Module 2 Infant Toddler. Responsive Routines, Environments, and Strategies to Support Social Emotional Development . Agenda. I. Introduction and Logistics II. Brief Review of Module 1 III. Careful Observation
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Responsive Routines, Environments, and Strategies to Support Social Emotional Development
I. Introduction and Logistics
II. Brief Review of Module 1
III. Careful Observation
IV. Responsive Routines and Schedules
V. Responsive Environments
X. Summary and Action Planning
The term social emotional development refers to the developing capacity of the child from birth through five years of age to form close and secure adult and peer relationships; experience, regulate, and express emotions in socially and culturally appropriate ways; and explore the environment and learn - all in the context of family, community, and culture.
Caregivers promote healthy development by working to support social emotional wellness in all young children, and make every effort to prevent the occurrence or escalation of social emotional problems in children at-risk, identifying and working to remediate problems that surface, and, when necessary, referring children and their families to appropriate services.
Adapted with permission from ZERO TO THREE’s definition of infant mental health, 2001
Infant-Toddler Observation Tool
Responsive Routines Inventory
Allison Silberber, 2007
Arrivals and DeparturesOpportunities to Support Social Emotional Development
Caregivers are the ones responsible for setting up the physical space, choosing activities and play things and engaging in the interactions that make up the learning experiences for infants and toddlers.
Infant and Toddler Environments
….is the capacity to identify, understand and express emotion in a healthy way.
…. is the capacity to recognize, label, and understand feelings in self and others.
Adapted with permission, Cradling Literacy, 2007
if a child can respond
2. Group setting (cont.):
3. Using enriching language tools:
4. Modeling Positive Relationships
The preceding strategies adapted with permission from Im, Osborn, Sanchez, & Thorp,2007
- Smiling and cooing
- Watching children playing
- Reaching out to other children
- Copying what other children are doing
Informal Action Plan