Knowledge and Practices to Promote the Emotional and Social Development of Young Children

INTRODUCTION

BACKGROUND

In October 1997 the state of Vermont received a five-year $5.7 million grant from the federal Center for Mental Health Services to support the development of early childhood mental health services through a project called Children's Upstream Services, or CUPS. Twelve regional CUPS teams were organized and communities began to develop new and enhanced services for families with infants and young children. Two things soon became clear. First, there are few people in the state who have the skills in both early childhood development and mental health to fill positions as early childhood mental health clinicians. Second, many people who already work with families and young children (child care providers, early childhood educators, health care providers, child protection workers, parent/child center staff, mental health providers, family members) could benefit from learning more about the evolving field of early childhood mental health.

At a retreat to develop Vermont's Plan for CUPS Learning Opportunities, in the fall of 1998, fifty parents and providers from around the state explored how to identify specific learning needs. All agreed that we need to describe the knowledge and skills people concerned with the emotional and social development of infants and young children should possess and practice. Parents, health care providers, mental health clinicians, Head Start and parent child center staff, early childhood education personnel and childcare providers volunteered to collaborate on this document.

THE PROCESS

Over a two-year period, many meetings, discussions, drafts, reviews and revisions occurred in order to create a document that presents guiding principles, knowledge and practices to promote the emotional and social development of young children. Often people from different backgrounds and perspectives came together, for the first time, to explore a multitude of issues regarding the emotional and social well being of infants and young children. The process was rich with dialogue and collaborative exploration. A number of people passed in and out of the process, each adding new information to the landscape. This changing array of contributors was both helpful and problematic. While the multiple perspectives provided a wealth of input and inclusiveness, this sometimes contributed to disjointedness and lack of continuity.

Creating this document involved a merger of several fields important to early childhood mental health:

1) early childhood care and education

2) mental health

3) family-centered practices

4) health care.

There was lively interplay and discussion among representatives of these different perspectives. At times, tensions emerged because of each contributor's unique perspective. Acknowledging and addressing these tensions was time-consuming and challenging. But these interactions and tensions also fed the creative energy that kept the process moving forward.

In the end, the two perspectives that are most clearly represented in this document are early childhood care and education and mental health. This reflects the voices that most frequently participated in the process. As the dialogue continues into the future, we hope to have more input from family members and family support organizations so that parents and other community members can become active participants in the planning, delivery and evaluation of services. We also want to cross-pollinate with allied health professionals such as physical and occupational therapists, speech/language therapists and primary health care providers.

The field of early childhood mental health will continue to evolve and grow in the years ahead. Other knowledge and practices to promote the emotional and social health of young children will be added. For this reason, we regard this document as a "work in progress." It is a starting point which we hope will prompt family members, community participants and service providers to talk among themselves about what is needed to best provide for the emotional and social well-being of infants and young children in their care.

THE CHALLENGES

There were four areas that presented dilemmas as we worked toward unity.

1) The inclusion of many different voices: Who are the persons directly concerned with the emotional and social health of infants and young children? How can different perspectives be heard and appreciated? How do different fields work together rather than compete with one another? How can family members become central to the creation of community and family supports?

We soon realized that this procedure would take time - which meant letting go of the idea of a quickly produced document that would be distributed within the first year. It became obvious that many people in Vermont care deeply about the mental health needs of infants, young children and their families, and have devoted countless years of service to them. All of their concerns, ideas, suggestions, passions and stories have added depth and breadth to the overall process.

2) How to organize/group the large assortment of knowledge and practices: How do we make such an immense territory manageable? What is the most logical way to organize and group the Knowledge and Practices?

We chose birth of the child as our starting point. While keenly aware of the importance of the physical, environmental, social and emotional aspects of healthy prenatal development, we did not feel adequately prepared to address them in this document.

As we considered the many aspects of children's emotional and social development, there emerged a theme of social inter-connectedness. We wanted to capture the interplay of children within their families, of families within the community, and of families and service providers working together toward the common goal of nurturing the emotional and social growth of young children. From this ecological perspective emerged a nesting concept starting with the child, who lives within the family, who lives within the community, and ending with the concept of teamwork and relationships among family, informal support networks and professional service providers. This resulted in grouping

Knowledge and Practices into four Domains of 1) The Infant & Young Child, 2) The Family, 3) The Community and 4) Interpersonal Relationships/Teamwork.

3) Identifying the intended audience: Who will use this document? Should we describe knowledge and practices of a specific group of providers? How can we make this document useful to family members and persons who offer community and family support?

As we identified various persons who might use this document (child care providers, early childhood educators, mental health clinicians, health care providers, family outreach workers, parent-to-parent support providers, and family members) we realized that no one person would have all the knowledge and skills described. This helped us to think in terms of community teams working together, rather than isolated individuals. We envisioned a document that could be used by CUPS or other community teams as a way to help team members identify and appreciate one another's strengths and contributions to provide for the emotional and social health of infants and young children.

4) A name for the field: What should we call this new field?

The federal grant supporting this effort identifies the population as families with children from birth to age 6, a range that covers many developmental stages, from newborn to school age. While this new field is rooted in the already established field of infant mental health, we are challenged to broaden our vision to include the important years after infancy. For now, we have chosen to refer to this new field as "Early Childhood Mental Health."

THE EMERGING FIELD OF EARLY CHILDHOOD MENTAL HEALTH

The field of Early Childhood Mental Health recognizes that the first years of a child's life provide the social and emotional foundation for growing up happy, healthy and productive. This field actively promotes the social and emotional well being of young children and their families, emphasizing the importance of the relationships that develop between children and their parents and other caregivers.

Optimal mental health in infants, young children and their families is expressed in a number of observable ways. These include such things as:

secure attachments to primary caregiver
nurturing relationships
the development of a positive and unique sense of self
the ability to communicate needs and wants
a sense of safety
competence and confidence to explore and interact with the world
curiosity about new and novel experiences
the growing ability to regulate and express emotions
the growing ability to control impulses
the ability to engage in positive social interactions

These abilities unfold in response to, and within the context of, primary supportive relationships with those who are sensitive to and respond positively to the infant's and young child's needs, initiatives and expressions. These primary attachments develop between infants/young children and their parents and other caregivers. They are further supported and enhanced through relationships with childcare providers, teachers, and other service providers who interact with the child and family. The individual characteristics, temperaments and personalities of all involved, along with environmental factors, influence the nature and quality of these relationships.

The field of Early Childhood Mental Health has grown over recent years and has clarified its role in the broader arena of child development and family life. Recognizing the importance of early relationships and experiences in fostering the social and emotional health of infants/young children and their families, the field of Early Childhood Mental Health strives to:

support and sustain the development of nurturing relationships between children and their parents.
raise awareness about the importance, and resulting benefits, of healthy social and emotional development in the early years of a child's life.
expand the knowledge and practices of child care providers, early childhood educators, mental health clinicians, and other providers to support healthy social-emotional development and parent-child relation-ships.
promote the early learning of social skills such as using language to express thoughts and feelings, turn-taking, sharing, and responding with empathy.
focus on preventive interventions, recognizing that early support decreases
the occurrence of later social and emotional difficulties.
identify barriers to optimal mental health
plan with families how best to provide appropriate services to them when they experience social and emotional difficulties.

VERMONT CULTURE and GUIDING PRINCIPLES OF PRACTICE

VERMONT CULTURE

The process of thinking about the mental health needs of infants and young children took place within the context of our location in the northwest corner of New England. We could easily have borrowed lists from other parts of the country, but these did not quite fit. Vermont has a long history of independent thinking and action. Our culture, traditions, history, values, customs and practices are strong guides in all aspects of our lives. It is helpful to identify, celebrate, and appreciate these aspects that inform and support us in our work to promote the mental health of infants, young children and their families.

The community context is very important to Vermonters. There is a tradition of

Strong community identity
Local control practices
Service providers interacting with families in multiple roles

Vermonters have a long history of a rural orientation, including

Rural values of independence, resourcefulness, practicality, informality, down-to-earth, "hand-shake" contracts
"Barn-raising" traditions of helping out neighbors in need
Geographical and kinship roots
Inter-generational support systems; extended families often nearby

Vermonters experience cultural diversity in such ways as

Economic and social differences, including poverty and marginal incomes
A history of settlements by such groups as native Abenaki Indians, French Canadian farmers and mill workers, and Italian stone cutters
Recent growth of new immigrant and refugee populations
Non-traditional partnerships and families, including legally recognized civil unions

Vermonters tend to rely less on formal services, provided by experts and professionals, and more on

The use of informal support networks such as family, neighbors, local clubs and churches
Family-to-family and community-based networks

Vermonters are few in number. Like other rural areas of the country, there are

Smaller groups of recipients who qualify for services
Fewer formal resources available
Smaller pools of service provider
High expectations for accountability and responsibility

These characteristics contribute to how Vermonters think about helping each other and how formal services are utilized. They are critical to how we think about nurturing the emotional and social development of infants, young children and their families. For example, we tend to practice the use of informal social supports, locally designed programs, and active inclusion of parents and other family members in creating programs that involve their children.

Guiding Principles

The Guiding Principles express the values and beliefs that underlie the Knowledge and Practices in each of the four Domains: The Infant and Young Child, The Family, The Community, and Interpersonal Relationships/Teamwork. Each one of the ten Principles describes a basic cornerstone to how we think about and put into practice our work with infants, young children and their families. These Guiding Principles are rooted, not only in sound practices, but also in Vermont culture and characteristics. They reflect the values of the communities in which we live and work.

Guiding Principles of Practice to Promote the Emotional and Social Development of Infants and Young Children.

We believe that:

1.All children have the right to be protected and to be cared for in environments that promote their health and development.

2. Nurturing relationships promote healthy emotional, social and neurological development in infants and young children.

3. Obstacles to healthy development should be identified as early as possible and appropriate resources/services provided without delay.

4. The family, as they define themselves according to biological and/or social kinship, plays the leading role in each child's social and emotional development.

5. Building on a family's skills and knowledge strengthens care giving for infants and young children.

6. A family's network of natural supports offers them enduring and essential resources, whereas professional services come and go.

7. Individuality, as well as social, economic & cultural diversity, must be honored and reflected in practice.

8. Communities need to actively support the critically important work of parents and early childcare providers to nurture and care for infants and young children.

9. Communities need to provide safe, accessible and quality environments for infants, young children and their families.

10. A team approach provides a strong and inclusive way to support parents and young children.

After two years of meeting, writing, and revising, it is time to give birth to the CUPS Guiding Principles, Knowledge and Practices. Although incomplete in many ways, we believe that the use of this document will stimulate further discussion among different perspectives. This, in turn, will help us continue to improve our knowledge and practices to promote the emotional and social development of infants and young children.

HOW TO USE THIS DOCUMENT

FOUR DOMAINS

The Knowledge and Practices for Promoting the Emotional and Social Development of Infants and Young Children is divided into four Domains:

1) The Infant and Young Child

2) The Family

3) The Community

4) Interpersonal Relationships and Teamwork

These four Domains are not mutually exclusive and there are many examples of crossover among the sections. The Domains of The Infant and Young Child and The Family include sections that describe Knowledge and Practices specific to providers working with children in-group settings such as child care centers, day care homes, early intervention programs and other early childhood education programs.

Individuals may wish to fill out their own copy or a team may work together to complete the document. It can be completed in one sitting, or in sections, depending on time allowed and whether the persons filling it out wish to discuss or focus more time on each Domain. Each section is comprised of a number of statements representing specific areas of Knowledge and Practices. The four columns to the right of each item provide a quick check-off assessment for indicating familiarity with a Knowledge or Practice or the need for learning more about it.

THE ACTION/LEARNING PLAN

After reading through and checking off all of the items, you can use the Action Plan at the end of the document to organize thoughts and ideas about how to meet identified learning needs. You may do this for yourself as an individual or for your community or agency team. This Action or Learning Plan provides a framework for identifying learning areas by briefly designating:

1) specific goals to be achieved

2) strategies for achieving each goal

3) resources needed to reach each goal

4) a timeline for accomplishing each goal

After identifying specific goals, strategies, resources and timeline, you may want to use your Action Plan for periodic review to measure how you and/or your team are doing. As you meet some of your goals, you may want to revisit the Knowledge and Practices Domains for further assessment.

USES OF THIS DOCUMENT

This tool can be used in a variety of ways. Some suggested uses are:

as a guideline for the development of an individual learning plan
as a tool for community teams to identify their overall or combined levels of knowledge, skills and learning needs
as a tool for supervisors in determining training needs of direct service providers
for periodic review of skills and performance and ongoing training needs
as a springboard for discussion of key concepts with parents, among teams or in supervision
to help create job descriptions
to introduce student interns and new employees to the field
to promote understanding of the many facets of emotional and social well being in infants and young children.

Users of the Guiding Principles, Knowledge and Practices are invited to be creative in their use of the document.

FEEDBACK

We welcome your feedback about what has been particularly useful, suggestions for improvement, and any other comments you may wish to share with us. There is a comment sheet at the end of the document with information about how to send your feedback to us.

THE INFANT and YOUNG CHILD

This Domain covers the knowledge and skills necessary to understand the young child's emotional and social development. This includes the development of nurturing relationships between the child and parents/caregivers, parental/caregiver issues that may impact on the child's development, different areas of the child's development, and the child's participation a group setting.

Directions:

On the left side of each page are statements that describe either KNOWLEDGE - I know about… (in italics) or PRACTICES – I am able to/I know how to… (in regular typeface) that promotes the emotional and social health of infants, young children and their families. On the right are columns for indicating which response best describes your assessment of your own and/or your team's familiarity with this statement.

Responses:

familiar with” - I am/we are familiar and comfortable with this knowledge or practice.

“learn more” - This is an area I am/we are less familiar with and would like to learn more about.

“someone else” - If I/we are not familiar with this knowledge or practice I/we can identify a resource within the community who is.

“high priority” - This is a high priority area for my/our learning.

KNOWLEDGE (I know about…) and PRACTICES (I am able to/I know how to…)	familiar with	learn more	someone else	high priority	comments
1. The effects parents' hopes, fears and expectations can have on how they prepare for the arrival of their infant; and how characteristics of the infant (gender, health, appearance) contribute to and influence the bonding process.
1A. Explore with parents their hopes, fears and expectations about their child.
1B. Connect new parents to other new and experienced parents who can offer experience-based support and guidance to them.
2. How nurturing relationships develop between an infant and parents/caregivers.
2A.Observe and inquire about the nurturing relationships between an infant or young child and their parents and caregivers.

KNOWLEDGE(I know about…)and PRACTICES (I am able to/I know how to…)	familiar with	learn more	someone else	high priority	comments
.Help parents and caregivers understand the concept of attachment and the role they play in the development of nurturing reciprocal relationships with children.
2C. Explore with parents and caregivers how to read and respond to cues from the infant or young child.
2D. Build upon existing strengths and assets within the child's nurturing relationships.
2E. Use informal resources to strengthen nurturing relationships and to make referrals for formal services when needed.
How infants influence caregivers as their abilities to initiate and respond to interactions expand.
3A. Help parents and caregivers recognize and respond to their infant/young child's initiatives to interact with them, by following the infant or young child's lead.
Explore with parents and caregivers the infant/young child's biological rhythms and patterns of behavior.
3C. Help parents and caregivers distinguish between the child's usual expressions of needs and wants and indications of illness, injury or distress.
4. An infant/young child's growing curiosity and need to explore the world while using the parent/caregiver as a secure base.
4A. Help parents and caregivers recognize and understand the child's efforts to explore the environment and the role the adult plays when the child seeks comfort and encouragement.

KNOWLEDGE(I know about…) and PRACTICES (I am able to/I know how to…)	familiar with	learn more	someone else	high priority	comments
5. The challenges of promoting the social and emotional development of young children during the years after infancy, when children are mobile and need adults to set clear expectations and limits.
5A. Support parents and caregivers when the child becomes active and assertive.
5B. Explore with parents and caregivers how to determine and set reasonable limits, and how to respond consistently to the child with compassion and firmness.
6. The infant/young child's efforts and needs to begin to recognize and control their feelings and actions.
6A. Talk with parents and caregivers about the different ways an infant/young child learns to regulate sensations and feelings (e.g., pain, frustration, anger, anxiety, aggression).
6B. Help parents and caregivers recognize how they can promote the young child's efforts to self-regulate by providing a secure and consistent environment and being responsive to the child's feelings and sensations.
7. Differences in infant/young child temperament and how temperament can affect interactions between children and parents/caregivers.
7A. Explore with parents and caregivers how to recognize the infant/young child's temperament and how this might be similar to or different from their own.
7B. Talk with parents about temperament and explore with them its meaning and the part it plays in their relationship with their child.

KNOWLEDGE (I know about…) and PRACTICES (I am able to/I know how to…)	familiar with	learn more	someone else	high priority	comments
7C. Help parents and caregivers distinguish between "challenging" temperaments and problems needing further evaluation (e.g., very active vs. hyperactive, shy vs. highly anxious, light sleeper vs. a sleep problem).
8. The potential impact of exposure to specific environmental conditions (e.g., lead, medications, allergens, foods) on child development and behaviors.
8A. Work with parents and health care providers to eliminate adverse or dangerous environmental conditions.
8B. Help parents and caregivers make accommodations to a child's sensitivities to foods, medications, other substances and environmental conditions.
9. The impact of the caregiver's behaviors, including the effects of unresponsive or abusive behaviors on the development of the child's central nervous system.
9A. Demonstrate and encourage sensitive and responsive behaviors by parents and caregivers toward the infant/young child.
9B. Help parents and caregivers recognize behaviors that are unresponsive, neglectful or abusive to an infant or young child.
9C. Help parents and caregivers recognize signs of distress or trauma from abuse or neglect in infants and young children.

KNOWLEDGE (I know about…) and PRACTICES (I am able to/I know how to…)	familiar with	learn more	someone else	high priority	comments
9D. Take action to ensure that an infant/young child is safe from harm, abuse or neglect by reporting to the state child protection agency.
9E. Involve parents/caregivers, when possible, in child protection consultation and/or reports.
10. Motor development and how it directly influences the cognitive, emotional and social development of the infant/young child.
10A. Help parents and caregivers recognize the interactions between motor, cognitive, social and emotional development, and use physical movements and activities to build strength, coordination, and a positive body image in infants and young children.
11. The importance of speech and language development in infants and young children and its relationship to cognitive, emotional and social well being.
11A. Help others use speech and language experiences such as asking questions, listening and responding, reading out loud, singing, telling stories, and playing word games with infants and young children.
12. Sensory processing, how children regulate sensory input (from vision, hearing, touch, smell, taste and movement) and how sensory processing affects cognitive, social and emotional development.
12A. Observe and inquire into a child's ways of processing sensory information, and how children develop strategies for self-regulation and exploration.

KNOWLEDGE (I know about…) and PRACTICES (I am able to/I know how to…)	familiar with	learn more	someone else	high priority	comments
12B. Help parents & caregivers understand the child's efforts to self-regulate, and how activities and environments can promote the child's ability to modulate sensory input, cope with overload and safely explore new experiences.
13. Social and emotional development in infants & young children and approaches for teaching children to develop self-awareness, problem-solving skills and reciprocal interactions.
13A. Model for parents and caregivers how to use different approaches with children to help them manage aggression, settle conflicts and learn to use language to express thoughts and feelings.
14. The inter-relatedness and inter-dependence of physical, motor, cognitive, sensory, social and emotional development and early indicators of possible developmental delays.
14A. Talk with parents and caregivers about their observations of a child's strengths, coping abilities, and areas of concern.
14B. Recognize possible developmental delays in infants and young children at different ages and stages of development.
14C. Communicate observations, including any concerns, to parents in effective and respectful ways.
14D. Identify evaluation and support services for young children and their families.

KNOWLEDGE (I know about…) and PRACTICES (I am able to/I know how to…)	familiar with	learn more	someone else	high priority	comments
14E. Help parents make use of resources when additional assistance is needed.
15. The impact of caregiver changes and losses on infants and young children and how these affect their emotional and social health.
15A. Recognize when an infant or young child is feeling the effects of change or loss.
15B. Help parents and caregivers anticipate, prepare for, and help a child cope with changes and losses (e.g., moving, losing a relative/caregiver/friend, separation or divorce, losing a pet or toy, and changes in routines or schedules).
16. The importance of play in the lives of infants and young children.
16A. Talk with parents and caregivers about the role of play in all areas of the child's development.
16B. Recognize and model different ways to foster play with infants and young children.
17. Play as an essential way of connecting with others, communicating feelings and ideas, and symbolically exploring, expressing and understanding one’s self and the world.
17A. Observe and talk with parents and caregivers about the way each child plays.
17B. Use free and structured play to promote self-discovery and positive interactions.

KNOWLEDGE (I know about…) and PRACTICES (I am able to/I know how to…)	familiar with	learn more	someone else	high priority	comments
17C. Help parents and caregivers encourage and expand a child's play behaviors and interests by using a variety of materials and techniques.
18. The importance of recognizing and building on each child's strengths.
18A. Help parents and caregivers recognize the strengths and assets of each child and create settings and activities that enhance each child's development.

Additional Knowledge and Practices Specific to Early Childhood Care and Educational Group Settings

KNOWLEDGE (I know about…) and PRACTICES (I am able to/I know how to…)	familiar with	learn more	someone else	high priority	comments
19. The importance of promoting emotional and social development in a group setting by recognizing and responding to the different needs, abilities, developmental stages and interests of children.
19A. Meet the needs of a group of children while also meeting the needs of individual children within the group.
19B. Facilitate transitions in ways that are the least stressful for children and their caregivers by: a) limiting unnecessary transitions, b) planning ahead for necessary changes, c) providing information about a transition and opportunities to talk about feelings d) facilitating communication between caregivers.
19C. Observe and record observations of children interacting with other children and adults and how to use these observations to create programs and provide parents with information about their children.
19D. Set up a physical and social environment that invites, encourages and stimulates many different forms of play.
19E. Include activities that demonstrate and promote mutual and positive interactions among children and family members.
20. The importance of helping children learn about feelings and how to express them with words and appropriate actions.

KNOWLEDGE (I know about…) and PRACTICES (I am able to/I know how to…)	familiar with	learn more	someone else	high priority	comments
20A. Develop and implement a curriculum about feelings that increases children's awareness, expression, and understanding of the range of human emotions.
21. Materials, toys and play environments for children of different needs, ages and capabilities.
21A. Choose and create toys and play environments that meet the needs of different children.
22. The impact of the environment on children's emotional well-being and social behaviors.
22A. Create an environment that accommodates the needs of children in the program by providing spaces for play in small groups, individual activities, quiet and noisy play.
23. The role of communication in facilitating successful functioning in a group setting.
23A. Help children express their thoughts and feelings in words and appropriate actions and model these skills in my interactions with the children and other adults.
23B. Make accommodations and provide assistance to children with communication difficulties so they can be successful at expressing their wants and needs.
24. The importance of building a strong sense of community within the child care/early childhood education environment.
24A. Observe, assess, and strengthen peer interactions.

KNOWLEDGE (I know about…) and PRACTICES (I am able to/I know how to…)	familiar with	learn more	someone else	high priority	comments
24B. Include activities that inspire respect and appreciation for all the individuals in the group.
24C. Use strategies that include everyone and promote and support friendships, self-control and problem solving in a peer group.
24D. Help children learn to resolve conflicts among themselves in constructive and respectful ways.
24E. Use techniques that build a sense of community such as rituals, celebrations, music, and cooperative group activities.
25. The importance of celebrating different cultures to increase understanding and appreciation of differences and a sense of connection to other people in the world.
25A. Provide materials and learning opportunities to broaden children's personal experiences with diverse cultures, customs, languages and beliefs.
26. Social and emotional difficulties and how a child may communicate their distress in ways that undermine their own participation and safety or the well-being of others in the group.
26A. Identify possible social-emotional problems and seek assistance in developing a plan to help a specific child and other children in a group setting.

KNOWLEDGE (I know about…) and

PRACTICES (I am able to/I know how to…)

familiar

with

learn

someone

else

high

priority

comments

26B. Work collaboratively with the child, the family, and other resources to create a program that will meet the needs of both the individual child and the other children in the group.

26C. Refer a child and family for additional services and resources outside the childcare or educational program, when this is needed.

THE FAMILY

This Domain explores the characteristics of family life, the dynamics and tasks within a family system, and how best to support families in their work of nurturing the emotional and social development of infants and young children.

Directions

On the left side of each page are statements that describe either KNOWLEDGE - I know about… (in italics) or PRACTICES – I am able to/I know how to… (in regular typeface) that promote the emotional and social health of infants, young children and their families. On the right are columns for indicating which response best describes your assessment of your own and/or your team's familiarity with this statement.

Responses:

familiar with”

“learn more” - This is an area I am/we are less familiar with and would like to learn more about.

“someone else” - If I/we are not familiar with this knowledge or practice I/we can identify a resource within the community who is.

“high priority” - This is a high priority area for my/our learning.

KNOWLEDGE (I know about…) PRACTICES (I am able to/I know how to…)	familiar with	learn more	someone else	high priority	comments
1. Family-centered beliefs and practices that respect the rights of families to develop their own plans for the future.
1A. Honor family concerns, priorities and resources.
1B. Identify and build upon the skills and knowledge of individual family members as well as within the extended family unit.
1C. Gather information from family members in ways that are respectful of their privacy and comfort.
1D. Provide a respectful environment that encourages dialogue among family members and others involved in the care of their children.

KNOWLEDGE (I know about…) PRACTICES (I am able to/I know how to…)	familiar with	learn more	someone else	high priority	comments
1E. Actively promote the full participation of family members to determine how best to help their child.
2. The influence of parents' childhood experiences on their own child rearing practices.
>2A. Discuss and help parents become aware of their own childhood experiences and how these may affect how they interact with their children.
2B. Recognize when more awareness is needed and, when appropriate, refer parents to informal or formal supports to explore their own childhood experiences.
3. The role of parent's mental health and relationships on infant and childhood growth and development.
3A. Recognize mental health problems (e.g., depression, anxiety, substance abuse, violence, anger, dissociation, risk-taking, etc.) in parents or caregivers that adversely affect infant & child development
3B. Help parents or caregivers find appropriate assistance through informal supports (e.g., community support, self-help groups) and formal services (e.g., counseling, psychiatric consultation) when help is needed to protect the well-being of children.
4. Family development changes throughout the child-rearing years.

KNOWLEDGE (I know about…) and PRACTICES (I am able to/I know how to…)	familiar with	learn more	someone else	high priority	comments
4A. Talk with parents about what to expect over time as they and their family grow and change.
4B. Help parents connect with other parents and identify informal and formal systems that can offer developmental support and guidance.
5. How changes in family configurations (e.g., parental separation/divorce, repartnering, birth or adoption of siblings, the addition or loss of family members) can affect a child's emotional and social health.
5A. Help parents and caregivers understand a child's normal reactions to these changes and how best to support the child and family during them.
> 6. Stress in general and, in particular, the stresses of child rearing and the needs of parents for support and assistance.
6A. Help parents recognize the effects of stress on their family, as a whole, and on relationships within the family, in particular.
6B. Offer stress management resources within the community (e.g., play groups, child care, Parents Assistance Line, etc.)
6C. Provide support that reduces, rather than adds to, family stress (e.g., provide services in the home, accommodate to family schedules).
7. Different styles of child and adult learning (ways of processing information) and of interacting.

KNOWLEDGE (I know about…) and PRACTICES (I am able to/I know how to…)	familiar with	learn more	someone else	high priority	comments
7A. Recognize, accommodate and model different styles of processing information and interacting.
8. Informal and natural supports for families (e.g., extended family, other parents, neighbors, church and community groups).
8A. Help family members identify and use natural supports within their families and communities.

Additional Knowledge and Practices Specific to Early Childhood Care and Education Group Settings

KNOWLEDGE (I know about…) and PRACTICES (I am able to/I know how to…)	familiar with	learn more	someone else	high priority	comments
9. The benefits of positive relationships and caring partnerships between families and child care providers/educators.
9A. Facilitate nurturing relationships between children and child care providers/teachers while maintaining and supporting the child’s primary relationship with parents.
9B. Use a variety of tools and strategies (such as notebooks, phone calls, newsletters, audio taped messages, videotapes, conferences, parent surveys, and scrapbooks) to promote regular communication and collaboration between childcare providers and families.
9C. Encourage family members to spend as much time as possible in their child’s childcare classroom and contribute to planning and carrying out program activities.
10. Cultural differences regarding child rearing, language, lifestyle, values, family rituals and other practices.
10A. Recognize parents as the experts in their family’s culture and actively learn from them.
10B. Explore with parents, openly and nonjudgmentally, cultural standards, observances and expectations that influence beliefs and child-rearing practices.
10C. Support and include, in the child care setting, culturally relevant experiences (e.g., using the child’s home language, rituals, customs, foods, images) in collaboration with family members.

THE COMMUNITY

This Domain, which focuses on the family-community relationship, covers the broader context of the community in which a family lives, how to connect families to supports and resources within the community, and provide positive community building experiences for children and their families.

On the left side of each page are statements that describe either KNOWLEDGE – I know about… (in italics) or PRACTICES – I am able to/I know how to… (in regular typeface) that promote the emotional and social health of infants, young children and their families. On the right are columns for indicating which response best describes your assessment of your own and/or your team’s familiarity with this statement.

Responses:

familiar with” – I am/we are familiar and comfortable with this knowledge or practice.

“learn more” – This is an area I am/we are less familiar with and would like to learn more about.

“someone else” – If I/we are not familiar with this knowledge or practice I/we can identify a resource within the community who is.

“high priority” – This is a high priority area for my/our learning.

KNOWLEDGE (I know about…) and PRACTICES (I am able to/I know how to…)	familiar with	learn more	someone else	high priority	comments
1. How differences in culture, ethnicity, race and social-economic class influence a family’s development and sense of connection to their community.
1A. Work in a nonbiased, inclusive and accepting way with families from different cultural, social and economic backgrounds.
1B. Help families identify positive and negative factors that influence their relationships with others in the community.
2. Publicly and privately funded resources, programs, and agencies within the community.
2A. Develop working relationships with representatives from different programs and resources within the community.

KNOWLEDGE (I know about…) and PRACTICES (I am able to/I know how to…)	familiar with	learn more	someone else	high priority	comments
2B. Initiate and maintain connections between families and supports within the community including educational, social service, health, recreational and mental health resources.
3. State and federal laws and mandates that affect the care and education of young children and support for their families, including eligibility requirements for specific services.
3A. Interpret, explain and apply relevant policies, laws and mandates so that children and families receive the full range of services and benefits available to them.
3B. Identify and advocate for appropriate programs, resources and supports for specific children, their families and caregivers.
4. Working within systems (e.g., Head Start, EEE, SRS, Family Court) and the possible tensions and conflicts that can arise.
4A. Help parents and service providers understand and effectively navigate through complex eligibility requirements and service systems.
4B. Help families and community resource providers work cooperatively to plan and implement comprehensive programs for their children.

KNOWLEDGE (I know about…) and PRACTICES (I am able to/I know how to…)	familiar with	learn more	someone else	high priority	comments
5. Existing community settings (e.g., schools, child care centers, pediatrician’s offices) as possible locations for services, meetings, etc.
5A. Identify and use community settings that best meet the child's and family's needs.
6. Community events that support young children and their families and promote positive connections between children, families and the community.
6A. Help organize and participate in community events (e.g., children's fairs, family-oriented activities, classes, forums) that support families and build connections between families with young children and the larger community.
6B. Encourage families to participate in community events as a way of increasing their sense of connection to the community.
6C. Incorporate activities into a children's program (such as field trips, visitors to the program, audio-visual materials, pictures, books, songs, etc.) that help to increase the child's and family's sense of connection to the community.
7. Community programs and activities that can enhance and supplement a children's program (e.g., library story hours, nature programs, local parks and museum activities, etc.)
7A. Find and use programs offered within the community that will enhance a home, center or school-based program for young children.

KNOWLEDGE (I know about…) and

PRACTICES (I am able to/I know how to…)

familiar

with

learn

someone

else

high

priority

comments

8. Family organizations that provide support, advocacy and leadership services at the community, state and federal levels.

8A. Let parents know about and help them connect with family support organizations such as Parent-to-Parent, Vermont Parent Information Center, the Federation of Families for Children’s Mental Health, etc.

INTERPERSONAL RELATIONSHIPS and TEAMWORK

This Domain focuses on issues specific to any person working with and caring for infants, young children and their families. It covers such areas as personal and professional beliefs, values and life experiences, building effective relationships with families, and working within the framework of a team.

Directions:

Responses:

"familiar with” – I am/we are familiar and comfortable with this knowledge or practice.

“learn more” – This is an area I am/we are less familiar with and would like to learn more about.

“someone else” – If I/we are not familiar with this knowledge or practice I/we can identify a resource within the community who is.

“high priority” – This is a high priority area for my/our learning.

KNOWLEDGE (I know about…) and PRACTICES (I am able to/I know how to…)	familiar with	learn more	someone else	high priority	comments
1. My own biases, values, strengths and vulnerabilities in forming relationships with families, children and other team members.
1A. Separate my personal biases and values from those of children, families or other team members with whom I am working.
1B. Seek guidance from peers and mentors when my personal biases interfere with my ability to work effectively with a child or form a partnership with a family.
2. How my own life experiences are reflected in my personal communication and relational style.
2A. Engage in self-observation and reflection about how I interact with others.

KNOWLEDGE (I know about…) and

PRACTICES (I am able to/I know how to…)

familiar

with

learn

someone

else

high

priority

comments

3. How personal reactions and beliefs may get triggered when working with young children and their families.

3A. Identify and seek consultation/support when my reactions may interfere with my ability to understand and be helpful.

Kathleen Moroz, D.S.W., L.C.S.W., Chair		Sherry Schoenberg, M.A.
Jody Blanchard, B.A.		Peggy Stevens, M.A.
Anne-Marie Darsney, M.A.		Nancy Sugarman, M.Ed.
William McMains, M.D.		Jan Walker, M.Ed.

Priscilla Baker, M.A.		Peggy Sax, Ph.D.
Brenda Bean, M.C.P.		Maureen Sullivan, Ph.D.
Annamarie Cioffari, Ph.D.		Cecile Sherburn, B.A.
Peggy Poppe, R.N., M.S.N.

INTRODUCTION										1-3
Background		………………………………………………………………………………..								1
The Process		………………………………………………………………………………..								1
The Challenges			……………………………………………………………………………...							2

THE EMERGING FIELD OF EARLY CHILDHOOD MENTAL HEALTH										4

VERMONT CULTURE AND GUIDING PRINCIPLES OF PRACTICE										5-6
Vermont Culture				…………………………………………………………………………….						5
Guiding Principles of Practice								……………………………………………………………...		6

HOW TO USE THIS DOCUMENT										7-8
Four Domains		………………………………………………………………………………..								7
The Action/Learning Plan						…………………………………………………………………..				7
Uses of This Document					…………………………………………………………………….					8

DOMAINS OF KNOWLEDGE AND PRACTICES										9-34
The Infant and Young Child							………………………………………………………………...			9
The Family	………………………………………………………………………………….									21
The Community				…………………………………………………………………………….						26
Interpersonal Relationships and Teamwork									………………………………………………...	30

ACTION OR LEARNING PLAN										35-38
The Infant and Young Child							………………………………………………………………...			35
The Family	………………………………………………………………………………….									36
The Community				…………………………………………………………………………….						37
Interpersonal Relationships and Teamwork									………………………………………………...	38

FEEDBACK TO THE CUPS LEARNING TEAM										39

Acknowledgements

Priscilla Baker, M.A.

TABLE OF CONTENTS

INTRODUCTION

BACKGROUND

THE PROCESS

THE CHALLENGES

Guiding Principles of Practice to Promote the Emotional and Social Development of Infants and Young Children.

FOUR DOMAINS

THE ACTION/LEARNING PLAN

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