1. ECE 502
Development, Attachment & The Brain

2.  Turn to a partner and share your journal
entry from this week. What did you have
in common? What differences were
there?
Journal Sharing

3. Cognitive
Motor
Language
Social/Emotional
Domains of Development

4.  Form and sustain positive relationships
 Experience, manage, and express emotions
 Explore and engage with the environment
Children with well-developed social-emotional
skills are also more able to:
 Express their ideas and feelings
 Display empathy towards others
 Manage their feelings of frustration and
disappointment more easily
 Feel self-confident
 More easily make and develop friendships
 Succeed in school
Social & Emotional Development

5.  Provide each child with responsive care.
 Be affectionate and nurturing.
 Help each child learn to resolve conflict in a
healthy, appropriate way
 Help each child experience the joy found in the
"give-and-take" of relationships.
 Help each child feel safe.
 Show each child that she is part of a larger
network of love and relationships
 Nurture each child's respect for differences.
 Promote an appreciation for your own, and
others', culture.
 Support each child's developing skills.
Tips for Building Social/Emotional
Development

6. ◦ Attachment is a deep and enduring
emotional bond that connects one person to
another across time and space
(Ainsworth, 1973; Bowlby, 1969).
http://www.simplypsychology.org/attachment
.html
◦ http://www.youtube.com/watch?v=kwxjfuPl
ArY
Attachment

7. Stages of Attachment
• Up to 3 months of age -
Indiscriminate attachments.
• After 4 months - Preference for
certain people.
• After 7 months - Special
preference for a single attachment
figure.
• After 9 months - Multiple
attachments.

8.  What kind of play enhances or builds
social/emotional development?

9.  Provide lots of guidance and initiate sharing and turn-
taking games.
 Understand that toddlers are less willing to be
compliant when they are tired or not feeling well.
 Use distraction or redirection to calm or avoid
disputes.
 Model positive social and sharing behavior in your
everyday interactions with children and parents.
Helping With conflict

10. Environment & Prosocial
Behaviors
 Modeling
 Positive discipline vs. assertive
 Siblings, peers, schools
 Fostering good friendships
http://www.education.com/reference/article/prosocial-
behavior/

11. Children younger than 2
years of age can
demonstrate prosocial
behaviors.

12. Ways to help children learn to be
prosocial
 Plan activities that allow children to work
together rather than compete against one
another.
 Prepare an obstacle that children must
work together to overcome.
 Play games that encourage children to
work together to complete tasks or
accomplish goals.
 Other ideas?
http://www.ehow.com/how_7850319_promote-prosocial-behavior-
classroom.html

13. • Non-destructive to self-
esteem.
POSITIVE • Allows child to remain
GUIDANCE valued as a person.
• Encourages
DURING cooperation.
• Allows child to learn
CHILDHOOD gradually the skills
needed in taking
responsibility for what
happens.
• Teaches child not to
blame others.
• Allows child to relate
successfully.
• Helps child to problem
solve.
http://www.fcs.okstate.edu/parenting/issue
s/guidance.htm

14. Techniques for Positive Guidance
 Limit setting
 Give choices
 Communication
 Give cues for acceptable behavior
 Use “I” statements
 Redirection
 Active listening
 Conflict resolution
 Problem solving
 Support children in their behavior
 Recognize triggers
 Rules: non-negotiable vs. negotiated
 Others?

15. How to set limits
 Speak naturally, but speak slowly enough that the
child hears everything you say; use concrete words
and short sentences when stating limits
 Tell a child exactly what to do rather than what not
to do, and be as positive as possible
 Use suggestions whenever possible
 Use direct, self-responsible statements when you
think it is necessary to make a reasonable request
 Give choices whenever possible
 Avoid giving a choice when the child really has no
choice
 Issue only a few suggestions at a time; avoid giving
a chain of limits
 Give the reason for the rule or limit
 Communicate the limits to others
(colleagues, parents)

16. We may have to teach children
how to be prosocial. Modeling
what we want to see…
◦ How to join a group
◦ How to ask for something
◦ How to listen to others
◦ How to clean up after playing with
things
◦ How to eat in a family style setting

17. Catch ‘em doing
something good!

18.  Understanding that you are a
separate individual
 Others can have different feelings
and thoughts
 We have feelings in common
 Imagine how others feel
 Imagine how to comfort others
Empathy

19.  Empathy is built because of
positive social/emotional skill
development
◦ Attachment
◦ Social Referencing
◦ Theory of Mind
◦ Self Recognition
Building Empathy

20. In small groups have some
discussion around what
caregivers and early childhood
teachers can do in their
classrooms to understand and
build empathy.

21.  http://www.youtube.com/watch?v=7Qb3
DXY_7fU
Early Brain Development

22.  By the 17th week of pregnancy, the fetus
already has 1 billion brain cells, more than the
adult brain.
 These cells are proliferating at a rate of 50,000
/ second.
 These cells are not in the right place and only
after they are formed will they travel (cell
migration).
 At birth, the distinct areas of the brain are all
in place, however, much growth will still occur.
 The brain is the only body organ incomplete at
birth.
Our Brains
http://www.educarer.com/brain.htm

23. • Within each brain area are millions of
neurons (nerve cells) that are connected to
each other by synapses.
• These trillions of synapses and the pathways
they form make up the wiring of the brain.
• Synapses influence everything, from the
ability to recognize letters to the
maintenance of relationships.
• After birth, brain development consists of
wiring and rewiring the connections
(synapses) between neurons.
www.iamyourchild.org
Neurons & Synapses

24. Our Role
 Learn to read the physical and emotional cues of
the infants and toddlers in your care.
 Assign a primary caregivers
 Observe and record the infant and toddler
behaviors that are indicative of early brain
development.
 Accept infants' and toddlers' strong emotions as
signs of their desire to communicate with you and
the world.
 Find a balance between being overinvolved and
under involved; recognize the child's current
developmental status and create opportunities for
each child to reach beyond his/her abilities.

25. Cognitive development in infants
and toddlers
 refers to the development of the ability to
think and reason
 It involves gathering information, organizing
it and finally using it
 It relies heavily on security and attachment
 Is promoted by inviting and encouraging
exploration in an environment rich in
sensory experience

26. Jean Piaget & Cognitive
Development
SCHEMAS
 building blocks of knowledge
 processes that enable the transition from one
stage to another
equilibrium, assimilation and accommodation
Stages of Development
 sensorimotor,
 preoperational,
 concrete operational,
 formal operational

27. 1. Learning Perspective
2. Nativist
3. Interactionist
Language Development Theory

28. Young Infants (0-6 mos)
Older Infants (6-12 mos)
Young Toddlers (12-24 mos)
Older Toddlers (24-36 mos)
Facilitating Language

29.  What are early language experiences you
can provide for infants and toddlers?
 What does the print rich/language rich
environment look like for infants and
toddlers?
 What are components of language
development for infants and toddlers?

30.  Assessment of Child Care Quality due
Homework