Birth to Three Social-Emotional
Development
Betty Williams, MSW
North Seattle Community College
Parent Education Instructor
Workshop Outcomes:
• Increase knowledge and understanding of
Infant/Toddler Social-Emotional Needs, based
on Promoting First Relationships – University
of Washington NCAST Curriculum
• Practice strategies and develop skills that
promote healthy infant/toddler social –
emotional development
Faces North Workshop Agenda
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Overview/Mutually Respectful Interactions
Introductory Activity
Infant/Toddler Social-Emotional Development
How are Social-Emotional Needs Expressed?
Small Group Activity
Sharing Strategies
Evaluation and Conclusion
Introductory Activity
Introduce yourself to the person sitting next to you.
1. Share your name and your reason for attending
this workshop (are you a parent, teacher, etc.)
2. Discuss how you make friends with a baby, a one
year old, and a two year old
3. You will introduce the person you talked with,
and share one example of how to make friends
with either a baby, one or two year old
What does this tell us about
infant/toddler development?
• Infants Task – Establish Trust and Security
• One Year Olds Task – Safe Exploration and
Secure Attachments
• Two Year Olds Task – Separation, Positive
Sense of Self, Thinking & Expressing for Herself
or Himself
How We Are Is As
Important As What We Do
Jeree Pawl
Infant/Toddler Caregiving 3 R’s
Responsive
Reciprocal
Relationships
Meeting the Social and Emotional
Need of Infants and Toddlers
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
To feel safe and secure
To feel worthy and loved
To feel acknowledged and understood
To feel noticed and receive attention
To feel a sense of control and predictability
To understand and be able to manage my upset feelings
To feel powerful and independent
To feel safe and stimulated in my exploration
To feel competent
To have mutually enjoyable relationships and feel a sense of
belonging
From Promoting First Relationships by Kelly, Zuckerman, Sandoval, and Buehlman
Small Group Activity
• In groups of 3, review one of the needs
• How does a baby express this need? A one
year old? A two year old?
• How does an adult express this need?
• What culturally sensitive strategies can we use
with infant and toddlers to help them develop
skills to express these needs in positive ways?
• Share an example with the large group
Handling Behaviors of Concern
• Behaviors, Feelings, and Needs: An Intervention
Worksheet overview
• Small Group Activity: Use the worksheet to discuss
behaviors of concern such as biting, hitting, not eating,
withdrawal, or others from your own experience
• Identify one social-emotional need that the child is
expressing and come up with at least one culturally
sensitive strategy to help the child learn appropriate
skills to express this need
• Create a role play to demonstrate this strategy that you
can share with the large group
Platinum Rule
Jeree Pawl
Do unto others
as you would have them
do unto others.
Conclusion
• Additional Resources:
1. Growing Up Again: Parenting Ourselves, Parenting Our Children –
Jean Illsley-Clarke & Connie Dawson
2. Promoting First Relationships: How to Support Your Young Child’s
Social and Emotional Development – Kelly, Zuckerman, Sandoval, &
Buehlman
3. Understanding Temperament – Lyndall Shick
4. Diversity in Early Care and Education: Honoring Differences – Janet
Gonzalez-Mena
• Contact information for Betty Williams, NSCC Parent Education
Instructor - bwilli@sccd.ctc.edu;
• PowerPoint and additional handouts:
http://facweb.northseattle.edu/bwilli/Birth_to_Three_Social&Emoti
onalDev