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Kristen Roorbach Jamison, M.T., Ph.D. Creating Connections to Shining Stars

Early Interactions Matter: Strategies for Increasing the Quality of Early Interactions to Enhance Life Long Social Development . Kristen Roorbach Jamison, M.T., Ph.D. Creating Connections to Shining Stars Virginia Beach – July 17, 2012.

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Kristen Roorbach Jamison, M.T., Ph.D. Creating Connections to Shining Stars

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  1. Early Interactions Matter:Strategies for Increasing the Quality of Early Interactions to Enhance Life Long Social Development Kristen Roorbach Jamison, M.T., Ph.D. Creating Connections to Shining Stars Virginia Beach – July 17, 2012

  2. We are driven by human interaction from our earliest days…

  3. Developmental Growth and Interactions • Birth to five is a time of tremendous range and depth of development. • Synaptic pruning, myelination, and social learning processes create massive differences in behavior between relatively small time points. • How can this shape interaction?

  4. Neuropsychology and Development • What we know: • From quite basic cognitive beginnings, infants learn a massive amount of information about the socialand physical world and how they interact. • This happens through: • Symbolic awareness • Habituation • Perceptual learning • Conditioning • Observational Learning

  5. Infant Brain Development

  6. An 8 month PET scan

  7. The Critical Period

  8. What drives this? • INTERACTIONS • Lots of them. • With consistent, loving, responsive adults.

  9. A Compelling Example:

  10. Most of this Important Research Happened Like This:

  11. Now We’re Interested in This

  12. And This

  13. And This

  14. Developmental Milestones • What can they tell us about HOW we should interact???

  15. Typical Behavioral Milestones By 3 Months: • Begins to develop a social smile • Enjoys playing with other people and may cry when playing stops • Becomes more expressive and communicates more with face and body • Imitates some movements and facial expressions By 7 Months: • Enjoys social play • Interested in mirror images • Responds to other people’s expressions of emotion and appears joyful often

  16. Let’s take a look:

  17. By 12 Months • Shy or anxious with strangers • Cries when mother or father leaves • Enjoys imitating people in his play • Shows preferences for certain people/toys • Test parental responses to his behavior • May be fearful in some situations • Prefers mother and/or regular caregiver over others • Repeats sounds or gestures for attention • Finger-feeds himself or herself • Extends arm or leg to help with being dressed

  18. Let’s take a look:

  19. Age 1-2 • Imitates behavior of others, especially adults and older children • More aware of him/herself as separate from others • More excited about company of other children • Demonstrates increasing independence • Begins to show defiant behavior • Separation anxiety increase toward midyear then fades

  20. Age 2-3 Self-regulation begins May be rigid in views Self-help skills emerge Gender awareness Empathy and compassion for others Aggressive display of feelings and behaviors Parallel to Associative Play

  21. Let’s take a look:

  22. Age 3-4 • Friends become more interesting than adults • “False truth” play • Follow directions • Sharing toys • Initiating play, make-believe • Dramatic play • Associative Play

  23. Age 4-5 • Moral reasoning emerges • Comparison with others • Strong friendships develop • Gender differences emerge in role play • Elaborate dramatic play • Cooperative Play

  24. Let’s take a look:

  25. Red Flags • Flat affect, lack of joy, little emotion • Eating or sleeping disruptions or issues • No interest in what others are doing • Overly hostile, angry without provocation • Rejects being touched or held

  26. Red Flags (cont.) • Avoids comforting attempts, even when it is in response to crying or an injury • Rejects or avoids play with peers • Unusually difficult to comfort • Unable to calm down after a reasonable time • Overly fearful, “on edge” • Does not turn to familiar adult for help • Sudden behavior changes

  27. Let’s take a look:

  28. What do children need to be socially competent? • Unconditional Love • Encouragement to express feelings with words • Practice Practice Practice • A caring adult can change the life of a child.

  29. How can we promote SED through positive interactions?

  30. How does this change across age groups? • How do you respect an infant’s emotional state? • What if expectations are different at home for a preschooler? • How can consistent positive consequences be used with a two year old?

  31. How can we use this model across settings? • How can you help parents understand this as a home visitor? • How might cultural issues affect this formula? • What would this look like with an ESL student?

  32. Take Home Tidbits • Positive early interactions can change development! • Interactions can (and should) be child-led too! (Be a good listener) • Be honest about feelings and emotions (with parents too!) • The earlier a child is exposed to warm, responsive interactions, the BETTER the outcome! • Play, play, play!

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