kristen roorbach jamison, m.t., ph.d. creating connections to shining stars
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Early Interactions Matter: Strategies for Increasing the Quality of Early Interactions to Enhance Life Long Social Development . Kristen Roorbach Jamison, M.T., Ph.D. Creating Connections to Shining Stars Virginia Beach – July 17, 2012. - PowerPoint PPT PresentationTRANSCRIPT
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Early Interactions Matter:Strategies for Increasing the Quality of Early
Interactions to Enhance Life Long Social Development
Kristen Roorbach Jamison, M.T., Ph.D.Creating Connections to Shining Stars
Virginia Beach – July 17, 2012
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We are driven by human interaction from our earliest days…
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Developmental Growth and Interactions
• Birth to five is a time of tremendous range and depth of development.
• Synaptic pruning, myelination, and social learning processes create massive differences in behavior between relatively small time points.
• How can this shape interaction?
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Neuropsychology and Development
• What we know:– From quite basic cognitive beginnings, infants
learn a massive amount of information about the social and physical world and how they interact.
– This happens through:• Symbolic awareness• Habituation• Perceptual learning• Conditioning• Observational Learning
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Infant Brain Development
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An 8 month PET scan
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The Critical Period
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What drives this?
• INTERACTIONS• Lots of them. • With consistent, loving, responsive adults.
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A Compelling Example:
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Most of this Important Research Happened Like This:
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Now We’re Interested in This
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And This
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And This
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Developmental Milestones
• What can they tell us about HOW we should interact???
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Typical Behavioral MilestonesBy 3 Months:• Begins to develop a social smile• Enjoys playing with other people and may cry when playing stops• Becomes more expressive and communicates more with face and
body• Imitates some movements and facial expressions
By 7 Months:• Enjoys social play• Interested in mirror images• Responds to other people’s expressions of emotion and appears
joyful often
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Let’s take a look:
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By 12 Months• Shy or anxious with strangers• Cries when mother or father leaves• Enjoys imitating people in his play• Shows preferences for certain people/toys• Test parental responses to his behavior• May be fearful in some situations• Prefers mother and/or regular caregiver over others• Repeats sounds or gestures for attention• Finger-feeds himself or herself• Extends arm or leg to help with being dressed
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Let’s take a look:
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Age 1-2
• Imitates behavior of others, especially adults and older children
• More aware of him/herself as separate from others
• More excited about company of other children• Demonstrates increasing independence• Begins to show defiant behavior• Separation anxiety increase toward midyear then
fades
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Age 2-3
• Self-regulation begins• May be rigid in views• Self-help skills emerge• Gender awareness• Empathy and compassion for others• Aggressive display of feelings and behaviors• Parallel to Associative Play
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Let’s take a look:
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Age 3-4
• Friends become more interesting than adults• “False truth” play• Follow directions• Sharing toys• Initiating play, make-believe• Dramatic play• Associative Play
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Age 4-5
• Moral reasoning emerges• Comparison with others• Strong friendships develop• Gender differences emerge in role play• Elaborate dramatic play• Cooperative Play
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Let’s take a look:
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Red Flags
• Flat affect, lack of joy, little emotion• Eating or sleeping disruptions or issues• No interest in what others are doing• Overly hostile, angry without provocation• Rejects being touched or held
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Red Flags (cont.)
• Avoids comforting attempts, even when it is in response to crying or an injury
• Rejects or avoids play with peers• Unusually difficult to comfort• Unable to calm down after a reasonable time• Overly fearful, “on edge”• Does not turn to familiar adult for help• Sudden behavior changes
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Let’s take a look:
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What do children need to be socially competent?
• Unconditional Love• Encouragement to
express feelings with words
• Practice Practice Practice
• A caring adult can change the life of a child.
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How can we promote SED through positive interactions?
Respect of Emotion
Clear Expectations
Consistent Consequences
A Socially Comfortable
Child
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How does this change across age groups?
• How do you respect an infant’s emotional state?
• What if expectations are different at home for a preschooler?
• How can consistent positive consequences be used with a two year old?
Respect of Emotion
Clear Expectations
Consistent Consequences
A Socially Comfortable
Child
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How can we use this model across settings?
• How can you help parents understand this as a home visitor?
• How might cultural issues affect this formula?
• What would this look like with an ESL student?
Respect of Emotion
Clear Expectations
Consistent Consequences
A Socially Comfortable
Child
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Take Home Tidbits
• Positive early interactions can change development!
• Interactions can (and should) be child-led too! (Be a good listener)
• Be honest about feelings and emotions (with parents too!)
• The earlier a child is exposed to warm, responsive interactions, the BETTER the outcome!
• Play, play, play!