1. 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.

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

3. Young Infant Birth to 8 months
SECURITY

4. Mobile Infant 6 to 18 months
Exploration

5. Older Infant 16 to 36 months
Identity

6. Young Infant Mobile Infant Older Infant
Exploration
Identity
SECURITY
Mobile Infant
SECURITY
Identity
Exploration
Older Infant
SECURITY
Exploration
Identity

7. DVD: First Moves
Clip: Introduction and Key Concepts

8. 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.

9. 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.