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Understanding the Child's Context: Key Messages in Child Development

This article discusses the importance of understanding the child's context, including relationships, family-centered care, and the benefits of play. It also emphasizes the need for a broad outlook, effective communication skills, and the role of trust in building relationships. Additionally, it explores attachment theory, the effects of child care on attachment, and the development of autonomy and interdependence in young children.

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Understanding the Child's Context: Key Messages in Child Development

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  1. CHD 002Summer 2015 Week 2 Class 3 - June 16, 2015

  2. What have you read? What were the key messages in your readings? • Must know child’s context – not JUST the child – RELATIONSHIPS • Highlighted benefits of family centered care for EVERYONE • It’s not all about academics – PLAY – RELATIONSHIPS – FAMILY – Whole child • Broad Outlook – Not be judgmental • Don’t make assumptions • Communication skills – language – but also cultural differences in time, space, smiles, etc. • If you are strong in your values it will be easier to understand another person’s values and negotiate and build a relationship • TRUST is critical – Special Object • Teacher – don’t let your education get in the way of parent’s knowledge and their relationship with their child – Parents are experts on THEIR child • Differences between reading the ideas and remembering how to PAUSE when in front of children/families when we are triggered • Behaviors have cultural and family contexts that are or may be “right” for them • Cultural pluralism – encouraged to maintain their own cultural awareness – Don’t MELT, join the salad – appreciate the different salads for their uniqueness • Cultural cues different in different cultures – Vietnamese family example of nodding and smiling, or examples of eye contact • Even within families there can be very different ways of being in the world – Personalities count!

  3. “People only see what they are prepared to see.” ~ Ralph Waldo Emerson

  4. John Bowlby The Father of Attachment Theory • Goslings and imprinting • Applying this to humans • Attachment behaviors evolved because they promote survival • http://www.youtube.com/watch?v=g0LFewt4Zk4&feature=related

  5. Ainsworth attachment theory • Secure attachment • Insecure attachment • Avoidant attachment • Resistant attachment • Disorganized/disoriented attachment • http://www.youtube.com/watch?v=SHP_NikTkao&feature=related • http://www.youtube.com/watch?v=QTsewNrHUHU&feature=related

  6. Protective Instincts • Parents have them • Teachers have them • Back to your precious objects • Defining them…

  7. Secondary Attachments • Children may have multiple attachments • Attachments may shift over a lifetime • They may be redefined • They may be different for different caregivers • “Every child needs at least one adult who is irrationally crazy about him or her.” Bronfenbrenner

  8. Effects of child care on attachment • “Child care is not an orphanage; children have families who are raising them. Child care is supplemental to these families, not a replacement for them.” (CFC pg. 43) • What do you think? Why?

  9. Moving out into the world…Erikson – Autonomy vs. Shame and Doubt • Think about a toddler. What comes to mind? • MINE!! • NO!! • Me do it! • Curiosity • Strong Attachments • Imagination • Very active • Learning self control • Separation Anxiety • Learning rules – need consistency – boundaries • Get frustrated easily • Expressive Language is less than Receptive Language • Striving for independence – breaking away • Moving away from caregiver • Figuring out relationships • Pushing boundaries • Parallel Play • Get in trouble – scolding • Possibly no boundaries - Start doubting their abilities – FEAR • Confusion if boundaries aren’t consistent • Power of words • Explore language and repeat things they’ve heard • POWER

  10. Autonomy in Action • Find your partner • Wait for instructions

  11. Independence & Interdependence • Independence is… • Autonomous • Freedom to do it YOUR way • Pride in child’s ability to do it themselves • Skill development • Tactile experiences • Stop when done • Feeling of accomplishment • When I want , how I want, in my time, control • Patience to learn/teach • Options/Choices • Food Waste/Mess when children feed themselves • Interdependence is.. • Had to wait for food • Cleanly done – went to grab – mess • Sure they ate enough • Too easy – room for growth • Relationship based • Care comes from caregiver • Dependent on each other • More about relationship than self skills • EXPERIENCE: When not a lot of food – care came from mom – children eat separately

  12. What were your experiences? • Find your partner • Describe your experiences with self help skills (eating, toileting, dressing, etc.) • What did adults do? • What were you expected to do? • What did others in your community expect? • How did this effect your ideas of who you were? • How did this effect your ideas of how to relate to others?

  13. “If we're growing, we're always going to be out of our comfort zone.” ~ John Maxwell

  14. http://youtu.be/hdCbuF8_1p8

  15. Protective Urges Protective Urges are the impulses we have to protect children. They’re natural and hormonal. They are driven by a survival instinct as a species. They are a sign of attachment. What happens when you see a crying child? What about a child in pain? What if it’s your own child?

  16. Reviewing signs of attachment Video – Protective Urges Signs in Infants/Children Signs in families Signs in Teachers Being excited to see the person picking up Going to a teacher for comfort Tuned into each other Confidence Parent holding the child Talking to the child Routines in drop off/pick up Body language-open and happy to see the family members Recognition (names) Conversation – sharing information Interest in family Getting to know the extended family

  17. Next Week…. • Assignments given: • Family Observation assignment DUE Thursday 6-25-15 • Resources on Attachment on Angel • Reading: • CFC – Chapters 3, 4 & 5 • DIV – Chapters 4 & 5

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