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

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