Competence in Infants and Young Children Social …...Any repeated pattern of behavior that...
Transcript of Competence in Infants and Young Children Social …...Any repeated pattern of behavior that...
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Social Emotional Strategies for Infants and Toddlers:
Determining the Meaning of Behaviors and Developing
Appropriate Responses
The Pyramid Model: Promoting Social Emotional Competence in Infants and Young Children
[Assessment-based interventions result in individualized behavior support plans.]
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All Children
Children At-Risk
Few Children
A Nurturing Workforce
• “Act of Inquiry” – stay curious and wonder together
• Support and nurture • Gem finders • Intentionality - communicate to connect • Relationships are the vehicle through
which learning takes place
What Is Challenging Behavior?
Behavior Is a Form of Communication
• What the infant or toddler is experiencing
• What it is like to be in that child’s body
• What it is like to be in that child’s world
Expression of Emotion
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• Intensity • Frequency • Duration
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Continuum of Emotional Expression
Social Withdrawing………………………..Acting Out
Two different and extreme forms of emotional expression
CSEFEL Definition of Challenging Behavior
What we are referring to when we say “challenging behavior:”
• Any repeated pattern of behavior that interferes
with learning or engagement in pro-social interactions with peers and adults
• Behaviors that are not responsive to the use of developmentally appropriate guidance procedures
Behavior
Potential unmet need
Is communicating…
Skill to be developed
Reasons for Challenging Behavior
• Developmental surge • Medical reasons • Biological differences • Social emotional environment • Discontinuity between care program and
home • Lack of skill in communicating and
interacting with others • A combination of more than one
above
Continuum of Emotional Expression
Social Withdrawing………………………..Acting Out
Two different and extreme forms of emotional expression
Acting-Out Behaviors • Fussing
• Inconsolable crying • Frequent or intense tantrums • Pushing • Hitting • Biting • Frequent throwing of things or knocking things down or destroying property • Persistent refusal to allow or participate in activities • Harm to self or others
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Social Withdrawing Behaviors • Pulling away while being held
• Rarely cooing • Rarely babbling or talking • Looking sad • Not showing preference for caregiver • Not making eye contact • Whining • Being overly compliant or avoidant with the caregiver • Diminished efforts to use communications skills that have previously been used
A Relationship Based Approach to Challenging Behavior
Social Emotional Wellness The ability to:
• Experience, regulate and express emotions
• Form close and secure interpersonal relationships
• Explore and learn from the environment
istockphoto.com/Suprijono Suharjoto
Social/Emotional Development on a Continuum
Capacity to: • Form relationships • Express emotions • Self-regulate • Explore with
security • Develop “emergent” emotional literacy
Capacity to: • Feel confidence/
competence • Develop relationships • Make friends • Persist • Follow directions • Be emotionally literate • Manage emotions • Be empathetic
Birth Five
Broadening the Lens of Understanding
Gaps in ability to: • Form relationships • Express emotions • Self-regulate • Explore with
security • Develop “emergent” emotional literacy
Challenging Behavior: • Has roots • Has meaning • Unlikely to suddenly “begin” at 3.
Birth Five
Child Behavior Problems at Home
Parent Criticism & Discipline Difficulties
Behavior Problems at Home
Behavior Problems at School
Parent Discouragement & Isolation from School
Peer Rejection Ineffective Teaching Practices
Antisocial Behavior & Academic Failure
Negative Reputation Of Child within Community of Parents
Parent Isolation & Depression
Poor Home- School Connections
Child Depression
Deviant Peer Group
School Expulsion
Negative Reputation at School
Ripple Effects (adapted from C. Webster-Stratton, 1997)
Ages 2-3
Ages 3-6
Age 7-8
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Caregivers and Families Focusing on the Child
• Makes us more likely to be able to respond with empathy to a young child’s needs
• Helps us be more intentional about problem solving
• Will assist us in restoring the child’s sense of well being
• Will enable the child to spend his emotional energy on development
• Will help us keep our own emotions in check
Understanding Behavior is the Key
• Watching children – careful observation • Behavior is a form of communication -
children tell us their needs and wants • Focus on the child. Ask “What is the
child trying to tell me?” and “I wonder…”
• Create a best guess (hypothesis) and choose supportive ways to respond
Major Messages
• Behavior is a way of communicating • Challenging behavior is most often a
way of communicating distress in infants and toddlers
• We need to observe, learn, and respond in order to effectively support a young children and change behavior
• We can develop a plan that will work for the child, family and our program!