Transcript Responsive Caregiving - The Program for Infant/Toddler Care

Infant & Toddler Group Care
Responsive Caregiving
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Activity – May I Dry your Hands
• Pair up with someone near you.
• Once in pairs, select a role:
“caregiver/teacher” or “child”.
• The caregivers/teachers will go outside the
room and await instructions.
• The “children” will stay inside the room and
await instructions.
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May I Dry Your Hands - Reflection
Reflections
• Close your eyes for a moment, take a deep
breath…
• Focus on your hands and compare how
each hand feels.
• Describe to the group these sensations.
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Learning Objectives
Participants will be able to:
• Describe the importance of being responsive to
the child’s sense of security and ability to selfregulate.
• Illustrate the three steps to the responsive process
of “watch,” “ask,” and “adapt” and describe
what they involve.
• Describe the importance of self-awareness and
being fully present to a child’s developing sense
of self.
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Responsive Caregiving
• The relationship
between an infant and
her caregiver is at the
heart of high quality
infant/toddler care.
• Through experiencing
the warmth and support
of caring adults, children
gain a secure base for
development and
learning in all the
domains.
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Responsive Interactions are:
• Responsive to the child’s
verbal and non-verbal cues
• Timely
• Positive and nurturing
• Based on the teacher’s
understanding of a unique
child at that moment
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Complete the Sentences
Start of sentence
1.
2.
3.
4.
5.
In order to be truly responsive,
the caregiver must _________.
A relaxed, alert mental state
can help _____.
Proficiency at being responsive
comes from repeated
experiences of _________.
Responsiveness includes trial
and error. Every caregiving act
__________.
As caregivers become more
attuned to the meaning of
children’s expressions, gestures,
sounds, and behavior _________.
Possible ending
a) the caregiver concentrate on
a child’s behavior and
attitude.
b) will not be in tune.
c) being with infants becomes
more interesting and
enjoyable.
d) cultivate the ability to be
present with the child in that
moment.
e) observing a child, attempting
to read the cues modifying
one’s behavior, and reading
the cues again.
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Complete the Sentences
Responses
Answers
1.
a) the caregiver concentrate on
a child’s behavior and
attitude.
b) will not be in tune
c) being with infants becomes
more interesting and
enjoyable.
d) cultivate the ability to be
present with the child in that
moment.
e) observing a child, attempting
to read the cues modifying
one’s behavior, and reading
the cues again.
2.
3.
4.
5.
In order to be truly responsive,
the caregiver must d__.
A relaxed, alert mental state
can help __a___.
Proficiency at being
responsive comes from
repeated experiences of __e_.
Responsiveness includes trial
and error. Every caregiving
act _b__.
As caregivers become more
attuned to the meaning of
children’s expressions,
gestures, sounds, and
behavior, __c___.
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Interactions
Interactions are mutual or
reciprocal actions or
influences.
Every interaction is a
learning experience,
whether positive or
negative.
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Relationships vs. Interactions
Relationships:
• Involve emotional
connections.
• Endure over time.
• Have special meaning
between two people,.
• Create memories and
expectations for the
people involved & are built
on trust.
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Being “In Tune”
What happens when care teachers and
infants are in tune?
What do the infants learn?
Infants who have someone in tune with them
develop both a sense of security and selfesteem.
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Being “Out of Tune”
When caregivers are out of tune with a child:
• the child can become confused, frustrated,
and fussy.
• interactions between the care teacher and
the child are awkward.
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Being in Tune, Being Out of Tune, and
Getting in Tune
Getting in Tune: Creating Nurturing
Relationships with Infants and Toddlers, 1990
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Develop self-awareness
• Become aware of your own
feelings.
• Seek help from another adult.
• Developing an awareness of
how your feelings affect your
relationship with children can
help you get more in tune.
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Getting in Tune
Respect the child.
Let the child set the pace.
Recognize the child’s feelings.
Offer choices.
Sometimes a caregiver who is in tune does
not appear to be doing anything special.
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Responsive Process
Watch
Ask
Adapt
When you pay attention to a child’s messages,
you can respond in a way that truly meets
that child’s needs.
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Learn the Responsive Process
Getting in Tune: Creating Nurturing
Relationships with Infants and Toddlers, 1990
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Watch
• Read behavioral
cues.
• Being good
observers helps us
connect better with
children.
• The more we
observe infants, the
easier it is for us to
match’s the child’s
interaction style.
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Ask
• What is the infant
trying to tell me
with his verbal and
non-verbal cues?
• How should I
respond?
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Adapt
• Join in play with the
child.
• Help the child to
feel comfortable.
• Imitate the child.
• Express emotion.
• Be available to the
child.
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The Responsive Process:
Watch, Ask & Adapt
Let’s practice!
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Handout # 15: Tips for Getting In Tune
Dilemma
Think of a troublesome
interaction you’ve had with
a child (for example, a
child crying because they
didn’t want their diaper
changed).
Reflection
What is your general
reaction to the dilemma?
What strategy from the
handout might help you
handle the situation in a
more satisfying way for
both you and the child?
• What have you already
practiced?
• Any New ideas?
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Let’s practice the responsive process:
Strategies
Dilemma
Watch
Nicole seems to have a feisty
temperament; she is 32 months
old and dealing with identity
formation. Nicole’s care teacher
is always in a hurry rushing
through routines. Nicole and her
teacher have difficulty with
transitions. Nicole appears to be
frustrated when she is interrupted.
Ask
Adapt
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Another opportunity to practice the
responsive process:
Strategies
Watch
Ask
Adapt
Dilemma
Carlos is an 8-month-old baby; he is
dealing with food allergies; his
temperament seemed to be fearful
when approached by new people; his
Infant Care Teacher is unable to
communicate effectively with his
parents about his day. Also, his Infant
Care Teacher is very shy, but displays
a positive attitude working with young
infants.
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Review of the Learning Objectives
Participants will be able to:
• Describe the importance of being responsive to
the child’s sense of security and ability to selfregulate.
• Illustrate the three steps to the responsive process
of “watch,” “ask,” and “adapt” and describe
what they involve.
• Describe the importance of self-awareness and
being fully present to a child’s developing sense
of self.
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A final thought
As the care teacher and child become intune with each other, they develop a
deep understanding and become close.
This closeness is the foundation of
healthy emotional growth in infants and
toddlers.
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