ECD 210 chapter 1 power-point presentation

CHAPTER 1:A Relationship-Based Model and the Importance of the Infant and

Toddler YearsInfant and Toddler Development and Responsive

Program Planning: A Relationship-Based ApproachThird Edition

Donna S. WittmerSandy Petersen

© 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved

Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved

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Well being

“…how a child feels and thinks about him- or herself and the joy and satisfaction that the

child experiences in regard to his or her relationships and accomplishments”

(Erickson & Kurz-Riemer, 199l, p. 26)


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Quality of life

the child’s feelings about the value, worth, living conditions, and relationships that he or

she experiences


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Mental health

1. feel competent and confident

2. enjoy intimate and caring relationships

3. feel safe

4. have basic trust in others

5. regulate and express emotions in healthy ways

6. communicate and are understood,

7. feel valued for their unique personalities,

8. have the energy and curiosity to learn, and

9. enjoy excellent health and nutrition.

When toddlers reach age 3, they will be mentally healthy if they:


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A relationship-based model

Constructive, caring relationships are fundamental to the human experience

Respectful responses from others are essential to infants’ and toddlers’ sense of security, self-worth, self-confidence, and motivation to learn

A responsive adult is sensitive and caring


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Relationship-based model for infant and toddler development and programplanning


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Bioecological systems theory

Relationships are influenced by the personal and physical environment

Relationships are influenced by cultural values

Relationships are influenced by policies and laws

(Bronfenbrenner, 2004)


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Children’s attributes and capacities affect relationships

Attributes gender, temperament, appearance, etc.

Capacities ability to be social, express emotion, learn, move, communicate

There is a constant interplay between the child’s attributes and capacities and the ecology.


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Research on the importance of relationships

Research conducted in the United States found that young infants and toddlers who feel safe and secure with their mother, father, and other family members feel less stressed and can express and control emotions in healthy ways (self-regulation) compared to young children who experience fearful or anxious relationships. (Gunnar & Cheatham,

2003)(Feldman, Greenbaum, & Yirmiya, 1999; Gunnar & Quevedo, 2007)


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How do parents help young children feel secure? Children feel secure when parents are:

responsive and affectionate (de Wolff & van IJzendoorn, 1997; Harel & Scher, 2003), and also when

adults support the children’s self-directed activities and autonomy (NICHD Early Child Care Research Network, 2004).


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The quality of the parent-child relationship also influences the quality of peer relationships.

Children with less positive parent-child relationships are more likely to be aggressive than children who experience more positive relationships (McElwain, Cox, Burchinal, & Macfie, 2003).


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When infants and toddlers experience secure relationships with care teachers they:

are more socially competent (Howes, Phillips, & Whitebook, 1992),

have better language development,

can regulate their emotions, and

participate more in problem-solving activities (Howes & Smith, 1995).


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What do care teachers do to help infants and toddlers feel secure?

Are highly involved—hold them, hug them, and engage them in conversation

Are sensitive (warm, attentive, engaged)

Provide many opportunities for the infants and toddlers to learn in an interesting environment


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What do care teachers do to help infants and toddlers feel secure?

Provide continuity of care

o At least one care teacher “moves up” with the group or

o All care teachers stay with the group as they age


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A recent study of over 1,000 toddlers found that when at least one care teacher “moves up” with the group or all care teachers stay with the group as they age the following occurs:

Children and teachers develop close trusting affectionate relationships

At child care children are more positive with peers At home children are less negative and less

aggressive Children have increased cognitive and language

skills (NICHD, 2001).


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Definitions

Prenatal: conception to birth

Infant: birth – 18 months

Toddler: 18 months – 3 years

Infant and toddler professional: broad range of specialists who work in child development and education programs.

Care teacher: professional who has received specialized training to work with young children


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Importance of these years

Early experiences influence the child’s:

ability to learn

feelings of self- worth

sense of competence

capacity to love and care for others


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Brain development

Windows of opportunity

Periods when specific types of learning take place

Sensitive periods

Periods when positive or negative experiences are most likely to have sustained effect


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Core concepts of development

1. Both nature and nurture affect children’s development.

2. Culture influences development and child-rearing beliefs and practices.

3. Self-regulation is an important indicator of development.

4. Children contribute to their own development through active exploration.

5. Human relationships, and the effects of relationships on relationships, are the building blocks of healthy development.


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Core concepts of development

6. There is a broad range of individual differences.

7. The development of children is both continuous and discontinuous.

8. Infants and toddlers are both vulnerable and resilient.

9. The timing of early experiences can matter and children are open to change.

10. Early intervention can make a difference.(Shonkoff & Phillips, 2000, pp. 23-32)


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Changing demographics

Approximately 12 million infants and toddlers in U.S.

Increasingly diverse: Culturally

Racially

Linguistically

21% of children under 5 live in poverty


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Early development and education programs

Child Care Non-parental care while parents work

Variety of settings

Issues of affordability and quality

Questions on effects of group care


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Early intervention programs for children at risk

Early Head Start Comprehensive services

Health, education, dental, nutrition, mental health

High family involvement

Strong evaluation results


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Irreducible needs

1. Ongoing nurturing relationships

2. Physical protection, safety, and regulation

3. Experiences tailored to individual differences

4. Developmentally appropriate experiences

5. Limit setting, structure, and expectations

6. Stable communities and cultural continuity

7. Adults to protect the future(Brazelton & Greenspan, 2000)