1. Social and Emotional Development 1 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

2. Agenda Responsive Caregiving Attachment Self-Awareness Emotional Development and Self Regulation Relationships with Others Promoting Positive Interactions Inclusion 2 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

3. Objectives Describe secure attachment and explain the caregiver’s role Create a strategy for responsive caregiving in a stressful situation List four to five classroom materials that can promote self-awareness Compile best practices for peaceful and appropriate transitions Develop an inclusion strategy for a child with special needs 3 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

4. Attachment Take out your Participant Guide. You will see the attachment chart. Please use this chart to take notes. 4 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

5. Attachment 5 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Responds appropriately, promptly, and consistently to needs Little or no response to distressed child Discourages crying and encourages independence Inconsistent between appropriate and neglectful responses Generally responds only after increased attachment behavior from the infant Frightened or frightening behavior, abusive or neglectful Displays no attachment behaviors towards caregiver Preoccupied w/ caregiver's availability Seeks contact but resists angrily when it is achieved Not easily calmed by stranger Always anxious because caregiver's availability is never consistent. Little affective sharing in play Little or no distress on departure Child may be rebellious and has a lower self-image and self-esteem Uses caregiver as secure base in exploration Distressed when caregiver leaves, happy when they return Seeks caregiver in stressful situations

6. Attachment Attachment Style – Secure Caregiver Behavior – Responds appropriately, promptly, and consistently to needs Child Behavior – Distressed when caregiver leaves, happy when they return. 6 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

7. Attachment Attachment Style – Avoidant Caregiver Behavior – Little or no response to distressed child. Discourages crying and encourages independence. Child Behavior – Little or no distress on departure. Child may have lower self-image or self- esteem. 7 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

8. Attachment Attachment Style – Ambivalent/Resistant Caregiver Behavior – Inconsistent between appropriate and neglectful responses Generally responds only after increased attachment behavior from the infant Child Behavior – Always anxious because caregiver’s availability is never consistent 8 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

9. Attachment Attachment Style – Disorganized Caregiver Behavior – Frightened or frightening behavior, abusive or neglectful. Child Behavior – Displays no attachment behaviors towards caregiver. 9 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

10. Responsive Caregiving 10 Respond appropriately Child receives the response and needs are met Observe the child’s needs Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

11. Responsive Caregiving Take out your participant guide and take a few minutes to fill out the question at the top of page 2. We will ask for a few volunteers to share thoughts. 11 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

12. Trust and Emotional Security The Indicators are: Establishes secure relationships with primary caregiver Differentiates between familiar and unfamiliar adults Shows emotional connections and attachment to others while beginning to show independence 12 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

13. Responsive Caregiving 0-8 Months Hold, cuddle, and laugh with infants Hold infants during bottle feeding time; talk to them in a calm and soothing tone Notice, understand, and follow the signals of infants, such as cries of hunger or pain, turning away when full, or when ready to stop interacting Display courteousness, warmth, and sensitivity when interacting with adults and children 13 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

14. Responsive Caregiving 8-18 Months Notice and be responsive to words, gestures, laughs, and cries Stay close and visible while infants explore Reassure them that you will return, explaining where you are going and when you will be back Introduce them to new people and allow them time to become comfortable. 18-36 Months Provide encouragement for trying activities and playing with new people Accept that toddlers will need comfort items 14 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

15. Responsive Caregiving 36-48 Months Connect with three-year-olds on a daily basis, such as naptime or arrival Respond with affection and care when approached by an upset or hurt three-year olds Encourage independence and participation in new situations (“Go ahead, you can do it!”) 15 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

16. Responsive caregiving is most critical in moments of high stress and emotion. Read the Responsive Caregiving Scenario on page 2 of your participant guide. Work together with your small group to create a responsive caregiving strategy for the scenario. 16 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Responsive Caregiving Activity 1

17. 17 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Continue/finish changing diaper; acknowledge parent, “Hi Ms.__, I hear and understand what you are saying. Can we schedule a time to have a conversation about your concerns? Please write down a time that would work best for you on the Parent Check-in sheet”. Acknowledge Rico’s cries and say, “Good afternoon Rico, I am on my way over there” and as you pass Julie, lovingly pat her and say, “You’re strong Julie! You’re pulling up on that shelf!”

18. Self-Awareness Erik Erikson’s Stages of Psychosocial Development A theory of development based on the mastery of one stage in order to successfully progress to the next. 18 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Birth-12 months Trust vs. Mistrust 1-3 years Autonomy vs. Shame and Doubt

19. Self-Awareness 19 Birth – 12 Months Trust vs. Mistrust An infant needs maximum comfort with minimal uncertainty. A secure attachment to a responsive caregiver meets this need. Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

20. Self-Awareness 1 – 3 years Autonomy vs Shame and Doubt A toddler works to master the physical environment while maintaining self-esteem. They are learning to balance hanging on and letting go in order to achieve autonomy. 20 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

21. Self-Awareness A clear and positive Sense of Self and identity Self-Recognition of the baby in the mirror Identifying the Categorical Self in social contexts based on age, sex and other visible characteristics The Looking-Glass Self is understanding self based on the responses of others 21 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

22. Self-Awareness The Indicators are: Expresses needs and wants through facial expressions, sounds, or gestures Develops awareness of self as separate from others Shows confidence in increasing abilities Shows awareness of relationship to family/ community/ cultural group 22 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

23. Turn in your participant guide to page 3 and list materials that would promote self-awareness for each age group. Take a few minutes to complete this and we will ask for volunteers to share. 23 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Promoting Self-Awareness Activity 2

24. 24 Mirrors Label child’s cubby with name and picture Post pictures showing child’s culture or home language Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Promoting Self-Awareness Activity 2 Post pictures of children and their families Create personalized books Mirrors Books on feelings Photos Mirrors Books on different cultures Feeling chart

25. Early Emotional Development Distress Birth Sadness 3 Months Anger 4 Months Fear 5 Months Guilt and Shame 24 Months 25 At birth, infants can express contentment, distress, and interest. Within 6 months emotions begin to evolve from those. Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

26. Self-Regulation The Indicators are: Begins to manage own behavior and demonstrates increasing control of emotion Shows ability to cope with stress Develops understanding of simple routines, rules or limitations 26 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

27. Self-Regulation Caregivers can support self-regulation by: Having realistic expectations of behavior Not identifying a child by a negative behavior Point out strengths and positive qualities Balance the routine and the room arrangement with high-energy and peaceful activities and spaces Use emotion words to help describe feelings Be respectful of physical needs 27 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

28. Relationships with Others The Indicators are: Shows interest in and awareness of others Responds to and interacts with others Begins to recognize and respond to the feelings and emotions of others and begins to show concern 28 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

29. Positive Interactions Turn in your Participant Guide to page 3. Please use this section to take notes on the learning environment, routines/transitions and interactions. 29 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

30. Positive Interactions Learning Environment Create an atmosphere of trust and cooperation Room arrangement provides clues for behavior Engaging and interesting materials keep children busy with play and learning Organization promotes self-help skills and cooperation 30 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

31. Caregiver Responses Routines Consistent from day to day Provide a logical and predictable order of events Appropriately flexible for the needs of the children Transitions Use consistent signals for transition Create logical transitions during natural breaks in activity Eliminate all waiting time 31 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

32. Caregiver Responses Activity 3 Turn in your participant guide to page 4. What best practices for transitions can you share with the group? 32 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

33. Caregiver Responses Activity 3 Share a few of your ideas for transitions. 33 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Songs, rhymes, & bell-chimes Prepare children with reminders of what is coming next Provide prepared activities for children upon arrival Being sensitive to children during transitions Encourage parents to share information either verbally or by completing a brief questionnaire for children that are transitioning to another age group/teacher.

34. Positive Interactions Positive Interactions: Build a relationship with the child Provide valid choices Redirect to a specific activity Avoid power struggles 34 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

35. Inclusion 35 Autism Spectrum Disorders Social Anxiety Restricted interests and repetitive behaviors Intellectual disabilities ADHD Aggression Expressive/receptive language disorders Social-communication deficits Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

36. Inclusion Strategies Modify environment Adjust expectations Provide visual supports – Project cards – Picture schedules Communication Provide appropriate choices Create a reward system 36 Snack ReadHome Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

37. Inclusion Activity 4 Turn to page 5 in your Participant Guide. In small groups, read through the scenario and create 2-3 inclusion strategies that might be appropriate for this child, then we will share a few. 37 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

38. Inclusion Scenario Activity 4 38 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Encourage conversations among the children and Lakisha during meals. This helps Lakisha develop social skills. Plan activities in the classroom that Lakisha can easily participate in with the other children, such as building blocks, painting and coloring. Allow additional time for completion of activities. Modify the environment by creating a comfortable and adequate space for Lakisha’s adapted chair.

39. Take out your Word Find Activity Handout Work in groups of 2-3 at your table to find the hidden words 39 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Social/Emotional Word Find Activity

40. 40 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015 Social/Emotional Word Find Activity

41. Conclusion The earliest caregivers set the course for social/emotional development and contribute significantly to the child’s success or struggle. Responsive caregiving, high-quality learning environments rich in language, and interactions with peers will scaffold a child through the stages of social and emotional development. 41 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015

42. Conclusion Action Plan – Based on what I’ve learned today, what changes will I make next? Q&A 42 Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines Training - Revised November 2015