March 17, 2009

Jennifer Boss, ZERO TO THREE

jboss@zerotothree.org

The Pyramid Model Infant Toddler Training

Day 1

Ground Rules & Housekeeping

• Take care of yourself• Suspend certainty• Turn off or mute cell

phones & pagers• Go out on a limb• Maintain

confidentiality• Demonstrate respect• Others?

•Bathrooms•Breaks•Lunch•Parking lot

Our ObjectivesDuring this 3-day training we will:•Walk through the training content•View videos & review activities•Brainstorm & share training ideas

At the end of this training, you will be able to:•Describe the content of the I/T Modules•Describe ways you could use modules/materials in training •Identify strategies for adapting CSEFEL I/T modules for your own training purposes

Pocket Stories1. Find something you have with you today

that has special meaning

2. Share with your partner:1. Your name2. Where you are from3. About your item & why it’s special

3. How did you feel? Why?

4. How does this relate to working with infants and toddlers?

Making Baby Activity• Five promises• Name and age• Birth story• What makes your baby

happy? Sad?• One word to describe your

baby

Trainer’s Idea

CSEFEL Infant/Toddler Modules

1. Social Emotional Development within the Context of Relationships

2. Responsive Routines, Environments, and Strategies to Support Social Emotional Development with Infants and Toddlers

3. Individualized Intervention with Infants and Toddlers: Determining the Meaning of Behavior and Developing Appropriate Responses

In each training module…

PowerPoints

Handouts

Talking Points

Video Clips

CSEFEL Definition ofSocial Emotional Development

The developing capacity of the child from birth through five to:

• Form close and secure relationships

• Experience, regulate, and express emotions in socially and culturally appropriate ways

• Explore the environment and learn

• All in the context of family, community, and culture.

All Modules

Early care professionals promote healthy social emotional development by:

• Working to support social emotional wellness in all young children

• Making every effort to prevent the occurrence or escalation of social emotional problems in children at-risk

• Identifying and working to remediate problems

• When necessary, referring children and their families to appropriate services

CSEFEL Pyramid Model

Module 4: Leadership Strategies

Module 1

Module 2

Module 3Few children (3-5%)

Children at-risk

All children

Module 1 Infant Toddler

Social Emotional Development within the Context of

Relationships

AgendaI. Introduction and Logistics (20) II. Social Emotional Development within the Context of Relationships (40)III. Introduction to the Elements of Social Emotional Wellness in Infants

and Toddlers (10)IV. Experiencing, Expressing, and Regulating Emotions (20)V. Temperament (30)VI. The Balance of Close, Secure Relationships & Learning and

Exploration (30)VII. The Developmental Course of Social Emotional Wellness (30)VIII. Children’s Social Emotional Development within the Context of Families

(60)IX. Using Your Relationship to Promote a Child’s Social Emotional

Development (70)X. Summary and Action Planning (30)

Page 1.1

Agenda

II. Social Emotional Development within the Context of Relationships (40 minutes)

What does this caregiver say and do to build a relationship with this baby?

Interactions Relationships

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

What’s so important about meaningful relationships?

Human relationships, and the effects of relationships on relationships, are the building blocks of healthy developmentFrom Neurons to Neighborhoods, The Science of Early Childhood Development, 2000

If there is anything that we wish to change in the child, we should first examine it and see whether it is not

something that could better be changed in ourselves.

Carl Jung – psychiatrist

What do we bring to relationships?

Reflective Inventory ActivityUse Handout 1.3 to:

• Think about a satisfying relationship in your life.

• What messages did you receive from your family and/or culture?

• Do you behave the same way (or differently) as adults who cared for you?

Trainer’s Thoughts

• Why use self-reflection?

• What are the challenges?

• What successes?

Self-Reflection Activity

How do you feel when …one of the babies cried non-stop for 35 minutes?

Trainer’s Idea -

Insert pictures depicting different emotions here

What are the babies doing to start an interaction?

Research Findings on Early Social Emotional Development

1. Nature and nurture combine to define who we are as individuals.

2. Nature has provided humans with what some scientists call early infant competencies or motivations.

3. Babies are born to connect with other humans.

4. Babies discriminate sounds of language very early.

5. Babies recognize their parents’ voices.

6. Babies can match emotional voice tone to emotional facial expression.

7. Babies prefer looking at faces.

Research Findings (cont’d)8. Babies seek physical and emotional equilibrium.

9. Babies are predisposed to signal their needs to someone who will help them survive.

10. Babies are an emotional trigger for adults.

11. Babies are born with the desire to master and explore their environment and are active participantsin their own learning.

12.The infant’s early brain development is designed to connect the newborn with other human beings around him who will provide care.

13.The brain grows through the experiences the infant has with the world. Parents and other important adults are that world.

Research Findings (cont’d)14. The family’s culture influences all areas of a baby’s

development, including the social emotional realm.

15. Many factors can affect social emotional development, including developmental delays or serious health issues with the baby, or an environment with multiple risk factors (ex. poverty, substance abuse, adult mental health issues, domestic violence)

16. The baby’s communication of emotions and needs establishes the learning pathways in the brainthat lead to all other physical, cognitive, and emotional learning.

From Neurons to neighborhoods: The science of early childhood development (2000); Emotional connections: How relationshipsguide early learning (2004).

Trainer’s Thoughts

• What top 3 research messages are a ‘must’ to share?

• Why?

• How?

What research says about babies

10. Nature and nurture impacts their development.9. They can’t feed or diaper themselves.

7. They are born ready to connect with others.8. They are wired for ‘survival mode’.

5. They know when adults are happy, sad, or mad.6. They need stable and secure environments.

4. They make us go ‘ooh’ or ‘Argh’.

2. Their early brain development is astounding.3. Family culture influences development.

1. Social emotional development is key to learning.

Trainer’s Idea -

Lunch!

Agenda

III. Introduction to the Elements of Social Emotional Wellness in Infants and Toddlers (10 minutes)

Page 1.1

The developing capacity of the child from birth through five to:

• Form close and secure relationships

• Experience, regulate, and express emotions in socially and culturally appropriate ways

• Explore the environment and learn

• All in the context of family, community, and culture.

All Modules

Four Corners Activity

Share with others:

• Your name

• Why you chose this one

• 1 way you do this well

• 1 way you struggle

CSEFEL Definition ofSocial Emotional Development

Three Major Elements of Social Emotional Wellness in Infancy

• Form close and secure relationships

• Experience, express, and regulate emotions

• Explore the environment and learn

Microsoft clipart

Why social emotional wellness is important to our work

10. We spend a lot of time with the babies & families.

9. Makes us feel good.

7. Makes it easier to work with parents and colleagues.8. Makes it easier to spend time with others.

4. We can have a positive influence.

6. Makes children and parents happier.5. Makes dealing with problems easier.

2. Early experiences matter!3. Helps us “like” the child who’s behavior we don’t “like.”

1. Our work impacts the greater community.

Trainer’s Thoughts

• What term would you use?– ‘social emotional wellness’ – ‘infant mental health’ – another

• Why?

• How can you share this concept?

Agenda

IV. Experiencing, Expressing, and Regulating Emotions (20 minutes)

Page 1.1

• What sensory stimulation is the baby ‘taking in?’ • How does he react?• What does the adult do to help the baby cope?

Regulation and Stress in Young Babies

Signs of Regulation Signs of Stress

1. Regular, even breathing; warm body temperature; even skin color.

1. Yawning, drooling, hiccupping; chilled or clammy; pale or blotchy skin.

2. Good muscle tone; can lift arms and legs against gravity.

2. Poor muscle tone; flails arms and legs loosely or cannot pull up against gravity; trembling.

3. Moves easily (with little comforting) between being awake and being asleep; when awake, is sometimes quiet and alert, sometimes active and alert; can become calm when crying.

3. Awakens screaming; cannot relax to fall asleep or falls asleep suddenly in the midst of noise and commotion; has trouble focusing when awake.

4. Startles briefly at loud noises but recovers; tolerates handling even during diaper changes.

4. Startles at noise, light, and touch, and cannot recover.

Strategies for Helping Babies Self-Regulate

• Containing their limbs with swaddling, cuddling, and bringing them close to your chest and heartbeat

• Providing something to suck: a pacifier, their own hand, their fingers

• Limiting the stimulation in the environment

• Helping baby to awaken or to fall asleep with rocking, cuddling, gentle patting, a quiet voice, singing, or a simple chant

• Using a firm, gentle touch

• What is the baby doing? • What does the adult do to help the baby regulate?• Was it helpful?

In small groups, use Handout 1.4 to:

• Work through the three scenarios

Activity Supporting Self-Regulation

Trainer’s Thoughts: Self-Regulation

• How does regulation relate to social emotional wellness?

• What does self-regulation look like for a toddler? How do adults support a toddler’s drive towards self regulation?

• How might you talk to parents about strategies to support self regulation?

Agenda

V. Temperament (30 minutes)

Page 1.1

Why is it important to understand Temperament?

• Appears to be biologically based

• Fairly constant over time

• Affects a child’s reactions to other people and the environment

(Wittmer & Petersen, 2006 based on Thomas, Chess, Birch, Hertzig & Korn, 1963)

So What?

To better match the child’s temperament, we can adapt:

• Our behavior.

• The environment.

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

Temperament Types

Flexible Fearful Feisty

Regular rhythms Adapts slowly Active

Positive mood Withdraws Intense

Adaptability Distractible

Low intensity Sensitive

Low sensitivity Irregular

Moody

Considering Temperament Activity

Use Handout 1.5 to:• Think of a child that challenges you

• Jot down the temperament traits you find challenging (A)

• In child’s words - answer:– “What is it like to be me…” (C)– “I don’t like it when you…” (B)– “It would help me if you…” (D)

Trainer’s Thoughts

How do you help participants understand:

• Their own temperament?

• Importance to modify their behavior or the environment?

• The connection between temperament and building positive relationships?

Break!

Agenda

VI. The Balance of Close, Secure Relationships & the Ability to Explore and Learn (30 minutes)

What is Attachment?

Attachment is a pattern of interaction that develops over time as the infant or toddler

and caregiver engage.

Why Talk About Attachment?• Rooted in basic need for protection, trust, security

and well-being.

“ We are mirrors for a baby, that tell him who he is.

We are also windows that tell him what he can expect.”

-- Jeree Pawl

The Attachment Relationship Helps Young Children Answer:

• Is the world a safe place with caring, loving and trusting people?

• What is a relationship?

• How does it feel to be in a relationship?

• What do people in relationships do?

• Am I worthy of loving?

• What is the child doing? How might she feel?• What does the adult doing? How might she feel?

Attachment Relationships ActivityIn pairs:

• Work through the three scenarios in Handout 1.6 at your table.

• Think about your role in supporting the infant-parent relationship.

Agenda

VII. The Developmental Course of Social Emotional Wellness (30 minutes)

Page 1.1

The Developmental Continuum: Social and Emotional Indicators ActivityAt your table, decide for each task:

1. Occurs at which age? Birth to 15 months 12 months to 2 years2 years – 3 years

Use Handout 1.7 to check results

Trainer’s Idea -

3. Belongs to which element? Attachment – red dotSelf-awareness – green dotExploration – orange dot

2. Post the task onto the correct chart

The Developmental Continuum: Social and Emotional Indicators

Age Range

Attachment Trust/Security

Self-Awareness/ Identity

Exploration Autonomy/Independence

Infant (From

when to when)

Examples of Skills – • Red Dot

Examples of Skills –

• Green Dot

Examples of Skills – • Orange Dot

The Developmental Continuum from Birth to 15 months: Social and Emotional Indicators*

Age RangeAttachment

Trust/SecuritySelf-Awareness/

IdentityExploration

Autonomy/Independence

Infant (Birth to 15 months)

• Newborns recognize human language and prefer their own mother's voice

• Prefer human faces

• Early social interaction is a smile and mutual gazing

• Crawls away but checks back visually; calls, and gestures to ensure adult contact

• Stretches arms to be taken • Prefers familiar adults

• Acts anxious around strangers

• Uses a blanket or stuffed toy for security and reassurance

• Goes from accidentally sucking own hands to carefully watching them

• Tries to make things happen

• Hits or kicks things to

make a pleasing sight or sound continue

• Talks to self when alone • Prefers to be held by

familiar people

• Imitates adult behaviors

• Knows own name

• Understands simple directions

• Brings thumb or hand to mouth

• Tracks mother’s voice

• Observes own hands

• Babbles using all types of sounds

• Uses a few words mixed with babbling to form sentences

• Tries to keep a knee ride going by bouncing to get the adult started again

• Shows strong feelings (anger, anxiety, affection)

*This list is a sampling of developmental indicators and is not intended to include all behaviors associated with early development. For infant, there is considerable overlap among areas of growth. The term “mother” is used to represent the primary attachment figure.

The Developmental Continuum from 12 months to 2 ½ years: Social and Emotional Indicators (cont’d)

Age RangeAttachment

Trust/SecuritySelf-Awareness/

Identity

Exploration Autonomy/Independence

Toddler (12 mos. to 2 ½ years)

• Relates to others by exploring things with them

• Pulls up, stands holding furniture, then walks alone

• Goes through a phase of

clinging to primary caregiver • Experiences periods of

intense feelings when separating or reuniting with a parent

• Sees others as a barrier to

immediate gratification

• Knows can make things happen but is not sure of responsibility 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 that is hidden from view

• Understands many more words than can say

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

• Wants to do things by self

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

The Developmental Continuum from Age 2 ½ - 3 ½ : Social and Emotional Indicators (cont’d)

Age Range Attachment Trust/Security

Self-Awareness/ Identity

Exploration Autonomy/Independence

Preschool (2½ to 3½

years)

• Is capable of dramatic play

• Has better control over all aspects of self

• Needs to practice

• Needs adult coaching to get along well with others

• Shows feelings with words and in symbolic play

• Is more aware that others have feelings

• Can plan ahead

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

• Tries to control self (for example, emotions and toileting)

• Is learning to take turns in conversations

• Knows a lot about communicating in the style of own culture

• Can play well with others if the setting is right

• Uses names of self and others

• Can tell others about what happened that day

• Has much larger vocabulary to express ideas

• Shows concern for others

• Classifies, labels, and sorts objects and experiences into groups

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

The Developmental Continuum Activity

In pairs, use Handout 1.7 to:

• Think about a baby in your care

• Review the tasks that the baby might be doing

What should the caption for these photographs say?

Relationship Alignment Activity

In pairs,• Use Handout 1.8 to

think of ways you could help the baby

As Trainers…• Why is this information useful for adults working closely

with young children?

• How might this information influence practice? In other words, how might care for and interactions with children & parents look when early care and education providers:– Understand this information? – Don’t understand this information?

• What creative ways can you think of to deliver, share or train–on the developmental milestones?

Agenda

VIII. Children’s Social Emotional Development within the Context of Families (60 minutes)

Page 1.1

How did culture play apart in helping the caregiver and family work together?

Infants and toddlers learn what people expect of them and what they can expect of other people through early experiences with parents and other caregivers. (Day & Parlakian, 2004)

Each baby is born into a unique family

which has its own:

• Culture and history• Strengths• Way of coping with stress and adversity

(Parlakian & Seibel, 2002)

Impacted by family cultureCaring for Infants & Toddlers is…

How do these make you feel?

Trainer’s Idea

Insert pictures depicting different cultural expressions

Learning About, Expressing, and Managing Emotions Activity

In small groups –

• Work through the scenarios in Handout 1.9 & Handout 1.10

Factors That Create Challenges for Families

• Poverty• Nonflexible work situations• No maternal or paternal leave• Little support from other family members or

neighbors• Challenging relationships with their own families • Substance abuse• Domestic violence

Trainer’s Thoughts

• How do you get participants to view parents as an equal?

• What challenges have you encountered?

• What successes have you had?

Working with Families Inventory Activity

In pairs, review Handout 1.11

• Check off the ways you already support families

• Look for other ideas you can do

Agenda

IX. Using Your Relationship to Promote a Child’s Social Emotional Development (70 minutes)

Page 1.1

Essential Positive Messages for Each Child Activity

• Brainstorm essential messages that tell children:– How valuable they are– How committed we are to them

• What are concrete behaviors that best conveys these messages?

Major Messages to Take Home• Early social emotional wellness develops within the

context of relationships.

• Caregivers help babies express emotion; develop emotional regulation; and form close, secure relationships.

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

• We need to be aware of our own emotional history, in order to support:• The social emotional wellness of infants and toddlers.• Their families.

Closing Reflections• One thing I will take back to my work …

• I still have some questions about …

• My favorite part of the session ...

• My least favorite part …

Have a great night.

See you at 8:30 am tomorrow!