WestEd.org Infant & Toddler Group Care Social-Emotional Development

WestEd.org Learning Objectives Participants will be able to: Identify the social-emotional skills and knowledge typically acquired by infants and toddlers from birth to 3 years. Describe with examples how self-regulation begins to develop at birth and, for at least the first 3 years, is a co-regulation process. Recognize specific program practices that support the healthy social-emotional development of infants and toddlers in group care settings.

WestEd.org Social Emotional Development: “includes the child’s experience, expression, and management of emotions and the ability to establish positive and rewarding relationships with others. It encompasses both intra- and inter-personal processes.” California Infant/Toddler Learning and Development Foundations, California Department of Education, 2009, p. 7.

WestEd.org Healthy Social-Emotional Development Healthy social- emotional development unfolds in an interpersonal context, namely that of positive ongoing relationships with familiar, nurturing adults.

WestEd.org Social-Emotional Development Foundations (skills & knowledge) 1.Interactions with Adults 2.Relationships with Adults 3.Interactions with Peers 4.Relationships with Peers 5.Identity of Self in Relation to Others 6.Recognition of Ability 7.Expression of Emotion 8.Empathy 9.Emotion Regulation 10.Impulse control 11.Social understanding California Infant/Toddler Learning and Development Foundations, California Department of Education, 2009

WestEd.org An Emotionally Healthy 3- to 4-Year- Old: Exhibits a rich imagination, labels feelings, and uses words to express needs, feelings, and ideas. Shows empathy and compassion for others, deals with loss and limitations. Concentrates, focuses, and plans as a basis for learning.

WestEd.org How Emotions are Processed: Thinking brain vs. Emotional brain Adults manage emotions by processing them through the “thinking brain” -- the cerebral cortex. The “thinking brain” is responsible for self-control. Children process their experiences through their “emotional brain” -- the limbic system. Limbic System Institute for Early Childhood Education and Research

WestEd.org 1.Turn to the person next to you and discuss a family/cultural message you received as a child about expression of emotions. 2.Share with the large group a message you received as a young child about expression of emotions. 3.What are some of the cultural differences in the messages your group received as children? Expression of Emotion: “ The developing ability to express a variety of feelings through facial expressions, movement, gestures, sounds or words.” California Infant/Toddler Learning and Development Foundations, California Department of Education, 2009, p. 25.

WestEd.org Foundation: Expression of Emotion 1. With a partner, identify an example of the expression of emotion by 8-, 18-, and 36- month-old infants. 2. Watch DVD clips for Expression of Emotion 3. Did you see your examples in the DVD clips?

WestEd.org From Neurons to Neighborhoods: Core Concept 3 The growth of self-regulation is a cornerstone of early childhood development that cuts across all domains of behavior. Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academy of Sciences.

WestEd.org Emotion Regulation: “The developing ability to manage emotional responses with the assistance of others and independently. The ability to modify or change behavior as a result of managing inner emotions.” California Infant/Toddler Learning and Development Foundations, California Department of Education, 2009, p. 29.

WestEd.org Activity: Dyad Discussion In pairs, identify examples of emotion regulation for: adults preschool age children (age 4) toddlers (age months)

WestEd.org Foundation: Emotion Regulation Watch the DVD clips for Emotion Regulation at 18 months. As you watch the DVD clip, see how many of your examples are displayed by the toddlers.

WestEd.org Emotion Regulation Emotion regulation reflects the interrelationship of emotions, cognitions and behaviors. Young children’s increasing understanding and skill in the use of language is vital to their emotional development. “Cultures vary in terms of what one is expected to feel, and when, where, and with whom one may express different feelings.” (Chea and Rubin, 2003, p. 3)

WestEd.org Emotion Regulation Consistent, prompt responses by caregivers help infants feel secure as well as helps them learn to wait and regulate their emotional responses even though they feel some stress.

WestEd.org Emotion Regulation Over time, the infant internalizes the caregiver’s regulation to form a sense of secure self. To the extent that a child feels connected to his caregiver(s), she feels safe and secure.

WestEd.org Secure Attachment The basis for developing a secure attachment is the knowledge that your caregiver is dependable and emotionally available to “be with” you during times of need.

WestEd.org Emotion Regulation of Toddlers “...the adaptation of the toddler period remains fundamentally a dyadic adaptation.... as [is] true for infants, toddlers require responsive and consistent involvement by caregivers to remain regulated.... [Toddlers] are not capable of self regulation, but within a supportive relationship, they are capable of ‘guided self-regulation’.” Sroufe, L. A., Egeland, B., Carlson, E. A., & Collins, W. A. (2005). The development of the person: The Minnesota study of risk and adaptation from birth to adulthood. New York: The Guilford Press.

WestEd.org Impulse Control: “The developing capacity to wait for needs to be met, to inhibit potentially hurtful behavior, and to act according to social expectations, including safety rules.” California Infant/Toddler Learning and Development Foundations, California Department of Education, 2009, p. 31. How many of you still struggle with impulse control? Examples?

WestEd.org Impulse Control In small groups, identify a situation in which you have experienced trouble controlling your impulses. What strategies do you use to develop the skill of impulse control?

WestEd.org Foundation: Impulse Control Watch the DVD clip for Impulse Control What are some strategies you use to support the development of impulse control of the infants and toddlers in your care?

WestEd.org Supporting Self-Regulation in Group Care Young children need caregivers who are consistently, nurturing, responsive to the child’s needs and invested in developing a relationship with the child and his family. Each communicated need is a point of potential regulation or non-regulation. A primary caregiver learns to consistently read those cues and respond appropriately and empathically.

WestEd.org Group Care Challenges to Supporting Emotional Regulation High staff turnover. Large group sizes and high child to staff ratios. Different caregivers on any given day. Lack of knowledge about the uniqueness of the infant/toddler years. Too little emotional support for caregivers. A disconnect between the school & home environment and/or care strategies.

WestEd.org  Gentle, responsive nurturing Promote Child’s Potential:Create Developmental Risk: Encouraging Connections, 2003 What Research Tells Us: Aspects of Relationship with Caregiver that...  Neglect of physical or emotional needs  Harsh or inconsistent punishment  Little expressive speech; excessive prohibitions  Frequent changes in caregiver, routines  Clear, consistent expectations & supervision  Positive & responsive verbal interaction  Stable environment and caregiver

WestEd.org Revisiting the Learning Objectives Participants will be able to: Identify the social, emotional skills and knowledge typically acquired by infants and toddlers from birth to 3 years. Describe with examples how self-regulation begins to develop at birth but for at least the first 3 years, it is a co-regulation process. Recognize specific program practices that support the healthy social-emotional development of infants and toddlers in group care settings.

WestEd.org “I've learned that I still have a lot to learn. I've learned that people will forget what you said. People will forget what you did. But people will never forget how you made them feel." Maya Angelou