Relationship-Based Model and the Importance of the Infant and Toddler Years

CHAPTER 1:
A Relationship-Based Model and
the Importance of the Infant and
Toddler Years
Infant and Toddler Development and Responsive
Program Planning: A Relationship-Based Approach
Third Edition

Donna S. Wittmer
Sandy Petersen

© 2014, 2010, 2006 by Pearson Education, Inc. All Rights Reserved

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.

1-2

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)

3e.

1-3

Competence


Effectively adjusts to day-to-day changes



Adaptable



Flexible

3e.

1-4

Developmental outcomes

…increasing abilities in learning, language,
motor, emotional, and social skills.

3e.

1-5

Quality of life

the child’s feelings about the value, worth,
living conditions, and relationships that he or
she experiences

3e.

1-6

Mental health

When toddlers reach age 3, they will be mentally
healthy if they:
1.

feel competent and
confident

6.

communicate and are
understood,

2.

enjoy intimate and
caring relationships

7.

feel valued for their
unique personalities,

3.

feel safe

8.

4.

have basic trust in
others

have the energy and
curiosity to learn, and

9.

enjoy excellent health
and nutrition.

5.

regulate and express
emotions in healthy
ways

3e.

1-7

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

3e.

1-8

Relationship-based
model for infant
and toddler
development
and
program
planning

3e.

1-9

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)

3e.

1-10

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.

3e.

1-11

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)

3e.

1-12

Research on the
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).

3e.

1-13

Research on the
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).

3e.

1-14

Research on the
What predicts more secure attachment?



Sensitivity to infant distress



Emotional availability



Responsiveness

(McElwain,& Booth-LaForce, 2003) Ziv, Aviezer, Gini, Sagi, and Koren-Karie ( 2000),

3e.

1-15

Research on the
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).

3e.

1-16

Research on the
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

3e.

1-17

Research on the
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

3e.

1-18

Research on the
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).

3e.

1-19

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)

3e.

1-20

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

3e.

1-21

Importance of these years
Early experiences influence the child’s:
ability

to learn

feelings
sense

of self- worth

of competence

capacity

to love and care for others

3e.

1-22

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

3e.

1-23

Core concepts of development
1.

Both nature and nurture affect children’s
development.

2.

Culture influences development and childrearing 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.

3e.

1-24

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)

3e.

1-25

Changing demographics


Approximately 12 million infants and
toddlers in U.S.



Increasingly diverse:

 Culturally
 Racially
 Linguistically



21% of children under 5 live in poverty

3e.

1-26

Early development and education
programs
Child Care
 Non-parental
 Variety
 Issues

care while parents work

of settings

of affordability and quality

 Questions

on effects of group care

3e.

1-27

Early intervention programs for
children at risk
Early Head Start
 Comprehensive

services
 Health, education, dental, nutrition, mental health

 High

family involvement

 Strong

evaluation results

3e.

1-28

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)

3e.

1-29

Relationship-Based Model and the Importance of the Infant and Toddler Years

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