30.9.1: The Basics
- Page ID
- 199018
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)The Basics
In guiding and supporting infants and toddlers, small steps can lead to big improvements. Begin with adjustments to the environment, fine-tuning the daily schedule, or deepening the connections with infants and toddlers. Before considering larger changes, caregivers should explore these basic yet impactful areas. Simple modifications can significantly decrease the need to implement additional support and guidance strategies and increase infants' and toddlers' overall well-being and development, creating a nurturing and responsive classroom.
A trusted caregiver serves as a guide to the social world. A key word here is the word trusted. Implementing a respectful infant and toddler guidance and discipline strategy is much more difficult if that trust is absent. Students completing practicum hours will often remark that they are not very effective at guiding the behaviors of infants or toddlers at the beginning of the semester versus the end of the semester. When practicum students begin their hours, they say, “Gentle hands.” This has a lot less impact because they do not know the students and have no relationship with them. Think about this as an adult. If someone walks up to you and says, “Stop doing this,” you have no idea who they are. That request will probably be less impactful than the advice of someone you care about and trust. Sometimes, we forget that our strategies are much less effective if we don’t have a relationship [1].
In exploring guidance and discipline within an infant and toddler classroom, it's crucial to distinguish between unacceptable, inappropriate, and acceptable behaviors. Consider the example of a toddler picking their nose and eating it. This act, while gross, is classified as inappropriate rather than unacceptable. It doesn't cause harm; it's merely socially frowned upon. In contrast, if a child wipes their nasal discharge on a peer, this crosses into unacceptable territory due to the potential harm and spread of germs. Such distinctions are vital in classroom management.
Unacceptable behaviors are those never permitted in the classroom, posing harm or significant disruption. Inappropriate actions, while not ideal, may not always warrant strict intervention, like running indoors under controlled conditions or a child unable to blow their nose efficiently. This differentiation is not just academic; it influences how we guide and redirect children's actions, emphasizing health and safety without stifling their natural curiosity and exploration.
Understanding and consistently applying these distinctions with co-caregivers is key to maintaining a harmonious and safe learning environment. For example, an infant touching another infant might be an expression of curiosity; this is acceptable unless it causes harm. Therefore, our role as educators is to guide these interactions, teaching appropriate social behaviors while respecting each child's developmental stage. This approach fosters a nurturing environment where toddlers learn boundaries and respect for others through practical, everyday experiences.
Attributions:
- [1] Sughrim, B., & Browne, M. (2022, October 6). Building relationships with infants & toddlers [Webinar]. Office ocaregiverStart. Retrieved from https://eclkc.ohs.acf.hhs.gov/teaching-practices/teacher-time-series/building-relationships-infants-toddlers