1. Building Relationships Building Foundations Presenter: Chris Baroody

2. Traditional vs. Relationship-based Program Feature of programTraditional programsRelationship-based model Communication Program emphasizes other features. Emphasis is placed on the importance of relationships in the program communication materials Teacher-child Assignment Multiple teachers for each childOne teacher is assigned primary caregiver Group Size Licensing Rule & Ratios ApplyAttempts made to keep groups small; sometimes lower than the law allows Continuity Children move according to developmental shifts Teachers and children stay together as long as possible throughout the infant and toddler years. Traditional American infant and toddler programsRelationship-based infant and toddler program

3. Traditional vs. Relationship-based Program Feature of programTraditional programsRelationship-based model Role of Teacher w/children Teacher tries to have positive interactions with children. Teacher tries to provide a secure base and responsive relationship with children as well as to have positive interactions. Peer Relationships Children may be placed in classrooms according to multiple criteria. Teachers make every attempt to keep compatible nursery mates together. Beginnings & Endings Children are expected to adjust to new program and teachers; beginnings and endings may not be treated as needing extra support, Special care is taken to help children adjust to the program and new teachers; special attention is given to separations. Traditional American infant and toddler programs Relationship-based infant and toddler program

4. Traditional vs. Relationship-based Program Feature of programTraditional programsRelationship-based model Individualizing & Documenting Planning and the curriculum may be focused on the group. Documentation may focus on group activities and/or individual portfolios may record how individuals responded to group activities. Planning is motivated by interests and the development of individual children. The curriculum is used to plan for individuals. Progress of individuals is documented (e.g. individual notebooks, portfolios, diaries) Relationships with Parents Teacher emphasizes good communication with parent; There may not be a commitment to long-term relationship with parents. Teachers intentional help parents build their own relationship with children. Staff Relationships Teachers committed to a room. Teachers are committed to specific children. Environment Space is designed to accommodate the group size. Space is planned to accommodate teachers and children over time Traditional American infant and toddler programsRelationship-based infant and toddler program

5. Take a moment What are we already doing; what can we incorporate; what is the challenge point?

6. Considerations for Relationship-based care Requires a strong belief in the importance of relationships. All relationships matter-Parent-Child; Child-Teacher; Teacher-Parent An exact or “right” way to develop a relationship-based program does not exist; it is as unique as each child Focus on relationships does not replace the need to develop an overall program of quality

7. Responsive Care Respect: Observe the child over time and in different situations with openness and high regard for the individuality of each child and family. Appreciate that children develop and are significantly influenced by their unique families culture and environment. Know that families have a special understanding of their children’s individual needs. Recognize that children’s behavior is influenced greatly by the quality of their social and physical environment. Understand that children need protection in order to feel safe—a foundation for all loving and learning. Understand that children have emotional and social needs that must be met to develop their sense of self-worth, their trust in others, and their sense of caring, competence and confidence. Recognize that children are active learners and problem-solvers who are constanly trying to figure out how people and things work

8. Responsive care continued Respect Know all behaviors have meaning Recognize that children have unique interests, needs, and developmental patterns Reflect: Wonder about the meaning and intention of the behavior; consider your own internal reactions to what is happening Consider the meaning of children’s gestures, sound, words, or movements. Think about possible actions you can take to be responsive to each child. Reflect with the family and other professionals on the children’s development Think about the unique characteristics of a child Think about how to guide children to learn a new behavior of skill

9. Responsive Care Reflect Reflect on group dynamics and how to develop a caring community Think about how to support, and if necessary, change interactions, relationships, and the environment so that each child will be motivated, engaged, and feel a sense of well-being. Relate: Respond in ways that support children and their unique interests, learning goals, strategies, and interactions. Engage with children by observing with openness and interest Connect emotionally with each child. Follow the children’s lead in interactions and playing, responding to their needs and communications. Provide opportunities for learning in the emotional, social, cognitive, language, literacy and motor domains.

10. Responsive Care Relate continue Provide opportunities for children to make choices within enriched and supportive relationships and environments. Connect with children’s families, exchanging information to learn about the child’s and family’s needs, interests and preferences. Provide a quality environment with support and interactions that meet a child’s unique temperament, culture, style of learning, and capacities. Share the moment and show affection and kindness.

11. 3 Results of Responsive Care 1. Each child feels valued and worthy of being loved. When adults value and respond to what is good, precious, unique, and exceptional in a child, then the child responds by wanting to be good, precious, cooperative, and caring. You are a mirror to how the baby feels about him/herself. If the baby sees scowling faces much of the time, the baby feels worthless. If the baby sees smiles and enjoyment, then the baby feels worthy. 2.Each child can count on and trust adults to be emotionally and physically available to them. When infants and toddlers learn that they can count on and trust others, this paves the way foe all future relationships. 3.Each child becomes confident, competent, and caring when adults tune in to him/her: noticing cues and meeting his/her needs When adults are sensitive and read a baby’s cues, the baby learns to communicate and make things happen. When babies are responded to quickly and with care, they become caring, confident, and competent.

12. Primary Care and Continuity of Care Primary Care: Infant & Toddler has one caregiver who tries to be the one to most often meet the needs of the child. Continuity of Care: The primary caregiver stays with the child throughout the first 3 years (birth to 3) Benefits for children: Children feels safe and secure thus emotionally being ready to learn Children feel less distress Children are comforted more easily and quicker Children learn to trust Children are able to communicate needs better and are more easily understood Consistency of care- strong attachments form Separations are easier Experience joy with a caregiver they know

13. Primary Care and Continuity of Care Benefits for families: Families develop trust and relationships deepen. Families and caregivers can exchange valuable information to meet the needs of the children Benefits for caregivers Caregiver develops a positive relationship with a child; this attachment between caregiver and child leads to the child feeling safe and secure and wanting to be cooperative and caring. Infants and toddlers who develop secure attachments to a primary caregiver demonstrate less disruptive behaviors and show a willingness to learn.

14. Take a moment AELC has implemented a model similar to primary and continuity of care. What, if any are the draw backs to this model? What elements would you add to our current model? What would you leave out?

15. Bright Beginnings To enrich the early day-to-day experience of infants and toddlers To ensure that needed and timely experiences occur with infants and toddlers, especially those who a vulnerable, so that children have the greatest opportunity to reach their potential To give those who care for infants and toddlers a menu of experiences to select from and a way to do so

16. Curriculum for infants and toddlers Researchers agree that an environment rich in opportunities helps infants and young children develop optimally. Development happens quickly and continually: at each new stage of development parents and teachers have opportunities to offer enriching experiences for babies. These experiences create foundations for new stages of development. Brain Development is Fostered by Rich Experiences Curriculum needs to match development Experiences that match the developmental stage stimulate neural pathways in a babies rapidly developing brain

17. Bright Beginnings Designed to follow children’s natural rhythms Provides experiences and opportunities not intended to demonstrate mastery Individualized to meet the needs of each child Can help identify areas of developmental concern Small intentional interactions pay big dividends- enriched language development occurs in small “bites” hundreds of times a day- repetition

18. Areas of Focus 1.Communication 2.Gross Motor 3.Fine Motor 4.Intellectual 5.Discovery 6.Social 7.Self-help 8.Pretend The Parts Add Up to a Whole: Each area of development is important-offer experiences in all areas Learning is Holistic-children do not experience domains separately Milestones in language and communication develop simultaneously- meaningful, expanding language should be incorporated in each experience. **Development of infants and toddlers occurs in the context of their relationships- relationships need to be smooth and synchronous, gentle and observant Focus on Individual, unique gifts and talents of each child is essential

19. Components & Lesson Design Overview Goals Charts Experiences-Developmental Activities and offerings Goal Sheets- record individual plan for each child; track & document progress Centers Designed Around MI

20. Questions?