ece 502 session 3

ECE 502Development, Attachment & The Brain

Journal Sharing

Turn to a partner and share your journal entry from this week. What did you have in common? What differences were there?

Domains of Development

CognitiveMotor

LanguageSocial/Emotional

Social & Emotional Development

Form and sustain positive relationships Experience, manage, and express emotions Explore and engage with the environment

Children with well-developed social-emotional skills are also more able to: Express their ideas and feelings Display empathy towards others Manage their feelings of frustration and

disappointment more easily Feel self-confident More easily make and develop friendships Succeed in school

Tips for Building Social/Emotional Development

Provide each child with responsive care.Be affectionate and nurturing.Help each child learn to resolve conflict in a healthy,

appropriate wayHelp each child experience the joy found in the "give-

and-take" of relationships.Help each child feel safe. Show each child that she is part of a larger network of

love and relationshipsNurture each child's respect for differences. Promote an appreciation for your own, and others',

culture.Support each child's developing skills.

Attachment

◦Attachment is a deep and enduring emotional bond that connects one person to another across time and space (Ainsworth, 1973; Bowlby, 1969).

http://www.simplypsychology.org/attachment.html

◦http://www.youtube.com/watch?v=kwxjfuPlArY

Stages of Attachment• Up to 3 months of age -

Indiscriminate attachments. • After 4 months - Preference for

certain people. • After 7 months - Special

preference for a single attachment figure.

• After 9 months - Multiple attachments.

What kind of play enhances or builds social/emotional development?

Helping With conflict

Provide lots of guidance and initiate sharing and turn-taking games.

Understand that toddlers are less willing to be compliant when they are tired or not feeling well.

Use distraction or redirection to calm or avoid disputes.

Model positive social and sharing behavior in your everyday interactions with children and parents.

Environment & Prosocial Behaviors

ModelingPositive discipline vs. assertive Siblings, peers, schoolsFostering good friendships

http://www.education.com/reference/article/prosocial-behavior/

Children younger than 2 years of age can demonstrate prosocial behaviors.

Ways to help children learn to be prosocialPlan activities that allow children to work

together rather than compete against one another.

Prepare an obstacle that children must work together to overcome.

Play games that encourage children to work together to complete tasks or accomplish goals.

Other ideas?

http://www.ehow.com/how_7850319_promote-prosocial-behavior-classroom.html

POSITIVE GUIDANCE DURING CHILDHOOD

• Non-destructive to self-esteem.

• Allows child to remain valued as a person.

• Encourages cooperation.

• Allows child to learn gradually the skills needed in taking responsibility for what happens.

• Teaches child not to blame others.

• Allows child to relate successfully.

• Helps child to problem solve.

http://www.fcs.okstate.edu/parenting/issues/guidance.htm

Techniques for Positive Guidance Limit setting Give choices Communication Give cues for acceptable behavior Use “I” statements Redirection Active listening Conflict resolution Problem solving Support children in their behavior Recognize triggers Rules: non-negotiable vs. negotiated Others?

How to set limits Speak naturally, but speak slowly enough that the child

hears everything you say; use concrete words and short sentences when stating limits

Tell a child exactly what to do rather than what not to do, and be as positive as possible

Use suggestions whenever possible Use direct, self-responsible statements when you think it

is necessary to make a reasonable request Give choices whenever possible Avoid giving a choice when the child really has no choice Issue only a few suggestions at a time; avoid giving a

chain of limits Give the reason for the rule or limit Communicate the limits to others (colleagues, parents)

We may have to teach children how to be prosocial. Modeling what we want to see…

◦How to join a group◦How to ask for something◦How to listen to others◦How to clean up after playing with

things◦How to eat in a family style setting

Catch ‘em doing something good!

Empathy

Understanding that you are a separate individual

Others can have different feelings and thoughts

We have feelings in commonImagine how others feelImagine how to comfort others

Building Empathy

Empathy is built because of positive social/emotional skill development

◦Attachment◦Social Referencing◦Theory of Mind◦Self Recognition

In small groups have some discussion around what

caregivers and early childhood teachers can do in their

classrooms to understand and build empathy.

Early Brain Development

http://www.youtube.com/watch?v=7Qb3DXY_7fU

Our Brains

By the 17th week of pregnancy, the fetus already has 1 billion brain cells, more than the adult brain.

These cells are proliferating at a rate of 50,000 / second.

These cells are not in the right place and only after they are formed will they travel (cell migration).

At birth, the distinct areas of the brain are all in place, however, much growth will still occur.

The brain is the only body organ incomplete at birth.

http://www.educarer.com/brain.htm

Neurons & Synapses

• Within each brain area are millions of neurons (nerve cells) that are connected to each other by synapses.

• These trillions of synapses and the pathways they form make up the wiring of the brain.

• Synapses influence everything, from the ability to recognize letters to the maintenance of relationships.

• After birth, brain development consists of wiring and rewiring the connections (synapses) between neurons.

www.iamyourchild.org

Our RoleLearn to read the physical and emotional cues of

the infants and toddlers in your care. Assign a primary caregivers Observe and record the infant and toddler

behaviors that are indicative of early brain development.

Accept infants' and toddlers' strong emotions as signs of their desire to communicate with you and the world.

Find a balance between being overinvolved and under involved; recognize the child's current developmental status and create opportunities for each child to reach beyond his/her abilities.

Cognitive development in infants and toddlers refers to the development of the ability to

think and reasonIt involves gathering information, organizing

it and finally using it It relies heavily on security and attachmentIs promoted by inviting and encouraging

exploration in an environment rich in sensory experience

Jean Piaget & Cognitive Development

SCHEMAS building blocks of knowledge processes that enable the transition from one

stage to another

equilibrium, assimilation and accommodation

Stages of Development sensorimotor, preoperational, concrete operational, formal operational

Language Development Theory

1. Learning Perspective2. Nativist3. Interactionist

Facilitating Language

Young Infants (0-6 mos)Older Infants (6-12 mos)Young Toddlers (12-24 mos)Older Toddlers (24-36 mos)

What are early language experiences you can provide for infants and toddlers?

What does the print rich/language rich environment look like for infants and toddlers?

What are components of language development for infants and toddlers?

Homework

Assessment of Child Care Quality due