Setting the Conditions for Respectful Discipline for ...€¦ · OBJECTIVE BEHAVIOR INDIVIDUAL INTERIOR (NOT OBSERVABLE) INDIVIDUAL EXTERIOR (OBSERVABLE BEHAVIOR) COLLECTIVE INTERIOR

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Setting the Conditions for Respectful Discipline for Toddlers & Twos:

The Administrator’s Role

Ruth Anne Hammond, M.A., RIE® AssociateEarly Childhood Investigations Webinar February 22, 2017

Trademarks used under l icense from Resources for Infant Educarers®

©Ruth Anne Hammond 2017

How hard is it?


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Poll # 1How often are

behavior issues brought

to you for solutions?

.


Setting the Stage forPositive Disciplinein Four Dimensions


FOUR QUADRANT* OVERVIEW

INDIVIDUAL INTERIOR(NOT OBSERVABLE)

INDIVIDUAL EXTERIOR(OBSERVABLE BEHAVIOR)

COLLECTIVE INTERIOR(INTERSUBJECTIVITY)

COLLECTIVE EXTERIOR(PHYSICAL & STRUCTURAL

ENVIRONMENT)


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FEELINGS, THOUGHTS AND SENSATIONS



COLLECTIVE INTERIOR(SHARED SUBJECTIVITY)


ENVIRONMENT)


Our Goals for Each Child’s Sense of Self

INTERIOR INDIVIDUALMeaning-making

Self-lovingSelf-confident

Motivated to connect with others

Motivated to explore & learnInterested in everything

Alert and energizedSafe

EXTERIOR INDIVIDUAL

INTERIOR COLLECTIVE EXTERIOR COLLECTIVE


OBJECTIVE BEHAVIOR





ENVIRONMENT)


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Our Goals for Each Child

INTERIOR INDIVIDUAL EXTERIOR (MEASURABLE) INDIVIDUAL

Productive and mostly prosocial behavior

Optimal brain connectivityOptimal brain chemistry

Well-functioning stress systemStrong muscles, well

coordinatedWell-slept & rested

Healthy tissues



RELATIONSHIPS


INDIVIDUAL EXTERIOR(OBSERVABLE BODY &

BEHAVIOR)

COLLECTIVE INTERIOR(RELATIONSHIPS; SHARED

SUBJECTIVITY)


ENVIRONMENT)


Development of Intersubjectivity

INTERIOR INDIVIDUAL EXTERIOR INDIVIDUAL

INTERIOR COLLECTIVE

Shared Meaning (Culture)Quest for competence

Desire to be helpfulInteractive RegulationBasic trust in others

Comfortable with dependencyFeeling appreciated & enjoyed

Feeling seen & knownIntimacy

EXTERIOR COLLECTIVE


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CONTEXT





ENVIRONMENT)


Structures & Systems


INTERIOR INDIVIDUAL EXTERIOR INDIVIDUAL


Nutritional ResourcesHousing

Family StructureEconomic System/Systems

Health Care SystemChild Care System/Type &

Facility Caregiving Structure

Other ResourcesTime Divisions

All Four Quadrants

INTERIOR INDIVIDUAL

Self-lovingSelf-confident

Motivated to connect with othersMotivated to explore & learn

Interested in everythingAlert and energized

Safe

EXTERIOR INDIVIDUAL

Optimal brain connectivityOptimal brain chemistry

Well-functioning stress systemStrong muscles, well coordinated

Well-slept & restedHealthy tissues

INTERIOR COLLECTIVE

HelpfulnessComfortable with dependencyFeeling appreciated & enjoyed

Feeling seen & knownIntimacy

EXTERIOR COLLECTIVE

NutritionFamily structure

Child Care System/TypeCaregiving structure (i.e., Primary

Care/Continuity of Care?)Facility (i.e. rooms, outdoors,

equipment, toys, etc.)Availability of resources

Time structures(i.e., daily schedule, hours in care)


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Let’s Focus on the Lower Quadrants





ENVIRONMENT)




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Poll #2 How much stress are

your children experiencing

overall?©Ruth Anne Hammond 2016

Support for Relationships




Educarersnot

‘Teachers’


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Basic trust


Primary Caregiving & Continuity of Care


Intimacy


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Sensitive Responsiveness


Lots of Time Together


Group Size Matters


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Poll # 3What is the

group size for twos in your

program?

.


Arrange for Safe, Secure Yet Interesting Physical Environments


Declutter the Visual Landscape


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Declutter the Auditory Landscape


Pay attention to developmental stages


Get more trucks!(or whatever)


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Be Outdoors as Much as Possible


Provide for the strenuous use of large muscles.


Provide for indoor exercise, too.


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Poll # 4What gives

you a headache at

work?

.


SUPPORT EDUCARERS

Things that reduce stress:Low RatiosAuthentic RelationshipsLiving Wages & BenefitsShared Power & TeamworkPlanning TimeProfessional Development and Supervision

Comfortable Places to Be©Ruth Anne Hammond 2017

SUPPORT FAMILIESThings that reduce stress:

Coherent Communication withPrimary Caregiver & You

Child Development InformationAccess to needed interventionistsBasic belief in their good intentionsWraparound support


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References

• Brazelton, T.B. & Greenspan, S.I. (2000). The irreducible needs of children: What every child must have to grow, learn, and flourish. Da Capo Press: Cambridge, MA.

• Brown, S. (2009). Play: How it shapes the brain, opens the imagination, and invigorates the soul. Penguin Group: New York.

• Field, T. (2001). Touch. MIT: Cambridge, MA.

• Hill, D. (2015). Regulation theory: A clinical model. W.W. Norton & Company: New York.

• Panksepp, J. (1998). Affective neuroscience: The foundations of human and animal emotions. Oxford University Press: New York.

• Schore, A.N. (1994). Affect regulation and the origin of the self: The neurobiology of emotional development. New Jersey: Lawrence Erlbaum Associates.

• Shanker, S. (2016) Self-reg. Penguin: New York.

• Tronick, E. (2007). The neurobehavioral and social-emotional development of infants and children. W.W. Norton & Company: New York.

Setting the Conditions for Respectful Discipline for ...€¦ · OBJECTIVE BEHAVIOR INDIVIDUAL INTERIOR (NOT OBSERVABLE) INDIVIDUAL EXTERIOR (OBSERVABLE BEHAVIOR) COLLECTIVE INTERIOR

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