Arizona Head Start TTA Office Infant Toddler Summer Webinar Series: Psychosocial Development

1. Head Start Arizona Head Start TTA Office Infant Toddler Summer Webinar Series: Psychosocial Development Mary Kramer Reinwasser, M.Ed. Arizona State-Based TTA Manager

2. Agenda Part One • Theories of development • Psychosocial development • Self-regulation • Temperament Part Two • Attachment • Social referencing

3. Learning Outcomes Part One • Participants will be able to describe several theories of development • Participants will be able to define psychosocial development • Participants will be able to explain why self-regulation is important in development • Participants will be able to name three temperament styles Part Two • Participants will be able to describe attachment types • Participants will be able to define social referencing

4. Theories of Development

5. Theories of Development Freud/Psychosexual Piaget/Constructivism Skinner/Behaviorism Vygotsky/Sociocultural Erikson/Psychosocial

6. Psychosocial Development Theory • Psychosocial development theory is based on eight stages of development • Erikson’s theory is based on the idea that development through life is a series of stages which are each defined by a crisis or challenge • The early stages provide the foundations for later stages so Erikson says that if a child does not resolve a crisis in a particular stage, they will have problems in later stages

7. Erikson and Freud Comparison

8. Stage 1 – Oral Sensory/Trust vs. Mistrust • birth to 1 year (infancy) • basic conflict is trust vs. mistrust • the important event is feeding and the important relationship is with the mother • the infant must develop a loving, trusting relationship with the mother/caregiver through feeding, teething and comforting • failure to resolve this conflict can lead to sensory distortion, and withdrawal

9. Stage 2 – Muscular-Anal/ Autonomy vs. Shame/Doubt • age 1 to 3 years (toddler) • Basic conflict is autonomy vs. shame/doubt • The important event is toilet training and the important relationship is with the parents • The child’s energy is directed towards mastering physical skills such as walking, grasping and muscular control • The child learns self control but may develop shame, doubt, impulsivity or compulsion if not handled well

10. Self-Regulation

11. Development of self-regulation • Definition • Intrinsic and extrinsic processes responsible for identifying, supervising, evaluating, and altering emotional reactions (Thompson, 1994). • Function • To manage arousal, control behaviors and reactions, and thereby define and adjust interactions to fit both individual and social demands. • If unable to master the task of emotion regulation, “deleterious emotional arousal and the misleading identification and misdirection of emotions” (Kostuik & Fouts, 2002) can result, possibly leading to socially inappropriate behaviors and a limited ability to adapt to spontaneous experiences. 11

12. The Importance of Self-Regulation The growth of self-regulation is a cornerstone of early childhood development that cuts across all domains of behavior. Shonkoff, J. P., & Phillips, D. A. (2000). From neurons to neighborhoods: The science of early childhood development. National Academy of Sciences. 12

13. Temperament

14. What is temperament? • Temperament: constitutionally based individual differences in emotion, motor, reactivity and self-regulation that demonstrate consistency across situations and over time • Temperament is biologically based: Heredity, neural, and hormonal factors affect response to the environment. • Temperament can be modulated by environmental factors; parental response.

15. Temperament Traits • Activity • Regularity/rhythymicity • Initial reaction (approach/withdrawal) • Adaptability • Intensity • Mood • Distractibility • Persistence and attention span • Sensitivity/sensory threshold

16. Thomas and Chess’s Temperament Types • Easy babies: 40% of infants; adjust easily to new situations, quickly establish routines, are generally cheerful and easy to calm. • Difficult babies: 10% of infants; slow to adjust to new experiences, likely to react negatively and intensely to stimuli and events. • Slow-to-warm-up babies: 15% of infants; somewhat difficult at first but become easier over time.

17. Temperament and Social Adjustment • “Goodness of fit”: the degree to which an individual’s temperament is compatible with the demands and expectations of his or her social environment • Parents can modulate children’s temperament by their influences on the environment. – What is good parenting for a difficult baby/child? – What is good parenting for a slow-to-warm-up or inhibited baby/child? • infant temperament often changes with adult guidance • interaction between culture influences and inherited traits tend to shape behavior

18. Last thoughts on temperament… • Some components of the environment strengthen temperamental dispositions because • on average, children share 50% of their own genetic make up with each of their parents who then provide environments that are influenced by their own genetic backgrounds; • children's behavioral styles elicit responses from others in the environment in ways that strengthen their disposition; • children actively seek environments that are in harmony with their predispositions. • 2) Temperament acts as a or buffer against risk in the context of stressful conditions. http://unitedway-weld.org/files/Temperament%20test.pdf

19. Psychosocial Development Part Two

20. Agenda Part One • Theories of development • Psychosocial development • Self-regulation • Temperament Part Two • Attachment • Social referencing

21. Learning Outcomes Part One • Participants will be able to describe several theories of development • Participants will be able to define psychosocial development • Participants will be able to explain why self-regulation is important in development • Participants will be able to name three temperament styles Part Two • Participants will be able to describe attachment types • Participants will be able to define social referencing • Participants will be able to describe strategies for supporting self-regulation

22. Attachment

23. Defining attachment “Attachment may be defined as an affectional tie that one person or animal forms between himself and another specific one—a tie that binds them together in space and endures over time.” Mary Ainsworth (1973) “For not only young children, it is now clear, but human beings of all ages are found to be at their happiest and to be able to deploy their talents to best advantage when they are confident that, standing behind them, there are one or more trusted persons who will come to their aid should difficulties arise." John Bowlby(1973, p.359 / 1998, p.407)

24. Bowlby’s Secure Base

25. Characteristics of Attachment • Safe Haven: When the child feel threatened or afraid, he or she can return to the caregiver for comfort and soothing. • Secure Base: The caregiver provides a secure and dependable base for the child to explore the world. • Proximity Maintenance: The child strives to stay near the caregiver, thus keeping the child safe. • Separation Distress: When separated from the caregiver, the child will become upset and distressed.

26. Bowlby's Phases of Attachment Formation • PHASE I (Birth to 2 months) - Indiscriminante Sociability: Infant shows no preference among care-givers • PHASE II (2 to 7 months) - Attachments in the Making: Infant shows increasing preference for most familiar and responsive individuals • PHASE III (7 – 24 months) - Specific, Clear-Cut Attachments: Infant displays separation anxiety and stranger anxiety • PHASE IV (24 -36 months) - Goal-Coordinated Partnerships: Infant can increasingly tolerate short parental absences (Bowlby, 1969)

27. Ainsworth’s “strange situation”

28. Attachment Styles

29. Secure Attachment Insecure Attachment Predictors of Attachment • Parent is sensitive and responsive to infant’s needs • The parent-infant relationships is high in synchrony • The infant’s temperament is “easy” • The parents are not stressed about marriage, income, etc. • The parents have secure attachments with their parents • The parent mistreats the child • The mother has mental illness • The parents are stressed about marriage, income, etc. • The parents are intrusive and controlling • The parents are active substance abusers • The child’s temperament is either “difficult” or “slow to warm up.”

30. Insecure Attachment Formation Predictors Warning Signs A infant in your care that does not thrive in the same way the other babies do. The baby is unresponsive to everybody The infant responding the same to everyone—caregiver and stranger The child may become passive and non-complaining The child may seem disorganized in his thought patterns • Parents that may be unhappy about the pregnancy or unhappy with each other • A parent who is addicted to drugs or alcohol • Parents who miss out on the initial bonding period because of illness, accidents, adoptions • Temperament that is a mismatch between the parent and the child

31. Attachment happens in every culture…

32. A few last thoughts on attachment… • Attachment and the social context • Attachment and emotional health • Attachment ensures survival • Attachment and children with special needs

33. Attachment Quiz - True or False? 1. Young children bond easily with a wide variety of caregivers in the first two years of life. 2. The type of attachment relationship a parent forms with a young child has little effect on how the child's brain forms. 3. Infants in the first six months who cry for food or comfort should not be picked up every time because they'll be "spoiled." 4. Young children really enjoy interaction but parents need to be careful not to "overstimulate" them. 5. Young children who have not formed healthy attachments often can overcome this challenge through intensive and caring attention.

34. Social Referencing

35. The Development of Social Bonds • Social Referencing: seeking information about how to react to an unfamiliar ambiguous object or event by observing someone else’s expressions and reactions—that other person becomes a social reference • Sequence of development • the ability to recognize emotional expressions; • the ability to understand emotional expressions; • the ability to respond to emotional expression; and • the ability to alter behavior in response to emotional expressions.

36. Supporting Self-Regulation through Responsive Environments

37. Self-Regulation Milestones in Infants • Child expresses emotions and initiates ways to calm self • Child explores the environment freely with supportive guidance • Child provides cues indicating wants and needs through purposeful actions and gestures • Child depends on frequent reminders to learn boundaries • Communicates feelings through nonverbal cues • Recovers from distress with support from trusted adults • Calms self with familiar comfort items • Calms when adults provide nurturing and consistent responses to children‛s signals throughout the daily routine

38. A Responsive Adult … • Establishes a trusting, caring, relationship with each child • Provides words and positive responses to guide children‛s behavior • Models how to treat people and materials gently • Maintains consistent and individualized routines to meet the physical and emotional needs of the children • Soothes and calms the child in response to the child‛s feelings and behaviors

39. A Responsive Environment has… • Unbreakable mirrors • Accessible materials for independent choice • Interesting toys and materials that represent families/cultures • Predictable schedules and routines, individualized for each child • Safe space with interesting materials that encourage children‛s interaction, involvement, exploration and experimentation • Materials that reflect the lives of the children and their families, and the world around them • A consistent daily routine designed to meet the individual needs of each child • Safe space for exploration (low shelves, carpeted & tile areas, grass, etc.) • Softness and harmony to promote relaxation (soft lighting, comforting music, and gentle voices, etc.)

40. Self-Regulation Milestones in Toddlers • Expresses feelings and emotions through gestures, sounds, and words • Calms self with familiar comfort items and reminders (touches and smells a favorite blanket, looks at pictures of familiar adults, etc.) • Begins to participate in the daily routine (assists with picking up before going outside, washes hands before meal time, etc.) • Begins to learn behaviors to deal with aggressive feelings (uses words, finds adult, walks away, etc.) • Carries out simple rules when stated in positive, brief statements and are reminded in advance (“We walk down the hall,” “Feet on the floor,” etc.)

41. A Responsive Adult … • Establishes trusting, caring and reassuring relationships with each child • Assists and encourages child to use language rather than aggressive actions in their relationships with others (asks peers to share, expresses feelings, etc.) • Remains calm and supportive during children‛s struggles with independence • Coaches and reinforces positive social interaction (turn-taking, hugs, playing side by side, etc.) • Anticipates the actions of toddlers to prevent them from getting hurt or hurting others • Maintains consistent and individualized routines to meet the physical and emotional needs of the children • Provides reminders of ways that children can calm themselves

42. A Responsive Environment has… • Duplicate materials and accessible equipment that allow for young children to explore alone or together with others • Interesting toys and materials that represent families/cultures • A consistent daily routine that allows for a variety of active and quiet times, movement, and time to explore alone or with others • A safe space for exploration (low shelves, carpeted & tile areas, grass) • Spaces and/or materials that allow children to calm themselves (cozy area, books, soft toys, stuffed animals, etc.) • Safe space with materials that encourage children‛s interaction, involvement, exploration and experimentation (mirrors, water and sand play areas, shape sorters, etc.) • Materials that reflect the lives of the children and their families, and the world around them (family photos, pictures, dolls, foods, etc.)

43. A few last words on responsive caregiving…

44. How can caregivers support responsive interactions? • Take time to follow the child’s lead • Focus on caregiving routines as opportunities to provide responsive interactions • Understand and respect the child’s temperament. Get to know each child. • Develop an understanding of child development. The same age doesn’t mean the same skill. • Get to know the families of children and ask families about how to best interact with their child. If the child has special needs, learn from any specialist involved with the family (with the family’s permission).

45. How can caregivers support responsive interactions? • Have primary caregivers for each child • Be aware of yourself and your own “hot spots.” • Set up environments that are developmentally appropriate and easily supervised • Set up environments that are well organized, so that you don’t have to hunt for equipment and supplies and other adults can easily step in and support you. • Communicate with administrators • Take breaks to preserve your own mental health

46. How can administrators support responsive interactions? • Continually increase your knowledge and skills in working with infants and toddlers. • Maintain low teacher child ratios and small group sizes • Set up schedules that allow for consistency of adults in classrooms • Encourage primary caregiving assignments • Help the staff understand the value of responsive interactions. Provide education that is current and reflective of best practices. • Give staff permission to sit back and observe children

47. How can administrators support responsive interactions? • Acknowledge when staff are responsive • Invest in environments that encourage responsive caregiving, i.e. include comfortable spaces and some adult size furniture that facilitate interactions. • Provide staff planning time • Provide time for staff to network • Create systems to increase self-awareness • Provide time for staff to develop relationships with families.

48. In summary • Secure attachments influence the way a child make’s sense of his world • The first two years are the foundation for a long developmental history • Trust and attachment are lifelong issues • Create the goal of supporting responsive caregiving

49. Questions

50. The Arizona Head Start Training and Technical Assistance Office and STG International thank you for joining our webinar today! Please continue to join the 2010 Summer Webinar Series occurring every Tuesday and Thursday during the months of June and July at 3:00 Pacific Daylight Time. Please contact Mary Kramer Reinwasser at mary.reinwasser@stginternational.com for more information.