Figure 2.2 the positive nurturing experiences associated with attachment produce neurotransmitters that give the infant a sense of well-being
The work of Lev Vygotsky, at the Institute of Psychology in Moscow, has implica- tions for integration. Vygotsky (1978) created what’s called sociocultural theory, which emphasizes social interaction as an influence on development and learning. His zone of proximal development, or moving children forward from where they are to where they can be, involves peer interaction (Berk, 2001).
SummAry The chapter started with a discussion of the relationship of attachment to trust. It went on to describe how attachment occurs. Certain behaviors show that babies are attached to their parents. The chapter also discussed how sometimes there are obstacles to attachment. It went on to explain how part of attachment is learning to cope with feelings of loss. Attachment shows up in varying patterns; therefore, it is best not to judge attachment in cross-cultural situations. The chapter ended with a look at the various factors that relate to child care and attachment.
webSITeS american academy of pediatrics This pediatric website is dedicated to the health of all children. It is a resource for physical and emotional well- being, including suggestions for appropriate screen time for children.
american SIDS Institute The American SIDS Institute has a website with informa- tion about risk factors and the latest research to prevent sudden infant death syndrome.
Institute for attachment and child Development This website identifies issues that transform the lives of families and children with attachment, behavioral, and emotional disorders and promotes healthy family relationships.
parent Services project Parent Services Project has a website full of ideas for engaging and strengthening families.
For dIScuSSIon 1. Have you been aware of attachment occurring? Describe the kinds of interac-
tions that encourage attachment that were part of this experience. Was syn- chrony involved? How did the attachment serve the people who were becoming attached? Tell about that experience.
2. What are your experiences with obstacles to the bonding or attachment process? Did the people involved get over or around these obstacles? How?
3. Discuss separation anxiety. What behaviors indicate the child is trying to keep the attached person from leaving? What emotions might a child display? How can an adult help the child to separate from the person he or she is attached to?
4. Have you had any experience with how child care might affect attachment? What are your ideas or thoughts about this subject?
5. What are your ideas, thoughts, or feelings about working with families around issues of attachment? What experience do you have in supporting parents’ at- tachment to their infant?
QuIZ Click here to check your understanding of Chapter 2,“Supporting Families Around Issues of Attachment and Trust.”
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Supporting Families Around Issues of Attachment and Trust 43
pikler Institute The Pikler website gives information on the approach used at the Pikler Institute, a residential nursery in Budapest, Hungary. The approach focuses heavily on attachment. The website also has information on trainings in America.
program for Infant/toddler caregivers (pItc) The Program for Infant/Toddler Caregivers supports and promotes attachment through quality care for infants and toddlers using resources, information, and training. The site includes information on brain research and implica- tions for infant development.
resources for Infant educarers™ Resources for Infant Educarers™ is a nonprofit organiza- tion that uses the teachings of Magda Gerber to promote a unique philosophy and methodology in working with in- fants in ways that respect them as individuals.
Zero to three Zero to Three: National Center for Infants, Toddlers, and Families is designed for parents and professionals. A lead- ing resource on the first three years of life, the group’s mis- sion is to strengthen and support families, practitioners, and communities to promote the healthy development of babies and toddlers.
FurTHer reAdIng Chen, D. (2013). Inclusion of children with special needs
in diverse early care settings. In E. Virmani & P. Mangione (Eds.). A guide to culturally sensive care, 2nd ed., pp. 25–40.
Copple, C., Bredekamp, S., & Gonzalez-Mena, J. (2011). Basics of developmentally appropriate practice for infants and toddlers. Washington, DC: National Association for the Education of Young Children.
Gonzalez-Mena, J. & Eyer, D. W. (2014). Infants, toddlers, and caregivers. New York, NY: McGraw-Hill.
Greenwald, D. & J. Weaver (2013). The RIE manual for parents and professionals. Los Angeles, CA: Resources for Infant Educarers.
Hammond, R. A. (2009). Respecting babies: A new look at Magda Gerber’s RIE approach. Washington, DC: Zero to Three.
Lally, R. R. (2013). For our babies: Ending the invisible neglect of America’s infants. San Francisco: WestEd and New York: Teachers College Press.
Tardos, A. (Ed). (2007). Bringing up and providing care for infants and toddlers in an institution. Budapest, Hungary: Pikler- Loczy Tarsasag.
Weissbourd, B., Weissbourd, R., & O’Carroll, K. (2010). Family engagement. In V. Washington & J. D. Andrews (Eds.), Children of 2020: Creating a better tomorrow (pp. 114–118). Washington, DC: Council for Professional Recognition and National Association for the Education of Young Children.
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C H
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Learning Outcomes In this chapter you will learn to…
• Identify the signs of developing autonomy. • List strategies for dealing with issues of power and control. • Describe methods for coping with loss and separation. • Explain the role of partnering with families of toddlers.
Supporting Families with Autonomy- Seeking Youngsters
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Supporting Families with Autonomy-Seeking Youngsters 45
Sometime around their first birthday, many babies pull themselves to their feet and stagger forward. That first shaky baby step represents a huge devel- opmental leap. The baby is now a toddler, and the central task of his or her life is to become a separate independent being. Erik Erikson (1963) calls this the stage of autonomy (see Figure 3.1). Of course, not all babies get up and take steps. Some chil- dren with disabilities go through the stage of autonomy without becoming mobile. The term toddler doesn’t apply to all children, but most of the material in this chapter applies to both typically and atypically developing children after the first year and sometime before the fourth year of life.
The professional’s job is not only to appreciate this special stage of life, but to help families also appreciate it. That may be harder than it seems because the behaviors described in this chapter come from particular cultural perspectives and are not universally regarded in the same way. For example, the push behind this stage is for children to recognize their power as individuals and learn to assert this power in acceptable ways. That isn’t the goal of all families (more about that later in the chapter).
You may discover that the toddler stage is the hardest one for you to find ways to support families whose perception of and goals for the child are different from those advocated in this chapter. But those kinds of challenges are always present when working with families, even if you’re not working across cultures. It’s impor- tant to keep your professional perspective and also be aware of your personal/ cultural perspective while still allowing yourself to open up to each family’s per- spective. Not an easy job, but nobody ever said working with children and their families is easy!
Many adults find the way that toddlers carry out this thrust for autonomy to be a headache, and your job may be to help support families in ways that reduce the headache. Families sometimes see the behaviors that come along with this push for independence as difficult to manage. The theorists (who generally see things from a perspective that rates independence as a higher priority than interdepen- dence) explain the meaning behind the behaviors and expect adults to understand and put up with the difficulties. The labels put on this stage by some parents (the terrible twos) and by some experts (the terrific twos) reflect the various ways to look at the behaviors of this stage. The words the theorists use to label the process are seeking autonomy, separating, and individuating. Experts are willing to concede that the behaviors associated with this stage are sometimes “difficult.”