Supporting the Development of Babies
Caroline Hart and Penny Rodrigues
What are we aiming for today?
For you to…
• To be able to identify the key stages in the
development of babies
• Understand the importance of secure
attachments and quality interactions with
babies
• To know the key experiences babies need to
have
• To support childrens transitions and parent
partnerships
What do babies
need?
Discuss
Five to
Thrive!
Baby Brain QUIZ
http://www.zerotothree.org/child-development/braindevelopment/brain-quiz.html
Every experience impacts on brain
development
Primary caring relationship is key
This impacts on the emotional
development of the young child
This change in brain structure has
long term impacts on the child
NURTURE Becomes NATURENATURE
The quality of early attachment
relationships
Why is Personal, social and
emotional development the first
prime area?
“It is arguably children’s emotional
intelligence-the ability to recognise and
control their own feelings as well as respond
to the feelings of others that plays a much
greater part in determining their future
success”
(Goleman, 1996)
Key person
• For children, being special to
someone and well cared for
is vital for their physical,
social and emotional health
and well-being.
• Children learn most
effectively when they feel
safe and secure and when
they are with familiar adults
who give consistent
messages.
Partnerships with parents
Containment and parenting
• Helps the parent to think about their child
• Helps parents and their child to relate
• Helps the parent to help their child cope with anxiety
and emotion so that the child is free to relate
• Helps the parent process some ‘old’ emotions so that
the parent can relate to the actual child in front of
them, not a ‘projection’ of a child
Reflective Functioning
• Thinking about the baby
• Feeling their feelings
• Imagining what the baby is trying to
communicate
• Responding sensitively
Doctor and patient game
Windows of opportunity
Babies interest
in faces-24 hrs
after birth
Internal Working Model
• Children’s relationship with their caregivers when young gave
them an ‘internal working model’ of how a relationship should
work.
• With loving support children see themselves as good and
worthwhile and are more self confident
• The type of attachment patterns can follow families through
generations
Still Face Experiment:
Dr. Edward Tronick
http://www.youtube.com/watch?v=ap
zXGEbZht0
Research in a Romanian orphanage showed black areas in the
brain of a child who received basic physical care but was
deprived of love, affection, and comfort.
The highly influential theory of human attachment
was first put forward by John Bowlby
• Attachments-Infant to
parent bond
• These relationships
are crucial for wellbeing
• Bond is the parent to
infant relationship
Settling In Activity
1. Any recent changes in your
child's life, big or small?
2. What is the age and stage
of your child?
3. What are they trying to
learn at the moment?
4. How does your child
communicate their needs to
you?
Communication and language
development
http://www.zerotothree.org/parenting
-resources/MOEM/moem-series3.html
Attention &
Listening
By: 6
months
COMMUNICATION AREAS:
Play & Interaction
Understanding Verbal
Language
Expressive Language
Speech
Extreme
distractibility; Flits
from one
object/person to
another.
Mouthing, hitting,
banging, shaking,
explores objects.
Responds to different tones of
voice. Selective response to
familiar / unfamiliar sounds.
Babbles for attention. Reduplicated
babble e.g. ‘dada’. Uses body
language. VOCAB: 0
Relates two objects
appropriately e.g. spoon
and cup.
Responds to own name, several
words / phrases in familiar
situations e.g. bye, food.
First words related to own needs.
VOCAB: 1-3
No babbling
No gestures, e.g. waving, pointing
18
months
Concentrate on task
of own choosing;
does not tolerate
intervention by an
adult. Single
channelled attention.
Recognises miniatures.
Self-pretend play e.g.
feeding self with spoon.
Enjoys ‘peek-a-boo’
(people games).
Can select a single object upon
request. Can point to several
body parts. Follows simple
commands in context (e.g. get
your shoes).
Single words used in a variety of
ways to convey different meanings
(over generalisation). Indicates
interest, needs and gains attentionbabble/pointing. VOCAB: 10-20
No single words by 16months
Simplified sound
system:
b,d,m,n,w.
FCD
2 years
Single channelled.
Cannot listen to adult
directions during play
but can shift attention
with adult help.
Simple pretend play
leading onto sequenced
pretend play e.g. washes
teddy and puts it to bed.
Enjoys symbolic play e.g.
using banana as a phone.
2 key word instructions e.g. ‘put
the keys on the table’.
Understands: ‘who?’ ‘what?’
‘where?’
Possible joining two words
together e.g. ‘mummy drink’.
Emergence of verbs.
VOCAB: 50+ (should start to
combine words).
No spontaneous 2 word utterances
ANY loss of language or social
skills
Sound system
extending
p,t,
b,d,m,n,w.
FCD; stopping;
fronting.
3 years
Still single
channelled but begins
to listen to an adult
Pretend action in
sequence.
Basic imaginative play
(picnic)
Longer more complex sentences.
Past tense, negatives, plurals.
Concepts: big/little/in/on/under.
Objects by function.
3-5 words. Statements, questions,
requests. VOCAB: 500-1000
f,s,sh
4 years
Child looks
automatically when
adult speaks, Shifts
attention from task to
speaker
Co-operative play with
peers. Imaginative play
with roles.
2-3 part instructions (e.g. put
coat on table and bring me the
box). Concepts: behind/in front/
more/ same. Colours.
4-6 words. Much longer utterances.
Asking lots of How? Why? When?
VOCAB: 1000-1500
k, g, s,f,sh,ch,z,v
consistent.
Difficulty: l,r,th,
consonant blends.
Gliding.
12
months
Variety of vowels
and cooing (tuneful
babble) noises.
Consonant – vowel
combinations
emerge.
Cooke, J., Williams, D. (1985) Working with Children’s Language. Oxon: Winslow Press
Filipek, P. A, Accardo P. J, Baranek G.T , Cook Jr. E. H, Dawson G, Gordon B, Gravel J. S, Johnson C. P, Kellen R. J, Levy S. E, Minshew N. J, Prizant B. M, Rapin I, Rogers S. J, Stone W. L, Teplin S, Tuchman
R. F, Volkmar F. R. The screening and diagnosis of autism spectrum disorders. Journal of Autism and Developmental Disorders, 1999; 29(2): 439-484.
Knowles, Madislover (1982) Derbyshire Language Scheme
How does this
feel? Consider the
multi-sensory,
physical
experience this
baby is having
How could this
support language?
Select an activity from the peep folder to
support a baby’s language development
Feedback
1. Why did you select the activity?
2. What would you need to prepare?
3. What will your role be during the activity
4. How will you encourage learning at home
following the activity?
http://thenext25years.tumblr.com/
Physical Development
Zero to Three Physical Activity DVD
1. Make notes of key points whilst
watching the DVD
2. Discuss on your table:
• what new information did you learn from
the clip
• How will you use this new information to
better support babies in your setting?
http://www.zerotothree.org/parentingresources/MOEM/moem-series-3.html
Tummy time, why and how?
Physical activity and exercise
Promotes good posture
Improves appetite
Strengthens muscles
Helps to strengthen joints
Reduces heart disease risk in later life
Increases bone density
Improves balance, co-ordination & flexibility
Promotes interaction & co-operation
Creates sense of purpose & self fulfilment
www.experientialplay.com
Physical Development-Prime area of
learning from September 2012
Physical development involves providing
opportunities for young children to be
active and interactive, and to develop
their coordination, control, and
movement.
Resources for
Physical
Development:
•Daily treasure baskets
•Sensory experiences
•Rocking
•Swinging
•Moving to music
•Action rhymes
•Finger rhymes
•Tummy time
Think …
big!
Sleep-Safer Sleep Activity
1.
2.
3.
4.
Look at the picture in pairs
Can you spot 8 risks?
Feedback
State what you would change in the
room
5. Anything to take back to your setting?
Three key considerations for
practitioners:
• Relationships
• Routines
• Environment
What does your day look like ?
Routines
• Caregiving routines — such as arrival and
departure, feeding, meals and snacks,
toileting or diapering, and napping are a
major part of the curriculum.
• These routines are the basis for a significant
part of the learning and development that
occurs from birth to 3 years and provide
opportunities for observing and supporting
development across all domains.
Activity
1. Share your typical daily routine
2. What is working well
3. What would you like to change and
why?
4. Decide on something to action.
Play time!
Treasure Baskets
Babies who can sit independently but not yet move
need a variety of different objects to engage their
interest and stimulate their developing senses and
understanding. Two key points are emphasised…
-The objects should be made of natural materials not
plastic!
-The adults role is to provide security by
their attentive but not active presence
Watch Beel Clip 11
Which senses are being stimulated in this
clip?
How tuned in is the adult to the needs of
the baby?
How can you tell?
The Imagination Tree
www.theimaginationtree.com
Individual Planning