honor and respect your family and communityculture. We will ask your family questions about theirbeliefs, rituals, traditions, and caregiving practices. Wewill attempt to reflect your family!s beliefs and customsin our caregiving practices. We will respect yourtemperament, preferences, needs, ideas, and desires.

8. Message: I want you to feel competent. I want you to feel goodabout your abilities and challenge yourself to do more.



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Action Statements: I will respond to your communication and needs. I willencourage your efforts. I will praise your effort instead ofyour being (e.g., I will say, “you are trying so hard tocrawl. Wow, that is awesome” instead of saying “youare so smart, you are a good boy”). I will recognize yourstrengths and encourage your interests. I will introduceyou to new things and encourage you to try new things.

9. Message:I will accept who you are and refrain from trying tochange your temperament or preferences.

Action Statements:I will try to tell you what you can do instead of only whatyou cannot (e.g., “we can go outside after lunch” insteadof “no you can!t go out now”). I will try to minimize myuse of “no, don!t, stop.” I will refrain from discouragingyou and try to find appropriate ways that you can exploreor follow your interests (e.g., “if you want to throw ablock I!ll try to give you a soft ball to throw”).

VI. Wrap-up, Reflection and Action Planning (45 minutes)

A. Slides 116-117. Reflection Show Slide 117. Offer participants an opportunity toreflect on your time together and the content coveredduring the training. Ask aloud the questions listed on theslide. Pause between each question and ask forfeedback from the larger group.

• What questions do you have about the material wediscussed?

• What insights if any do have about your ownpractices, the children, and/or their families?

• What strategies did you see or hear that might beuseful in your role and work?

B. Slide 118 and Handout 1.21. Planningfor Change.

Use Handout 1.21. Review the bulletpoints on the slide with participants and offer time for completion.



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117

118

VI. Wrap-up, Reflectionand Action Planning(45 minutes)

Handout 1.21 Planning for ChangeModule 1


Planning for Change

Whatresources doyou need?

What steps will youtake to gain confidence

in other areas?

In which parts of the Pyramid, Module 1,do you feel most confident in as a caregiver? List

three things you will do as you consider ways to furtherdevelop relationships with infants, toddlers and families.

(Handout 1.21)

116

C. Slides 119-120. Major Messages to Take Home.Review the messages on the PowerPoint slides, andmake the following points:

• It is within families that children learn to experienceand communicate emotion.

• Early social emotional wellness develops within thecontext of relationships.

• Caregivers are critically important to socialemotional development of infants and toddlers.

• Caregivers who reflect on their own well being,skills, and perspectives will be better equipped tocontribute to the positive social emotionaldevelopment of infants and toddlers and tosupporting families rearing infants and toddlers.

• Caregivers who use a variety of strategies,including observation, will be better able to formclose relationships with infants, toddlers and theirfamilies.

1. Ask for any final comments or questions.

2. Thank participants for coming and for their attention andparticipation.

3. Ask participants to complete the evaluation (Handout1.22).



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120

119

Location: Date:

Program Affiliation (check one);! Head Start ! Early Head Start ! Child Care ! Other (please list)

Position (check one):! Administrator ! Education Coordinator ! Disability Coordinator ! Mental Health Consultant! Teacher ! Teacher Assistant ! Other (please list)

Please respond to the following questions regarding this training:(8) The best features of this training session were….

(9) My suggestions for improvement are…

(10) Other comments and reactions I wish to offer (please use the back of this form forextra space):

Handout: 1.22 Session Evaluation FormModule 1


Please take a moment to provide feedback on the training that you received. Check the box that correspondsin your opinion to each statement or check N/A if not applicable. Please add any additional comments that youmay have at the bottom of the page. When the survey is completed, leave it with your trainer.

Please put an “X” in the box that best describes your opinion asa result of attending this training…

(1) I have a better understanding of what social emotionaldevelopment means for infants and toddlers and how it unfoldswithin the context of caregiving relationships.(2) I increased my understanding of how culture influencescaregiving, parenting and the social emotional development ofinfants and toddlers.(3) I can describe the relationship between social emotionaldevelopment and challenging behavior.

(4) I have a greater understanding of the meaning of challeng-ing behavior.(5) I have increased my ability to use observation to buildstrong relationships with infants and toddlers and their families.(6) I have developed my knowledge of strategies including:responsive caregiving; reading babies! cues; and adapting to achild!s temperament to promote social emotional developmentin infants and toddlers.(7) I have a better understanding of: maternal depression; howit impacts social emotional development; and strategies forworking with families experiencing depression.(8) I can identify a variety of strategies for forming and sustain-ing relationships with infants, toddlers and their families.

Strongly Somewhat Somewhat Strongly N/AAgree Agree Disagree Disagree

(Handout 1.22)

Resources

Administration for Children and Families, U.S. Departmentof Health and Human Services. (2003). Early Head StartResearch and Evaluation Project. Retrievedhttp://www.acf.hhs.gov/programs/opre/ehs/ehs_resrch/reports/dissemination/depression/depression_talkingpts.pdf

Batki A, Baron-Cohen S, Wheelwright S, Connellan J andAhluwalia J. 2000. Is there an innate gaze module?Evidence from human neonates. Infant Behavior andDevelopment 23(2): 223-229.

Bowlby, J. (1982). Attachment and loss: Vol. 1. Attachment.New York: Basic Books. (Originally published in 1969).

Butterfield, P., Martin, C., & Prairie, P. (2003). Emotionalconnections: How relationships guide early learning.Washington, DC: ZERO TO THREE Press.

California Department of Education, Child DevelopmentDivision and Far West Laboratory, Center for Child andFamily Studies. (1990). The program for infant/toddlercaregivers. Sacramento, CA.

Cohen, J., Onunaku, N., Clothier, S., & Poppe, J. (2005).Helping Young Children Succeed: Strategies to PromoteEarly Childhood Social Emotional Development. AccessedNovember 1, 2010.http://main.zerotothree.org/site/DocServer/helping_young_children_succeed_final.pdf?docID=1725

Day, M., & Parlakian, R. (2004). How culture shapes social-emotional development: Implications for practice in infant-family programs. Washington, DC: ZERO TO THREE Press.

Early Head Start National Resource Center. 2006. Lesson1: Watch. Part of digging deeper: Looking beyond behaviorto discover meaning. Early Childhood Learning andKnowledge Center (ECLKC) Website,www.acf.hhs.gov/programs/ohs/eclkc/index.html.

Ferroni T, Menon E, Rigato S and Johnson MH. 2007. Theperception of facial expressions in newborns. EuropeanJournal of Developmental Psychology 4(1): 2-13.



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Gabbard, C. 1998. Windows of opportunity for early brainand motor development.Journal of Physical Education, Recreation, and Dance 69:54–55, 61

Greenspan, S. (with Breslau Lewis, N.) (1999). Buildinghealthy minds: The six experiences that create intelligenceand emotional growth in babies and young children.Cambridge: Perseus Books.

Honig, A.S. 2002. Secure relationships: Nurturinginfant/toddler attachment in early care settings. Washington,DC: NAEYC.

Knitzer, J., Theberge, S., & Johnson, K. (2008). ReducingMaternal Depression and Its Impact on Young Children:Toward a Responsive Early Childhood Policy FrameworkProject Thrive, (Issue Brief No. 2). Retrieved November 1,2010, from http://www.nccp.org/publications/pdf/text_791.pdf.

Lally, R., Griffin, A. et al. (1995). Caring for infants andtoddlers in groups: Developmentally appropriate practice.Washington, DC: ZERO TO THREE/The National Center,pp. 78-79.

Lerner, C., & Dombro, A.L. (2005). Bringing up infant: Threesteps to making good decisions in your child’s first threeyears. Washington, D. C.: ZERO TO THREE Press.

National Research Council and Institute of Medicine (2000).From neurons to neighborhoods: The science of earlychildhood development. Shonkoff, J. P. & Phillips, D. A.,(Eds.), Board on Children, Youth, and Families, Commissionon Behavioral and Social Sciences and Education,Washington, DC: National Academy Press.

Owen, M. T., Ware, A. M., & Barfoot, B. (2000). Caregiver-mother partnership behavior and the quality of caregiver-child and mother-child interactions. Early ChildhoodResearch Quarterly,15(3), 413-428.

Parlakian, R. 2001. The power of questions: Building qualityrelationships with families. Washington DC: Zero to ThreePress.



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Parlakian, R., & Seibel, N. L. (2002). Building strongfoundations: Practical guidance for promoting the social-emotional development of infants and toddlers.Washington, DC: ZERO TO THREE Press.

Powers, S. (Ed.). (2007). Reflective Supervision: What Is Itand Why Do It?. Zero to Three, 28 (2).

Thomas, A., Chess, S., Birch, H. G., Hertzig, M.E., & Korn,S. (1963). Behavioral individuality in early childhood. NewYork: New York University Press.Wittmer, D.S. & Petersen, S.H. (2006). Infant and toddlerdevelopment and responsive program planning: Arelationship-based approach. Upper Saddle River, NJ:Merrill Prentice-Hall

Winnicott, Donald. (1964) Further thoughts on babies as persons. Inhis The child, the family, and the outside world (p. 88). Harmondsworth,England: Penguin Books. (Original work published 1947)

World Health Organization Retrievedhttp://www.who.int/mental_health/management/depression/definition/en/

ZERO TO THREE (2001). Infant Mental Health Task Force.Definition of infant mental health. Retrieved February 20,2007 from http://www.zerotothree.org/imh.

All videos courtesy of ZERO TO THREE(www.zerotothree.org).



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