Social-Emotional Milestones, Responsive Caregiving, and Identity Developed by Pat Mullings Franco. © 2017, WestEd, The Program for Infant/Toddler Care. This document may be reproduced for educational purposes.

Culture in Social and Emotional Development Culture affects everything  Culture is powerful  Cultural consistency in care  Dependence, Interdependence, & Independence

Young Infant Birth to 8 months SECURITY

Mobile Infant 6 to 18 months Exploration

Older Infant 16 to 36 months Identity

Young Infant Mobile Infant Older Infant Exploration Identity SECURITY Mobile Infant SECURITY Identity Exploration Older Infant SECURITY Exploration Identity

DVD: First Moves Clip: Introduction and Key Concepts

Degree of Unfamiliarity Variables Affecting the Establishment of a Trusting/Non-trusting Interaction Between a Child and an Unfamiliar Person Distance Of unfamiliar person from child Of child from parent Of unfamiliar person from parent Time Before first verbal interaction with unfamiliar person Before first object oriented interaction with unfamiliar person Before first touch by unfamiliar person Before being held by unfamiliar person Direction of Focus Directly on the unfamiliar person Indirectly on the unfamiliar person through the focus of an object, game, food, etc. CHILD Background or experience of various combinations of Time, Distance, Direction of Focus and Degree of Unfamiliarity Biological and Physical State Degree of Unfamiliarity Appearance of unfamiliar person Type of affect displayed by unfamiliar person Cultural style of unfamiliar person Approach style of the unfamiliar person: Is the combination of Time, Distance, and Direction of Focus used by the unfamiliar person familiar or strange to the child? Developed by J. Ronald Lally. © University of Florida. Reprinted with permission. This document may be reproduced for educational purposes.

The Responsive Process Handout I.2B The Responsive Process Step One: Watch Begin by just watching, not rushing, to do things for the baby. Watch for both verbal and nonverbal cues. Step Two: Ask Ask yourself: What messages is the child sending? What are the emotional, social, intellectual, and physical parts to the message? Does the child want something from me at this moment? If so, ask the child (through actions as well as words): What is it that you want? Step Three: Adapt Adapt your actions according to what you believe to be the child’s desires. Watch how the child responds to your actions. Modify your actions according to the child’s response, and watch, ask, and adapt again. Excerpted from: WestEd. (2014). The Program for Infant/Toddler Care Trainer's Manual, Module I: Social-Emotional Growth and Socialization, 2nd edition (p. 27). Sacramento, CA: California Department of Education. This document may be reproduced for educational purposes.