relationship-based model and the importance of the infant and toddler years
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CHAPTER 1:A Relationship-Based Model and the Importance of the Infant and
Toddler YearsInfant and Toddler Development and Responsive
Program Planning: A Relationship-Based ApproachThird Edition
Donna S. WittmerSandy Petersen
© 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Goals of the Book
To Promote:
Well-being
Competence
Good developmental outcomes
Quality of life
of infants and toddlers and their families
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Well being
“…how a child feels and thinks about him- or herself and the joy and satisfaction that the
child experiences in regard to his or her relationships and accomplishments”
(Erickson & Kurz-Riemer, 199l, p. 26)
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Competence
Effectively adjusts to day-to-day changes
Adaptable
Flexible
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Developmental outcomes
…increasing abilities in learning, language, motor, emotional, and social skills.
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Quality of life
the child’s feelings about the value, worth, living conditions, and relationships that he or
she experiences
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Mental health
1. feel competent and confident
2. enjoy intimate and caring relationships
3. feel safe
4. have basic trust in others
5. regulate and express emotions in healthy ways
6. communicate and are understood,
7. feel valued for their unique personalities,
8. have the energy and curiosity to learn, and
9. enjoy excellent health and nutrition.
When toddlers reach age 3, they will be mentally healthy if they:
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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A relationship-based model
Constructive, caring relationships are fundamental to the human experience
Respectful responses from others are essential to infants’ and toddlers’ sense of security, self-worth, self-confidence, and motivation to learn
A responsive adult is sensitive and caring
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Relationship-based model for infant and toddler development and programplanning
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Bioecological systems theory
Relationships are influenced by the personal and physical environment
Relationships are influenced by cultural values
Relationships are influenced by policies and laws
(Bronfenbrenner, 2004)
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Children’s attributes and capacities affect relationships
Attributes gender, temperament, appearance, etc.
Capacities ability to be social, express emotion, learn, move, communicate
There is a constant interplay between the child’s attributes and capacities and the ecology.
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Research on the importance of relationships
Research conducted in the United States found that young infants and toddlers who feel safe and secure with their mother, father, and other family members feel less stressed and can express and control emotions in healthy ways (self-regulation) compared to young children who experience fearful or anxious relationships. (Gunnar & Cheatham,
2003)(Feldman, Greenbaum, & Yirmiya, 1999; Gunnar & Quevedo, 2007)
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Research on the importance of relationships
How do parents help young children feel secure? Children feel secure when parents are:
responsive and affectionate (de Wolff & van IJzendoorn, 1997; Harel & Scher, 2003), and also when
adults support the children’s self-directed activities and autonomy (NICHD Early Child Care Research Network, 2004).
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Research on the importance of relationships
The quality of the parent-child relationship also influences the quality of peer relationships.
Children with less positive parent-child relationships are more likely to be aggressive than children who experience more positive relationships (McElwain, Cox, Burchinal, & Macfie, 2003).
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Research on the importance of relationships
What predicts more secure attachment?
Sensitivity to infant distress
Emotional availability
Responsiveness
(McElwain,& Booth-LaForce, 2003) Ziv, Aviezer, Gini, Sagi, and Koren-Karie ( 2000),
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Research on the importance of relationships
When infants and toddlers experience secure relationships with care teachers they:
are more socially competent (Howes, Phillips, & Whitebook, 1992),
have better language development,
can regulate their emotions, and
participate more in problem-solving activities (Howes & Smith, 1995).
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Research on the importance of relationships
What do care teachers do to help infants and toddlers feel secure?
Are highly involved—hold them, hug them, and engage them in conversation
Are sensitive (warm, attentive, engaged)
Provide many opportunities for the infants and toddlers to learn in an interesting environment
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Research on the importance of relationships
What do care teachers do to help infants and toddlers feel secure?
Provide continuity of care
o At least one care teacher “moves up” with the group or
o All care teachers stay with the group as they age
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Research on the importance of relationships
A recent study of over 1,000 toddlers found that when at least one care teacher “moves up” with the group or all care teachers stay with the group as they age the following occurs:
Children and teachers develop close trusting affectionate relationships
At child care children are more positive with peers At home children are less negative and less
aggressive Children have increased cognitive and language
skills (NICHD, 2001).
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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The importance of the infancy period
“Early childhood is both the most critical and the most vulnerable time in any child’s
development.”
(Brazelton & Greenspan, 2000, p 6)
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Definitions
Prenatal: conception to birth
Infant: birth – 18 months
Toddler: 18 months – 3 years
Infant and toddler professional: broad range of specialists who work in child development and education programs.
Care teacher: professional who has received specialized training to work with young children
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Importance of these years
Early experiences influence the child’s:
ability to learn
feelings of self- worth
sense of competence
capacity to love and care for others
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Brain development
Windows of opportunity
Periods when specific types of learning take place
Sensitive periods
Periods when positive or negative experiences are most likely to have sustained effect
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Core concepts of development
1. Both nature and nurture affect children’s development.
2. Culture influences development and child-rearing beliefs and practices.
3. Self-regulation is an important indicator of development.
4. Children contribute to their own development through active exploration.
5. Human relationships, and the effects of relationships on relationships, are the building blocks of healthy development.
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Core concepts of development
6. There is a broad range of individual differences.
7. The development of children is both continuous and discontinuous.
8. Infants and toddlers are both vulnerable and resilient.
9. The timing of early experiences can matter and children are open to change.
10. Early intervention can make a difference.(Shonkoff & Phillips, 2000, pp. 23-32)
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Changing demographics
Approximately 12 million infants and toddlers in U.S.
Increasingly diverse: Culturally
Racially
Linguistically
21% of children under 5 live in poverty
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Early development and education programs
Child Care Non-parental care while parents work
Variety of settings
Issues of affordability and quality
Questions on effects of group care
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Early intervention programs for children at risk
Early Head Start Comprehensive services
Health, education, dental, nutrition, mental health
High family involvement
Strong evaluation results
Wittmer/Petersen. Infant and Toddler Development and Responsive Program Planning, 3e. © 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved
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Irreducible needs
1. Ongoing nurturing relationships
2. Physical protection, safety, and regulation
3. Experiences tailored to individual differences
4. Developmentally appropriate experiences
5. Limit setting, structure, and expectations
6. Stable communities and cultural continuity
7. Adults to protect the future(Brazelton & Greenspan, 2000)