Social Emotional Development in the Early Years: Promoting Positive

Relationships

https://learn.extension.org/events/2097

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Available resources

https://learn.extension.org/events/2097 Find slides and additional resources under ‘event materials’

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•  Through the Early Intervention Training Program at the University of Illinois,

providers in Illinois can receive 1.5 hours of Early Intervention credit. •  Several states other than Illinois have already agreed to recognize CE units from

this webinar. They are: Kansas, Kentucky, Ohio, North Carolina, Tennessee, and Virginia.

•  A certificate of completion is available from this webinar after completing an evaluation and post-test for all participants. This certificate can sometimes be used to apply for CE credits with your credentialing body if you are not an Illinois provider.

•  Links and further information will be available at the end of today’s presentation

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Evaluation and CE Credit  

Today’s Presenters:

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Rosa Milagros Santos, PhD •  Research focus: young children with disabilities and their families within the context of

early intervention and early childhood special education services •  Collaborated to create numerous professional development tools and materials that are

widely disseminated and used nationwide •  Designed and conducted over 200 workshops and trainings for a variety of early

childhood providers and family members •  Editor of the Young Exceptional Children Journal

Kimberly Hile, EdM •  Currently completing her doctoral degree in early childhood special education at

University of Illinois as a Project Blend Trainee. •  Research interests: exploring how early intervention service providers are

trained to support families of infants and toddlers with special needs. •  Active participant with the Early Intervention Training Program at the University

of Illinois and member of the Division of Early Childhood of the Council for Exceptional Children

PROMOTING POSITIVE RELATIONSHIPS TO ENHANCE SOCIAL EMOTIONAL DEVELOPMENT Kimberly Hile, Ed.M.

Rosa Milagros Santos, PhD

8  The following presentation is not endorsed by the Department of Defense and the information, as well as, any opinions or views, contained herein are solely that of the presenter.

TODAY’S OBJECTIVES

¢  Highlight research on the importance of healthy and positive relationships between children and their caregivers.

¢  Describe factors that impact parent/child relationships

¢  Discuss relationship-based practices

¢  Describe parent coaching strategies

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IMPORTANCE OF RELATIONSHIPS

“All children grow and thrive in the context of close and dependable relationships that provide love and nurturance, security, and responsive interactions.”

(Center on the Social and Emotional Foundations for Early Learning, 2010).

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MYTHS

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“Young children can benefit significantly from secure relationships with multiple caregivers (within or outside the family), while their attachments to their parents remain primary and central.”

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“The influence of relationships on development lasts for the first five

years of a child’s life.”

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“Although young children certainly can establish healthy relationships with more than one or two adults, prolonged separations from familiar caregivers and repeated “detaching” and “re-attaching” to people who matter are emotionally distressing and can lead to enduring problems.”

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GOODNESS OF FIT THEORY (THOMAS & CHESS, 1977)

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ANY QUESTIONS?

FACTORS IMPACTING PARENT/CHILD RELATIONSHIPS

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CULTURAL AND LINGUISTIC INFLUENCES ON PARENT-CHILD RELATIONSHIPS

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We carry in our journey, experiences and beliefs developed and shaped by “messages” and “recordings” from and of our families, friends, and communities.

How we view the world – how we behave, react, interact, etc. are greatly influenced by our culture and language.

Culture and language are inseparable components of any individual and therefore must be taken into consideration simultaneously beginning when the child joins the human

community.

Cultural and Linguistic Influences on Parent-Child Relationships

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HOW DOES CULTURE AND LANGUAGE MANIFEST IN OUR WORK WITH CHILDREN AND FAMILIES?

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•  Time

•  Space

•  Interaction Style

•  Childrearing Practices: feeding, play, toileting, sleeping, independence, etc.

Thorp (2010)

MEAN AGE EXPECTATION IN MONTHS FOR MILESTONE ATTAINMENT

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Caucasian Puerto Rican Filipino

Eat Solid Food 8.2 10.1 6.7*

Training Cup 12.0 17.1 21.9*

Utensils 17.7 26.5 32.4*

Finger Food 8.9 9.4 9.5

Wean 16.8 18.2 36.2*

Sleep by Self 13.8 14.6 38.8*

Sleep all Night 11.4 14.5 32.4*

Choose Clothes 31.1 44.2 33.1*

Dress Self 38.2 44.2 39.2

Play Alone 25.0 24.8 12.3*

Toilet Trained-Day 31.6 29.0 20.4*

Toilet Trained-Night 33.2 31.8 34.2

Ca

rlso

n &

Ha

rwoo

d (

2000

)

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Korean-American Mothers

European-American Mothers

Believe parents and children should play together

54% 96%

Prefer children play with sex-typed toys (e.g., boys play with trucks)

71% 43%

Provide children with many chances to decide (e.g., give child choices)

11% 66%

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Expectations of Two Groups

(Farver and Lee-Shin, 2000)

IMPACT OF DISABILITY ON PARENT-CHILD RELATIONSHIPS

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MILITARY LIFE

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HOW CAN YOU SUPPORT MILITARY FAMILIES?

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ANY QUESTIONS?

“It is not what the service provider does during the home visit that will make the difference in the child’s development; it is what the family learns during the visits and uses during their activities and routines throughout the week that facilitates the child’s learning and development.”

(McWilliam, 2000) 27  

RELATIONSHIP-BASED PRACTICES

¢  Respect for the person ¢  Sensitivity to context

¢  Commitment to evolving growth & change

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RELATIONSHIP-BASED PRACTICES

¢  Mutuality of shared goals ¢  Open communication

¢  Commitment to reflecting on the work

¢  Setting standards for staff

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PARENT COACHING STRATEGIES

Parents Interacting With Infants (PIWI)

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THREE KEY PIWI OUTCOMES

Competence

Confidence Mutual Pleasure

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PARENT-CHILD INTERACTION: DYADIC STRATEGIES

“Any alterations or additions that the adult consciously uses during adult-child

interactions to facilitate a better match with the baby and to foster his/her

development.”

[PIWI Projects, Children’s Research Center, University of Illinois at Urbana-Champaign]

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PARENT-CHILD INTERACTION: TRIADIC STRATEGIES

“…used by the interventionist during the course of parent-child interaction

to expand & build interactions that are pleasurable for both partners and

supportive of children’s development, while also recognizing and strengthening

the natural competence of parents as they interact with their children.”

[PIWI Projects, Children’s Research Center, University of Illinois at Urbana-Champaign]

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ESTABLISH DYADIC CONTEXT

Elements of the environment are arranged or rearranged to increase the probability of developmentally matched,

mutually enjoyable parent-child interaction.

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AFFIRM PARENT COMPETENCE

Developmentally supportive interactions are warmly recognized and expanded upon as are characteristics of child competence.

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FOCUS ATTENTION

Aspects of the interaction are commented upon, expanded, or questioned in order to draw the parent’s attention to

particular competencies or actions in self or child.

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ANY QUESTIONS?

PROVIDE DEVELOPMENTAL INFORMATION

Information about the child’s developmental agenda is given by verbally labeling or interpreting the child’s social-emotional,

cognitive, language, and motor abilities within the context of play and interaction.

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MODEL

Dyadic interaction roles are momentarily taken on by the

interventionist.

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SUGGEST Interventionist provides parent with a specific suggestion for

something to try with the child.

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USING TRIADIC STRATEGIES: MOST TO LEAST FREQUENT

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Establish Dyadic Context

Affirm Competence

Focus Attention

Provide Information

Model

Suggest

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DECIDING ON A STRATEGY

¢  Provide supportive environment

¢  Wait & observe

¢  Choose strategy (“balanced support”): �  Most to least frequency

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DECIDING ON A STRATEGY

¢  Choose strategy (“balanced support”): �  Direct or Indirect

¢  Wait & observe

¢  Re-adjust

OUR INFLUENCE AS PROVIDERS ON FAMILIES

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GUIDELINES

ü  Put yourself in the parent’s shoes ü  Think about the dyad’s strengths

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GUIDELINES

ü  Think about the key outcomes: �  competence �  confidence �  mutual enjoyment

ü  Be wary of over-using “model” and “suggest” �  most directive strategies �  can have some negative consequences.

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ANY QUESTIONS?

ANY QUESTIONS? FEEL FREE TO CONTACT US!

¢  Kimberly Hile EdM �  khile@illinois.edu

¢  Rosa Milagros Santos PhD �  rsantos@illinois.edu

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Key Take-Away Points

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The influence of positive relationships on development lasts a lifetime.

Factors such as culture, presence of a disability, and military life can impact parent-child relationships.

A key premise of relationship-based practices is the focus on the partnership between parents and providers.

KEY TAKE AWAY POINTS APPLIED  

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http://csefel.vanderbilt.edu/resources/training_piwi.html

Visit the CSEFEL website and identify a resource that will expand your knowledge of supporting parent-child relationships.

Choose 2 of the triadic strategies from the PIWI model to implement during a home visit this week.

Identify a children's book that addresses feelings and emotions to share with one of your families.

• Webinar participants who want to receive a certificate of continuing education (or just want proof of participation in the training) need to take this post-test AND evaluation:

https://vte.co1.qualtrics.com/jfe/form/SV_bk1PpLx6iS0K8wB • CE certificates of completion will be automatically emailed to participants upon completion of the post-test & evaluation.

§ Questions/concerns surrounding CE credit certificates can be emailed to this address: MFLNFDEarlyIntervention@gmail.com § Sometimes state/professional licensure boards recognize CE credits from other states. However, it is necessary to check with your state and/or professional boards if you need CE credits for your field.

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CE Credit Information

Upcoming Events:    

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This material is based upon work supported by the National Institute of Food and Agriculture, U.S. Department of Agriculture, and the Office of Family Readiness Policy, Children and Youth, U.S. Department of Defense under Award Numbers 2010-48869-20685, 2012-48755-20306, and

2014-48770-22587.

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