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The Importance of Secure Attachments

After World War II, a psychiatrist by the name of John Bowlby was asked to study difficulties being experienced by children who were left homeless and orphaned. As a result of this work, he developedattachment theory。Attachment theory says that infants need to develop a relationship with at least one primary caregiver for social and emotional development to occur normally. This bond between the infant and the attachment figure (usually a caregiver) supports the infant's need for security. This is the reason that assigning infants and toddlers a primary caregiver when they are in early childhood programs is so important.

婴儿结缘responsi的人ve to them. Infants develop patterns based on those responses, and those patterns lead to expectations that are used throughout their lives. As an example, let's think about two infants with very different experiences. Dara is being cared for by a variety of family members while her mother goes through an extended illness. She spends a week or two at each family member's house as their schedules allow. Some caregivers are able to bring her to her child development center, and some are not. Each of the family members who are caring for Dara have different ideas about what is best for her. Sometimes Dara is moved from car seat to floor to infant seat to crib with little interaction from adults. Sometimes she cries for long periods of time and is given a bottle to feed herself. Many evenings she sits in a portable crib with cartoons on TV. Although Dara has a caring family who are working together to care for her during a crisis, she is having experiences that could impact her development. How do you think Dara comes to think about the world and her place in it? What does she come to expect from adults and from her environment? How does she learn to interact with others? Now think about Damion. Damion spends his time in a variety of different settings, but his settings are very different from Dara's. Damien has a variety of safe spaces to play and explore: his home, his child development center, his babysitters' homes when his parents have extended missions or work hours, and his maternal grandparent's home. Adults in those settings talk to Damion throughout the day and respond quickly when he cries. Although he does not yet use words, they respond to his sounds by asking questions, making comments, or guessing his needs. He plays simple back-and-forth games while he and his caregivers giggle. What do you think Damien is learning about the world and about adults? Which child do you think will be more comfortable exploring the world around them?

虽然Dara和Damian可能会在生活中与重要的成年人发展安全的附着关系，但Damian的经验是为他提供一致的安全基础。婴儿需要成年人在身体上，情感和社会上为他们在那里。随着他们的附加，他们将其附件数字作为安全基地离开并回来。当一个孩子英寸到另一个孩子然后快速搬回照顾者时，这是一个安全附着的一个例子。随着时间的推移，他们将远离更长的时间，但仍将在视觉上检查，以确保护理人员在那里。这些关系给婴儿提供了积极发展所需的安全感。

Relationships Across the Age Groups

孩子需要哪些孩子，其中一个附件数据将随着时间的推移而变化。安全是婴儿的重点，所以他们需要你在那里。探索是预幼儿的重点，因此他们需要您为他们创建一个安全而有趣的环境。幼儿正在形成他们的身份，因此他们需要你设定积极的限制，并通过他们的挫折和分歧来帮助他们工作。

如果您在多龄课堂上教授，您的一天可能会像这样：6个月大的安娜最近一直不合适PUBLICas her mother has been working unusually long hours and has been unable to care for her as she has in the past。As her primary caregiver, you know to stay nearby where she can see your face and hear your voice, responding to her cues immediately. You have several pre-toddlers in your class and they are busy. They particularly like to dump things, so you have several different sized tubs with items of different textures accessible to them. They love when you acknowledge their play. Meanwhile, Micah, who is almost 2½, needs your support as he tries to get his friends to do what he wants; he needs you to give him the words to use instead of his fists. Because you have gotten to know each child individually, you are able to adapt your interactions with them, which in turn supports their development and learning. Each of the children needs you, each just needs you in a different way.

互动支持学习yabo电子游艺

Infants and toddlers are scientists at work. They are active learners who touch, move, explore, talk, solve problems, figure things out, question, interact, and make messes. These little scientists need you to support and enhance their play and learning both verbally and physically. Your interactions with children need to support and facilitate play, exploration, and learning.

Verbal Interaction

当您单独了解每个孩子时，您将学会他们的发展和他们的兴趣很大。保持好奇，关于让每个孩子微笑，笑或似乎紧张，并使用自己的语言来描述你所注意到的。这将帮助您以支持认知发展的方式使用语言。以下是谈到言语互动时要记住的一些事情：

• Use short simple sentences that are rich in vocabulary and descriptive language and are meaningful to them. For example, "You stacked two green blocks on top of the red block." Using the word "stacked" instead of "put" or "placed" introduces new language; using color names reinforces color identification; using "on top" is a directional word; and the number "two" supports math concepts; all of these expand learning in an appropriate way.
• Converse and ask questions during play, learning, and care-giving routines. Infants and toddlers need help to understand the world around them. Talk and ask questions about what they are doing with a toy (pushing, pulling, twisting) or experiencing in an activity (dumping, sorting, identifying). This type of interaction teaches math and science concepts and boosts vocabulary in a natural way. Bathe infants and toddlers in language, but don't drown them in language. Take time to pause and notice what they are doing. Give them time to respond with their actions or words.
• Include a variety of words instead of using the same words all the time. A large vocabulary will help infants and toddlers become successful readers one day.
• Avoid the tendency to tell infants and toddlers what to do, what will happen, or what they are thinking. You may know what will happen when they pour sand through a sieve, but letting them figure it out allows learning to happen and encourages further learning. Telling them what will happen takes away that moment of discovery. A better option would be to ask what happened to the sand after it was poured into the sieve. Consider a few examples:

• Be patient after asking a question or making a statement. Allow infants and toddlers time to process what was said. Too many questions can impede the natural learning process.
• Respond to infants' and toddlers' cues. Infants and toddlers provide cues on what they need and want. Responsive adults act on these cues to meet their emotional needs, let children know they are important, and let them know the adults are there to support them. Keep in mind that respectfully responding to cues also means you respect when infants and toddlers do not want to engage in interactions. An infant or toddler who is glancing at you, leaning towards you, dancing in excitement, or otherwise showing interest is probably eager to interact with you. An infant or toddler who is working intently (e.g., filling and emptying a container, trying to get a lid on a box, etc.), turning her back to you, or looking away may be less interested in interacting right now. You can gently describe what the child is doing, but interrupting the child and forcing your own ideas may actually disrupt their learning.

身体互动

Playing with infants and toddlers, letting them take the lead, and being involved in their routines will strengthen your relationship with them. Allow them the supervised freedom to choose what, where, and whom they want to play with. This builds their independence and social skills and supports creativity.

Infants and toddlers want and need you to interact with them. They desire human interaction. The amount and types of interaction they desire during play and learning will differ among infants and toddlers and the types of experiences they are involved in. Always be available.

Watch for cues that infants and toddlers want or need you. Be careful not to focus on just one infant or toddler or group of infants and toddlers to the extent that you may be missing cues from other infants and toddlers.

Let infants and toddlers take the lead in play. Child-led play may be difficult for some adults to follow. We know how materials work and what typically goes together; we solve problems and get things done quickly. But it is the process, and not just the end result, where learning takes place.

有些挣扎在玩耍和学习好。yabo电子游艺广告ults typically like to make things easier for infants and toddlers: we don't want them to get frustrated or watch them struggle, especially when we can solve the problem. Allowing infants and toddlers to struggle gives them time to solve the problem, builds self-confidence, and supports task persistence. Be sure to step in, though, if a child's struggle escalates to the point it becomes a negative situation.

You enrich play and learning through interactions. Following the lead of infants and toddlers during play does not mean you are a passive participant. Your questions and actions spur their curiosity, which leads to sustained engagement, which leads to new learning opportunities.

The Role of Culture in Interactions

Understanding the meaning of the word "culture" in the context of this lesson is important. The word has different meanings to different people. For this lesson, we rely on Doge, Colker and Heroman, who wrote that "culture involves the customary beliefs, values and practices people learn from their families and communities."

Everyone has a culture. It influences how we communicate, how we interact, how we interpret what people do and say; it even shapes our expectations. Culture plays a large role in child rearing.

考虑您每人每人的所有互动，每个家庭，每个孩子，共同教师，计划人员和导演都有。每个人都有文化。因此，每天，您都与许多人互动，包括婴儿和幼儿，他们拥有自己的价值观，信仰和实践。而且，你有自己的文化。考虑到这是很多，但您需要确保您的互动尊重每个婴儿和幼儿的文化。

Allowing negative biases to affect your duties as a teacher can negatively affect the development of the infants and toddlers you are entrusted with caring for. When promoting thinking skills, exploration and problem solving, teachers demonstrate bias when they have toys for boys and toys for girls, guidelines that boys may get dirty but girls need to stay clean, dramatic play for girls and building with blocks for boys. These are examples of gender biases; other biases involve race, ethnicity, language, and special needs. Awareness of your own biases is the first step in supporting cognitive development by preventing these biases from negatively affecting the development of infants and toddlers.

When it comes to being culturally relevant, keep the following in mind:

• Infants and toddlers need to learn about their world and their community. Their community includes their families, you and their other caregivers, and their immediate surroundings.
• 婴儿在护理惯例期间特别敏感。例如，如果您对他们的父母响应哭泣需要更长时间的影响，它们会受到影响，或者如果在家里的尿布在家里改变了很多差异，以及他们如何改变你。
• Support the home language by learning a few words from the child's native language to help them feel more comfortable. Young infants are going to be more interested in your voice and touch, while toddlers are also going to be interested in books and music.
• Maintain open communication with families on what materials you are providing to support their child's cognitive development.

Infants' and toddlers' families are their first teachers, and their family's culture is integral to their development. When you offer culturally relevant experiences on a daily basis that are based on their real life experiences you are supporting their cognitive development.

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In the following video clips, observe the verbal and physical interactions of the teachers. Pay special attention to the type of interaction, the children's cues and how the teacher's interactions led to sustained engagement and expanded their learning.

Supporting Cognitive Development: Interactions

Do

作为一个婴儿和蹒跚学步的老师,请执行以下操作to promote cognitive development:

• Stay in the moment and pay attention to what you are saying and doing so you can extend learning opportunities.
• 使用口头和物理相互作用来充分利用每一刻支持发展和学习。yabo电子游艺
• Develop the ability to read cues to adjust interactions to appropriately meet the individual needs of infants and toddlers.
• Reflect on your verbal and physical interactions to inform what you might want to repeat or change.
• Get to know each family by asking questions and listening for cultural cues, and plan experiences based on their preferences.
• Display and use items from families, such as mounting family photographs within an infant's and toddler's sight and reach.
• 包括婴儿和幼儿的音乐来玩，舞蹈，唱歌，并唱着它们，包括可能在他们家庭语言或在家庭环境中播放的音乐。这可能包括国家，爵士乐和古典。和婴儿或幼儿一起唱歌和跳舞。
• Allow for voluntary participation in activities, honoring the fact that not all infants and toddlers like the same things.
• Use daily observations to better understand the learning of the infants and toddlers you care for in order to meet their individual needs.