Support Young Children's Healthy Development And Learning

The quality of the relationships we have with infants and toddlers, as well as the type of interactions we have with children is vital to their development and care. Relationships grow from the types of interactions we have with young children. These interactions should be respectful, responsive, and reciprocal. We have opportunities to improve our interactions in daily activities and daily routines. We should involve the infants and toddlers in things that concern them and ensure they are active and respected participants in each interaction. We should be consciously aware that the time spent with the children is of a caliber of quality that supports all aspects of the child, knowing the each child is

At this stage, separation anxiety is reduced and the level of confidence to explore the world is increasing. The baby started to get familiar with the schedule of care giver and knowing the causes of leaving or coming of the care giver. The baby can negotiate with care givers and achieve goals by requesting and

This past week in my infants and toddlers class, we worked on chapters one and two from the text book. The first chapter was based on a discussion of principles, practices, and curriculum. During this topic, I learned that relationships between infants and caregivers that are primary established is built from respect, responsive, and reciprocal interactions.

Out of the three R’s, responsive care can be viewed as the most important, as it requires observation and tactic from part of the caregivers to be effective is applying this principle. Through responsive care, the adult learns about the ones they teach and use the information to further develop their teaching, caring with great communication skills altogether. In this situation with the infant, more than enough is provided to show an excellent example of responsive care. The director responded to the infant in a way that was familiarly comfortable to the infant and not to herself. All things considered, the infant responded to the director by being quiet and observing her as she continued talking to her. From observing how the director responded

According to Gonzalez-Mena and Widmeyer Eyer, a “ respectful and responsive curriculum is based on relationships that occur within planned and unplanned activities, experiences, and happenings” (2014, p. 26). This relationship-based curriculum, referred to as the “caregiving curriculum,” includes three fundamental policies: (1) a primary caregiving system; (2) consistency; and (3) continuity of care. Using examples, describe how these policies work together to support young children’s healthy development and learning.

Building relationships in early childhood education is very important because children need to feel safe and secure with their teachers. Building relationships provide teachers, children and families with interaction, communication, trust, honesty and have a sense of belonging to the centre. I will discuss the importance of security in the centre, then I will discuss trust and how that is important for children. And lastly I will discuss belonging and how that will influence a child to feel a sense of comfort to enable their learning.

suggests that, “infants need to establish a relationship with at least one primary caregiver in order

The Child Development and Family Studies Center is a high quality environment. The size of the center permits the directors and the caregivers to be flexible in meeting each individual child needs. The entryway is welcoming to parents, children, and lab students; it’s monitored so that the staff members are aware of everyone entering and leaving the building. I was placed in Ms. Clarissa and Mrs. Sharon’s four year old classroom; the atmosphere is bright and pleasant. There are many centers in the classroom such as: art, science, music, and math that attempts to develop the student’s social, emotional, physical, cognitive, and abilities. Being in centers allows children to visually express themselves, make decisions, cooperate and sharing with others, and problem-solving.

In an effort to examine interactions and relationships between Toddlers and their caregiver (Mrs. Gail) in center care, I was able to observe four toddlers Mateo; aged 18 months, Ella; aged 16 months, Leo; aged 16 months and Sofia; aged 17 months. The Caregiver, Mrs. Gail interviewed and three interactions of Caregiving observed. The first interaction was during drop-off time. Ella; aged 16 months is an example of a child who does not receive a consistent care, since she comes only two days a week. However, Gail was able to help Ella cope with her fears by offering warm feelings and attention trying to remember her with the good time they had together before. The second interaction was during the free Playtime; where Gail was able to offer

This chapter covered these topics in detail and gave me a better understanding of my role as an infant toddler teacher is to not only support the infants/toddlers in my care, but to look further into the support and understanding I have for the family as a

Research supports the value of relationship-based care practices in infant and toddler care (Sosinsky et al., 2016). A relationship-based approach embraces important components of high quality infant and toddler care—sensitive and responsive primary caregiving, and continuity of care, so essential for an infant or toddler experiencing

John Bowlby formed this theory and established that childhood development depended heavily on the ability “to form a strong relationship with at least one care giver” (citied in Psychologist World 2017.)

The topic of toddlerhood of autonomy versus shame and doubt gave me another approach towards the help that caregivers can be helpful to toddler development.  Giving more thought to this topic, there are different kinds of care that toddlers may come in contact with.  There is the well known sitter care at home or day care in which many families are fortunate to have caregivers that will pattern the parenting already in place with their children, or they will instruct the caregiver about their wishes for their children.  It is often the communication between the parent and the caregiver of the children that brings about a cohesive experience for the children.  If the caregiver is experience, they may already know how to stay within the best

Healthy families are those families in which the members encourage, support and empathize with each other. Family, for each member, is the most important aspect of their lives. The family members can depend on one another and can count on each other during hard times. Important decisions are made with consultation of all members of the family. The method of parenting helps one to discern healthy family systems. Authoritative parenting is considered to be the best for healthy childhood development. In this kind of parenting, emotional support and love accompany the standard rules. A child that undergoes such parenting, for this reason, socializes well with others and do not find it difficult to follow orders. Children grow to be responsible, can control their emotions, and are successful in life (Feldman, 2011).

As social workers and some parents, we know that children go through their developmental stages. Their four things that we know about child development and “they are children are genetically predisposed to certain characteristics, but the brain of young children is still developing. Secondly, children go through these stages and at each stay they need assistance from caregivers to help progress to the next stage. Thirdly, the expectations caregiver grossly affect whether the childhood will be a nurturing experience or not. Lastly, all children are different in growth milestone and caregivers should not expect no to children to accomplish the task the same.