a.pdf

EREADER GALLERY

Preventing Problems: Examples of Guidance for the Three Ages of Infancy

Prevention begins with an analysis of program policies. A policy that supports positive experiences for infants and toddlers is the assignment of each child to a primary infant care teacher/provider for an extended period of time. This arrangement allows the deepening of relationships through which infant care teachers/providers can learn just how to relate to a child, children can learn how to relate to their infant care teacher/provider, and the infant care teacher/provider and the child’s family can work together. Small group size allows the child to form relationships more easily and feel more at ease in a group (Snyder 2011). It also allows greater access to the adult when the child is in need of external regulation. A child-to-adult ratio of 3:1 or 4:1 also helps decrease behavior problems. Infant care teachers/providers are more available to each child and are more able to get to know the child well and to understand his or her

unique needs and coping capacities.

Sensitive and Responsive Caregiving (excerpted from Lally 2011,

62–63)

There is also a great deal an infant care teacher/provider can do to prevent behavior problems by adapting his caregiving style to the needs of infants and toddlers. Below are some ways of acting that can either prevent or defuse behavior issues.

The baby [up to 8 months] Establish a positive, intimate relationship with each child. Spend some special one-on-one time with each child every day. Give consistent messages of unconditional caring. The explorer [six to 18 months]—Continue what was done with the baby and: Remain nearby and maintain an emotional and verbal connection.

• • •

• • • • •

Model appropriate behavior. Use redirection to stop unacceptable behavior, offering concrete alternatives. Recognize the child’s feelings with language. Appreciate and encourage prosocial behavior.

© WestEd (2019). Developed for the Program for Infant/Toddler Care (PITC). PITC is a project of the California Department of Education and WestEd

conducted since 1985.

• • The individual [fifteen to 36 months]—Continue what was done with the explorer and: Always begin by recognizing the message in the child’s behavior Give clear, simple, consistent, predictable rules and consequences. Share concerns firmly about hurtful and other inappropriate behaviors. Offer reasonable choices when choice is appropriate, and respect preferences. Help children make connections between behaviors and consequences. Focus on the inappropriate part of the behavior and keep it separate from the

Give children words to express emotions. Be consistent yet flexible according to the child’s age and temperament.

• • • • • •

appropriate aspects of the behavior. Make clear that it is the behavior, not the child, that is unacceptable.

• •

Point out empathy and caring.

Examples of Socialization, Guidance, and Discipline for the Three

Ages of Infancy

Supporting infant and toddler social–emotional development requires sensitivity and knowledge about each child’s developmental stage. Helping a young infant learn about how to interact with others will look somewhat different from supporting an older infant to negotiate social relationships. Here are some examples and suggestions to support children at each age of infancy (excerpted from WestEd 2014, 212–214).

Young infants:

How do you respond when a six-month-old infant reaches out to touch another infant’s eyes? Move in close to the other infant, protect the infant’s eyes with your hand by creating a barrier, gently touch both infants, speak gently, and, if necessary, perhaps move one baby out of reach of the other. You can also provide a doll with eyes. The infant may or may not be interested in the doll but poking a doll’s eyes does no harm. How do you respond when a young infant cries at the sight of another infant in your

arms having a bottle? Depending on when the infant last had a bottle, slept, was changed, etc., you may need to provide some respite such as bringing the infant closer to you, maybe putting her down to sleep, or perhaps acknowledging that she is upset and you will be with her as

© WestEd (2019). Developed for the Program for Infant/Toddler Care (PITC). PITC is a project of the California Department of Education and WestEd

conducted since 1985.

soon as you can. Adults may learn something about prevention here. Depending on temperament, time of day, and individual needs and wants, infant care teachers/providers can do their best to meet the needs of each infant in a way that

creates less waiting and more peace.

Advice for working with young infants: Create an environment of love and trust through warmth and responsive caring. Respond to infants’ needs for comfort and protection. Recognize that the young infant is seeking security

• • •

Mobile infants:

What do you do when a mobile infant pulls up to stand and then starts to shove all of the materials off the top shelf? Smile, acknowledge that he can reach new places now. Make sure that the top shelf has items that are safe to knock down. Infant care teachers/providers should all have places up high and out of reach of children to keep things like pens, notes, cameras, and other materials not intended for the children. There is often a need to rearrange the use of space when infants become more mobile. Some programs actually have “dump and fill” centers, but infants will not and should not be expected to limit their dumping and filling to these areas of the room. How do you respond when a 16-month-old pulls a soft toy from the hands of another infant about the same age and throws it across the room? Observe the children to see how they are responding. You may notice that the incident ended as soon as it started. There is no need to intervene if both infants are moving on. If you sense that someone might get hurt, move in quickly to prevent any harm, but keep a low-key attitude. Touch

both infants gently. Start first with acknowledging the child who took action and how that child might feel. For example, ask the child who threw the toy if she was feeling like throwing. Then, ask how the other child is feeling. Narrate what you are seeing, allowing the children to indicate if you are on the right track: “Mara, it looks like you were really wanting to throw something.” “Jasa, you are crying. You look sad/angry/frustrated.” “Would you like to get the toy back?” Give time for the children to interact. They may interact, or they may move away from each other. Wonder aloud if Mara wanted to interact with Jasa or if she really just felt like throwing something. You may offer some throwing options, such as throwing balls into a big box, or something else that involves physical action.

© WestEd (2019). Developed for the Program for Infant/Toddler Care (PITC). PITC is a project of the California Department of Education and WestEd

conducted since 1985.

Advice for working with mobile infants (6–18 months): Have realistic expectations about children’s attention spans, interests, social

abilities, and physical needs. Redirect children gently when needed and explain limits in simple terms. If needed, move the child or dangerous object, and give a simple explanation. Tell the infant what he or she can do instead: “You can throw stuff into this box.” Give children real choices and accept the choices they make, for example, “Do you want to read a book with me or climb around?” or “Shall we have the apples or bananas for snack today?” Also be prepared for them to change their minds.

• • • •

Older infants:

How do you respond when a toddler puts on a hat and then pushes another toddler out of the way so she can see herself in the mirror in the pretend play corner? In the moment, move close to the children, get down on the floor with them and gently touch them if needed. Prevent further pushing. “It looks like you both want to look in the mirror. I’m here to keep you both safe. Kira, you wanted to see yourself, didn’t you? And Desi was in front of the mirror. Are you ok, Desi? Let’s see if we can find a way for both of you to have a chance to use the mirror.” In the longer term, consider replacing the mirror with a wider mirror so they can stand and gaze at their reflections together, or

add another mirror next to it.

Advice for working with older infants/toddlers (18–36 months): Help children learn about solving problems. Practice with them and generate ideas for solutions. Let toddlers solve their own problems whenever possible. Toddlers are often unaware or not fully aware of how their actions may affect others. You can help by asking them to notice another person’s response. Limit behavior that may be inappropriate in ways that show respect and support

for the toddler’s sense of dignity. Avoid power struggles by using redirection, refocusing attention, or using active listening with toddlers who say no or refuse to cooperate. Explain the reasons for limits in simple words, demonstrating the limit whenever

possible. Use firm and friendly reminders rather than harsh reprimands when rules are forgotten or disobeyed, and as soon as children respond with the appropriate behavior after the reminder, acknowledge them.

© WestEd (2019). Developed for the Program for Infant/Toddler Care (PITC). PITC is a project of the California Department of Education and WestEd

conducted since 1985.

Use positive/strength-based language with children, for example, say “walk”

rather than “don’t run.” Acknowledge effort as well as outcome. “You are working so hard to put that box back on the shelf. It keeps falling down, but you keep trying. Would you like some

help?” Acknowledge toddlers with specific, positive, descriptive comments when they are demonstrating safe, appropriate behavior. “You are walking so carefully! You

are staying safe.”

References

Lally, J. Ronald, ed. 2011. A Guide to Social–Emotional Growth and Socialization. 2nd ed. Sacramento, CA: California Department of Education. Snyder, C. (2011). It’s good to see you again! Continuity of care in infant and toddler programs. ReSource for Educators. HighScope: Ypsilanti, MI. WestEd. 2014. “Lesson 12: Socialization, Guidance, and Discipline: A Developmental Approach.” In Social–Emotional Growth and Socialization: Trainer's Manual Module I.

2nd ed. Sausalito, CA: WestEd.

© WestEd (2019). Developed for the Program for Infant/Toddler Care (PITC). PITC is a project of the California Department of Education and WestEd conducted since 1985.

Verification Code: 9753

© WestEd (2019). Developed for the Program for Infant/Toddler Care (PITC). PITC is a project of the California Department of Education and WestEd

conducted since 1985.