Live Interactive Chat
Answers to Questions (Transcript)
Associate Director of the Child Development Laboratory at the University of Illinois at Urbana-Champaign
See also: Biography and Related Resources
IELmoderator
Greetings, IEL Chat participants. Welcome to our IEL Chat on "Best
Practices for Infant and Toddler Care." To get started, let me introduce
our guest speaker, Debbie Trouth, Associate Director of the Child
Development Laboratory at the University of Illinois at Urbana-Champaign.
Debbie Trouth
Greetings! I am so happy to be here! We are going to be discussing
high-quality infant/toddler child care. I look forward to your questions!
IELmoderator
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Now let's begin our Chat. Ms. Trouth, we have a question that we received in advance of the session.
What are some characteristics of a highly skilled infant caregiver?
Debbie Trouth
A caregiver must be respectful and responsive to the individuals,
the group, and the families enrolled in the program. This is really
the key to high quality. It sounds simple, but it is a lot of work.
Good caregivers are reflective regarding their own practices and policies. They are cognizant of the reasoning behind why they do things the way they do. They are always looking for ways to improve their interactions and responses.
A good caregiver has a strong background in development and an appreciation of all those stages children must go through.
A good caregiver recognizes each child's temperament and responds accordingly. He/she must be in tune with each child and provide the good fit/match with the child. One must never expect the child to make a temperamental adjustment. They are incapable of this. A sense of humor is invaluable and will get you through the toughest days.
IELmoderator
Here is another question that we received prior to the Chat.
Does a skilled toddler caregiver need to have some different characteristics?
Debbie Trouth
Yes. The stamina of a highly trained athlete! Those kids move! All
kidding aside, the characteristics for both groups are pretty much
the same. As teachers of toddlers and twos who are learning to assert
their independence, caregivers need to recognize the stage of development
for what it is. Children are not being deliberately noncompliant
or defiant. "No" is part of who they are and what they do. They
are finding and defining their own boundaries and limitations. You
might as well sit back and enjoy the ride.
IELmoderator
The transcripts of the IEL Chat sessions from 2002 and earlier in
2003 are archived on the IEL Web site. Go to the IEL Chat page at
http://illinoisearlylearning.org/Chat.htm,
then scroll down the page to the section called "Past Chat Sessions."
For each Chat in that section, you'll see a link for "Chat transcript."
Click on that link to view the transcript for that particular ChaEditor's note: This url has changed:thttp://illinoisearlylearning.org/askanexpert.htm#pastchat.
Tonight's Chat session is the sixth session of 2003. The most recent Chat was on the topic of "Encouraging Literacy Development in Preschoolers" with Jodi Scott. The transcript of this Chat session is available from the IEL Chat page, or go directly to http://illinoisearlylearning.org/Chat/scott/trans.htm
Note that IEL Chat transcripts are also available in Spanish. To find IEL Spanish Chat transcripts (Trasuntos de Chateo), go to the Spanish Chat page at http://illinoisearlylearning.org/chat-sp.htm Editor's note: This url has changed: http://illinoisearlylearning.org/askanexpert.htm#pastchat.
IELmoderator
What are some appropriate and inappropriate practices related to
toddlers?
Debbie Trouth
Here are some appropriate and inappropriate practices related to
toddlers:
Appropriate: Adults engage in many one-to-one, face-to-face conversations with toddlers. Adults let toddlers initiate language, and wait for a response, even from children whose language skill is limited. Adults label or name objects, describe events, and reflect feelings to help children learn new words. Adults simplify their language for toddlers who are just beginning to talk (instead of "It's time to wash our hands and have a snack," the adult says, "Let's wash hands. Snacktime!") Then, as children acquire their own words, adults expand on the toddler's language (for example, if the toddler says, "Mary sock," the adult can say, "Oh, that's Mary's missing sock and you found it.").
Inappropriate: Adults talk at toddlers and do not wait for a response. Adult voices dominate or adults do not speak to children because they think they are too young to respond. Adults either talk "baby talk" or use language that is too complex for toddlers to understand.
Appropriate: Adults respect toddlers' desire to carry favored objects around with them, to move objects like household items from one place to another, and to roam around or sit and parallel play with toys and objects.
Inappropriate: Adults restrict objects to certain locations and do not tolerate hoarding, collecting, or carrying.
IELmoderator
Here is the next question that we received prior to our Chat session.
How can a parent tell if her infant or toddler is not doing well in a group care situation?
Debbie Trouth
First of all, remember that some children are temperamentally very
slow to warm to new situations and new people, so give the child
a chance to make the adjustment to child care.
What parents are looking for are signs of stress. Stress is most often demonstrated through physical responses. Some signs might be excessive crying, sleep disturbances or nightmares, sweating palms, and emotional withdrawal. Another indicator could be dramatic changes in behavior, like excessive clinging or shyness where those behaviors were not exhibited previously. Extreme stress would be manifested as a failure to thrive. This is a total withdrawal from human contact.
IELmoderator
You can find additional resources on "Best Practices for Infant
and Toddler Care" in the supplement to this Chat session. This
supplement is available on the IEL Web site at this URL: http://illinoisearlylearning.org/Chat/trouth/sup.htm.
IELmoderator
Ms. Trouth, here is a question from Soleil.
Soleil
I think IT [infant/toddler] caregivers should possess the same characteristics
as others working with children ages birth through school age. What
makes IT caregivers unique is their ability to foreground certain
dispositions in their teaching -- responsiveness and relationships,
for example -- for different periods of time. It could be argued
that IT caregivers put much more energy into nonverbal communication
strategies than those who work with older children.
Debbie Trouth
Soleil, well, certainly infant/toddler caregivers need to become
adept at reading nonverbal communication, responding to nonverbal
cues, and adapting their responses to meet the child's temperament.
IELmoderator
As mentioned earlier, Debbie Trouth is the Associate Director of
the Child Development Laboratory, or CDL, at the University of Illinois
at Urbana-Champaign. The CDL is a university-based preschool and
child care program operated by the Department of Human and Community
Development on the University of Illinois at Urbana-Champaign campus.
In January of 2003 the CDL expanded downward to provide full-day child care for children as young as six weeks of age. As part of this expansion, Ms. Trouth was sent to California to participate in the Program for Infant/Toddler Caregivers (PITC). PITC was developed jointly by the Far West Laboratory and the California Education Department's Child Development Division. It is a comprehensive training system for both center-based and home-based providers of group care to infants and toddlers.
Ms. Trouth has been working with children in some capacity since her graduation in 1973. Both her bachelor's and master's degrees are in special education. She completed her undergraduate work at Illinois State University and her graduate work at the University of Illinois at Urbana-Champaign.
You can visit the Web site of the Child Development Laboratory at http://cdl.uiuc.edu/.
Daisy
In the day care I work at, I have a 2-year-old who will hit and
scratch the other children for no reason. Do you have any suggestions
on how to address this issue? Talking with the child does not work;
the child just hits the teacher instead of listening. When talking,
we try to explain that it hurts the other children.
Debbie Trouth
Daisy, unfortunately the answer to any behavioral question is pretty
much, "it depends." It is really important to make sure that you
examine the cause of or reason for the behavior. You must do careful
observations and think about everything you know about that child
because your response will depend on the answer to "why" this child
is behaving this way. Remember that all behaviors are a form of
communication and you need to figure out what the message is.
Nancy
You mentioned respect. What are the ways a caregiver of infants
or toddlers shows respect to the child?
Debbie Trouth
Nancy, you show respect to children pretty much the same way as
you show respect to adults. You "listen" to what they have to say.
You give them a turn to "answer." Instead of doing things to them
(like picking them up to go change their diaper with no warning)
you explain to them what you are doing to them and why.
maryz
I am a parent educator with a 0-3 model parental training program.
Is there a policy about immunization records being kept for children
who attend weekly playgroups with their parents?
Debbie Trouth
maryz, I don't know where you are from, but, yes, there will be
regulations regarding immunization records. In group child care,
we have to follow the Department of Children and Family Services
(DCFS) regulations. You will need to follow the guidelines of whatever
regulatory agency you are under.
IELmoderator
Concerning the topic of immunizations, IEL hosted a Chat on "Immunizations:
What Parents and Caregivers Need to Know" in April 2002.
For resources on childhood immunizations related to this Chat, see this Web page: http://illinoisearlylearning.org/Chat/gilpin/sup.htm.
For the Chat transcript, see this Web page: http://illinoisearlylearning.org/Chat/gilpin/trans.htm.
Nancy
Re: Debbie's question -- Don't you think that adults often think
a child bites or hits "for no reason" when the truth is that the
adult does not have any idea what the reason is but there IS a reason?
Debbie Trouth
Nancy, yes, that is exactly what I think.
IELmoderator
Remember that the IEL Web site is available not only in English
but also in Spanish. The Spanish home page is at http://illinoisearlylearning.org/index-sp.htm.
Ms. Trouth, here's our next question:
What should a group care situation for infants and toddlers look and feel like to a parent?
Debbie Trouth
In two words, respectful and responsive. Care should be based on
establishing a relationship between the caregiver, the child, and
the family. This is the most important factor in determining the
quality of infant care.
Magda Gerber provides the following seven principles to provide respect and responsive care: basic trust in the child to be an initiator, an explorer, and a self-learner; an environment for the child that is physically safe, cognitively challenging, and emotionally nurturing; time for uninterrupted play; freedom to explore and interact with others infants; involvement of the child in caregiving activities to allow the child to become an active participant rather than a passive recipient; sensitive observation of the child in order to understand her needs; consistency and clearly defined limits and expectations to develop discipline.
Daisy
In response to Nancy, what I am refering to is this: One child will
be playing fine, and this child will just walk up to the other child
and hit him when there has been no other interaction between them.
IELmoderator
Remember that you may send a question at any time to the IEL staff.
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glassgal
Daisy, it sounds to me like the child hitting does not know how
to approach another child for interaction.
Debbie Trouth
Daisy, yes, but you need to look at what precedes the bite or the
hit. Was that a favorite toy of the biter? Is there only one of
those favorite toys so you can't redirect the biter to another of
the same toy? Is this somehow the biter wanting to interact with
the other child and not knowing another way to get that child's
attention? There are lots of questions you can think about in order
to determine the meaning of the biting behavior.
IELmoderator
Concerning biting, there is an FRI (Frequently Requested Information)
page on the ECAP Web site. This text is called "Dealing with Biting
Behaviors in Young Children" and is available at http://ecap.crc.uiuc.edu/info/pubs/fri/biting.html. Editor's note: This url has changed:http://ceep.crc.uiuc.edu/poptopics/biting.html
Nancy
So the challenge is to find out what the reason is. What do you
suggest that the adults do to find out?
Debbie Trouth
Nancy, this requires lots of observing. You need to observe the
behavior prior to the bite. You need to observe the behavior after
the bite. You need to record all the information you know about
this child like how he or she relates to other children or adults.
Depending upon the age of the child we are talking about, this behavior
may be developmentally appropriate. You need to take a look at whether
or not the child was in another center previously, and if so, what
his or her relationships were like in the other center? Be objective
in your observations. Do not infer intention. This will help you
reason what might be happening.
tresa
Would you share some suggestions on how to encourage home-based
caregivers with infants and toddlers as well as older children to
"get in tune" with the infants in their care? For most caregivers,
it is difficult to slow down and observe, or find one-on-one time
outside of diaper change or feeding. I see a lot of caregiving that
responds to biological needs, not social-emotional needs.
Debbie Trouth
tresa, routine times are great times to get to know the children
on an individual basis. You also can gather lots of information
from the child's family. Then you need to think about the nine different
temperamental traits and where this child falls in the continuum.
Also, think about your own temperament because it influences how
you respond to the child.
IELmoderator
This fall, IEL is beginning a new type of interactive forum called
WebTalks. In these forums, guest experts will be available for three
days. An introduction to a topic will be posted on Sunday or Monday.
Web site visitors can post questions and comments from the Web site
beginning on Monday. The guest will respond to these questions.
The series of questions, answers, and comments will be made available
on the Web site. Watch the IEL Web site for details about this new
feature.
egretoaks
What recommendations do you have for centers on working with parents
to ease their guilt about leaving their babies in the care of others?
Debbie Trouth
egretoaks, not only is it important to build relationships with
children, but one must develop close relationships with the families
as well. The sharing that happens in that close relationship can
be a big help to the families, knowing that they are able to trust
you to take good care of their child. ERIC also has some research
on helping families overcome guilt. These resources can be posted
with the transcript at a later date.
Editor's note: Ellen Galinsky with the Family and Work Institute in New York has
two books that could prove useful. They are entitled, Ask
the Children: The Breakthrough Study That Reveals How to Succeed
at Work and Parenting and Navigating
Work and Family: Hands On Advice for Working Parents
http://www.familiesandwork.org/index.html
Other resources are:
Helping You Balance Work and Family
http://www.ag.ohio-state.edu/~lifework/lifetime/vol10is5.htmEditor's Note: this url is no longer active.
What Do I Expect From my Child Care Provider?
http://www.extension.umn.edu/distribution/familydevelopment/components/7268c.html
How To Prepare Your Child for Preschool/Child Care
http://www.illinoisearlylearning.org/chat/moore/sup.htm
IELmoderator
Ms. Trouth, here's our next question:
Is one setting (center vs. family child care) more suited to very young children?
Debbie Trouth
No. Each one has its advantages and disadvantages. What parents
should be looking at is the quality of the care provided no matter
what the setting. It is very important for the parents to trust
the care providers. Young children will recognize the feelings and
attitudes of the important adults in their lives and respond accordingly.
If the parent does not trust the provider, neither will the child.
IELmoderator
Let me note that on the ERIC/EECE Web site, you can find some resources
that relate to quality in infant and child care:
ERIC Digest. "Research on Quality in Infant-Toddler Programs" by Alice Sterling Honig. http://ecap.crc.uiuc.edu/eecearchive/digests/2002/honig02.html. Editor's note: This url has changed: http://ceep.crc.uiuc.edu/eecearchive/digests/2002/honig02.html
(The Honig Digest is also available in Spanish as "La investigación sobre la calidad de los programas para ninos de hasta dos anos de edad" at http://ecap.crc.uiuc.edu/eecearchive/digests/2003/honig03s.html.Editor's note: This url has changed:http://ceep.crc.uiuc.edu/eecearchive/digests/2003/honig03s.html
ERIC Digest. "Child Care Quality: An Overview for Parents" by Peggy Patten and Omar Benton Ricks. http://ecap.crc.uiuc.edu/eecearchive/digests/2000/patten00.html. Editor's note: This url has changed: http://ceep.crc.uiuc.edu/eecearchive/digests/2000/patten00.html
(The Patten and Ricks Digest is also available in Spanish as "La calidad del cuidado infantil: Un resumen para padres" at http://ecap.crc.uiuc.edu/eecearchive/digests/2002/patten02s.html.) Editor's note: This url has changed: http://ceep.crc.uiuc.edu/eecearchive/digests/2002/patten02s.html
ERIC Digest. "Child Care Consumer Education on the Internet" by Anne Goldstein. http://ecap.crc.uiuc.edu/eecearchive/digests/1998/goldst98.html. Editor's note: This url has changed: http://ceep.crc.uiuc.edu/eecearchive/digests/1998/goldst98.html
Ms. Trouth, here is the next question:
Are there accepted "best practices" for infant and toddler care?
Debbie Trouth
Of course. We have been discussing best practices this evening.
One of the best sources for best practices, whether you are a provider
or a parent, is the NAEYC accreditation guidelines. Another is the
DAP standards established by the same organization.
Editor's note: You can find additional information at:
http://www.naeyc.org/ (NAEYC
home)
http://www.naeyc.org/accreditation/default.asp
(accreditation information)
http://www.naeyc.org/about/positions/daptoc.asp (DAP)
IELmoderator
Here's our next question, Ms. Trouth:
Does increasing training for care providers make a difference?
Debbie Trouth
Caregivers who have had specialized training in early childhood
education engage in more appropriate caregiving and provide more
social interaction and cognitive and language stimulation. Children
whose caregivers have specialized training are more cooperative,
more persistent, and less frequently uninvolved. Trained caregivers
can take pride in their knowledge of best practices and present
themselves as professionals rather than "just babysitters."
IELmoderator
Ms. Trouth, here's another question:
Does being in child care prevent an infant from bonding with parents?
Debbie Trouth
No. A national study sponsored by the National Institute of Child
Health and Human Development found no link between a child spending
time in infant care and their attachment security at home.
Just as you and I can bond with more than one person on more than one level, so can infants. The caregiver-child relationship becomes an extension of the primary parent-child relationship. Caregivers and parents have a common focus -- the child. The child is embedded in close relationships that are the framework for healthy development.
IELmoderator
Ms. Trouth, here's another question that we received by email prior
to the Chat:
How can I help my infant with separation anxiety when I leave her?
Debbie Trouth
Stranger anxiety begins to show up by 7 to 8 months of age as the
child becomes aware of the concept of a stranger. As the child learns
to differentiate loved ones from others, a deeper sense of attachment
takes place. By 8 to 9 months, the child shows distress when the
mother (or another loved one) is absent.
The assumption is that the child retains an image of a loved one when absent, or a memory of a pleasant or contented feeling state when in the loved one's presence. This is a huge developmental milestone. It demonstrates a sense of self as separate from a loved one. So, in one sense, separation anxiety is a good thing. It is, however, not pleasant or easy to deal with for anyone.
Children should always be greeted warmly and enthusiastically. There should be time for adult-child contact. Hopefully the parent/guardian will arrive early enough to spend a few minutes acclimating the child to the environment and to you. When it is time to make the hand off, always include the child in the interaction, explaining what is happening and what you are doing.
If the child shows signs of distress, acknowledge for the child that it is okay to be sad that the loved one is leaving, but that the loved one will be back to get him or her. Never denigrate the child's right to have or express the feelings/emotions that they are experiencing.
And never let the parent sneak away saying that the child is busily engaged in an activity. Make goodbyes a ritual. Talk the child through the experience. The child must learn to trust that the parent/guardian will return to get them and they are not being completely abandoned. As with all other skills, it is time and practice that will eventually ease the pain of the separation.
IELmoderator
Ms. Trouth, here's another question that we received before the
Chat:
What is most important in considering the best child care for infants and toddlers?
Debbie Trouth
Healthy social-emotional development in infancy underlies all other
learning and is, to a great extent, dependent upon the child's close
relationship with respectful, caring adults. As a significant adult
in the child's early life, the infant/toddler caregiver has an important
role. To create nurturing relationships with children, caregivers
need to become aware of the feelings, expectations, and attitudes
they bring with them from their own past experiences, particularly
in childhood.
All children need a physically and emotionally secure environment that supports their developing self-knowledge, self-control, and self-esteem and encourages respect for the feelings and rights of others.
Caregivers can support an infant's growing sense of self by providing security, warm acceptance, and appreciation for the child's growing independence.
The caregiver promotes social development by helping the child feel accepted in the group and by supporting the child developing communication skills and feelings of empathy.
A caregiver's ability to promote social-emotional development in children is influenced by the caregiver's own feelings. Early experiences affect one's caregiving style.
IELmoderator
You can find additional resources on "Best Practices for Infant
and Toddler Care" in the supplement to this Chat session. This
supplement is available on the IEL Web site at this URL: http://illinoisearlylearning.org/Chat/trouth/sup.htm.
Valentina
What can a child care provider do to keep kids from getting sick?
Debbie Trouth
Valentina, there are several things that you can do: The first thing
is to follow universal precautions at all times. Wash the children's
hands A LOT. Wash your hands A LOT. Sanitize...sanitize...sanitize...
If possible, make sure that the square footage of your center or
your child care area is larger than licensing recommendations. If
children are not on top of each other, it is easier to prevent the
spread of germs and illnesses.
IELmoderator
Ms. Trouth, here's the next question:
Does it make a difference how many hours a day an infant or toddler is in child care outside the home?
Debbie Trouth
Of course it does. Most people work an 8-hour day. At the end of
that day, they come home tired and cranky. They have been surrounded
by lots of stimuli, "strangers," and unfamiliar surroundings.
The things there are not "mine" and they are not home.
They have had to cope with demands from lots of different people
and situations. But at least adults have the experience and skills
to do that. We are asking very young children to do exactly the
same thing. This is a lot to ask.
Don't misunderstand me. I am not saying this is wrong or trying to lay more guilt on moms and dads that already carry enough guilt. I simply want folks to think about what they are asking and expecting of someone who does not have lots of experience or coping skills.
Child care has its own set of advantages. Think about it. We will do those messy activities that you don't really want to do at your house—and we'll do the clean up as well. Besides, I love looking after your children. I wouldn't have a job if you didn't need me.
IELmoderator
Ms. Trouth, here's a last minute question.
Have there been long-term studies of the effects of child care outside the home for children under 3?
Debbie Trouth
There have been several studies on the long-term effects of child
care for children under 3. A few of them are listed below. All of
the studies have found that high-quality care is good for children,
and that low-quality care is bad for children.
The NICHD Child Care Study Results: What Do They Mean for Parents,
Child-Care Professionals, Employers and Decision Makers?
http://www.nncc.org/Research/NICHD.ECIresponse.html
Future of Children special issue: "Long-Term
Outcomes of Early Childhood Programs"
http://www.futureofchildren.org/pubs-info2825/pubs-info.htm?doc_id=77657Editor's note: This url has changed: http://www.futureofchildren.org/pubs-info2825/pubs-info_show.htm?doc_id=77657
The Children of the Cost, Quality, and Outcomes Study Go to School:
Executive Summary
http://www.fpg.unc.edu/%7Encedl/PDFs/CQO-es.pdf
Long-Term Consequences of Child Care.
http://www.fpg.unc.edu/~ncedl/PDFs/ed4_1.PDF
Quality in Child Care Centers.
http://www.fpg.unc.edu/%7Encedl/PDFs/briefI1.pdf
Child Care Quality: An Overview for Parents.
http://ecap.crc.uiuc.edu/eecearchive/digests/2000/patten00.html Editor's note: This url has changed: http://ceep.crc.uiuc.edu/eecearchive/digests/2000/patten00.html
IELmoderator
OK, now that it's 8:00, and since we have no more questions in the
queue, we'll bring tonight's session to a close. (A few email questions
will be added to the transcript.)
Thank you, Chat participants, for your interesting questions and also for your patience in waiting for responses. Please join us for IEL's next Chat.
Once again, this Chat will occur in September. The date and topic of that Chat will be made available on the Chat page of the IEL Web site: http://illinoisearlylearning.org/chat.htm Editor's note: This url has changed:http://illinoisearlylearning.org/askanexpert.htm#pastchat.
Debbie Trouth
I have very much enjoyed chatting with you all! Thank you for your
thoughtful questions.
IELmoderator
Thanks, Debbie Trouth, for sharing your time tonight and for offering
your insights on best practices in infant and toddler care. And
thank you, Chat participants. Have a good evening and a pleasant
summer, whether here in Illinois or elsewhere.
Additional questions
Question
Please give some examples of high- and low-quality adult-child interactions?
Debbie Trouth
There is a really good article entitled, "Respectful, Individual,
and Responsive Caregiving for Infants: The Key to Successful Care
in Group Settings" by Beverly A. Kovach and Denise A. Da Ros.
The article outlines seven principles and gives inappropriate and
appropriate caregiving situations to highlight each principle. That
article is too long to quote in its entirety here, but I can share
a few examples with you. The article can be found in Young
Children, May 1998.
Adults should interact with -- not react to -- babies; we should not assume what is best for them at a given time.
Inappropriate: Two-month-old Brent begins to cry. The caregiver goes to the crib and puts a pacifier in his mouth.
Appropriate: The caregiver goes to Brent and says softly, "I hear you, but I don't know why you are crying. Let me pick you up and see about your diaper and check when you had your last feeding."
Rationale: Because it is hard for adults to listen to a baby cry, our immediate response is to stop the crying. But crying is a form of communication, and our role as caregivers is to try to understand what the baby is communicating. Is he hungry, tired, wet, thirsty, or startled? By reacting instead of interacting, we exclude the baby from the process of his care.
Babies in group care need opportunities to solve their own problems; they often are rescued too quickly from the struggles of life.
Inappropriate: Eight-month-old Kisha, who has crawled under a rocking chair, begins to cry. Her caregiver, noting her distress, bends down and lifts her up, saying, "You're all right. You're all right."
Appropriate: Kisha crawls under a child's table and begins to cry. Her caregiver drops to her hands and knees and calmly talks to Kisha, encouraging her to crawl out. She waits for the baby's reaction. Kisha, who appears afraid to move forward with her head, cries louder. The caregiver slowly reaches forward and gently places her hand on Kisha's head, while telling the baby what she is doing with her. By providing just enough help to move out from under the table, the caregiver is reinforcing the infant's involvement in helping to solve this problem.
Rationale: As adults, we do not like to see infants struggle. But by not allowing babies to use their natural competencies, we teach them to become victims. Caregivers need to provide just enough help for the baby to problem-solve his own dilemma (from: Honig, Alice S., and J. Ronald Lally. Infant Caregiving: A Design for Training. Syracuse , N.Y.: Syracuse University Press, 1981.). The baby then becomes a valued participant in his own care and develops positive self-esteem.
Another inappropriate example that I see happening all the time in infant rooms is adults conversing with adults. This takes two different forms. Frequently the conversation is adult oriented -- what each teacher will be doing this weekend or what happened at home with their children last night. At other times, the conversation is about the children under the teachers' care. They talk about the child in the third person, like she or he is not there. "Did you see the way Sarah just pulled-up to standing using the bye-bye buggy? Her parents will be so excited!"
In neither of these examples is the focus on the children. How can children develop a sense of worth or importance? How can they learn the "rules" of communication or develop language if they are not spoken to and given a chance to respond? And how would you like it if someone treated you that way? Adults do need to communicate with each other. There is important information that must be shared regarding children, for one thing. But adult conversation cannot be the primary thing happening in an infant/toddler classroom.
Question
What are common challenging behaviors among infants and toddlers
in group care, and how do teachers respond to these appropriately?
Debbie Trouth
The number one response to this question is biting. Young children
bite for a variety of reasons. The caregiver needs to first identify
the reason for the bite in order to develop an appropriate discipline
technique to eliminate the behavior. No matter what the reason for
biting, you should remain calm and take a look at the experience
from the child's point of view. Make the situation educational.
Above all, do not resort to responding with violence yourself. This
only reinforces that violence is an appropriate way to deal with
emotional situations.
Experimental biters, those who take a nip of a mother's breast or a caregiver's shoulder, should be given a very clear message that it is not okay to bite. Provide the child with more appropriate sensory materials to experiment with or something to relieve the teething pain.
The frustrated biter, one who does not have the communication skills or coping skills to get an adult's attention in a more appropriate fashion, needs an explanation that biting hurts and is not allowed. Your first response should be to take care of the victim. Have the biter help you with this task. Then give the biter more appropriate language and help him or her understand the feelings/emotions he or she is experiencing. Positively reinforce effective, appropriate communications. Watch for signs of frustration so you can stop the bite before it happens.
The threatened biter bites in self-defense. This type of biter is overwhelmed by her or his surroundings or events going on in her or his life (divorcing parents, the death of a loved one, new jobs, physical violence at home, etc.). Make sure this child understands that her or his rights and possessions are safe, and give additional nurturing. Of course, you must still let the child know that it is not okay to bite and that it is your job to keep everyone safe.
The power biter has a very strong need for autonomy and control. This type of biter's reinforcement for biting behavior is the reaction that you give him or her when he or she bites. Make sure this child has lots of choices during the day. Reinforce appropriate positive social behaviors. The more attention you give when this child is behaving the way you want him or her to, the fewer times he or she will have to resort to inappropriate behavior to get the attention he or she craves. Parents and caregivers must work together to eliminate biting behaviors. Take the time to look for patterns in the child's behavior and responses.
The important thing to remember is that all behavior is a form of communication. What you need to do is figure out what the message really is. This is not an easy skill to develop and takes lots and lots of practice, patience, and perseverance.
Begin by watching for both verbal and nonverbal cues. Ask yourself, What is the message the child is sending? What are the emotional, social, intellectual, and physical parts to the message? Does the child want something from me at this moment? Then adapt your actions according to what you believe to be the child's desires. Watch how the child responds to your actions. Modify your actions according to the child's response and watch, ask, and adapt again.
There are five possible causes of behaviors. The first is the child's developmental stage. These behaviors are to be expected because all children do it. It will eventually evolve/end. The behavior is developmentally significant and useful. Tolerate the behavior. Channel it into certain times or places. For example, the infant who sits in the high chair and drops her spoon over the edge 25 times. Give this child a pail and something like blocks to drop into it.
The second probable cause is individual differences. Observe and identify the child's temperamental style. Adapt your expectations and interactions. When possible, offer options in your program that allow for and appreciate children's different ways of expressing themselves and responding to the world.
The third possible cause is the environment. If you decide the behavior is in response to the child care setting, do something. Change the length of circle time or make sure the children are getting enough protection/attention/stimulation/order or calm. If the behavior is due to a conflict between home and child care, get more information about other environment/cultures from parents/professionals. Don't focus on the individual child; the child is not in control of the conflict. When possible, change or adapt your expectations to reduce the conflict.
The fourth possible cause is that the child does not know something but is ready to learn. The child is young, or in a new/unfamiliar situation or is facing a new task or problem. Teach the child. Talk --explain over and over. Give reasons. Give encouragement for small successes. Be patient with failures. Always offer help. This last possible cause is the last place you look. It is not the common or most probable cause for behaviors you see most of the time.
The fifth possible cause is an unmet emotional need. The child has missed out on something that is/was developmentally and emotionally important. Instead of going away, the need or hunger has intensified. The child is searching for ways to meet the need. The behavior is the child's attempt to meet the need without being able to rely on adult assistance.
These behaviors are everywhere and always. Even when channeled or stopped, they keep popping up. The usual ways of handling and helping most children with this behavior do not seem to help this child. You will need to do something. This behavior will not pass. It will get worse. Respond to the child's need actively through deeds, not words, and through giving, not punishment. Meet the needs as much as possible with quiet firmness and patience. Remember the child can't stop/control the behavior. Get additional support for yourself, the child, and the family.
Question
How do you measure or assess quality in the care of infants and
toddlers?
Debbie Trouth
Parents should look for the following indicators of high-quality
care:
1) Group size and quality of the environment:
- What is the size of the group and how is the environment structured?
The National Day Care Study (1979) found that in groups of more
than 7 infants, 11 toddlers, and 18 preschoolers, children displayed
more crying, apathy, and aimless wandering, and less conversation,
less interaction, and less-focused play. Caregivers engaged in
more management behavior with children, and there was less cognitive
and language stimulation. In smaller groups, children were more
cooperative, more likely to engage in spontaneous verbalization,
and more responsive to initiatives by adults and peers.
Also, the smaller the number of children cared for by an adult, the more optimal the caregiving and teaching. Appropriate rations have been associated with increased verbal interaction and adult facilitation. With inappropriate ratios, caregivers have been found to be more prohibitive and controlling. Children were more apathetic, spent less time in intellectual activities, and had shorter conversations.
According to NAEYC guidelines for children 0-2 years of age, the maximum group size should be 6-8, with the maximum child-adult ratio being 3:1 or 4:1. The quality of the physical space and materials provided affects the level of involvement of the children and the quality of interaction between adults and children. In more spacious centers, children spend less time observing and more time involved in focused play. - Is it easy or difficult for the child to form intimate relationships with caregivers and children because of the size of the group?
- Is the environment safe and interesting, or does it lead to conflicts in which biting, pulling, dazed wandering, and the like take place?
2) Primary caregiving assignments:
Are there primary care assignments? Without primary care, infants often have no one person that they feel bonded with during long portions of the child care day. In other words, they are not intimately connected with anyone special in the care setting.
3) Continuity of care:
Is there continuity of care? Having one caregiver over an extended period of time rather than switching every 6 to 9 months or so is important to the expansion of a child's development. Without continuity of care, infants have to establish new primary relationships over and over again.
4) Cultural and familial continuity:
Is there cultural continuity between home and child care? If the childrearing values and beliefs of the family are not validated, the early development of self is threatened. Children should be able to hear their native language spoken, and thus validated, at least sometimes. High-quality child care includes the family.
"The relationship between parent and child is of utmost importance for the child's current and future development, and should be supported by caregivers." (This quote is from:
American Public Health Association (APHA) and American Academy of Pediatrics (AAP), 1992. Caring For Our Children. National Health and Safety Standards: Guidelines for Out of Home Care Programs. Washington, DC and Elk Grove, IL, p.xxv.)"Parents should have input concerning their child's care and education. Teachers should have regular communications with families, which include the sharing of child development knowledge, insights and resources." (The practices listed are excerpted from Developmentally Appropriate Practice, edited by Sue Bredekamp, copyright 1986 by the National Association for the Education of Young Children [NAEYC].)
5) Meeting the needs of the individual within the group context:
How are individual differences handled in the group? How well does the caregiver know the child -- her or his stage of development and her or his temperament? Is the teacher able to scaffold the child's learning, challenging the child to make the next discovery without frustrating her or him? Are groups structured to insure that the needs of each individual within the group are honored and nurtured?
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