Week 1: Why Early Care Is So ImportantBrain is very malleable (flexible)Internal working model is developedWhether or not we should value ourselves and others*Experiences Build Brain Structure*4 types of Unresponsive CareOccasional inattentionCan be good every now and then… child learns to self soothe and be adaptableChronic under stimulationSevere neglect in home settingSevere neglect in institutional settingEmotions Drive Early LearningThe way an infant feels, influences how they take actionHow can you support the emotional nature of early learning?1: Responding to their needs.2: Being Patient.3: Providing Words.4: Labeling Emotions.5: Letting them make their own choices.6: Leading by example.7: Providing reasons.People are children’s most compelling interest, how can you support children’s interest?1: We are models.2: Exploring with them.3: Be careful not to discourage or belittle.Week 2Nurturing RelationshipResponsiveSupportive of individualitySupportive of emotion/ corregulationTrustProvides a sense of securityMeeting basic needsLovingCared forUnconditionallyHealthy sense of selfGetting In TuneThe Responsive ProcessWatch, ask, adaptWatch what the child is doing, ask what they need from you and wait for a response, adapt to their needs and what they need you to do and choose an action that will help the child then go back to watching how the child reactedStudy child developmentConnect with the familyDevelops consistencyConsistency helps with development and the “nurturing relationship”Get in depth background information from familyAlways make 2 assumptions about families1. Always have the child’s best interest in mind2. Always treat caregiver/ parent like they are the expertSocial gatheringsAllow for classroom involvementConverse with parents at pick-up and drop-offHome visitsAble to see environment the child is living inCulture of the familynever do a home visit alonepeople feel like you are being very critical of their home don’t bring a clipboardDo self assessmentsKnow:How you manage patienceTriggersAware of skills as a communicator to parentsWho you are in your relationshipsShare information about yourself with the childrenRespect the childrenRespect:Their choicesThemselvesTruly Understanding the Responsive ProcessUse mindfulness techniques to get in tune with childrenTalk about the Four Pebble Technique throughout a weekTake the process slowBreath awarenessFlower breathButterfly breathRock a bye breathDeveloping Self- AwarenessBe awareObserve then,Ask questionsTips for Developing ResponsivenessBe respectfully attentive. Observe without interfering. Spend time quietly looking and listening, giving a child space, without interrupting or breaking into a child’s activityBe an asker: ask the child through words and/or actions what is right for him or her: Ask yourself: what does the child want? What are they interested in right now? What am I doing to meet their needs?Pay attention to your own feelings. Gauge the part your feelings are playing in a relationship.Keep in mind your challenging emotional triggers/inclinations.Wait for a cue from the childWatch the child when you interact. When you take action watch the child. Go slowly to give the child time to respond. Respond. Learn from this serve and returnWhen you make a misstep it is ok! It is part of the process and happens in every relationship.See behind the action. Do not just see the action or behavior. Look for intention, reason and emotion behind the actionUse your developmental knowledge. How children develop, how to cope with cultural differences, how to set up environments and materials. Observe the children you are with and use these observation to adaptUse all the information to create mindful and intentional exchanges with each child. Uniquely adapted for this momentWeek 3GiftsRespond to every young infants in ways that encourage them to feel they can make things happenHelp young infants learn that they have ways to take care of their own needsHelp infants and toddlers develop trust and confidence in othersHelp children learn about closeness and connectionHelp toddlers learn that adults cannot solve every problemBe tolerant of toddlers’ internal conflicts and desiresHelp toddlers sort out their evaluations of adultsMatch your reaction to the temperament of the infant/ childExchange information with families about childrenRemind children of absent caregivers existenceAdult-child interactions and relationshipsDevelopment of secure primary and secondary attachments is essential for healthy developmentSecure base behaviors are goodInfant care teachers need to be emotionally available and physically availablePeer InteractionsModel prosocial interactionsDescribe children’s behaviorPay attention to what types of games everyone likes to playSocial Emotional FoundationsSpecial time designate a period of time with the child where you don’t direct anything and let the child lead the interactionWeek 4Goodness of FitHow does emotional development and temperament impact GF and children’s learning and developmentGreenspan’s Stages1. Self-regulation (controlling self so not everything is reflexive and interest is the worldexample: baby that looks away when mom is playing with himpay attention to the child’s cues and act appropriately2. Falling in love (attachment-in-the-making) 4+ monthsexample: children of mothers who were jailedbe emotionally available to infants3. Purposeful communication (serve and return corregulation cycles) 8+ monthsexample: the sibling rivalrygo to one on one time with each child to show you care for them too4. Beginning of complex sense of self 10+ monthsexample: knows what he wants to play and doesn’t want to playCaregivers can give children the opportunity to be independent in a safe place5. Emotional ideas 18+monthsexample:6. Emotional thinking 30+ monthsexample:Young infant SecurityClose contactSecurityPrimary caregiverResponsivenessFeel heardMeet basic needsFeel safeBeing consistentTRUSTAvoid overstimulationWatch their cuesMobile infant ExplorationReassurances during explorationExplorationGiving and receivingFree access to safe materialsOlder infant IdentityAutonomy supportChoicesIndependent supportChallenging sensory experiencesDiversity of environmentLimitsClear boundariesExplorationAlready have established securityExploring peers and peer relationshipsSmall groupsCommenting on similarities between childrenTemperamentsFearful/ Slow to warm up/