Responsive Caregiving: The Foundation of Quality Sandy Petersen ZERO TO THREE

1. Responsive Caregiving: The Foundation of Quality Sandy Petersen ZERO TO THREE

2. Responsive Caregiving: The Foundation of Quality Sandy Petersen ZERO TO THREE

3. Responsiveness as the Foundation of Relationships and Learning Responsiveness is the adult sensitivity and reaction to a child’s facial expressions, body postures, gestures and words.

4. Responsiveness as the Foundation of Relationships and Learning Responsiveness refers to both how well the adult understands what the infant or toddler is trying to communicate (their Cues) and how the adult acts in response to the child. Wittmer & Petersen, 2010

5. Responsiveness Matters Infants and toddlers need sensitive responses to their attempts to learn everything: • Motor Skills • Language • Social Skills • Learning and Thinking

6. Responsiveness Matters It matters most in emotional development because emotional reactions are the building blocks of the brain … They create the architecture of the brain through connections between neurons and setting off the hormones that constantly bathe the brain.

7. Responsiveness Matters With the help of responsive adults, infants and toddlers achieve important emotional milestones which contribute to all other learning: • Regulation • Emotional expression • Attachment relationship • Sense of identity

8. Respect, Reflect, Relate Respect, reflect, relate is a process used for every part of curriculum planning, when the baby really leads the way.

9. Respect RESPECT involves observing infants and toddlers with a desire to understand their interests, feelings, and intentions. Respect means the care teacher approaches each encounter or observation with the expectation of seeing the infant or toddler learning.

10. Reflect REFLECT describes your thought process as you wonder about the infant’s or toddler’s intentions, examine your own internal responses, and determine how you might best respond to a child.

11. Relate RELATE explains the actions the infant and toddler care teacher takes (or chooses not to take) to best serve the relationship and the infant’s or toddler’s intentions.

12. Regulation • Provides increasing control over reactions to internal sensations and external events. Helps the infant and toddler: • Pay attention • Develop memory • Solve problems • Categorize • Engage in symbolic play

13. Emotional Expression • Is the key to understanding others and having others understand you. • Very young babies use “universal expressions” of interest, happiness, and sadness. • Very young infants are distressed to see a video of a happy face with a sad sound coming out of it.

14. Achieving an Attachment Relationship • Secure attachment comes from the earlier development of trust and safety • Secure attachment allows the mobile infant to explore • Secure attachment leads to better relationships in school

15. Developing a Sense of Self • Everything you do – or don’t do - registers in the infant’s brain adding to his picture of who he is with others and how to act with others • Every time an infant or toddler figures out what to do with a toy, getting in or out of a space, or solving any problems, he adds to his picture of being a confident, competent person.

16. Responsiveness as the Foundation of Relationships and Learning Responsiveness is the adult sensitivity and reaction to a child’s facial expressions, body postures, gestures and words.

17. Responsiveness as the Foundation of Relationships and Learning Responsiveness refers to both how well the adult understands what the infant or toddler is trying to communicate (their Cues) and how the adult acts in response to the child. Wittmer & Petersen, 2010

18. Responsiveness Matters Infants and toddlers need sensitive responses to their attempts to learn everything: • Motor Skills • Language • Social Skills • Learning and Thinking

19. Responsiveness Matters It matters most in emotional development because emotional reactions are the building blocks of the brain … They create the architecture of the brain through connections between neurons and setting off the hormones that constantly bathe the brain.

20. Responsiveness Matters With the help of responsive adults, infants and toddlers achieve important emotional milestones which contribute to all other learning: • Regulation • Emotional expression • Attachment relationship • Sense of identity

21. Respect, Reflect, Relate Respect, reflect, relate is a process used for every part of curriculum planning, when the baby really leads the way.

22. Respect RESPECT involves observing infants and toddlers with a desire to understand their interests, feelings, and intentions. Respect means the care teacher approaches each encounter or observation with the expectation of seeing the infant or toddler learning.

23. Reflect REFLECT describes your thought process as you wonder about the infant’s or toddler’s intentions, examine your own internal responses, and determine how you might best respond to a child.

24. Relate RELATE explains the actions the infant and toddler care teacher takes (or chooses not to take) to best serve the relationship and the infant’s or toddler’s intentions.

25. Regulation • Provides increasing control over reactions to internal sensations and external events. Helps the infant and toddler: • Pay attention • Develop memory • Solve problems • Categorize • Engage in symbolic play

26. Emotional Expression • Is the key to understanding others and having others understand you. • Very young babies use “universal expressions” of interest, happiness, and sadness. • Very young infants are distressed to see a video of a happy face with a sad sound coming out of it.

27. Achieving an Attachment Relationship • Secure attachment comes from the earlier development of trust and safety • Secure attachment allows the mobile infant to explore • Secure attachment leads to better relationships in school

28. Developing a Sense of Self • Everything you do – or don’t do - registers in the infant’s brain adding to his picture of who he is with others and how to act with others • Every time an infant or toddler figures out what to do with a toy, getting in or out of a space, or solving any problems, he adds to his picture of being a confident, competent person.