1

Social Emotional Strategies for Infants and Toddlers:

Determining the Meaning of Behaviors and Developing

Appropriate Responses

The Pyramid Model: Promoting Social Emotional Competence in Infants and Young Children

[Assessment-based interventions result in individualized behavior support plans.]

Prev

entio

n

Unive

rsal

Prom

otion

Trea

tmen

t

All Children

Children At-Risk

Few Children

A Nurturing Workforce

•  “Act of Inquiry” – stay curious and wonder together

•  Support and nurture •  Gem finders •  Intentionality - communicate to connect •  Relationships are the vehicle through

which learning takes place

What Is Challenging Behavior?

Behavior Is a Form of Communication

•  What the infant or toddler is experiencing

•  What it is like to be in that child’s body

•  What it is like to be in that child’s world

Expression of Emotion

istockphoto.com/Rebecca Ellis

•  Intensity •  Frequency •  Duration

2

Continuum of Emotional Expression

Social Withdrawing………………………..Acting Out

Two different and extreme forms of emotional expression  

CSEFEL Definition of Challenging Behavior

What we are referring to when we say “challenging behavior:”

•  Any repeated pattern of behavior that interferes

with learning or engagement in pro-social interactions with peers and adults

•  Behaviors that are not responsive to the use of developmentally appropriate guidance procedures

Behavior

Potential unmet need

Is communicating…

Skill to be developed

Reasons for Challenging Behavior

•  Developmental surge •  Medical reasons •  Biological differences •  Social emotional environment •  Discontinuity between care program and

home •  Lack of skill in communicating and

interacting with others •  A combination of more than one

above

Continuum of Emotional Expression

Social Withdrawing………………………..Acting Out

Two different and extreme forms of emotional expression  

Acting-Out Behaviors •  Fussing

•  Inconsolable crying •  Frequent or intense tantrums •  Pushing •  Hitting •  Biting •  Frequent throwing of things or knocking things down or destroying property •  Persistent refusal to allow or participate in activities •  Harm to self or others

3

Social Withdrawing Behaviors •  Pulling away while being held

•  Rarely cooing •  Rarely babbling or talking •  Looking sad •  Not showing preference for caregiver •  Not making eye contact •  Whining •  Being overly compliant or avoidant with the caregiver •  Diminished efforts to use communications skills that have previously been used

A Relationship Based Approach to Challenging Behavior

Social Emotional Wellness The ability to:

•  Experience, regulate and express emotions

•  Form close and secure interpersonal relationships

•  Explore and learn from the environment

istockphoto.com/Suprijono Suharjoto

Social/Emotional Development on a Continuum

Capacity to: •  Form relationships •  Express emotions •  Self-regulate •  Explore with

security •  Develop “emergent” emotional literacy

Capacity to: •  Feel confidence/

competence •  Develop relationships •  Make friends •  Persist •  Follow directions •  Be emotionally literate •  Manage emotions •  Be empathetic

Birth Five

Broadening the Lens of Understanding

Gaps in ability to: •  Form relationships •  Express emotions •  Self-regulate •  Explore with

security •  Develop “emergent” emotional literacy

Challenging Behavior: •  Has roots •  Has meaning •  Unlikely to suddenly “begin” at 3.

Birth Five

Child Behavior Problems at Home

Parent Criticism & Discipline Difficulties

Behavior Problems at Home

Behavior Problems at School

Parent Discouragement & Isolation from School

Peer Rejection Ineffective Teaching Practices

Antisocial Behavior & Academic Failure

Negative Reputation Of Child within Community of Parents

Parent Isolation & Depression

Poor Home- School Connections

Child Depression

Deviant Peer Group

School Expulsion

Negative Reputation at School

Ripple Effects (adapted from C. Webster-Stratton, 1997)

Ages 2-3

Ages 3-6

Age 7-8

4

Caregivers and Families Focusing on the Child

•  Makes us more likely to be able to respond with empathy to a young child’s needs

•  Helps us be more intentional about problem solving

•  Will assist us in restoring the child’s sense of well being

•  Will enable the child to spend his emotional energy on development

•  Will help us keep our own emotions in check

Understanding Behavior is the Key

•  Watching children – careful observation •  Behavior is a form of communication -

children tell us their needs and wants •  Focus on the child. Ask “What is the

child trying to tell me?” and “I wonder…”

•  Create a best guess (hypothesis) and choose supportive ways to respond

Major Messages

•  Behavior is a way of communicating •  Challenging behavior is most often a

way of communicating distress in infants and toddlers

•  We need to observe, learn, and respond in order to effectively support a young children and change behavior

•  We can develop a plan that will work for the child, family and our program!