1. WestEd.org The California Infant/Toddler Curriculum Framework: Theory to Practice Social-Emotional Growth and Development

2. WestEd.org Learning Objectives Participants will be able to: Understand how the three learning contexts - environment and materials, intentional interactions, and caregiving routines – can support social/emotional development. Identify the social-emotional skills and knowledge (foundations) typically acquired by infants and toddlers from birth to 3 years. Reflect on observations and documentation of child’s development and interests, and use the information to create and implement a plan. Share reflections of child’s interests with parents to engage them as partners in facilitating the child’s social-emotional development.

3. WestEd.org Layout of Chapters 3-6 Domain introduction Guiding principles Summary of the Foundations Strategies in 3 areas: Environment & Materials, Interactions, Engaging Families Research Highlights Sample Developmental Sequences Questions for Reflection Concluding Thoughts

4. WestEd.org In-Depth Understanding and Planning As part of this course, this curriculum framework invites teachers to explore the details of curriculum planning in each domain. Rather than being isolated from learning in other domains, the strategies presented for one domain are connected with learning in other domains. By deepening their under­standing of each domain, teachers can see new possibilities for integrating curriculum planning and connecting children’s learning experiences.

5. WestEd.org Sequence for covering Chapter 3 Section I : Understanding Social-Emotional Development Section II : Foundations for Social-Emotional Development Section III : Facilitating Social-Emotional Development Guiding Principles Learning Contexts Section IV : Engaging Families (Sections II-IV include reflection & application activities for “Making it Your Own”)

6. WestEd.org Reflective Curriculum Planning: Supporting Infants and Toddlers’ Social-Emotional Development Section I: Understanding Social- Emotional Development

7. WestEd.org Why are Social-Emotional Skills Important? Infants experience, express, and perceive emotions before they fully understand them. In learning to recognize, label, manage and communicate their emotions and to perceive and attempt to understand the emotions of others, children build skills that connect them with family, peers, teachers, and the community. These growing skills help infants to become competent in negotiating increasingly complex social interactions, to participate effectively in relationships and group activities, and to reap the benefits of social supports, which is critical to healthy human development and function.

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

9. WestEd.org Healthy Social-Emotional Development Requires Positive Relationships Healthy social-emotional development unfolds in an interpersonal context, namely that of positive ongoing relationships with familiar, nurturing adults. Much of the learning a child experiences occurs while interacting with an adult.

10. WestEd.org Emotional Development Core features include the ability to: Identify and understand one’s own feelings Accurately read and comprehend emotional states in others Manage & express strong emotions in a constructive manner Regulate one’s own behavior Develop empathy for others Establish and maintain relationships CA Infant/Toddler Learning and Development Foundations, California Department of Education, 2009

11. WestEd.org Identifying and Understanding Feelings Quick reflection: Think about the emotions children in your program have expressed. Which do you find most challenging to deal with and help children deal with? Why? How do you work with emotions you find challenging?

12. 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.

13. WestEd.org 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

14. WestEd.org Reflective Curriculum Planning: Supporting Infants and Toddlers’ Social-Emotional Development Section II: Foundations for Social-Emotional Development

15. WestEd.org Social-Emotional 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 CA Infant/Toddler Learning and Development Foundations, California Department of Education, 2009

16. WestEd.org What behaviors do you currently find challenging in an infant or toddler? What skill(s) does the child need in order to manage his/her behavior & meet your expectations? In which social-emotional foundations do you see the child needing support? What does this have to do with curriculum planning? Reflection: Behavior, Learning & Curriculum

17. 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.

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

19. WestEd.org Emotion Regulation of Toddlers “... 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. ” Source: 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.

20. 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.

21. WestEd.org Challenges Supporting Self-Regulation in Group Care 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 care strategies

22. WestEd.org Culture & Expression of Emotion “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).

23. WestEd.org Reflection What are some ways that you can learn about family and cultural influences on social-emotional development (including the expression of emotion, expectations for emotion regulation, and so forth) for the children in your group or program?

24. WestEd.org Making it Your Own: Step 1 Planning your support for social-emotional development Create 4 sections by folding your paper in half & in half again Reflect on your perceptions of the child -What delights you about this child? -What is the child drawn to and excited about? -Where do you see examples of social-emotional strengths & competence? -What social-emotional skills seem to be emerging? -Is there anything else to keep in mind about the child or family at this time? Record your reflections/considerations in the first section of your paper

25. WestEd.org Reflective Curriculum Planning: Supporting Infants and Toddlers’ Social-Emotional Development Section III: Facilitating Social-Emotional Development Guiding Principles & Learning Contexts

26. WestEd.org Guiding Principles for Supporting Social-Emotional Development Learn from the parents about the child’s social- emotional development Place relationships at the center of curriculum planning emotional cues Read and respond to the children’s emotional cues Attend to the environment’s impact on children’s social-emotional development Understand and respect individuality CA Infant/Toddler Curriculum Framework, California Department of Education, 2012, pp. 65-66

27. WestEd.org In developing curriculum for infants and toddlers, teachers need to plan for three learning contexts: 1. Play environment and materials as curriculum 2. Intentional interactions & conversations as curriculum 3. Caregiving routines as curriculum. Curriculum Planning Contexts

28. WestEd.org Reflec tion What comes to mind when you think of social-emotional development and the environment?

29. WestEd.org Context: Environment & Materials Environments that support social emotional development have: Small groups Primary & consistent caregivers Individualized scheduling Appropriate adult:child ratios Culturally responsive & family- oriented care

30. WestEd.org Such environments allow children to: Learn about themselves & others Learn to understand and positively express their feelings Learn to understand and respond to the feelings of others Develop positive relationships with others and learn to resolve conflicts Develop a sense of self-confidence and competence CA Infant/Toddler Curriculum Framework, California Department of Education, 2012, p. 67

31. WestEd.org Where do you see these strategies implemented in this environment? Provide materials that support relationships and the development of social understanding Provide materials that relate to feelings and emotional expression Arrange the environment to support peer interactions and relationships Strategies for Planning the Environment & Materials

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35. Making it Your Own: Step 2 Based on what you know about the child, how might you use your environment and materials to support & expand the child’s social-emotional development? Return to your sheet of paper and reflections on the child chosen for your course project. Consider: How is the organization and use of the space and materials impacting the child’s experience? What other materials, adaptations, and invitations might be offered to enhance the child’s experience? What might be incorporated into your care routines? What adaptations to your schedule might be helpful? Brainstorm a list of ideas and record them in the second section of your paper.

36. WestEd.org Context: Intentional Interactions Interactions with adults are fundamental for social- emotional development. Children and adults initiate interactions. The adult’s role is to observe children’s responses -- watching and listening for their ideas in order to be responsive. Caring for children in small groups allows teachers to observe more closely and be more responsive.

37. WestEd.org Strategies: Intentional Interactions Offer learning opportunities through caregiving routines. Learn about temperament. Pay attention to feelings and emotional responses. Support and respect the child’s relationship with his family. Support relationships and interactions among the children.

38. WestEd.org How can photos of children’s families show respect for, and support children’s relationships with their families?

39. WestEd.org Strategies: Intentional Interactions (continued) Model responsive and respectful interactions and behavior. Respect children’s interests. Support children’s regulation of emotions. Demonstrate acceptance for all of the feelings children express.

40. WestEd.org How might you apply these 3 strategies in this situation? Support relationships and interactions among the children. Model responsive and respectful interactions and behavior. Respect children’s interests.

41. WestEd.org How might you apply these strategies? Support children’s regulation of emotions. Demonstrate acceptance for all of the feelings children express. In the process, what new vocabulary might you introduce?

42. WestEd.org Vignette: Kristen & Edgar Kristen & Edgar are both about 30 months old. Edgar is new to the program while Kristen, who was born with only a thumb and 2 fingers on each hand, has been in the center for a year. The care teacher, Benita, wants to support the developing friendship between them and knows that the situation will provide an opportunity for Kristen to learn how to handle Edgar’s interest in her hands. The situation also provides a chance for Edgar to see that Kristen’s special condition is a part of her, but not all of her.

43. WestEd.org Edgar has been at the center for only a week, but has made a connection with Kristen. They sit down together with their shoes.

44. WestEd.org Kristen is an active and friendly child. She moves near Edgar and playfully drops her shoe in front of him. Edgar notices Kristen’s hands.

45. WestEd.org (1)“Did she cut her fingers? Does it hurt?” (2)“Kristen wasn’t cut. She was born with two fingers and a thumb. You were born with four fingers and a thumb. She uses her hands to do things just like you do.”

46. WestEd.org Benita helps Kristen put her socks and shoes on before they all go outdoors together.

47. WestEd.org Reflection Which interactions strategies were used by Benita? Consider how Benita’s responses played a role in: o Supporting the developing friendship between Edgar and Kristen o Helping Kristen learn how to handle the curiosity of others o Helping Edgar recognize that even though Kristen’s hands are different from his, she is still a child with feelings, interests, and skills What social-emotional skills were supported for each child?

48. WestEd.org Context: Routines as Curriculum for Social/Emotional Development By experiencing and participating in routines, children learn what it means to: o be nurtured in a caring way o engage in reciprocal, responsive, interactions Over time, they learn to predict and to do things for themselves, developing confidence & competence.

49. WestEd.org Strategies: Routines as Curriculum Plan for interactions during routines that: o enhance learning opportunities o are carried out at the child’s pace o allow the child to participate & make choices Develop a predictable method & schedule of caregiving routines. Let the child know ahead of time what is going to happen. Tell the child what you are going to do, describe your actions and encourage her to participate in every way she can. CA Infant/Toddler Curriculum Framework, California Department of Education, 2012, p. 69

50. WestEd.org Making it Your Own: Step 3 Based on what you know about the child, how will you think about interactions and communication to support and expand social-emotional development? Return to your sheet of paper and reflections on the child chosen for your course project. Consider: What topics of conversation might be meaningful? When and where would these be likely to occur? What new vocabulary might be used? What questions might you ask to get the child’s perspective and expand the child’s thinking? Brainstorm a list of ideas and record them in the third section of your paper.

51. WestEd.org Reflective Curriculum Planning: Supporting Infants and Toddlers’ Social-Emotional Development Section IV: Engaging Families

52. WestEd.org Engaging Families Engaging families in supporting the social-emotional development of their infants starts with the relationship between program staff and the families. A partnership with the child’s family provides a window on the child’s emotional life. Insights from the family, combined with the teacher’s observations, help the teacher understand and be responsive to each child’s preferences, abilities, temperament, interests, and needs

53. WestEd.org Ideas for Engaging Families Infant care teachers and families can model positive relationships for children through open communication and mutual respect. Daily conversations and newsletters can engage families in facilitating their children’s social and emotional development. With families, develop rituals for routines such as separations and reunions. Bridge the child’s social worlds by asking families to: o Share stories, traditions, and objects from home o Mention their child’s peers and teachers during conversations at home.

54. WestEd.org Vignette: Anita & Jed Jed is six months old and is the first child to arrive in Anita’s family child care home each day. Anita notices that Jed is excited when watching the older children. The care teacher, Anita, wants to support the developing friendship between Jed and the other children, and acknowledges Jed’s excitement when other children arrive. CA Infant/Toddler Curriculum Framework, California Department of Education, 2012, p. 72

55. WestEd.org Reflective Questions What most caught your attention or curiosity in this vignette? What learning opportunities did Anita facilitate for each child – for Jed and for Carlo? What social-emotional foundations did you notice were engaged during this vignette? What happened to possibly engage the parent and enhance the teacher-parent relationship? Which of the 9 interaction related strategies did the provider use & model? (CA Infant/Toddler Curriculum Framework, California Department of Education, 2012, pp. 69-72)

56. WestEd.org Making it Your Own: Step 4 How will you engage the child’s family in understanding and supporting the child’s social-emotional development? Return to your sheet of paper and reflections on the child chosen for your course project. Consider How might the family’s background and values be influencing their expectations and experience in this area? What questions might you ask to deepen your understanding of the family’s perspective and strengthen your relationship? What might the family want to know about their child’s social-emotional development In how many ways might you engage the family in planning and/or implementing the ideas brainstormed in steps 2 & 3? Brainstorm a list of ideas and record them in the fourth section of your paper.

57. WestEd.org Making it Your Own: Steps 5-8 Developing and Implementing Your Plan Step 5: Create a brief and flexible curriculum plan for social and emotional development. Review the ideas you generated in the previous 4 steps For each context, select a few ideas to implement Create your plan using the form provided. (Feel free to use the back, too.) Step 6: Implement your plan. Step 7: Observe, document, and reflect as you implement the plan. Remember, this will become part of your project display Step 8: Record your reflections on the process. Use the form provided. This will become part of your project summary and will be shared at the next class.

58. WestEd.org Concluding Thoughts Developmentally appropriate curriculum planning begins with each child’s social-emotional development. The child’s relationship experiences are at the core of social-emotional development. It is important to understand every important relationship in the child’s life. Insights from the family, combined with observations of the child, help the teacher understand the uniqueness of each child and find ways to be responsive. With an emotionally secure base, and with guidance that supports self-regulation, the child can concentrate on exploration and learning in every domain.

59. 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

60. WestEd.org Review Learning Objectives Participants will be able to: Understand how the three learning contexts - environment and materials, intentional interactions, and caregiving routines – can support social/emotional development. Identify the social-emotional skills and knowledge (foundations) typically acquired by infants and toddlers from birth to 3 years. Reflect on observations and documentation of child’s development and interests, and use the information to create and implement a plan. Share reflections of child’s interests with parents to engage them as partners in facilitating the child’s social-emotional development.

61. WestEd.org Wrap-up Questions? Assignment Reading Next Session