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WestEd.org Infant & Toddler Group Care Responsive Caregiving.

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Presentation on theme: "WestEd.org Infant & Toddler Group Care Responsive Caregiving."— Presentation transcript:

1 WestEd.org Infant & Toddler Group Care Responsive Caregiving

2 WestEd.org Activity – May I Dry your Hands Pair up with someone near you. Once in pairs, select a role: “caregiver/teacher” or “child”. The caregivers/teachers will go outside the room and await instructions. The “children” will stay inside the room and await instructions.

3 WestEd.org May I Dry Your Hands - Reflection Reflections Close your eyes for a moment, take a deep breath… Focus on your hands and compare how each hand feels. Describe to the group these sensations.

4 WestEd.org Learning Objectives Participants will be able to: Describe the importance of being responsive to the child’s sense of security and ability to self- regulate. Illustrate the three steps to the responsive process of “watch,” “ask,” and “adapt” and describe what they involve. Describe the importance of self-awareness and being fully present to a child’s developing sense of self.

5 WestEd.org Responsive Caregiving The relationship between an infant and her caregiver is at the heart of high quality infant/toddler care. Through experiencing the warmth and support of caring adults, children gain a secure base for development and learning in all the domains.

6 WestEd.org Responsive Interactions are: Responsive to the child’s verbal and non-verbal cues Timely Positive and nurturing Based on the teacher’s understanding of a unique child at that moment

7 WestEd.org Complete the Sentences Start of sentence 1.In order to be truly responsive, the caregiver must _________. 2.A relaxed, alert mental state can help _____. 3.Proficiency at being responsive comes from repeated experiences of _________. 4.Responsiveness includes trial and error. Every caregiving act __________. 5.As caregivers become more attuned to the meaning of children’s expressions, gestures, sounds, and behavior _________. Possible ending a)the caregiver concentrate on a child’s behavior and attitude. b)will not be in tune. c)being with infants becomes more interesting and enjoyable. d)cultivate the ability to be present with the child in that moment. e)observing a child, attempting to read the cues modifying one’s behavior, and reading the cues again.

8 WestEd.org Complete the Sentences Responses 1.In order to be truly responsive, the caregiver must d __. 2.A relaxed, alert mental state can help __a___. 3.Proficiency at being responsive comes from repeated experiences of __e_. 4.Responsiveness includes trial and error. Every caregiving act _b__. 5.As caregivers become more attuned to the meaning of children’s expressions, gestures, sounds, and behavior, __c___. Answers a)the caregiver concentrate on a child’s behavior and attitude. b)will not be in tune c)being with infants becomes more interesting and enjoyable. d)cultivate the ability to be present with the child in that moment. e)observing a child, attempting to read the cues modifying one’s behavior, and reading the cues again.

9 WestEd.org Interactions Interactions are mutual or reciprocal actions or influences. Every interaction is a learning experience, whether positive or negative.

10 WestEd.org Relationships vs. Interactions Relationships: Involve emotional connections. Endure over time. Have special meaning between two people,. Create memories and expectations for the people involved & are built on trust.

11 WestEd.org Being “In Tune” What happens when care teachers and infants are in tune ? What do the infants learn? Infants who have someone in tune with them develop both a sense of security and self- esteem.

12 WestEd.org Being “Out of Tune” When caregivers are out of tune with a child: the child can become confused, frustrated, and fussy. interactions between the care teacher and the child are awkward.

13 WestEd.org Being in Tune, Being Out of Tune, and Getting in Tune Getting in Tune: Creating Nurturing Relationships with Infants and Toddlers, 1990

14 WestEd.org Develop self-awareness Become aware of your own feelings. Seek help from another adult. Developing an awareness of how your feelings affect your relationship with children can help you get more in tune.

15 WestEd.org Getting in Tune Respect the child. Let the child set the pace. Recognize the child’s feelings. Offer choices. Sometimes a caregiver who is in tune does not appear to be doing anything special.

16 WestEd.org Responsive Process Watch Ask Adapt When you pay attention to a child’s messages, you can respond in a way that truly meets that child’s needs.

17 WestEd.org Learn the Responsive Process Getting in Tune: Creating Nurturing Relationships with Infants and Toddlers, 1990

18 WestEd.org Watch Read behavioral cues. Being good observers helps us connect better with children. The more we observe infants, the easier it is for us to match’s the child’s interaction style.

19 WestEd.org Ask What is the infant trying to tell me with his verbal and non-verbal cues? How should I respond?

20 WestEd.org Adapt Join in play with the child. Help the child to feel comfortable. Imitate the child. Express emotion. Be available to the child.

21 WestEd.org The Responsive Process: Watch, Ask & Adapt Let’s practice!

22 WestEd.org Handout # 15: Tips for Getting In Tune Dilemma Think of a troublesome interaction you’ve had with a child (for example, a child crying because they didn’t want their diaper changed). What strategy from the handout might help you handle the situation in a more satisfying way for both you and the child? Reflection What is your general reaction to the dilemma? Any New ideas? What have you already practiced?

23 WestEd.org Let’s practice the responsive process: Strategies Watch Ask Adapt Dilemma Nicole seems to have a feisty temperament; she is 32 months old and dealing with identity formation. Nicole’s care teacher is always in a hurry rushing through routines. Nicole and her teacher have difficulty with transitions. Nicole appears to be frustrated when she is interrupted.

24 WestEd.org Another opportunity to practice the responsive process: Strategies Watch Ask Adapt Dilemma Carlos is an 8-month-old baby; he is dealing with food allergies; his temperament seemed to be fearful when approached by new people; his Infant Care Teacher is unable to communicate effectively with his parents about his day. Also, his Infant Care Teacher is very shy, but displays a positive attitude working with young infants.

25 WestEd.org Review of the Learning Objectives Participants will be able to: Describe the importance of being responsive to the child’s sense of security and ability to self- regulate. Illustrate the three steps to the responsive process of “watch,” “ask,” and “adapt” and describe what they involve. Describe the importance of self-awareness and being fully present to a child’s developing sense of self.

26 WestEd.org A final thought As the care teacher and child become in- tune with each other, they develop a deep understanding and become close. This closeness is the foundation of healthy emotional growth in infants and toddlers.


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