Its Mine: Promoting Peer Interactions with Infants and Toddlers

By Masha LevinInfant/Toddler Specialist

Its Mine: Promoting Peer Interactions with Infants and Toddlers

Objectives:Participants will learn strategies for promoting interactions between infants and toddlers. Participants will also learn how to guide children in their play with peers and how to encourage problem solving and conflict resolution skills with infants and toddlers.

Housekeepingintroductions, bathrooms, timeline, etc.2SMALL GROUP ACTIVITYWhat are some strategies that you use to support positive infant/toddler peer interactions?

In your small groups, come up with 3 strategies to support positive peer interactions.Be prepared to share with whole group.Why focus on infant/toddler peer interactions? Social-emotional development is the foundation for learning and predicts future social and academic success.Wittmer, 2008; Focusing on PeersEthan LaughingResearch shows that early social competence and later academic success are related. Children need social competence to function well at school entrance and succeed in elementary school. (Blair, 2002; Peth-Pierce, 2001) Children who are aggressive, lack empathy, and have little or no emotional regulation with peers are not as likely to be successful in school. Others may not want to work or play with them, and their enjoyment of school suffers, and consequently learning suffers.4Children build each others competence and understanding of culture.

Bigstockphoto.comWittmer, 2008; Focusing on PeersWhy focus on infant/toddler peer interactions?What things will they learn that are appropriate to do with peers? Do they hug, kiss, hit, bite, stay physically close, or keep their distance from others? Do they need to ask before they grab, or do they grab before they ask? Young children learn that each peer behaves differently, and yet there are similarities in how others like to be treated. They are learning about their peer culture and the broader cultural ways of others. 5Conflict and the need for proactive strategies.

Petitalma.comWittmer, 2008; Focusing on PeersWhy focus on infant/toddler peer interactions?Conflicts include times when one person does something and another person objects. Conflict is a clash of wills; for example, each child wanting a toy (because it looks so much more attractive in the hands of a peer) or a child resisting a hug from another. Conflict is not to be confused with aggression, which happens when one child intentionally hurts or imposes his/her will on another. Majority of conflicts with infants and toddlers are occurring over objects. Some minor possible causes of conflict can include territory, resistant at other children entering play, control of the content of play, access to attractive toys, resistance to hurtful or aggressive behaviors from other children, asking what can I get away with?, and dominance.6When children are challenged, they need relationship support.

Why focus on infant/toddler peer interactions?Wittmer, 2008; Focusing on PeersThe life challenges that children feel are often made visible with their peers. Peer relationships are a window into a relationship experiences of a child. Infants and toddlers are capable of being prosocial. Some toddlers feel challenged by peer relationships. They feel sad, tired, afraid, rejected by peers, angry, frustrated, upset, disoriented or confused. Teachers may refer to these children as withdrawn, too shy, or aggressive. Teachers worry about these children because they are generally not happy. These children need teacher support to build secure relationships with their caregivers and other children.7The Adult Interactions That Count for Peer RelationshipsBe sensitive to temperament.Listen to babies.Be affectionate.Use positive affect and affect mirroring.Comfort children in distress.Be emotionally available.Be empathicuse nurturing care.Use gentle touch, hold, and enfold.

Wittmer, 2008; Focusing on PeersHave participants brainstorm in small groups which strategies for adult interactions are setting the stage for peer relationships (5 min?)Positive affect and affect mirroringGive handout on 9 temperament traits? Or 3 temperament types?8The Adult Interactions That Count for Peer RelationshipsEngage in eye contact and face-to-face responsive interactions.Engage in reciprocal interactions.Be responsiveread cues.Be sensitivePromote a sense of mastery.Encourage self-regulation. Support families.Set up a nurturing environment.

Wittmer, 2008; Focusing on Peers9Setting Up the Environment for Developing Play & Friendship SkillsSelf-Reflection Is there enough physical space for children and adults to engage in social interactions?Is there enough space for 2 or more children to enjoy side by side activity and for teachers to be close for supervision?Is there time in the daily schedule for opportunities to develop play skills each day?Do you have equipment that would encourage 2 children to interact?Do you have enough materials for 2 or more children to use at same time?

Center for Social and Emotional Foundations for Early Learning, Infant/Toddler Module IIProgression of the Development of Friendship SkillsCenter for Social and Emotional Foundations for Early Learning, Infant/Toddler Module IIKidscomplishment.comBabyexpert.com1. Positive interactions with adults2. Showing awareness of other children3. Playing briefly with other children4. Wanting what others have5. Practicing turn taking and sharingPositive interactions with adults Showing awareness of other children by:Smiling and cooingWatching children playingReaching out to other children Copying what other children are doingPlaying briefly with other childrenWanting what others havePracticing turn-taking and sharing

11Promoting the Development of Friendship SkillsCenter for Social and Emotional Foundations for Early Learning, Infant/Toddler Module IIEncourage toddlers to help each other and do routines together

Provide positive verbal support for play between children

Read books about friends, playing together, helping each other, etc.

Practice turn-taking and sharing

Small Group Activity: Brainstorm

GardenCityPatch.comWhen do conflicts occur?What needs are children expressing?13

When I Think of Infant/Toddler Conflict, These are the Words that Come to Mind...CryingScreamingBiting HittingPushingScratchingBody movementIncident reportsUnhappy parents

Yumkid.comStrategies for Infant/Toddler Conflict ResolutionLets Watch!Lockhart, Shannon; High/Scope Early Childhood Specialist

Its Mine DVD-set up DVD on hard drive paused from starting point, then press Hyperlink.Handout-6 conflict strategies for infants and toddlers15So Youve Used the Conflict Resolution Strategies, ButYou still have children who need support with self-regulation:A skill that allows children to translate what they experience into information they can use to regulate thoughts, emotions, and behaviors (Blair & Diamond 2008).An infant/toddler teacher would partner with the child and family to help them develop self-regulation skills.Redirection, acknowledging feelings, giving positive feedback and providing developmentally appropriate experiences are strategies that will help the child develop emotional self-regulation.

What is self-regulation? How do you know that the infant or toddler needs support with self-regulation?How can you partner with families to help the child develop self-regulation skills?16So Youve Used the Conflict Resolution Strategies, ButYou still have children who need support with stress:Stresswhen a person shows, by difficulties in personal relationships and worrisome bodily responses, that he or she is having a struggle and cannot cope with felt or perceived difficulties (Honig 1986).Perceptive awareness and monitoring of infant and toddler behaviors is your first line of defense against emotional troubles (Honig 2010).Lets review some behavior and body signals of stress

Child Stress: Behavior and Body Signals handoutemphasize that only clusters of these behaviors would indicate that there is stress in a childs life. Signs of stress will vary in intensity and duration and by each childs capability to cope with the stressors in their lives. The strongest source of stress for children is usually abandonment which can present itself in many different forms. One of these forms is a transitional period in child care where a child moves from one classroom to another. If a child had a relationship with that teacher, there will be a grieving period for that child. 17So Youve Used the Conflict Resolution Strategies, ButYou still have children who need support with withdrawal behaviors:A child exhibiting withdrawal behavior may appear to have given up attempting to get his needs met and to have moved away from interaction with others.Nevertheless the infant or toddler is expressing his experience, and it may appear to be a preference.This type of challenging behavior is often overlooked in a busy childcare setting.

Teachers need to remember that there may be a fear factor to withdrawing or actively refusing peers. They can observe the child and talk with family members to determine the source and content of a childs fears. Help infants and toddlers feel safe by responding to their physical and emotional needs. Greet each child warmly in the morning, inform toddlers what will be happening next during the day, and create a comfort corner where can go when they are feeling sad or want to be alone. Place soft animals, a quilt, and books in the comfort corner to soothe children. Be available for holding and hugs when a child shows fear. If an infant or toddler is clingy, slowly introduce then to materials and activities. When adults do not respond to children for fear of spoiling them, a childs independence is not increased. In fact, when teachers reject children, this may lead the children to become more dependent as their fears for their own safety grow.

18Children Who are Experiencing Challenges withScenario #1Demetrio, a 26 month old toddler, angrily throws the toy on the ground. Earlier, he had tried to climb a book shelf and had a huge tantrum when a teacher tried to redirect him to the safe climbing area. Later, other toddlers moved quickly out of his way when he picked up the hammer to the xylophone and started tapping his way through the room.Children Who are Experiencing Challenges withScenario #2Ariel, a 9-month-old girl, has just been left at the center by her mother, who was late for work. Although she did stay with her daughter for a few minutes before handing her over to the teacher, she started screaming when she hastily said good bye and hurried out the door. She is now sitting on the floor and alternately screaming and sobbing.Research shows that children who are more socially fearful have a more difficult time managing their negative emotions. Teachers would have a difficult time giving them emotional support which can lead to increased level of stress for both the child and the caregiver (Crockenberg, 2003).20Children Who are Experiencing Challenges with Scenario #3Roberto is a 13 month toddler. When he becomes very upset, Robertos teacher tries to cuddle and soothe him, but he pushes her away, arches his back, and looks away from the caregiver.

21Knowing about is different from knowing how to.Knowing about means learning theory.Knowing how to puts theory into actionWe know that even people with considerable understanding of infants and toddlers have trouble acting on that understanding unless they have learned to apply theory. Knowledge does not necessarily build skill.Janet Gonzalez-MenaResourcesResourcesThank you!Do you have any questions?Please fill out your Evaluation and pick up your Certificate of Attendance.