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ECE 502Development, Attachment & The Brain
Journal Sharing
Turn to a partner and share your journal entry from this week. What did you have in common? What differences were there?
Domains of Development
CognitiveMotor
LanguageSocial/Emotional
Social & Emotional Development
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
Tips for Building Social/Emotional Development
Provide each child with responsive care.Be affectionate and nurturing.Help each child learn to resolve conflict in a healthy,
appropriate wayHelp 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 relationshipsNurture each child's respect for differences. Promote an appreciation for your own, and others',
culture.Support each child's developing skills.
Attachment
◦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=kwxjfuPlArY
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.
What kind of play enhances or builds social/emotional development?
Helping With conflict
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.
Environment & Prosocial Behaviors
ModelingPositive discipline vs. assertive Siblings, peers, schoolsFostering good friendships
http://www.education.com/reference/article/prosocial-behavior/
Children younger than 2 years of age can demonstrate prosocial behaviors.
Ways to help children learn to be prosocialPlan 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
POSITIVE GUIDANCE DURING CHILDHOOD
• Non-destructive to self-esteem.
• Allows child to remain valued as a person.
• Encourages cooperation.
• Allows child to learn 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/issues/guidance.htm
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?
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)
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
Catch ‘em doing something good!
Empathy
Understanding that you are a separate individual
Others can have different feelings and thoughts
We have feelings in commonImagine how others feelImagine how to comfort others
Building Empathy
Empathy is built because of positive social/emotional skill development
◦Attachment◦Social Referencing◦Theory of Mind◦Self Recognition
In small groups have some discussion around what
caregivers and early childhood teachers can do in their
classrooms to understand and build empathy.
Early Brain Development
http://www.youtube.com/watch?v=7Qb3DXY_7fU
Our Brains
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.
http://www.educarer.com/brain.htm
Neurons & Synapses
• 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
Our RoleLearn 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.
Cognitive development in infants and toddlers refers to the development of the ability to
think and reasonIt involves gathering information, organizing
it and finally using it It relies heavily on security and attachmentIs promoted by inviting and encouraging
exploration in an environment rich in sensory experience
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
Language Development Theory
1. Learning Perspective2. Nativist3. Interactionist
Facilitating Language
Young Infants (0-6 mos)Older Infants (6-12 mos)Young Toddlers (12-24 mos)Older Toddlers (24-36 mos)
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?
Homework
Assessment of Child Care Quality due