1. March 17, 2009 Jennifer Boss, ZERO TO THREE jboss@zerotothree.org
The Pyramid Model Infant Toddler Training
Day 1
March 17, 2009
Jennifer Boss, ZERO TO THREE 1

2. Ground Rules & Housekeeping
Take care of yourself
Suspend certainty
Turn off or mute cell phones & pagers
Go out on a limb
Maintain confidentiality
Demonstrate respect
Others?
Bathrooms
Breaks
Lunch
Parking lot

3. Our Objectives During this 3-day training we will:
Walk through the training content
View videos & review activities
Brainstorm & share training ideas
At the end of this training, you will be able to:
Describe the content of the I/T Modules
Describe ways you could use modules/materials in training
Identify strategies for adapting CSEFEL I/T modules for your own training purposes

4. Pocket Stories
Find something you have with you today that has special meaning
Share with your partner:
Your name
Where you are from
About your item & why it’s special
How did you feel? Why?
How does this relate to working with infants and toddlers?

5. Trainer’s Idea Making Baby Activity Five promises Name and age
Birth story
What makes your baby happy? Sad?
One word to describe your baby
See handout which details activity.

6. CSEFEL Infant/Toddler Modules
Social Emotional Development within the Context of Relationships
Responsive Routines, Environments, and Strategies to Support Social Emotional Development with Infants and Toddlers
Individualized Intervention with Infants and Toddlers: Determining the Meaning of Behavior and Developing Appropriate Responses 6

7. In each training module…
Video Clips
Talking Points
Handouts
PowerPoints

8. CSEFEL Definition of Social Emotional Development
The developing capacity of the child from birth through five to:
Form close and secure relationships
Experience, regulate, and express emotions in socially and culturally appropriate ways
Explore the environment and learn
All in the context of family, community, and culture.
All Modules

9. Intervention Continuum
Early care professionals promote healthy social emotional development by:
Promotion, Prevention,
Intervention Continuum
Working to support social emotional wellness in all young children
Making every effort to prevent the occurrence or escalation of social emotional problems in children at-risk
Identifying and working to remediate problems
When necessary, referring children and their families to appropriate services 9

10. Module 4: Leadership Strategies
CSEFEL Pyramid Model
Few children (3-5%)
Module 3
Module 2
Children at-risk
Module 1
All children
Module 4: Leadership Strategies 10 10

11. Social Emotional Development within the Context of Relationships
Module Infant Toddler
Social Emotional Development within the Context of Relationships 11

12. Agenda Introduction and Logistics (20)
Social Emotional Development within the Context of Relationships (40)
Introduction to the Elements of Social Emotional Wellness in Infants and Toddlers (10)
Experiencing, Expressing, and Regulating Emotions (20)
Temperament (30)
The Balance of Close, Secure Relationships & Learning and Exploration (30)
The Developmental Course of Social Emotional Wellness (30)
Children’s Social Emotional Development within the Context of Families (60)
Using Your Relationship to Promote a Child’s Social Emotional Development (70)
Summary and Action Planning (30)
Page 1.1

13. Agenda
Social Emotional Development within the Context of Relationships (40 minutes)

14. What does this caregiver say and do
to build a relationship with this baby?

15. Interactions Relationships
Have emotional connections
Endure over time
Have special meaning between the two people
Create memories and expectations in the minds of the people involved

16. What’s so important about meaningful relationships?
Human relationships, and the effects of relationships on relationships, are the building blocks of healthy development
From Neurons to Neighborhoods, The Science of Early Childhood Development, 2000

17. What do we bring to relationships?
If there is anything that we wish to change in the child, we should first examine it and see whether it is not something that could better be changed in ourselves.
Carl Jung – psychiatrist

18. Reflective Inventory Activity
Use Handout 1.3 to:
Think about a satisfying relationship in your life.
What messages did you receive from your family and/or culture?
Do you behave the same way (or differently) as adults who cared for you?

19. Trainer’s Thoughts Why use self-reflection? What are the challenges?
What successes?

20. Self-Reflection Activity
Trainer’s Idea -
Self-Reflection Activity
Insert pictures depicting different emotions here
How do you feel when …
one of the babies cried non-stop for 35 minutes? 20

21. What are the babies doing to start an interaction?
Come play with me...

22. Research Findings on Early Social Emotional Development
1. Nature and nurture combine to define who we are as individuals.
2. Nature has provided humans with what some scientists call early infant competencies or motivations.
3. Babies are born to connect with other humans.
4. Babies discriminate sounds of language very early.
5. Babies recognize their parents’ voices.
6. Babies can match emotional voice tone
to emotional facial expression.
7. Babies prefer looking at faces. 22

23. Research Findings (cont’d)
Babies seek physical and emotional equilibrium.
Babies are predisposed to signal their needs to someone who will help them survive.
10. Babies are an emotional trigger for adults.
11. Babies are born with the desire to master and explore their environment and are active participants in their own learning.
12.The infant’s early brain development is designed to connect the newborn with other human beings around him who will provide care.
13.The brain grows through the experiences the infant has with the world. Parents and other important adults are that world. 23

24. Research Findings (cont’d)
14. The family’s culture influences all areas of a baby’s development, including the social emotional realm.
15. Many factors can affect social emotional development, including developmental delays or serious health issues with the baby, or an environment with multiple risk factors (ex. poverty, substance abuse, adult mental health issues, domestic violence)
16. The baby’s communication of emotions and needs establishes the learning pathways in the brain that lead to all other physical, cognitive, and emotional learning.
From Neurons to neighborhoods: The science of early childhood
development (2000); Emotional connections: How relationships
guide early learning (2004).

25. Trainer’s Thoughts What top 3 research messages are a ‘must’ to share?
Why?
How?

26. What research says about babies
Top Ten!
Trainer’s Idea -
What research says about babies
10. Nature and nurture impacts their development.
9. They can’t feed or diaper themselves.
8. They are wired for ‘survival mode’.
7. They are born ready to connect with others.
6. They need stable and secure environments.
5. They know when adults are happy, sad, or mad.
4. They make us go ‘ooh’ or ‘Argh’.
3. Family culture influences development.
2. Their early brain development is astounding.
1. Social emotional development is key to learning. 26

27. Lunch!

28. Agenda
III. Introduction to the Elements of Social Emotional Wellness in Infants and Toddlers (10 minutes)
Page 1.1

29. CSEFEL Definition of Social Emotional Development
Four Corners Activity
Share with others:
Your name
Why you chose this one
1 way you do this well
1 way you struggle
The developing capacity of the child from birth through five to:
Form close and secure relationships
Experience, regulate, and express emotions in socially and culturally appropriate ways
Explore the environment and learn
All in the context of family, community, and culture.
All Modules 29

30. Three Major Elements of Social Emotional Wellness in Infancy
Form close and secure relationships
Experience, express, and regulate emotions
Explore the environment and learn
Microsoft clipart

31. Why social emotional wellness is important to our work
Top Ten!
Why social emotional wellness
is important to our work
10. We spend a lot of time with the babies & families.
9. Makes us feel good.
8. Makes it easier to spend time with others.
7. Makes it easier to work with parents and colleagues.
6. Makes children and parents happier.
5. Makes dealing with problems easier.
4. We can have a positive influence.
3. Helps us “like” the child who’s behavior we don’t “like.”
2. Early experiences matter!
1. Our work impacts the greater community. 31

32. Trainer’s Thoughts What term would you use? Why?
‘social emotional wellness’
‘infant mental health’
another
Why?
How can you share this concept?

33. Agenda
IV. Experiencing, Expressing, and Regulating Emotions (20 minutes)
Page 1.1

34. What sensory stimulation is the baby ‘taking in?’
How does he react?
What does the adult do to help the baby cope?

35. Regulation and Stress in Young Babies
Signs of Regulation
Signs of Stress
Regular, even breathing; warm body temperature; even skin color.
1. Yawning, drooling, hiccupping; chilled or clammy; pale or blotchy skin.
2. Good muscle tone; can lift arms and legs against gravity.
2. Poor muscle tone; flails arms and legs loosely or cannot pull up against gravity; trembling.
3. Moves easily (with little comforting) between being awake and being asleep; when awake, is sometimes quiet and alert, sometimes active and alert; can become calm when crying.
3. Awakens screaming; cannot relax to fall asleep or falls asleep suddenly in the midst of noise and commotion; has trouble focusing when awake.
4. Startles briefly at loud noises but recovers; tolerates handling even during diaper changes.
4. Startles at noise, light, and touch, and cannot recover. 35 35

36. Strategies for Helping Babies Self-Regulate
Containing their limbs with swaddling, cuddling, and bringing them close to your chest and heartbeat
Providing something to suck: a pacifier, their own hand, their fingers
Limiting the stimulation in the environment
Helping baby to awaken or to fall asleep with rocking, cuddling, gentle patting, a quiet voice, singing, or a simple chant
Using a firm, gentle touch

37. What is the baby doing?
What does the adult do to help the baby regulate?
Was it helpful?

38. Activity Supporting Self-Regulation
In small groups, use Handout 1.4 to:
Work through the three scenarios

39. Trainer’s Thoughts: Self-Regulation
How does regulation relate to social emotional wellness?
What does self-regulation look like for a toddler? How do adults support a toddler’s drive towards self regulation?
How might you talk to parents about strategies to support self regulation?

40. Agenda
V. Temperament (30 minutes)
Page 1.1

41. Why is it important to understand Temperament?
So What?
To better match the child’s temperament, we can adapt:
Our behavior.
The environment.
Appears to be biologically based
Fairly constant over time
Affects a child’s reactions to other people and the environment
(Wittmer & Petersen, 2006 based on Thomas, Chess, Birch, Hertzig & Korn, 1963)

42. Temperament Traits Activity level – always active or generally still
Biological rhythms – predictability of hunger, sleep, elimination
Approach/withdrawal – response to new situations
Mood – tendency to react with positive or negative mood, serious, fussy
Intensity of reaction – energy or strength of emotional reaction
Sensitivity – comfort with levels of sensory information; sound, brightness of light, feel of clothing, new tastes
Adaptability – ease of managing transitions or changes
Distractibility – how easily a child’s attention is pulled from an activity
Persistence – how long child continues with an activity he/she finds difficult
Adapted with permission from Wittmer and Petersen, 2006

43. Temperament Types Flexible Fearful Feisty Regular rhythms
Adapts slowly
Active
Positive mood
Withdraws
Intense
Adaptability
Distractible
Low intensity
Sensitive
Low sensitivity
Irregular
Moody

44. Considering Temperament Activity
Use Handout 1.5 to:
Think of a child that challenges you
Jot down the temperament traits you find challenging (A)
In child’s words - answer:
“What is it like to be me…” (C)
“I don’t like it when you…” (B)
“It would help me if you…” (D)

45. Trainer’s Thoughts How do you help participants understand:
Their own temperament?
Importance to modify their behavior or the environment?
The connection between temperament and building positive relationships?

46. Break!

47. Agenda
VI. The Balance of Close, Secure Relationships & the Ability to Explore and Learn (30 minutes)

48. What is Attachment?
Attachment is a pattern of interaction that develops over time as the infant or toddler and caregiver engage.

49. Why Talk About Attachment?
Rooted in basic need for protection, trust, security and well-being.
“ We are mirrors for a baby, that tell him who he is.
We are also windows that tell him what he can expect.” Jeree Pawl

50. The Attachment Relationship Helps Young Children Answer:
Is the world a safe place with caring, loving and trusting people?
What is a relationship?
How does it feel to be in a relationship?
What do people in relationships do?
Am I worthy of loving?

51. What is the child doing? How might she feel?
What does the adult doing? How might she feel?

52. Attachment Relationships Activity
In pairs:
Work through the three scenarios in Handout 1.6 at your table.
Think about your role in supporting the infant-parent relationship.

53. Agenda
VII. The Developmental Course of Social Emotional Wellness (30 minutes)
Page 1.1

54. The Developmental Continuum: Social and Emotional Indicators Activity
Trainer’s Idea -
The Developmental Continuum: Social and Emotional Indicators Activity
At your table, decide for each task: 1. Occurs at which age? Birth to 15 months months to 2 years 2 years – 3 years
2. Post the task onto the correct chart
3. Belongs to which element? Attachment – red dot Self-awareness – green dot Exploration – orange dot
Use Handout 1.7 to check results 54

55. The Developmental Continuum: Social and Emotional Indicators
Age Range
Attachment Trust/Security
Self-Awareness/ Identity
Exploration Autonomy/Independence
Infant (From when to when)
Examples of Skills –
Red Dot
Green Dot
Orange Dot

56. The Developmental Continuum from Birth to 15 months: Social and Emotional Indicators*
Age Range
Attachment Trust/Security
Self-Awareness/ Identity
Exploration Autonomy/Independence
Infant (Birth to 15 months)
Newborns recognize human language and prefer their own mother's voice
Prefer human faces
Early social interaction is a
smile and mutual gazing
Crawls away but checks back visually; calls, and gestures to ensure adult contact
Stretches arms to be taken
Prefers familiar adults
Acts anxious around strangers
Uses a blanket or stuffed toy for security and reassurance
Goes from accidentally sucking own hands to carefully watching them
Tries to make things happen
Hits or kicks things to make a pleasing sight or sound continue
Talks to self when alone
Prefers to be held by familiar people
Imitates adult behaviors
Knows own name
Understands simple directions
Brings thumb or hand to mouth
Tracks mother’s voice
Observes own hands
Babbles using all types of sounds
Uses a few words mixed with babbling to form sentences
Tries to keep a knee ride going by bouncing to get the adult started again
Shows strong feelings (anger, anxiety, affection)
*This list is a sampling of developmental indicators and is not intended to include all behaviors associated with early development. For infant, there is considerable overlap among areas of growth. The term “mother” is used to represent the primary attachment figure.

57. The Developmental Continuum from 12 months to 2 ½ years: Social and Emotional Indicators (cont’d)
Age Range
Attachment Trust/Security
Self-Awareness/
Identity
Exploration Autonomy/Independence
Toddler (12 mos. to 2 ½ years)
Relates to others by exploring things with them
Pulls up, stands holding furniture, then walks alone
Goes through a phase of clinging to primary caregiver
Experiences periods of intense feelings when separating or reuniting with a parent
Sees others as a barrier to immediate gratification
Knows can make things happen but is not sure of responsibility for actions
Becomes bossy
Uses the words me, you,
and I
Says "No" to adults
Explores everything
Is sensitive to others' judging behavior
Keeps looking for a toy that is hidden from view
Understands many more words than can say
Has wide mood swings (for example, from stubborn to cooperative)
Wants to do things by self
Adapted with permission from J. Ronald Lally, Abbey Griffin, et al., Caring for Infants and Toddlers in Groups: Developmentally Appropriate Practice (Washington, DC: ZERO TO THREE/The National Center, 1995), pp

58. Attachment Trust/Security Exploration Autonomy/Independence
The Developmental Continuum from Age 2 ½ - 3 ½ : Social and Emotional Indicators (cont’d)
Age Range
Attachment Trust/Security
Self-Awareness/
Identity
Exploration Autonomy/Independence
Preschool (2½ to 3½ years)
Is capable of dramatic play
Has better control over all aspects of self
Needs to practice
Needs adult coaching to get
along well with others
Shows feelings with words
and in symbolic play
Is more aware that others
have feelings
Can plan ahead
Is capable of self-evaluation (for example, good, bad, pretty, ugly)
Tries to control self (for example, emotions and toileting)
Is learning to take turns in conversations
Knows a lot about communicating in the style of own culture
Can play well with others if the setting is right
Uses names of self and others
Can tell others about what happened that day
Has much larger vocabulary to express ideas
Shows concern for others
Classifies, labels, and sorts objects and experiences into groups
Adapted with permission from J. Ronald Lally, Abbey Griffin, et al., Caring for Infants and Toddlers in Groups: Developmentally Appropriate Practice (Washington, DC: ZERO TO THREE/The National Center, 1995), pp

59. The Developmental Continuum Activity
In pairs, use Handout 1.7 to:
Think about a baby in your care
Review the tasks that the baby might be doing

60. What should the caption for these photographs say?

61. Relationship Alignment Activity
In pairs,
Use Handout 1.8 to think of ways you could help the baby

62. As Trainers…
Why is this information useful for adults working closely with young children?
How might this information influence practice? In other words, how might care for and interactions with children & parents look when early care and education providers:
Understand this information?
Don’t understand this information?
What creative ways can you think of to deliver, share or train–on the developmental milestones?

63. Agenda
VIII. Children’s Social Emotional Development within the Context of Families (60 minutes)
Page 1.1

64. How did culture play apart in helping the caregiver and family work together?

65. Families have the most continous and emotionally charged
Infants and toddlers learn what people expect of them and what they can expect of other people through early experiences with parents and other caregivers (Day & Parlakian, 2004)
Families have the most continous
and emotionally charged
relationship with the child.

66. FAMILIES MATTER! Each baby is born into a unique family
which has its own:
Culture and history
Strengths
Way of coping with stress and adversity
(Parlakian & Seibel, 2002)
FAMILIES MATTER!

67. Caring for Infants & Toddlers is… Impacted by family culture
Trainer’s Idea
Caring for Infants & Toddlers is…
Impacted by family culture
Insert pictures depicting different cultural expressions
How do these make you feel?

68. Learning About, Expressing, and Managing Emotions Activity
In small groups –
Work through the scenarios in Handout 1.9 & Handout 1.10

69. Factors That Create Challenges for Families
Poverty
Nonflexible work situations
No maternal or paternal leave
Little support from other family members or neighbors
Challenging relationships with their own families
Substance abuse
Domestic violence

70. Trainer’s Thoughts
How do you get participants to view parents as an equal?
What challenges have you encountered?
What successes have you had?

71. Working with Families Inventory Activity
In pairs, review Handout 1.11
Check off the ways you already support families
Look for other ideas you can do

72. Agenda
IX. Using Your Relationship to Promote a Child’s Social Emotional Development (70 minutes)
Page 1.1

73. Essential Positive Messages for Each Child Activity
Brainstorm essential messages that tell children:
How valuable they are
How committed we are to them
What are concrete behaviors that best conveys these messages?

74. Major Messages to Take Home
Early social emotional wellness develops within the context of relationships.
Caregivers help babies express emotion; develop emotional regulation; and form close, secure relationships.
It is within families that children learn to experience and communicate emotion.
We need to be aware of our own emotional history, in order to support:
The social emotional wellness of infants and toddlers.
Their families.

75. Closing Reflections One thing I will take back to my work …
I still have some questions about …
My favorite part of the session ...
My least favorite part …

76. Have a great night. See you at 8:30 am tomorrow!