1. 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

2. 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

3. 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)

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

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

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

7. 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.

8. 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

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

10. 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)

11. 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.

12. 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)

13. 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).

14. 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).

15. 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),

16. 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).

17. 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

18. 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

19. 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).

20. 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)

21. 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

22. 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

23. 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

24. 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.

25. 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 )

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

27. 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

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

29. 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)