PROMOTING PROSOCIAL BEHAVIOUR Powerpoint 1

1. Please note: Blue sentences require “fill in the blank” PROMOTING PROSOCIAL BEHAVIOURPowerpoint 1 ATTACHMENT AND AFFECTION

2. Today’s Agenda • Public Statements • Review: Attachment and affection • Understanding Children’s Behaviour

3. Public Statements

4. In your Groups…. Question: Is it important for an ECE to be affectionate with children in their care? Why? What are your thoughts?

5. Attachment Theory…review • Attachment is a special emotional relationship that involves an exchange of care, comfort , and pleasure. • It develops through the pattern of behavioural and emotional interaction that occurs over time between infants and their parents and other key caregivers. • An infant thrives within a caregiving environment that is alert and responsive to his/her states or signals. • Children learn better, thrive, etc. in environments of positive, secure attachment, where affection is displayed consistent, genuine, etc. Bowlby, 1982

6. Attachment Theory…review • Children learn to trust and bond with others as well as see themselves as worthy of nurturing care. • Children who fail to attach securely to their caregivers may face significant challenges in their development. • Attachment theory holds that personality of ‘self development’ emerges from early attachment relationships. Bowlby, 1982

7. Attachment Theory…review • Children who are SECURELY attached are more likely to grown into emotionally and psychologically healthy children and adults. • They develop self-reliance, empathy and social competence • Children who are INSECURELY attached are at increased risk for developing difficulties such as conduct disorder, problems with aggression, depression, and antisocial behaviours. • Harsh and inconsistent discipline in early childhood interferes with children developing good social skills and self control.

8. Attachment (Ainsworth) Children with SECURE attachment: • Do not experience significant distress when separated from parents/caregivers. • When frightened, seek comfort from parent. • Greet return of parent positively. • Caregivers consistently and appropriately respond to the child’s needs and emotional cues Bowlby, 1982, CCL article

9. Attachment (Ainsworth) con’t… Children with INSECURE (AMBIVALENT) attachment: • tend to be very suspicious of strangers • display considerable distress when separated from parent. ANXIOUS • do not seem reassured or comforted by return of parent • may passively reject parent by refusing of comfort OR may openly display direct aggression toward parent. • Develops when caregivers are inconsistent and unpredictable when infants are distressed.

10. Attachment (Ainsworth) con’t… Children with INSECURE (AVOIDANT) attachment: • tend to avoid parents/caregivers • child may not reject attention from a parent, but may not seek out comfort or contact either • don’t seem to show preference between parent or a stranger • Develops when caregivers consistently respond to infants’ distress in a way that is rejecting.

11. Attachment & Affection • Primary attachment- biological mother • All others are secondary attachments • Infant and children are capable of making many attachments: “multiple attachments” • ECE Teachers can be a ‘secondary attachment’ • Expressing affection promotes the development of attachment • Not all children want to attach to you • Not all children respond positively to all types of affection

12. Affection & ECEs SMILES Most potent social reinforcer. Children feel cared about and included and accepted ACTIVE PHYSICAL EXPRESSIONS OF AFFECTION Hugs, kisses (blow), touch, some kids are tactile defensive

13. Affection & ECEs PASSIVE PHYSICAL EXPRESSIONS OF AFFECTION: Lap-sitting, leaning together VERBAL EXPRESSIONS OF AFFECTION Pet names, using their names or terms of endearment (honey, sweetie)

14. Internal Working Models (IWM) • Children develop IWMs or mental representations out of their experiences with the world. They internalize core beliefs and meanings about the world in which they live, the self and their primary caregiver based on • Availability and responsiveness of attachment figures • Develop corresponding notion of the self as acceptable or unacceptable VS.

15. If a child receives consistent, sensitive, responsive care: • he/she begins to experience that the caregiver is trustworthy and will protect and take care of child • The child’s internal working model is that he/she is worthy of such care and affection, and that the world is a safe place.

16. If the care is inconsistent, abusive or neglectful: • the child’s internal working model may consist of experiences and beliefs of the world as unfriendly and unsafe.

17. So what happens if … Studies show that teachers that come from an Internal Working Model (parent/caregiver figure) that was not affectionate: • Tend to burn out more quickly • Have lower self esteem • Are looking to (consciously or unconsciously) resolve their own issues of inclusion, control or affection: looking for the children to “love them” • Tend not to be affectionate with the children

18. References • Canadian Council on Learning (May 2009). Attachment. http://www.ccl-cca.ca/pdfs/ECLKC/other/LSE_Attachment200905_EN.pdf • Oates, J. (2007). Attachment Relationships: Quality of Care for Young Children. United Kingdom: The Open University. http://www.bernardvanleer.org/publication_store/publication_store_publications/attachment_relationships_quality_of_care_for_young_children/file

19. What can I do? “Child care teachers bring to their work the habits of response to children they have learned throughout their own long experience of being parented and schooled…We make changes in our lives as we learn to name our experiences. Storytelling puts practice into perspective and invites reflection and dialogue. Teachers need to read and hear each others’ stories and grow in their capacity to tell their own, assisted by nonjudgmental observers who can get the storytelling started.” (Elizabeth Jones in forward of Developmentally Appropriate Practice in “Real Life” [1995])