Toddler Property Laws

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Toddler Property Laws

• If I like it, its mine.
• If its in my hand, its mine.
• If I can take it from you, its mine.
• If I had it a little while ago, its mine.
• If its mine, it must never appear to be yours in
  any way.
• If Im doing or building something, all the
  pieces are mine.
• If it looks just like mine, it is mine.
• If I saw it first, its mine.
• If you are playing with something and you put it
  down, it automatically becomes mine.
• If its broken, its yours.

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Infants, Waddlers and ToddlersUnderstanding
Social and Emotional Development to Promote
Secure Relationships

• Stone Soup The Power of Collaboration and
  Discovery
• October 26, 2004

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Agenda

• Introductions
• Opening Activity
• What Supports Children?
• Developing Social and Emotional Supports Within
  the Classroom Environment
• Closing Activity
• Question and Answer
• Resources

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Learning Objectives

• Participants will
• Improve their understanding of social and
  emotional outcomes for infants and toddlers
• Increase their knowledge of child development
• Gain knowledge of how to build a classroom
  environment that supports social and emotional
  development
• Provided resource materials that will further
  their knowledge and ability to apply discussed
  concepts
• Gain an understanding of the importance of
  preventative methods and early intervention
• Develop an awareness and sensitivity to those
  issues while contribute of the development of
  secure relationships

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Opening Activity

• Three Greetings Activity
• Whos Here?

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What Supports Childrens Healthy Social and
Emotional Development?

• What Supports?

• What Does Not?

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Developmental Timeline

• Infant
• Toddler
• Preschooler
• Kindergartner
• Primary School Child

• Trust and Security
• Independence
• Communication and Social Skills
• Sense of Competency
• Sense of Belonging

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Developing Social and Emotional Supports

• Secure Relationships
• Physical Environment
• Social Development
• Reading Children
• Positive Guidance Techniques
• Partnering with Families

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Secure Relationships

• What is Attachment?
• Attachment is a mutual, strong, and long-lasting
  relationship between a child and significant
  adults such as parents, family member, caregivers
  and teachers.
• Securely attached children receive affection,
  comfort, protection and guidance from their
  caregivers.

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How Does SecureAttachment Develop?

• Develops in the first year of life as a baby and
  his/her primary caregivers get to know, value and
  enjoy each other.
• Some babies develop attachments to more than one
  person (i.e. parent, caregivers and family
  members).

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Attachment Supports Social and Emotional
Development

• The secure attachment developed during infancy
  supports the development of trust.
• Attachment and trust give an infant the
  confidence to explore the world.
• Touching, cooing, singing and rocking provided by
  caregivers supports secure attachment and brain
  development.

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What Are the Long-Term Effects of the Attachment
Relationship?

• Children with secure early attachment are more
  likely in later years to
• Be better problem solvers
• Form friendships and be leaders with peers
• Be more empathic and less aggressive
• Engage the world with confidence
• Have higher self-esteem
• Be better at resolving conflict
• Be more self-reliant and adaptable

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Strategies for Strengthening Attachment(from
Secure Relationships by Alice Honig)

• Create a safe emotional climate
• Respond sensitively to personal routine and
  individual needs
• Respond to childrens body language
• Notice with your ears and eyes
• Childs cues can be obvious or slight
• Give attention, actively listen, and respond in
  caring ways
• Use books to help children identify and deal with
  their feelings
• Develops language skills
• Fosters awareness of feelings

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• Teach children skills to enter a group
• Helps children relate comfortably to other
  children
• Facilitate verbally
• Model skill
• Create an environment that is responsive to
  childrens needs
• Physical environment
• Activities and materials
• Familiar and cozy

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Physical Environment

• Young children respond greatly to their
  environment
• Room Arrangement
• Daily Schedule and Routine
• Brightness
• Noise Level
• Activity Level
• Stress or Calmness
• Room Arrangement

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Room Arrangement

• Child-proof for safe exploration
• Comfortable temperature
• Cozy places
• Space for protected play
• Clear traffic paths
• Varied materials (devel. appropriate)
• Multiples of favorite items
• Photographs/pictures at eye level
• Home-like atmosphere

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Schedule and Routines

• A predictable, yet flexible daily schedule
• Consistency in routines
• Individual transitions
• Picture schedule at eye-level

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Social Development

• In the infant and toddler stage children
• Socialize more with adults than peers
• Learn to follow social guidelines and rules
• Learn by listening to adults and studying facial
  expressions
• May regress during stressful situations
• Acquire language skills for verbal communication
• Cannot share, but engage in parallel play
• Cannot communicate empathy until age three

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Social Development

• Strategies That Support Socialization
• Vary the tempo of the day
• Pay attention and be available
• Review behavior expectations and limits
• Refocus/redirect early
• Be consistent
• Child proof space
• Provide room for exploration

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Reading Children

• Activity 1 Identifying Emotions of
• Facial Expressions
• Group 1
• Identify all possible feelings the child could
  be experiencing based on his/her facial
  expression
• Group 2
• Identify all possible reasons for the childs
  feelings

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Reading Children

• Activity 2 Scenarios
• Age of Child
• Description of Challenging Behavior
• What Might the Child Be Feeling?
• How Can Teachers Respond in a Positive Way?
• How Does This Strategy Build Emotional Regulation?

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Scenario One

• A ten-month-old is obsessed with trying to climb
  onto a rocking chair. His desire to do this far
  exceeds his ability to do it safely. The
  caregiver is busy feeding another baby and cannot
  assist his efforts.

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Scenario Two

• An eight-month-old notices that another baby is
  playing very busily with a toy that happens to be
  her favorite. She crawls over to take it.

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Scenario Three

• Two babies are together on the floor. One little
  girl is very irritable and reaches out to pull
  the others hair over and over.

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Scenario Four

• Two toddlers are losing interest in waiting for
  their turn to stir gelatin.

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Scenario Five

• Two-year-olds Kira and Roberto are always dumping
  everything.

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Positive Guidance Techniques

• Goal of positive guidance is to nurture
  self-control and empathy by building secure
  relationships and helping find positive solutions
  to conflicts.
• Teachers can use these strategies to promote
  self-control
• Use their own expectations and role as teacher
• Set-up environment effectively
• Plan and implement curriculum

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Ways to Effectively Assist Children to Become
Resilient and Self-Disciplined

• Catch children being good
• Model considerateness, patience, courtesy and
  helpfulness
• Admire efforts of a less-skilled child
• Use physical affection, eye contact, childrens
  names and loving tone of voice
• Games of facial and body imitations
• Promote positive behavior
• Listen carefully, repeat childrens words

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Strategies to Guide Infants and Toddlers(Taken
from Secure Relationships by Alice Sterling Honig)

• Divert Attention
• Set Limits
• Offer Choices
• Redirect
• Reinforce Behavior

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• The ability to control ones self is nurtured
  through interaction with warm, supportive adults
  who use positive discipline strategies that help
  children feel safe and secure. The adults model
  self-control, tell the children that they expect
  and trust them to control themselves, actively
  teach children how to control themselves, and
  reinforce self-control in their daily interaction
  with the children.
• (Guidance of Young Children, Marian Marion,
• Macmillan Publishing Company, 1991)

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Partnering with Families

• Learn about each childs family, culture and
  community
• Be aware of the effect of your familial and
  cultural influences on your beliefs and values.
• Accept families without judging their values,
  beliefs or actions.
• Partner with families to learn songs, games and
  simple phrases in their home language.

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Partnering with Families

• Establish ongoing communication system with
  families
• Obtain information on childs health and
  developmental history, interests, abilities,
  needs and temperament
• Daily information sharing
• Written and verbal
• Provide written communication in home language

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Partnering with Families

• Provide information on typical developmental
  skills and behaviors
• Relate childs skills/behaviors to developmental
  stage
• Use familiar vocabulary versus academic
• Partner with families to address needs or
  concerns
• Assist parents with drop-off and pick-up

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Partnering with Families

• Reduce and/or avoid adding to a familys stress
• Provide opportunities for parents to meet and
  share ideas
• Refer families to community resources
• Be sensitive to family circumstances
• (Information adapted from Classroom Strategies to
  Promote Childrens Social and Emotional
  Development by Derry Koralek)

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• Closing Activity
• Question and Answer

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Resources

• www.csefel.uiuc.edu
• www.nichcy.org
• www.brightfutures.aap.org
• www.latitudes.org
• www.fisher-price.com
• www.theparentreport.com
• www.211infoline.org
• www.connected.org
• www.childcareexchange.com