Ohios Infant

1
OHIOS INFANT TODDLER GUIDELINES
Social Development Domain
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Social Development

• Social development is a childs emerging
  development of an understanding of self and
  others, and the ability to relate to other people
  in the environment.
• Ohios Infant Toddler Guidelines

3
Guidelines and Indicators

• Attachment
• Expression of social behavior
• Interactions with adults
• Interactions with peers
• Empathy
• Awareness of Social Behavior
• Social Identity

4
Getting in Tune Supporting Attachment

• Attachment is an interactive process between the
  child and a significant adult
• Children can become attached to one person or a
  few people

5
From the Adults Perspective

• Remember how attachment looked from the babys
  perspective?
• Now lets focus on the adultby watching a
  familiar video clip
• Take out your note card
• Draw a line down the center

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Use Headings

• Behavior
• The first time through the clip, write down the
  observable behaviors that you see in the adult

• Feeling
• The second time through, write down what feelings
  seem to be behind those behaviors

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What Did You Observe?

• The behaviors communicated the feelings the adult
  was experiencing.
• These behaviors seemed to match the childs in
  pace, tone, and intensity.
• There was a circular quality to the interactions
  the adult responded to the baby who responded
  to the adult and so on

8
Attachment is a Goal

• Our goal is for every baby and child in Ohio to
  develop a strong, healthy attachment to at least
  one adult.
• Children are capable of developing an attachment
  relationship to a few adults who have a
  consistent role in their lives.

9
Take a Look

• Review the indicators and sample behaviors for
  Attachment listed on page 30.
• How might we encourage these behavior to promote
  healthy attachment and healthy social development?

10
Howdy Neighbor!

• Please stand-up and briefly greet your neighbors.
• While standing, please find ONE partner
• Person on my left is Number 1
• Person on my right is Number 2
• Number 1, ask Number 2 a real question such as
  how was your morning?, How are you going to use
  this information?, then listen attentively,
  using good listening techniques.
• Ill indicate when you switch roles. Number 2 ask
  Number 1 a real question.

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Compare and Contrast

• What was different about the brief greeting of
  your neighbors and the conversation between
  Numbers 1 2?
• Think about how often we give only brief and
  superficial attention to a child
• How often do we interact with a child in a
  responsive, sensitive way?

12
Give Take Interactions with Adults

• Relationships grow stronger when the adult is
  attentive to the childs behavior and responds to
  the child in accepting, pleasing ways.
• Adult responses to infants and young children
  will impact the childs developing expression of
  social behavior.

13
Being Sensitive Responsive

• PITC describes the responsive process as Watch,
  Ask, Adapt.
• Carl Dunst and his colleagues have been able to
  describe this process in several ways
• This next activity will give you a chance to
  explore the key points they each have to share

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Small Group Activity

• Please form groups of 3-4 people
• Each group will receive one handout to
• Read silently, then
• Discuss the key points

• Each group will make a poster illustrating their
  key point(s)
• Determine how to share with the larger group in a
  creative way
• Send one group member to get a poster and art
  supplies

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Social Development

• The ability to relate with adults and other
  children and to learn from others influences the
  infants development in all of the other domains.
• Ohios Infant Toddler Guidelines, page 29

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Do You Feel What I Feel?Empathy with Adults
Peers

• Very young children notice and are interested in
  their peers.
• Empathy has been observed in very young children
  and can be nurtured through responsive adult
  interactions.

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More Fun with Paper
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More Group Time!

• Be in the same small group as the Give Take
  Activity
• Share your lists. How do they compare?
• Do they line up with what you know about or have
  learned about peer interaction with very young
  children?
• Look at page 32. How do your lists compare?
• Anyone have one of their examples they would like
  to share?

19
New Learning

• Even very young children notice peers.
• Children in small group settings with continuity
  of teachers and children will have many ways of
  interacting and relating socially with peers as
  well as adults.
• One way is with Empathy.

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Empathy and Imitation

• Observe the children in this video clip
• Note what you see that shows empathy
• What looked simply like imitation?
• How do we nurture imitation into empathy?

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Empathy Two Definitions

• Kindness toward another when there is a perceived
  or real sadness about that person.
• This showing kindness is a difficult task
  because young children are essentially centered
  on themselves and have great difficulty grasping
  how others feel. (Hendrik)
• The capacity to observe the feelings of another
  and to respond with care and concern for that
  other.
• For very young children (Quann Wien)

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Types of Empathy

• Proximal empathy
• A child responds with care and concern to a
  nearby child who is hurt.
• Altruistic empathy
• A child notices distress from much further away,
  when involved in a different activity that might
  preclude attention to the distress of another.
• Self-corrective empathy
• A child is the cause of another childs hurt
  feelings or injury and, in response to the
  resulting suffering, the perpetrator shows
  empathy toward the hurt child.

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Activity Proximal empathy

• Case Studies from the reading
• Destiny Pratha
• Wyatt Amanda

24
Activity Altruistic empathy

• Case Studies from the reading
• Matthew, Amanda Colin
• Wyatt Amanda

25
Activity Self-corrective empathy

• Case Study from the reading
• Michael Amanda

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Sharing the Information

• Ideas for discussion reflection on (pages 5-6)
• Promoting empathy for educators and
  administrators (pages 6-7)
• Create a culture of caring
• Document prosocial behavior
• Allow unhurried time
• Do you have additional ideas for how parents and
  families can promote it?

27
Family Dining

• You will have 2 minutes (each person) to share
  your answers with a partner that you havent
  talked to during this session
• Raise your hands if you belonged to this club
• The Clean Plate Club
• Miss Manners Etiquette Club
• The Rockwell Family Club
• The Grab and Go Club
• The Service for Men Club
• None of the above (the Other Club)

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Who Am I to You?Social Identity

• Children develop their social identity through
  their interactions with significant adults and
  children with whom they spend time.
• A childs social identity provides a sense of
  belonging and an understanding of behavioral
  expectations in his or her primary groups.

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Unique Family Cultures

• Each family has its own ways of being with one
  another which is their culture unique ways of
  carrying out the customs and norms of their
  group
• The influences on that family come from many
  different sources
• History of other members family
• Neighborhood/Society
• Country of origin
• Spirituality/Religion

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Adapting to Their World

• Infants are born ready to learn about how to
  survive and thrive in their particular place in
  the world
• From birth, they receive messages about who the
  are in this particular group of people
• The group grows beyond family, sometimes slowly,
  sometimes quickly

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Social Identity Belonging

• In small groups, discuss the sample behaviors
  listed on page 34. Each group will focus on a
  different age group and discuss the following
• How does the childs group grow beyond family?
• What are nonverbal and verbal messages that
  inform the child?
• What other examples can be added for children in
  unique circumstances (living with multiple
  families in one home, extended hospitalization,
  shared custody, foster care, disabilities)?

32
Welcoming All Children

• Humans have an amazing capacity to adapt to their
  unique circumstances and surroundings
• Focus on the strengths each family brings as the
  childs social group expands
• Promote a sense of belonging for ALL children
• Sometimes a child needs additional support
• If a child has a disability, connect with early
  intervention and others who can assist
• When an infant or toddler displays challenging
  behavior, this can strain the belonging and
  developing identity of the child. There may be
  help available.

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The Responsive Process
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Conclusion

• Questions Comments?
• Evaluation