Contrast the differences between emotions and feelings

1

Identify the three temperament types and discuss the characteristics that are associated with each.

2

Define the term resiliency and describe the components that promote this in individuals.

3

Discuss Title 22 Guidelines and why it pertains to childcare settings.

4

Emotions are an affective response to an event that come from within an individual.

Feelings are a physical sense/awareness of an emotional state.

Flexible

40%

Adaptable

Positive

Slow to Warm

​

15%

At first negative, then adapts

Feisty

10%

Negative mood

Unpredictable

Resiliency

Thrive�(Despite adverse conditions)

Understand (Cause and affect)

Active approach (Look for resolutions)

Acceptance

Support

Foresight

Preparation

Break down

Familiarity

Time

Pay attention: watch for causes of anger, even if they may not be obvious

Reflect: what may be the reason the child is feeling that way; put yourself in their shoes, even if you feel like the reason, they’re upset is not valid

Be honest about how you feel, but set aside your own feelings if necessary

Prevent anger as often as possible

Avoid too many frustrating problems throughout the day for children.

Age-appropriate toys in good repair.

Provide for physical needs (tired, hungry, etc. more apt to get angry)

Sense of self direction that brings about an extension and maturing of the personality.

Respectful caregiving in infancy encourages young children to be engaged learners who are eventually able to regulate their own needs and interactions.

John Maslow’s Research

• Healthy people are always in the process of self actualizing
• People see their own potential and strive to make choices that move them toward it.

Perceive reality clearly

Open and spontaneous

Sense of aliveness

Able to be objective and creative

Moving toward potential

Ability to love

Strong sense of self

1. Help young children pay attention to their perceptions.

1

2. Allow quiet times to focus on their own experiences.

2

3. Provide an appropriate environment and stable relationships.

3

4. Provide choices; provides ability to learn to make decisions.

4

5. Encourage independence.

5

6. Help young children understand the perspectives and feelings of others.

6

Optimal stress is necessary for development, but there is such a thing as too much.

Frequent and intense stress experiences can cause the infant’s brain to reorganize itself.

Stress regulation mechanism is set to higher level to help child cope more effectively on a frequent basis, and too much cortisol is released in the brain.

Cortisol released in the brain on a consistent basis becomes a poison to brain development.

Baby becomes less active/more withdrawn; develops depressive behavior

Elevated heart rates, elevated cortisol levels, reduced brain activity

Greatest risk for long term developmental delays from the age of 6-18 months (prime time for emotional attachments)

Depressed parents

• Research shows when treated and gone into remission, baby’s brain activity returned to normal

1. Need for stronger knowledge base in child development.

2. Expansion of the early intervention workforce.

3. More valid research related to early intervention.

4. Collaboration and evaluation within the service system.

5. Sustainable funding.

Guidelines developed by the Health & Human Services Agency for the state of California

Community Care Licensing (Fresno) is the agency that enforces them.

Title 22 of the manual, part 12 pertains to licensed child care facilities.

Required to meet these standards in order to remain licensed.

CCL conducts on site observations/licensing visits to determine whether they are being adhered to.

“Cubby” or individual space for each child to store personal belongings/bedding.

Napping equipment must be stored at the center when not in use.

Storage of cleaning supplies in locked area away from children.

Trash cans/waste containers that are covered.

One handwashing fixture shall be available for every 15 children

Bathrooms

• For each urinal, two toilets
• One handwashing fixture specific for staff, ill children, emergency use (near isolation area).

Tables and chairs that are child-sized and adequate in number to meet the needs of the children.

Cot/couch/bed for each child-if children nap.

Play material and equipment that is age appropriate for the children in care.

Furniture/equipment in good condition with no dangerous pieces.

No baby walkers allowed.

Cots/mats at least ¾ inches thick; one for each child.

Drinking fountain available to children, with stepstool as needed.

Crib available for each child under 12 months of age.

Changing table/area for children under 2 years of age (or older if not potty trained)

Separate bathroom/eating area for staff, adults in the classroom

Appropriate areas in the classroom to do activities/meet the needs of children you are serving, depending on their age.

1. Erikson’s first two stages.

What are they?

What happens in each of those two stages?�

2. Mary Ainsworth’s Strange Situation

What is the purpose?

What characteristics are observed/measured during the observation?

What are some criticisms of the study?

How do you know when a child has a good attachment?