Infant & Toddler Group Care Responsive Caregiving Welcome back! In this session we will explore the PITC Philosophy, the Six Essential Policies and the three different “ages of infancy”.

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. Depending upon the group size allow 15-25 minutes for this activity. Prepare materials ahead of time warm water, bowls, towels. If bowls and towels are not available, wet wipes could be used and change the slide to read “May I wash your hands?” The ITS directs the “caregivers” to not look at the “child” when drying the first hand, but to instead talk to another adult nearby about their weekend. The ITS directs the “children” to be infants, maybe hide from their caregiver before they come back in the room etc…. Once the “Caregivers” come back in the room and dry the hands of the children per the instructions, after a minute, the ITS asks the “teacher” to switch hands and dry per the instructions provided earlier, to dry in a respectful manner. This can also be revisited at the end of the session. It is likely that those having their hands washed and dried will still have some sensations.

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. After drying both hands have the participants share what the experience was like for them and how do their hands feel, Ask the person to focus on how each hand feels. Ask them to describe these sensations. Ask this person to share how he/she felt while the first hand was being dried. Then ask how he/she felt while the second hand was being dried.

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.

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.

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

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

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

Interactions Interactions are mutual or reciprocal actions or influences. Every interaction is a learning experience, whether positive or negative. Allow 3 minutes for Video clip & discussion Ten things every child needs 7:07-9:15

Relationships vs. Interactions Involve emotional connections. Endure over time. Have special meaning between two people,. Create memories and expectations for the people involved & are built on trust. Allow 5 minutes for discussion

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. 5 for discussion Videomagazine Getting in Tune page 2 Love and respect are expressed to the child, Trust is established with the child, Confidence is instilled in the child Children learn that: They are important, What they do makes a difference, They can express their emotions, whether pleasant or unpleasant, and that someone else understands how they feel. Self-esteem: an individual’s perception of her own overall positive or negative self-worth; the degree to which one feels positive about oneself

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. Allow 3 minutes to discuss

Being in Tune, Being Out of Tune, and Getting in Tune Allow 6:40 minutes Play Introduction through Getting in Tune 00.01 to 6:40 Getting in Tune: Creating Nurturing Relationships with Infants and Toddlers, 1990

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. Alllow 5 minutes to discuss why self-awareness is so important-we need to be in tune with ourselves before we can really be in tune with others.

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. Allow 5 minutes for discussion Ask are there any other important steps to being in tune?

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. Allow 5 minutes to introduce the Responsive Process;

Learn the Responsive Process Allow 8:15/79 minutes Play Learn the Responsive Process 13:35 to 21:20 Getting in Tune: Creating Nurturing Relationships with Infants and Toddlers, 1990

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. Allow 3 minutes - Infant Care Teacher develop the skill of observing closely -Observational Skills

Ask How should I respond? What is the infant trying to tell me with his verbal and non-verbal cues? How should I respond? Allow 3 minutes

Adapt Join in play with the child. Help the child to feel comfortable. Imitate the child. Express emotion. Be available to the child. Allow 3 minutes

The Responsive Process: Watch, Ask & Adapt Let’s practice! Allow 2 minutes to transition into small group discussions to practice responsive process

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? Allow 10 minutes to discuss. This scenario will help participants to identify ways to be more responsive to the infants and toddlers and caregivers. In small groups, have the participants read the dilemma and discuss what strategies they might use to support the process of “getting in tune”. Describe what you see the child doing to invite, or participate in a relationship. Be specific as possible about the behavioral cues that the infant or toddler is demonstrating.

Let’s practice the responsive process: Dilemma Strategies Watch Ask Adapt 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. Allow 10 minutes to discuss this dilemma.

Another opportunity to practice the responsive process: Strategies 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. Watch Ask Adapt Depending on the time remaining allow 8 minutes to discuss this scenario.

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. Review the learning objectives for Responsive Caregiving and ask participants if anyone has any questions or comments.

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. 2 minutes to summarize importance of being in tune to providing responsive care.