CHAPTER 1: A Relationship-Based Model and the Importance of the Infant and Toddler Years Infant and Toddler Development and Responsive Program Planning: A Relationship-Based Approach Third Edition Donna S. Wittmer Sandy Petersen © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved

of infants and toddlers and their families Goals of the Book To Promote: Well-being Competence Good developmental outcomes Quality of life of infants and toddlers and their families

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)

Competence Effectively adjusts to day-to-day changes Adaptable Flexible

Developmental outcomes …increasing abilities in learning, language, motor, emotional, and social skills.

Quality of life the child’s feelings about the value, worth, living conditions, and relationships that he or she experiences

Mental health When toddlers reach age 3, they will be mentally healthy if they: feel competent and confident enjoy intimate and caring relationships feel safe have basic trust in others regulate and express emotions in healthy ways communicate and are understood, feel valued for their unique personalities, have the energy and curiosity to learn, and enjoy excellent health and nutrition.

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

Relationship-based model for infant and toddler development and program planning

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)

Children’s attributes and capacities affect relationships 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.

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)

Research on the importance of relationships 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).

Research on the importance of relationships 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).

Research on the importance of relationships What predicts more secure attachment? Sensitivity to infant distress Emotional availability Responsiveness (McElwain,& Booth-LaForce, 2003) Ziv, Aviezer, Gini, Sagi, and Koren-Karie ( 2000),

Research on the importance of relationships 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).

Research on the importance of relationships 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

Research on the importance of relationships What do care teachers do to help infants and toddlers feel secure? Provide continuity of care At least one care teacher “moves up” with the group or All care teachers stay with the group as they age

Research on the importance of relationships 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).

The importance of the infancy period “Early childhood is both the most critical and the most vulnerable time in any child’s development.” (Brazelton & Greenspan, 2000, p 6)

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

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

Brain development Windows of opportunity Sensitive periods Periods when specific types of learning take place Sensitive periods Periods when positive or negative experiences are most likely to have sustained effect

Core concepts of development Both nature and nurture affect children’s development. Culture influences development and child-rearing beliefs and practices. Self-regulation is an important indicator of development. Children contribute to their own development through active exploration. Human relationships, and the effects of relationships on relationships, are the building blocks of healthy development.

Core concepts of development There is a broad range of individual differences. The development of children is both continuous and discontinuous. Infants and toddlers are both vulnerable and resilient. The timing of early experiences can matter and children are open to change. Early intervention can make a difference. (Shonkoff & Phillips, 2000, pp. 23-32)

Changing demographics Approximately 12 million infants and toddlers in U.S. Increasingly diverse: Culturally Racially Linguistically 21% of children under 5 live in poverty

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

Early intervention programs for children at risk Early Head Start Comprehensive services Health, education, dental, nutrition, mental health High family involvement Strong evaluation results

Irreducible needs Ongoing nurturing relationships Physical protection, safety, and regulation Experiences tailored to individual differences Developmentally appropriate experiences Limit setting, structure, and expectations Stable communities and cultural continuity Adults to protect the future (Brazelton & Greenspan, 2000)