CHLD 147�PRINCIPLES, PRACTICES, & CURRICULUM

Dr. Laura Denise Harris�

Objectives�

Prenatal Statistics

Discuss

• Why does prenatal development and what happens during pregnancy matter when we are talking about infants and toddlers? What is the relation?

TWO CAREGIVING THEORIES

Pikler & Gerber

Emmi Pikler

• Pediatrician who practiced in Budapest, Hungary. �
• Through work with her patients, developed an approach to infant/toddler care�
• Opened an orphanage and implemented her research findings there
• Today, “Pikler House” is in operation as a daycare center

Pikler Approach

Magda Gerber

​

• This interaction is a key part of effective caregiving; Interactions are linked together, creating a chain of interactions that build a partnership with the infant and are vital to relationships and therefore to growth, development, and learning.

Three “R” interactions

Respectful

• Pace of interaction
• Making contact
• Letting the child know what is happening

Responsive & Reciprocal

Three R’s activity

​

Work in a group to determine which of the three R’s the statement refers to (could be more than one) and write it down. Be prepared to share back with the large group.

Three Rs’ Activity Statements

• Hold baby gently for feeding to ensure safety and meet emotional needs.
• Provide a private place for family members to feed an infant.
• A baby laying on the floor near toys begins to cry and you pick her up.
• Respond when children indicate that they are hungry/want more food.
• Use talk such as “first” and “next” and reply with words that are comforting based on what child indicates.
• Listen to the sounds the child makes during diaper change; have a conversation back and forth.
• Document families wishes on issues related to weaning from breast/bottle and abide by them.
• A child excitedly tells you about a new toy they got yesterday, and you respond by asking questions.
• Provide daily information to the family about how, when, and what the child ate.

​

• Ask a clarifying question when a toddler tells you something.
• Adapt a routine so a mother is able to breastfeed
• Ask families about their cultural and family preferences and incorporate them.
• Speak in a soft, encouraging, and positive way to a baby who is upset.
• Respond to infants/toddlers nonverbal and verbal requests and comments while feeding or eating with them.
• Sit with toddlers for eating rather than hovering above or running around waiting on them.
• Not forcing a toddler to say on/use the toilet if they aren’t interested.
• Allow children to be finished when they indicate they are satisfied/want to stop eating.

​

​

​

Three Rs’ Activity Statement Answers

Respectful

• Provide a private place for family members to feed an infant.
• Adapt a routine so a mother is able to breastfeed.
• Document families wishes on issues related to weaning from breast/bottle and abide by them.
• Ask families about their cultural and family preferences and incorporate them.
• Provide daily information to the family about how, when, and what the child ate.
• Allow children to be finished when they indicate they are satisfied/want to stop eating.

Responsive

• A baby laying on the floor near toys begins to cry and you pick her up.
• Sit with toddlers for eating rather than hovering above or running around waiting on them.
• Speak in a soft, encouraging, and positive way to a baby who is upset.
• Hold baby gently for feeding to ensure safety and meet emotional needs.
• Respond when children indicate that they are hungry/want more food.
• Not forcing a toddler to say on/use the toilet if they aren’t interested.  

Reciprocal

• Listen to the sounds the child makes during diaper change; have a conversation back and forth.
• Ask a clarifying question when a toddler tells you something.
• A child excitedly tells you about a new toy they got yesterday, and you respond by asking questions.
• Respond to infants/toddlers nonverbal and verbal requests and comments while feeding or eating with them.
• Use talk such as “first” and “next” and reply with words that are comforting based on what child indicates.

​

TEN PRINCIPLES OF RESPECTFUL CARE PHILOSOPHY

Group Activity

“IF A PARTICULAR PRACTICE ADVOCATED IN THIS BOOK DOESN’T FIT WHAT A FAMILY BELIEVES IS GOOD FOR THEIR CHILDREN, THEIR VALUE SYSTEM, OR THEIR GOALS, YOU CAN’T IGNORE THE DIFFERENCE. YOU AND THE FAMILY NEED TO TALK. ONE OF OUR GOALS FOR CAREGIVERS IS TO HONOR DIVERSITY EVEN WHEN IT DOESN’T FIT WHAT THE CAREGIVER BELIEVES OR IS IN CONFLICT WITH THE PROGRAM POLICIES” (PAGE 17). �

Principles of Respectful Philosophy