The Emotional The Emotional Ups and Downs of Ups and Downs of Infants & ToddlersInfants & Toddlers

Candace McKenzieCandace McKenzie

Puget Sound ESDPuget Sound ESD

Wonders and ChallengesWonders and Challenges

The BrainThe Brain Approximately 10 billion

neurons in the brain and about 1,000 trillion connections

Stimulated brain cells connect and grow!

“…our experiences are what create the unique connections and mold the basic structure of each individual’s brain.”

Siegel, D., Hartzell, M., (2003)

Early Stress and the BrainEarly Stress and the Brain The brain grows most rapidly in the first 3 years of The brain grows most rapidly in the first 3 years of

life. During these years the foundations for lifelong life. During these years the foundations for lifelong learning are developed, and the brain becomes learning are developed, and the brain becomes hard-wired into a thinking organ. hard-wired into a thinking organ.

A poor or stressful social environment can activate A poor or stressful social environment can activate hormones in a way that adversely affect brain hormones in a way that adversely affect brain functions including memory and learning process.functions including memory and learning process.

Children who have experienced extreme stress in Children who have experienced extreme stress in the early years have proven to be at greater risk of the early years have proven to be at greater risk of developing cognitive, behavioral, and emotional developing cognitive, behavioral, and emotional difficulties.difficulties.

Courtesy of the Erikson Institute, Chicago

We study stress bymeasuring the stress

hormone called cortisol

We measure it in smallsamples of children’s

saliva

Children dip cottondental rolls in a few

grains of sweet crystalsand lick off the sweet taste

Like “dip stick” candyPignot Gunner

Stress Buffering Development Stress Buffering Development over the First Year of Lifeover the First Year of Life

Using the well-baby exam Using the well-baby exam that includes two shots that includes two shots we and others have found we and others have found that babies become less that babies become less stress reactive stress reactive

By one year they are By one year they are highly buffered from highly buffered from stress hormonesstress hormones

Even though they are Even though they are clearly upset by being clearly upset by being given shotsgiven shots

Piggot GunnarPiggot Gunnar

Attachment SecurityAttachment Security

Secure attachment Secure attachment relationshipsrelationships history of sensitive, history of sensitive,

responsive careresponsive care Insecure attachment Insecure attachment

relationshipsrelationships Intrusive, insensitive, Intrusive, insensitive,

inconsistent, inconsistent, unresponsive care unresponsive care

Piggot GunnarPiggot Gunnar

Secure Attachment Buffers Secure Attachment Buffers Cortisol Response to Cortisol Response to Threatening EventsThreatening Events

-0.1

-0.05

0

0.05

0.1

0.15

0.2

0.25

0.3

0.35

Bold Frightened

SecureInsecure

Fearful/InhibitedPiggot Gunnar

Incr

ease

in C

orti

sol

Sensitive/Response Care by “Babysitters” Sensitive/Response Care by “Babysitters” Buffers Stress Hormones in 9-month-olds Buffers Stress Hormones in 9-month-olds

-0.1

-0.05

0

0.05

0.1

0.15

0.2

0.25

Sensitive/Responsive CarePiggot Gunnar

C

orti

sol

High Low

-0.1

0

0.1

0.2

0.3

0.4

0.5

0.6

Mid-AMMid-PM

Difference from Home Values for Children in Full-Day Center-based Care

C

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Toddlers 3 & 4 5&6 7& 8Piggot Gunnar

Jean Piaget - CognitiveJean Piaget - Cognitive

B-2 years: Sensorimotor stage

2-7 years: Pre-Operational stage

Concrete experiences Hands-on learningProblem solving

Support children’s interest.

Reciprocal dialogue between children and adults.

Lev Vygotsky – Lev Vygotsky – Social CognitionSocial Cognition

Dialectical process: a child learns through problem-solving experiences shared with adult or peers

Zone of Proximal Development: What children can do on their own is their level of actual development and what they can do with help is their level of potential development.

Scaffold learning: challenge just beyond understanding.predict, analyze, problem solve, process, evaluate.

Erik Erikson’s Stages of Erik Erikson’s Stages of Psychosocial DevelopmentPsychosocial Development

((The Developing Person Through the LifespanThe Developing Person Through the Lifespan, Berger, 2001), Berger, 2001)

Trust vs. Mistrust (Birth – 1 year)Trust vs. Mistrust (Birth – 1 year)Babies learn to trust that others will care for them Babies learn to trust that others will care for them

or lack confidence in others to care for them.or lack confidence in others to care for them.

Autonomy vs. Shame and Doubt (1-3 years)Autonomy vs. Shame and Doubt (1-3 years)Children either learn to be self-sufficient in many Children either learn to be self-sufficient in many

activities, like toileting, feeding, walking, exploring, and activities, like toileting, feeding, walking, exploring, and talking, or doubt their abilitiestalking, or doubt their abilities

Initiative vs. Guilt (3-6 years)Initiative vs. Guilt (3-6 years)Children want to undertake many adult-like Children want to undertake many adult-like

activities, sometimes overstepping limits and feeling activities, sometimes overstepping limits and feeling guilty.guilty.

Birth to Three: Birth to Three: How Can We Help?How Can We Help?

Recognize each child is unique.Recognize each child is unique. Develop a warm, caring relationship with children.Develop a warm, caring relationship with children. Tune in to their emotions. Accept and label them.Tune in to their emotions. Accept and label them. Create an environment for exploration.Create an environment for exploration. Use descriptive language that offers children the opportunity Use descriptive language that offers children the opportunity

to learn vocabulary and think things through.to learn vocabulary and think things through. Respond to a child.Respond to a child. Understand ages and stages and adjust your expectations Understand ages and stages and adjust your expectations

and strategies accordingly. (Sharing, biting, hitting)and strategies accordingly. (Sharing, biting, hitting) Model behavior for children. Talk about what they can do to Model behavior for children. Talk about what they can do to

help themselves.help themselves. Provide a safe environment: “I will not let you hurt yourself Provide a safe environment: “I will not let you hurt yourself

or others.” “I will not let anyone hurt you.”or others.” “I will not let anyone hurt you.” Have routine and consistency.Have routine and consistency.

Birth to 6 MonthsBirth to 6 Months

This child is learning This child is learning about trust. The most about trust. The most important thing for him is important thing for him is that he know his needs that he know his needs will be met and he can will be met and he can feel safe in his feel safe in his environment. environment.

Attachment is essential to Attachment is essential to infant and a primary infant and a primary caregiver caregiver

Cries and Coos to Cries and Coos to communicate.communicate.

Strategies to Support the Strategies to Support the InfantInfant

Learn baby’s cuesLearn baby’s cues

Respond to baby’s needsRespond to baby’s needs

Reciprocal Communication: Reciprocal Communication:

Coo and cuddleCoo and cuddle

7 – 15 mos.7 – 15 mos. Interested in new things - Interested in new things -

Exploring the world with all Exploring the world with all senses, including tastesenses, including taste

Mobile with high energyMobile with high energy Increasingly independentIncreasingly independent Starting to talk.Starting to talk. Needs to do things over and Needs to do things over and

over to practice and over to practice and understand.understand.

Object Permanence - Object Permanence - Learning that objects are Learning that objects are there even when you can’t there even when you can’t see themsee them

Separation/Stranger Anxiety Separation/Stranger Anxiety Learning about “No”Learning about “No”

Strategies to Support Strategies to Support the Older Babythe Older Baby

Be consistent.Be consistent. Child-proof.Child-proof. Redirect.Redirect. Say “no” firmly.Say “no” firmly. Figure out what the attraction is.Figure out what the attraction is. Change the environment and/or schedule.Change the environment and/or schedule. Have a cooling-off time.Have a cooling-off time. Respond to feelings and needs.Respond to feelings and needs.

15 months – 3 years 15 months – 3 years Toilet LearningToilet Learning Beginning to understand “mine” Beginning to understand “mine” Loves to say “no”Loves to say “no” Strong drive for independenceStrong drive for independence Eager to make choices, but has Eager to make choices, but has

a hard time making a decisiona hard time making a decision Opinionated about likes and Opinionated about likes and

dislikesdislikes Wants to do things for himself, Wants to do things for himself,

but then does it slowlybut then does it slowly Can be demanding and Can be demanding and

become frustrated easilybecome frustrated easily Temper tantrums increaseTemper tantrums increase Will be able to exchange words Will be able to exchange words

for physical actions more for physical actions more easily, if taught these skillseasily, if taught these skills

Strategies to Support Strategies to Support Toddlers and TwosToddlers and Twos

Establish general rules first: Establish general rules first: Keeping them out of dangerKeeping them out of danger Not hurting themselves or othersNot hurting themselves or others Not hurting others’ propertyNot hurting others’ property

Have as few rules as possible.Have as few rules as possible. Choose your battles. What bothers you? Choose your battles. What bothers you?

What can you live with?What can you live with? Teach them what they can’t do AND what Teach them what they can’t do AND what

they can do instead.they can do instead. Respond to feelings and needsRespond to feelings and needs

Even More StrategiesEven More Strategies

Be consistent.Be consistent. Redirect, when possible.Redirect, when possible. Give warnings in advance of change.Give warnings in advance of change. Use phrases like: "I can't let you hurt yourself or others." Use phrases like: "I can't let you hurt yourself or others." Don't just say "No," give alternatives to hurtful behavior. Don't just say "No," give alternatives to hurtful behavior. Don't ask a question if he's likely to say "no" and don't take "no" too Don't ask a question if he's likely to say "no" and don't take "no" too

seriously.seriously. Give choices, starting with "this" or "that."Give choices, starting with "this" or "that." Explain reasons, but don’t overtalk.Explain reasons, but don’t overtalk. Have enough!Have enough! It's just as important for a child to learn to wait as it is to share.It's just as important for a child to learn to wait as it is to share. Have quiet areas in room.Have quiet areas in room. Rather than solving the problem, talk it through with the children.Rather than solving the problem, talk it through with the children.

Marla is dumping corn meal Marla is dumping corn meal all over the floor.all over the floor.

““The corn meal needs to stay in the The corn meal needs to stay in the table.” table.”

(Then distraction helps.) “I’m going to (Then distraction helps.) “I’m going to pour my corn meal in this bowl. Can pour my corn meal in this bowl. Can you?”you?”

Marc throws a block across the room.Marc throws a block across the room.

““Blocks are not for throwing. Can you Blocks are not for throwing. Can you build a tower?” build a tower?”

If he continues: “I’m going to stop you If he continues: “I’m going to stop you because blocks are not for throwing.”because blocks are not for throwing.”

Beth has climbed up the ladder Beth has climbed up the ladder and is now stuck on top.and is now stuck on top.

Before immediately rescuing Beth, first Before immediately rescuing Beth, first try to talk her down, showing her footing try to talk her down, showing her footing and handholds, so that she can learn the and handholds, so that she can learn the steps to take.steps to take.

Toddler InteractionsToddler Interactions

Two year olds have many tasks to tackle as they Two year olds have many tasks to tackle as they grow, especially in the area of social skills. They grow, especially in the area of social skills. They often do not have the words to negotiate, and so often do not have the words to negotiate, and so they solve their problems physically, the they solve their problems physically, the quickest and easiest solution. quickest and easiest solution.

Even with words, situations arise which create Even with words, situations arise which create frustration and anxiety that they are still learning frustration and anxiety that they are still learning to handle. to handle.

What we need to give them are words to use in What we need to give them are words to use in social situations, sometimes talking for them so social situations, sometimes talking for them so that they can hear the give and take. that they can hear the give and take.

It is a slow process as they begin to internalize. It is a slow process as they begin to internalize.

Josh grabs the truck Paul Josh grabs the truck Paul is playing with.is playing with.

First to Paul: “Boy, he took your truck. Do you First to Paul: “Boy, he took your truck. Do you want it back?” (Sometimes they don’t care.)want it back?” (Sometimes they don’t care.)

To Josh: “Paul was playing with that truck and is To Josh: “Paul was playing with that truck and is not ready to share it. Can you give it back? not ready to share it. Can you give it back? (Great, if he does.) If not: Then I need to help (Great, if he does.) If not: Then I need to help you give it back. (Then help the truck from Josh you give it back. (Then help the truck from Josh to Paul).to Paul).

If there is a real tug-a-war going on, you may If there is a real tug-a-war going on, you may need to grab hold of the truck (etc.) with them need to grab hold of the truck (etc.) with them while you are discussing.while you are discussing.

Jessica is heading for the slide. Jessica is heading for the slide. Leslie is in her way. Leslie is in her way.

Jessica pushes Leslie down.Jessica pushes Leslie down.

To Jessica (firmly): “I cannot let you push her. You To Jessica (firmly): “I cannot let you push her. You wanted her to move, but you cannot push her. You wanted her to move, but you cannot push her. You need to use words. Ask her to move.”need to use words. Ask her to move.”

To Leslie (who is probably crying): “She pushed you. To Leslie (who is probably crying): “She pushed you. You need to tell her ‘No!’” (Then to Jessica for Leslie:) You need to tell her ‘No!’” (Then to Jessica for Leslie:) “No, Jessica.” “No, Jessica.”

This applies to hitting and biting. This applies to hitting and biting. Try to look for the reasons for their actions, and talk Try to look for the reasons for their actions, and talk

through to a solution. through to a solution. The other child also needs help to find her own The other child also needs help to find her own

assertiveness.assertiveness.

The first three years: The first three years: A Time of Wonder, A Time of RulesA Time of Wonder, A Time of Rules