I want you to write a detailed 1500 words high disctintion essay style writeup that presents detailed understanding of a range of contemporary approaches to infant toddler care, their implications for practice and examples of practical application in Australian nurseries. Be sure to inlcude contemporary approaches such as Reggio Emilia or Montessori, Attachment Theory, RIE, and Pikler's Approach. make sure to Demonstrates an insightful understanding of various approaches, highlighting their philosophical underpinnings, such as socio-cultural theories and ecological perspectives. Illustrates connections between theory and practice. Be sure to offer a sophisticated and nuanced understanding of all approaches, exploring lesser-known approaches like the Emmi Pikler approach or the Tinkering approach, and synthesizing them to provide a comprehensive overview. Ensure that your anlysis offers profound insights into the implications for practice, exploring the challenges and opportunities associated with implementing contemporary approaches in diverse Australian nursery settings with insightful analysis of implications, discussing howcontemporary approaches inform pedagogical practices, environment design, and relationships with families in Australian nurseries including such as fostering secure attachments or promoting child-directed learning, with relevant examples of how these impact daily routines and interactions in Australian nurseries; implications for practice, such as promoting independence or respecting children's autonomy, Your analysis must offer Examples of Practical Application in Australian Nurseries such that exemplary examples demonstrating innovative application of contemporary approaches, showcasing how educators adapt practices to meet the needs of diverse children and families   brief explanations of how through pedagogical documentation, and engage families in partnerships while  illustrating  how educators facilitate child-led experiences, document learning. relevant examples of practical application, such as incorporating loose parts play or implementing primary caregiving; implementing sensory-rich environments or using respectful communication include APa style 5 or more relevant academic references provided and expertly cited, significantly enriching the discussion with diverse perspectives and enhancing its credibility. Follow this curriculum "Week 2: Dr Emmi Pikler + The Pikler Approach  Dr Pikler – background  Key aspects of the Pikler Approach  Parent experiences  Application of Pikler to ECEC  Week 3: Magda Gerber and the RIE approach  Magda Gerber – background  What is Resources for Infant Educarers?  Parent training  Educaring in ECEC  Week 4: Infant and toddler care in the Reggio Emilia approach  Overview and background of the approach  Aligning infant-toddler education and care with the core principles of Reggio Emilia  Reggio Emilia’s views of children of capable and competent  Collaboration, art and projects  Environments and infants/toddlers  Documentation and assessment in Reggio Emilia settings  The role of educators and families. Relationships, Caregiving and Play  Sims & Hutchins (2020) use a planning framework with three dimensions:  Caregiving as curriculum  Responsive relationships as curriculum  Play as curriculum  These dimensions as a planning framework for working with infants and toddlers:  Link to the EYLF in principles, practices and outcomes  Reflect the importance of caregiving and relationships in wellbeing for our youngest children  Recognise the realities of group care settings (e.g. ratios)  Are age-appropriate  Throughout this unit we will align our learning with these three dimensions.  The work of both Dr Emmi Pikler and Magda Gerber are closely aligned with these dimensions too! So let’s dive in…  Who was Dr Emmi Pikler?  Dr. Emmi Pikler was a paediatrician who was asked by city officials in Lóczy (Budapest, Hugary) to create a residential nursery for orphans of WWII.  She developed practices for infant care based on relationships between adults and babies.  Her approach has since been shown to lead to positive developmental outcomes for children  (The Education Hub, 2020; Witty, 2019)  Pikler, Gerber & RIE – An important note  The Pikler approach was developed for a particular context (institutional care for infants and toddlers in post-war Budapest)  RIE is a formalised model built on Pikler’s principles, to support parent-child relationships in the US  Many principles and practices advocated by both approaches can support the implementation of early childhood curriculum – this is the focus of your studies in Weeks 2 and 3  Confusion alert!  The Pikler Approach, RIE approach and their founders (Pikler and Magda Gerber) have many similarities, but also differences. This can be confusing so we will endeavour to highlight these overlaps throughout Weeks 2 and 3).  Magda Gerber and the RIE approach were inspired by Dr Emmi Pikler  Pikler principles  The Pikler Approach emphasizes:  Respectful, gentle, child-centred care  Allowing infants and toddlers to develop naturally and at their own pace  Free movement  Independent exploration  Secure attachments  The importance of quality caregiving practices (including training)  (Ramon, 2019)  (Pikler USA, 2016)  Learning activity: Pikler and policy  Using the NQS and EYLF, can you align the key principles of the Pikler approach to the quality areas, principles, practices and outcomes?  Work in groups – you can divide this task amongst you however you’d like, but you must come together at the end to share what you discover.  Respectful, gentle, child-centred care  Allowing infants and toddlers to develop naturally and at their own pace  Free movement  Independent exploration  Secure attachments  The importance of quality caregiving practices (including training)  Pikler in practice  Pikler’s approaches are linked to ECEC practice in many ways:  New Zealand research Toni Christie examined teaching practices inspired by the Pikler approach and RIE philosophy in NZ settings  Christie identified how Pikler or Resources for Infant Educarers (RIE)approaches use a set of principles and practices for infant and toddler care and education in the New Zealand context  Magda Gerber recommended the following relevant principles of Pikler’s approach be applied in ECEC:  1. Trusting relationships with a consistent caregiver who demonstrates respect for the child and understands his or her needs  2. Encouragement of children’s capacity for self-initiated activity and active participation in routines  3. Respectful relationships and communication between caregivers and the child’s parents  (The Education Hub, 2020)  “Christie’s research highlighted the difference between adoption and adaptation of a philosophy… Adoption would require a centre to adhere strictly to the prescribed principles.  Adaptation, on the other hand, allowed the study case centre to weave ideas from the approach into the cultural context and curriculum framework of the centre.”  (Witty, 2019)  (Pikler USA, 2018)  Respectful care  The Pikler Approach emphasizes respecting infants as autonomous individuals. Caregivers are encouraged to observe and respond to each child's unique needs, allowing them to develop at their own pace.  In Pikler interactions, children:  Are invited to participate in experiences, including care routines  Are active participants in their own care, such as nappies and feeding  Connect with caregivers during all interactions  Develop a sense of identity and self-worth through engagement with caregivers  Care routines  Daily care routines, such as nappy changes and feeding, are regarded as learning opportunities in the Pikler Approach. Caregiving is so frequent and necessary when working with infants and toddlers that we must recognise the opportunities it presents:  Positive interactions  Sustained shared attention  Rich language exchanges  Intimacy and shared enjoyment  Shared understanding of care routines  Self-help learning  Practising movement skills  Developing self-regulation  Quality caregiving using the Pikler approach is:  Gentle  Unhurried  One-to-one  Learning activity: Respectful nappy changes  As you view this clip, think about the Pikler Approach. Can you align the ideas in this clip with the opportunities of care routines:  Positive interactions  Sustained shared attention  Rich language exchanges  Intimacy and shared enjoyment  Shared understanding of care routines  Self-help learning  Practising movement skills  Developing self-regulation  Being gentle  Unhurried care  Being one-to-one  (ECA Learning Hub, 2023)  Learning activity: Nappy changing interactions  Let’s change a nappy! Using your doll or teddy, let’s imagine you’re about to change an infant’s nappy.  (Raising Children Network, 2023)  Make a circle in your group  Place teddies or dolls on the floor, facing inwards in a circle  Step back five paces  Approach your baby and prepare them for a nappy change. How will you be gentle, unhurried and focussed on this one-to-one interaction?  Change the nappy using the guides on the left! You will need gloves. One hand must always remain on the baby to ensure their safety.  Consider hygiene – how will you dispose of gloves, wash your hands and clean down the space whilst maintaining respectful interactions with the child?  How will you complete this interaction? The child can now return to play – what will you say and do?  Nappies, bottles and special time  Try not to think of nappies and bottles as a chore!  During caregiving activities such as feeding, bathing, nappy changing and dressing, educators and children can enjoy special time together.  Dr Pikler taught that tenderness, attention, calmness and slowing down help the child relax and feel at peace  (Witty, 2019)  View this video that is aimed at parents, guiding bottle feeding interactions: https://www.youtube.com/watch?v=wu4wyxYBaWg  Free movement  Dr. Pikler recognized the significance of motor development in early childhood. The approach encourages unrestricted, free movement for infants and toddlers, allowing them to explore and develop physical skills naturally.  Movement the Pikler way:  Babies who are restricted, propped up or tied into a seat are regarded as “trapped baby”  Unrestricted babies and toddlers are regarded as able to discover the full range of body movements they are capable of  Children are given time and space to discover their physical capabilities and encouraged to overcome physical challenges independently  Pikler believed children who were “supported” to learn sitting, standing and walking before they are developmentally ready, tend to be more accident prone  Christie observed that early childhood educators encounter discrepancies between their Pikler approaches and home practices (e.g. being propped in highchairs or using sitting supports).  In groups, discuss:  What is the dilemma?  Who are the stakeholders?  How can you overcome this?  What principles and practices from the EYLF are relevant to your approach?  Learning activity: Hands off?  The Pikler Approach advocates for children as initiators and explorers. Whilst we must ensure their physical safety, the focus is on uninterrupted play and movement without interference.  “Children should be allowed to move completely freely and adults should not intervene in or try to teach the physical development of infants and toddlers but trust children to reach each stage of motor development by themselves. Free movement enables children to learn balance, problem-solving, concentration, a sense of self and bodily awareness, and judgment, and is thought to lead to greater physical security and confidence, grace, sensory awareness and skill development.”  (The Education Hub, 2020)  Reflect with a partner:  Do you agree with this approach to physical development?  Is it at odds with anything you’ve learned so far in your early childhood studies?  Secure attachments  Building strong, consistent relationships between infants and their primary caregivers is central to the Pikler Approach. This helps create a secure attachment, fostering emotional well-being and trust.  Educators applying Pikler principles:  Peacefully observe infants’ body language, cues and gestures  Use their own body language and verbal cues as an invitation to children  Take time to explain to the children what they are doing  Are mindful of the child’s pace and respond by slowing their interactions  (Witty, 2019)  (Jacob Ham, 2017)  Learning activity: Gentle and calm  Holding your dolly or teddy, sing to your baby. You may choose any song or lullaby you’re familiar with… but remember, the focus is on calm, gentle interactions that build security and trust.  Things to consider:  Eye contact – Maintaining eye contact builds connection with baby  Touch – How will you touch and hold baby as you sing?  Tone and volume – What does this communicate to baby?  Song choice – Is this song significant to you or baby? Is there a cultural connection for either of you?  How will you respond to baby’s cues? What cues might they be giving you during this interaction?  (Rachel’s English, 2016)  Secure attachments: A primary caregiver  The “primary caregiver” approach is also a key strategy of Pikler educators:  Each infant or toddler has a primary caregiver (aka key teacher) who takes on focussed responsibility for them  The primary caregiver attends to a child’s care, communication with families and documentation of their development and learning  Promotes the child’s attachment to at least one person in the setting  Helps the child feel emotionally nurtured  The primary caregiver becomes the best interpreter of the non-verbal cues and behaviours of the infant  (The Education Hub, 2020)  Caregiver education  The Pikler Approach involves training caregivers, educators, and parents in the philosophy and techniques developed by Dr. Pikler. This ensures consistent implementation of the approach and a shared understanding of its principles.  This has strong alignment to contemporary views of early childhood education based on research: quality, highly skilled educators make all the difference!  (Laura Lazzarin, 2019)  Learning activity: Planning for caregiving  “An infant lies on the floor, gently rocking from side to side until she eventually succeeds in rolling over onto her tummy. Nearby, another baby is wriggling on his back, slowly making his way towards a toy until he can stretch out and reach to pick it up. A third little one is sitting up with a straight back and perfect posture, investigating an object in her hand. A caregiver is busy nearby - she keeps an eye on the infants but does not interfere with their play to assist or correct them.  There are more babies - some seemingly peacefully napping, some crawling or standing while exploring the environment, while another caregiver is quietly and lovingly talking to an infant as she is changing his nappy. She can be heard asking the infant in a gentle voice to lift his legs and help her in her task. There are no infant seats or walkers visible in the room, and no babies propped up to sit while they cannot do it by themselves.”  (Witty, 2019)  Traditionally, educators plan learning experiences with resources – “the program”.  The Pikler Approach, like Sims & Hutchins (2020) planning framework, is focused on caregiving, relationships and uninterrupted play.  So how do you “plan”? What would the documentation look like?  Working in groups, brainstorm how educators in this space might document and justify their intentional teaching and alignment with EYLF outcomes.  Looking ahead  Week 3: Magda Gerber and the RIE approach  Magda Gerber – background  What is Resources for Infant Educarers?  Parent training  Educaring in ECEC  Week 4: Infant and toddler care in the Reggio Emilia approach  Overview and background of the approach  Aligning infant-toddler education and care with the core principles of Reggio Emilia  Reggio Emilia’s views of children of capable and competent  Collaboration, art and projects  Environments and infants/toddlers  Documentation and assessment in Reggio Emilia settings  The role of educators and families  Week 5: Theories of learning and development: Birth to two years  Domains of development  Key Theorists  Attachment Theory  Don’t forget a doll or teddy next week! If you have any clothes that fit your toy that would be helpful.  If you’re able to bring onesies or baby clothes to share with classmates it would be appreciated.  Jacob Ham (2017, March 29). Secure Attachment [Video]. YouTube. https://www.youtube.com/watch?v=n2ypDPqs9A0  Laura Lazzarin (2019, November 18). PIKLER® SPIELRAUM - Trailer with EN SUB. [Video]. YouTube. https://www.youtube.com/watch?v=aB-miiguvyI&t=5s  Petrie, S. & Owen, S. (2005). Authentic Relationships in Group Care for Infants and Toddlers – Resources for Infant Educarers (RIE) Principles Into Practice (pp. 17-68). Jessica Kingsley Publishers  Pikler USA (2016, January 20). Peter Mangione PhD speaks about the Pikler Approach. [Video]. YouTube. https://www.youtube.com/watch?v=Y7tauaQq_Z8  Pikler USA (2018, January 9). Pikler House - A day in the Pikler® House. [Video]. YouTube. https://www.youtube.com/watch?v=Xm5qTT6CQS8  Rachel’s English (2016, April 6). Baby Sings a Lullaby -- Meet Rachel's baby! [Video]. YouTube. https://www.youtube.com/watch?v=2gQQHaKQgM8  Ramon, C. (2019). Emmi Pikler's Theory and the RIE approach. https://kal.au/news/KidzMagic/emmi-pikler-s-theory-and-therie-approach  Sims, M., & Hutchins, T. (2020). Program planning for infants and toddlers in search of relationships(3rd ed.). Pademelon Press.  The Education Hub (2020). The Pikler/Resources for Infant Educarers™ approach. https://theeducationhub.org.nz/the-pikler-resources-for-infant-educarers-approach/  Tomco, E. (n.d.) What is the Pikler Approach? https://sprout-kids.com/blogs/sprouting-ideas/what-is-the-pikler-approach  Witty, D. (2019) Applying the Pikler Approach in Early Years Education. https://campaign.playnlearn.co.nz/blog/the-pikler-approach Who was Magda Gerber and what is RIE?  Magda Gerber was a Hungarian-born educator who was mentored by Dr Emmi Pikler. She created an organisation called Resources for Infant Educarers™ in the USA. RIE offers parents a model of relationally-focused care based on Pikler’s ideas.  RIE (pronounced “rye” or “r-eye”) stands for "Resources for Infant Educarers“. and it refers to an approach to infant and toddler care and education developed by Magda Gerber.  The RIE approach is grounded in similar beliefs and values to Pikler’s approach: that infants are competent individuals with their own needs, desires, and abilities. It emphasizes the importance of treating infants and toddlers with respect and providing an environment that supports their natural development.  Pikler, Gerber & RIE – A reminder of the overlaps  The Pikler approach was developed for a particular context (institutional care for infants and toddlers in post-war Budapest)  RIE is a formalised model built on Pikler’s principles, to support parent-child relationships in the US  There are slight differences in approach and emphasis for motor development, environmental design, specific caregiving practices, boundaries/discipline and the fundamental structure/intention of each  Magda Gerber and the RIE approach were inspired by Dr Emmi Pikler  Educators and caregivers often choose elements from both philosophies based on their preferences and the needs of the children in their care.  Core principles of RIE  In order to foster quality care RIE encourages:  Respect and trust in the child to be an initiator, an explorer, and a self-learner  An environment for the child that is physically safe, cognitively challenging, and emotionally nurturing.  Time for uninterrupted play.  Infant – Infant Interaction – freedom to explore and interact with other infants.  Involvement of the child in all care activities to allow the child to become an active participant rather than a passive recipient.  Sensitive observation of the child to understand his or her needs.  Consistency, clearly defined limits and expectations to develop discipline.  (Gerber, n.d.)  (Ramon, 2019)  Educarers  In the RIE method, parents or educators trained in the approach are dubbed “Educarers”. They focus on:  Treating infants and toddlers as competent and capable  Allowing children to engage in their own problem-solving and self-discovery in play  Avoiding explicit teaching  Unnecessarily solving problems for them  Engaging children in all tasks (not passive recipients of care)  Respecting children’s expression of emotion rather than offering distractions  Showing respect, for example, by not picking up an infant without telling him beforehand, by talking directly to him, and not over him, and by waiting for the child’s response.  (Gerber, n.d.)  (Resources for Infant Educarers, 2022)  Respect and trust  Like the Pikler approach, respect and trust are key guiding values of the RIE approach. Adults demonstrate this when they:  Respect an infant and toddler’s capacities  Trust children to be active initiators  Encourage children’s natural impetus for development  Allow children to engage in their own problem-solving  Promote self-discovery in play  (The Education Hub, 2020)  “Respecting a child means treating even the youngest infant as a unique human being, not as an object”  – Magda Gerber  Environments  To foster independence, RIE practitioners:  Observe and plan environments based on children’s readiness  Physically arrange a space to meet the child’s needs  Make available things that adults have observed the child is ready for  Allow children freedom and choice  In practice, this looks like:  - Low furniture - Open shelving - Crates on their sides  - Consistent placement of resources - Orderly/tidy storage  - Accessible clothing/self care items - Accessible hygiene facilities  - Inside/outside play - Food cut into manageable pieces  - Open spaces - Sufficient materials to avoid conflict over resources  (Resources for Infant Educarers, n.d.)  (Source: https://www.pinterest.nz/ednaocean/rie-parent-infant-classes/)  (Source: https://www.pinterest.com.au/pin/526006431465360560/)  Learning activity: Design your environment  Working in pairs, design a RIE-inspired learning space for infants or toddlers (choose your age group).  Create a birds-eye-view map of your space  Include a key or clear labels.  Justify your choices with reference to the principles of RIE environments.  (Source: https://www.pinterest.nz/ednaocean/rie-parent-infant-classes/)  (Source: https://www.pinterest.com.au/pin/526006431465360560/)  Uninterrupted play  In RIE, Educarers first meet the child’s physical needs and offer their focussed attention. Once those core needs are met, children are provided uninterrupted opportunities to explore and discover independently.  Group reflection time:  Think about the logistical challenges of working in an infants/toddlers classroom.  What are the benefits of allowing children time for uninterrupted play? Consider domains of development like physical, social, emotional, cognitive, etc.  (Resources for Infant Educarers, 2022a)  Infant to infant interaction  Active infant-to-infant interaction refers to purposeful and respectful engagement between infants during their shared experiences and play. Gerber emphasized the importance of allowing infants the freedom to explore and interact with their peers in a natural way. This is sometimes referred to in RIE as “peaceful proximity”.  Educarers:  Arrange safe environments with age-appropriate materials and activities that encourage exploration and shared play  Encourage parallel play  Model prosocial behaviours  Support infants understand and navigate social dynamics when needed  May introduce opportunities for cooperative play, allowing them to engage in shared activities  (Resources for Infant Educarers, 2022b)  Active participation in care  Active participation in care refers to the intentional and engaged involvement of both caregiver and child during routine caregiving activities. We don’t care for them but more like… with them.  It involves:  Viewing caregiving as more than a routine but an opportunity  Eye contact, calm and soothing verbal communication  Child’s involvement in the process – verbal and non-verbal initiation and engagement  Respectful and gentle touch, mindful of a child's preferences, sensory experience and boundaries  Promotion of children’s independence with tasks  Learning activity: Baby clothes  Let’s help baby get dressed! Using your doll or teddy, let’s imagine you’re putting a new set of clothes on baby.  Make a circle in your group, holding your baby and its clothes  Kneel or seat yourself comfortably then place baby and clothes on the floor (think about holding baby safely!)  Get ready to change baby's clothes, thinking about:  Viewing caregiving as more than a routine  Maintaining eye contact  Using calm and soothing verbal communication  Involving the child – how will you initiate and engage them?  Respectful and gentle touching  What can you say or do to promote the baby’s involvement in changing his clothes?  Sensitive observation  Sensitive observation in the context of the RIE (Resources for Infant Educarers) approach involves closely and attentively watching infants and toddlers to gain insight into their needs, preferences, and developmental progress.  Fundamental to understanding and responding to children with respect and responsiveness  A tool for building meaningful connections  Informs responsive caregiving  Requires caregivers to be fully present and attentive  Observers aim to be non-intrusive and avoid interrupting or disrupting the child  Caregivers maintain a respectful distance, fostering independence and autonomy  Involves paying close attention to the child's non-verbal communication, including facial expressions, body language, and gestures  Learning activity: Sensitive observation  Let’s view a child at play: Nick (blue shirt, blonde hair).  Has this been filmed using the sensitive observation approach? How could educators alter their approach to observation, to match the RIE approach?  As you observe, note how RIE’s emphasis on observing children relates closely to our practice of observation for assessment in early years education. Documenting sensitive observations is very similar to an anecdotal record.  (hatfieldmomof3, 2011)  Consistency  Compared to the Pikler approach, Magda Gerber's RIE philosophy places more importance on setting clear and consistent limits for children. This provides structure and security for children.  This is achieved by:  Establishing a short list of simple, reasonable, age-appropriate rules  Expecting the rules to be obeyed  Consistency… but not rigidity  Children’s choice within the framework  Avoiding power struggles to allow children to save face  Learning activity: Rules and boundaries  Create a list of three rules suitable for a toddler classroom. Remember they must be age-appropriate!  How will you enforce these?  Incorporating RIE in your practice  To begin incorporating the strengths of the RIE approach:  Focus on using sensitive observation.  Develop a presence focused on observation, respect, reflection and empathy.  View caregiving as an opportunity to deepen relationships.  Experiment with ways to encourage infants and toddlers to participate in everyday care moments.  (The Education Hub, 2020)  Source: https://www.linkedin.com/pulse/rie-pikler-approach-katie-dix/  Learning activity: RIE nappy changes and Quality Area 2  Go to:  https://www.acecqa.gov.au/sites/default/files/acec qa/files/QualityInformationSheets/QualityArea2/Eff ectiveToiletingandNappyChangingProcedure.pdf  Download ACECQA’s Factsheet on toileting and nappy changes in the NQS.  Can you find links between RIE approaches to caregiving routines and ACECQA’s Factsheet?  Work with a partner to identify them.  (ECA Learning Hub, 2023)  RIE and parenting  View this video of a parent explaining the difference that RIE has made to her parenting.  Reflect on this then discuss in pairs:  How could your new understanding of the RIE approach inform your conversations and collaboration with parents?  Which parents might benefit from learning about the RIE approach?  (Resources for Infant Educarers, 2022c)  Learning activity: RIE and movement  RIE borrows its beliefs about allowing babies’ free movement from Pikler. Let’s copy an RIE baby and experience the benefits of free movement for ourselves.  (Irene Lyon, 2010)  Criticism and limitations of RIE  RIE principles are underpinned by developmental theories. This can be at odds with the sociocultural emphasis of the EYLF, where learning is viewed as collaborative and the role of adults as models who scaffold learning is emphasised.  New Zealand studies of RIE implementation showed educators developing a leaning towards developmental views of learning – that outcomes for children will emerge naturally.  This can lead educators to approach their work with infants and toddlers as non-participant observers.  (The Education Hub, 2020)  Reflect with a partner: How does the “non-participant observer” notion of RIE clash with the principles, practices and outcomes of the EYLF?  In what ways do everyday practices (such as nappy-changing, play, or free movement) align with both developmentally-focused theories and sociocultural perspectives?  RIE and Piaget  Later in this unit, we will expand on theories of learning and development. For now, it is worth noting that Magda Gerber (n.d.a) recognised some of the similarities between the RIE approach and Piagetian theory:  Both are developmental – focussed on the process of moving between milestones than achieving them  Both are interested in epistemology – or how children’s knowledge is obtained.  Both believe that biological growth parallels intellectual growth  Everything infants do is regarded as a purposeful learning activity. Both view infants as capable of problem-solving, without the need for adult direction or interference. Shared emphasis on open-minded sensitive observation.  Learning activity: Pros and Cons  RIE Opportunities  RIE Limitations  With any approach, model or methodology… there are opportunities and limitations.  Work in groups now to list some of them in a table:  Share with our team: What elements of the RIE approach will you incorporate into your practice with infants and toddlers?  Looking ahead  Week 4: Infant and toddler care in the Reggio Emilia approach  Overview and background of the approach  Aligning infant-toddler education and care with the core principles of Reggio Emilia  Reggio Emilia’s views of children of capable and competent  Collaboration, art and projects  Environments and infants/toddlers  Documentation and assessment in Reggio Emilia settings  The role of educators and families  Week 5: Theories of learning and development: Birth to two years  Domains of development  Key Theorists  Attachment Theory  Week 6: Brain development in the first two years of life  Brain anatomy  Neuroplasticity  Genetics – nature vs nurture  Sensorimotor development  Language development  Gerber, M. (n.d.). Magda Gerber’s basic RIE principles. https://magdagerber.org/magdas-writings/magda-gerbers-basic-rie-basic-principles/  Gerber, M. (n.d.a). Piagetian theory and the RIE approach. https://magdagerber.org/magdas-writings/piagetian-theory-and-the-rie-approach/  Gonzales, J. (2023) RIE Parenting: Definitions, Methods, & Benefits. https://www.choosingtherapy.com/rie-parenting/  Hatfieldmomof3 (2011, March 22). Toddler Observation Video 3. [Video]. YouTube. https://www.youtube.com/watch?v=7nQxWCn_dBg&t=4s  Irene Lyon (2010, July 24). Rolling - Feldenkrais with Baby Liv. [Video]. YouTube. https://www.youtube.com/watch?v=D9Ko7U1pLlg&t=33s  Petrie, S. & Owen, S. (2005). Authentic Relationships in Group Care for Infants and Toddlers – Resources for Infant Educarers (RIE) Principles Into Practice (pp. 17-68). Jessica Kingsley Publishers  Ramon, C. (2019). Emmi Pikler's Theory and the RIE approach. https://kal.au/news/KidzMagic/emmi-pikler-s-theory-and-therie-approach  Resources for Infant Educarers (2022, February 4). RIE On Their Own with our Help (clip) [Video]. YouTube. https://www.youtube.com/watch?v=tdDIBqvwLXY  Resources for Infant Educarers (2022a, February 4). RIE See How They Move (clip). [Video]. YouTube. https://www.youtube.com/watch?v=YVGLZSTRq04  Resources for Infant Educarers (2022b, February 4). RIE See How They Play (clip). [Video]. YouTube. https://www.youtube.com/watch?v=adFgk_ueO4k  Resources for Infant Educarers (2022c, November 9). Parent Perspective: Relaxing into Parenting. [Video]. YouTube. https://www.youtube.com/watch?v=kH9f9QbGFfQ  Resources for Infant Educarers (n.d). Modifying the Environment to Respond to the Changing Needs of the Child. https://rie.org/modifying-the-environment-to-respond-to-the-changing-needs-of-the-child/  The Education Hub (2020). The Pikler/Resources for Infant Educarers™ approach. https://theeducationhub.org.nz/the-pikler-resources-for-infant-educarers-approach/ Week 4 highlights  In today’s lecture and workshop we will:  Give an overview of the Reggio Emilia approach  Align infant-toddler education and care with the core principles of Reggio Emilia  Understand how Reggio Emilia approaches show the philosophy’s belief that children are capable and competent  Explore collaboration, art and projects in an RE classroom  View RE environments designed for infants/toddlers  Learn about documentation and assessment in Reggio Emilia settings  Explore the role of educators and families in RE services  Reggio Emilia: An overview  The Reggio Emilia approach is an early childhood education approach that views children as having inherent capabilities, curiosity, and potential. It respects and values children as active participants in their own learning.  To understand RE, the historical context of its foundation is important:  Emerged in the aftermath of World War II  A need for reconstruction and revitalization in Italy at that time  Parents and citizens in the town of Reggio Emilia recognized the importance of education in rebuilding their community  Context inspired an innovative educational system that would promote democratic values, social justice, and reconstruction  Founded by Loris Malaguzzi  First Reggio Emilia preschool established in 1963  Influenced by the ideas of educational theorists such as Jean Piaget, Lev Vygotsky, and John Dewey  Emphasises the importance of active learning, social interaction, and the role of the environment in education  The Reggio Emilia approach today  In the 70s, Reggio schools spread throughout the region  In the 80s, works and exhibitions from Reggio schools were shared around the world (The Hundred Languages of Children exhibition)  After the death of Loris Malaguzzi in the 90s, the ideas and philosophy of Reggio schools spread through conferences and events throughout the world  Through the 2000s, the “Reggio influence’ spread across continents through training, learning, communities of practice and the internet  Today, Reggio-inspired early learning settings exist all over the world!  Source: https://www.invitationstoplay.org/post/2018/04/09/an-introduction-to-the-reggio-emilia-appro ach  (Sprouts, 2019)  Core principles and components  Key components of the Reggio Emilia Approach include:  1. The image of the child  2. Rights vs. needs  3. The learning environment known as the “third teacher"  4. Documentation  5. One hundred languages of children  6. The role of teacher  7. The Atelier and Atelierista  8. The role of parents/families  9. Progettazione / project work  10. Interactions among participants is valued  Reflection: Reggio principles and little learners  How are the core principles of the Reggio Emilia approach applicable to infant and toddler education and care?  Write a statement supporting this idea. Consider the emphasis on respect, collaboration, and the role of the environment in supporting their learning and well-being.  (University Liggett School, 2022)  Reggio Emilia’s view of young children  Reggio Emilia can be well-aligned with infant/toddler care and education because it:  Views children, even babies, as capable, curious, and full of potential  Encourages children to access materials and resources to investigate, test and propose new understandings about the world around them (babies love to explore through sensory play)  Recognises both verbal and non-verbal modes and tools for making meaning and self-expression  Focusses on relationships and interpersonal communication  Builds skills for lifelong learning  Reggio Emilia environments  Reggio Emilia educators may also refer to ‘the context as the third teacher’ to represent the importance of human elements in environments: relationships, schedules and time.  Reggio Emilia environments have a typical look and feel, with these inclusions:  Natural light and neutral colours  Flexible, open spaces  Documentation areas or displays  Natural materials, open-ended materials and loose parts  Atelier  Cozy reading nooks  Project workspaces  Flexible, accessible storage  Natural outdoor play spaces  Mirrors, lightboards and other reflective or sensory surfaces  Limited technology integration (used meaningfully and thoughtfully)  Community spaces  Learning activity: Design a Reggio classroom  In small groups, design a Reggio Emilia-inspired learning environment. You should create floor plans, consider the use of natural materials, and reflect on how the space supports the principles of the approach.  You may look to online sources for inspiration!  Source: https://preschoolequipment.com.au/product-category/reggio-emilia-inspired/  (The Guilletots Playful Learning, 2016)  (Your Nursery, 2017)  Provocations for infants and toddlers  Source: https://journeyi ngintoinquiry.w ordpress.com/c ategory/infants /  For babies and toddlers, understanding their world comes about through using their senses. Resources, learning experiences and intentional teaching are most engaging when they involve novel and tactile experiences.  A selection of carefully considered and aesthetically presented materials or resources is known as a “provocation” – it provokes curiosity, discovery and learning.  What kind of learning can happen through these provocations?  Learning activity: Reggio environments and the NQS  Read through ACECQA’s publication: “Quality Area 3 – The Environment as the Third Teacher” at https://www.acecqa.gov.au/sites/ default/files/2018-04/QA3_TheEnv ironmentAsTheThirdTeacher.pdf  Progettazione: Collaboration and projects  The words programmazione and progettazione are hard to translate literally, but can be interpreted as:  Programmazione: ‘the action of writing in advance’  Progettazione: ‘the action of throwing forward’  Educators can collaborate with infants and toddlers by responding to their cues and following their interests.  In practice, educators:  Begin with an idea -> Observe the direction children take learning -> Be ready to shift their focus as the program builds -> Follow children in different directions  (Lucas, 2019)  “Using the hundred languages, children bring a range of dimensions to the inquiry being constructed, which include learning with real emotion; looking at learning through an aesthetic lens; exploring with spirituality or mindfulness; and ‘being in dialogue’ with others and the materials” (Harcourt, 2015).  Progettazione, the NQS and EYLF  “The Reggio Emilia Approach does not have a prescribed curriculum framework focusing on predetermined outcomes. However, the strength of this approach lies in the ethic of care taken when planning and designing the launch of new ideas or proposals for inquiry. Great deliberation is taken over the questions that will be offered, the environment that will support and encourage learning, the relationships that may have the potential to develop as children move through their own and others’ zone of proximal development, and the type of professional inquiry that might be realised through the project” (Harcourt, 2015).  Does this align with contemporary Australian approaches to ECEC?  In groups, reflect on this quote and how it links to quality practice. Use the NQS quality areas and EYLF principles and practices to justify your choices.  Reggio Emilia documentation  Reggio Emilia documentation approaches:  Based on observation, reflection, and analysis  A way for educators to reflect on and analyse children’s development and behaviour  Records experiences of children in the classroom  Makes children’s learning visible  Helps keep children central to their own learning  Shapes the learning (e.g. project work)  It might include:  Pictures  Quotes from children  Quotes and excerpts from textbooks and professional articles  Children’s artwork  Children’s writing  Descriptions and explanations of the project (always attempting to answer the initial research question)  Teachers’ reflections on their own learning and wonderings  When gathering these data on the research question, different media can be used including pictures, videos, voice recordings, anecdotal notes, transcribed conversations, etc.  (Haynes & Patti, 2023)  Unpacking examples of documentation  What has been recorded?  How is it displayed?  What elements of the Reggio philosophy are evident in this image?  Why do you think the educators made these documentation choices?  Source: https://www.rootsandwingsfc.com/blog/reggio-inspired-documentation  Unpacking examples of documentation  What has been recorded?  How is it displayed?  What elements of the Reggio philosophy are evident in this image?  Why do you think the educators made these documentation choices?  Source: https://www.rootsandwingsfc.com/blog/reggio-inspired-documentation  The Atelier  A distinctive feature of Reggio Emilia settings is the “atelier” (meaning "workshop" or "studio“ in Italian). A dedicated space for artistic exploration, creativity, and self-expression, it provides children the opportunity to engage with a wide range of art materials and express themselves through various forms of visual and symbolic languages.  Source: https://www.artfulteachingjoyfullearning.com/blog/atelier-at-home  The atelier is often facilitated by a professional known as the "atelierista." This person is an artist or art educator who collaborates with teachers, children, and other educators to support artistic exploration. The atelierista brings expertise in various art mediums and serves as a guide in the creative process.  The atelier is stocked with a rich and diverse array of art materials, including paints, clay, paper, textiles, found objects, and other creative resources. These materials are carefully selected to stimulate sensory experiences and offer opportunities for exploration.  Natural and open-ended materials  The Reggio Emilia philosophy places great emphasis on exploring and incorporating the natural world in children’s learning environments.  Natural materials in the learning space can:  Provide sensory stimulation  Prompt inquiry from children’s questions and interests  Stimulate projects or art enquiries  Provide prompts for language and communication  Make connections for children between the classroom and real-world experiences  Help children be calm, at peace and connected to the natural world  Take a moment to conduct an online image search of Reggio Emilia classrooms. How have they incorporated natural materials into the space?  What types of natural materials could you include in a babies classroom?  Learning activity: Shopping for loose parts  Take a few minutes to read through this article about loose parts in Reggio Emilia learning: https://beyc.co.th/what-is-loose-parts-play/  Working with a partner, brainstorm:  The types of loose parts you could include in classrooms for infants and toddlers  Places you could source these items  Extra task for fun:  Visit https://reversegarbagequeensland.com.au/shop and https://reversegarbage.org.au/shop-online/ and explore the possibilities!  Find one item and discuss together how you could use it in an infants or toddlers learning space.  Source: https://www.nurseryworld.co.uk/features/article/eyfs-activities-we-ve-ex plored-loose-parts  Learning activity: Nature and art  Let’s create some nature-based art! How many ways can you and your peers use these materials creatively?  Reggio adults: Families and educators  Educators in Reggio settings:  Spend large amounts of time preparing for their work with children  Plan deliberately and collaboratively  Consider context and time in their teaching  Engage with community and families  Are guided by observation and children’s interests  Consider themselves co-constructors of learning  View professional development (incl. critical reflection) as a right and duty  Families in Reggio settings:  Provide additional context for educators’ planning  Offer broader viewpoints of children’s learning and development  Engage in Reggio programs as they are deliberately considered and included in educators’ teaching  Give insight into infants’ and toddlers’ strengths  (Harcourt, 2015; Lewin-Benham, 2020)  Learning activity: Plan a project  In a Reggio Emilia-inspired classroom for toddlers (18-24 months), educators have noticed the children's fascination with sticks during outdoor play. The toddlers have been collecting sticks on the ground, breaking them into pieces or using them to dig in dirt patches and the sandpit.  Your group task: Plan a project that extends on the toddlers’ interest in sticks.  You must:  Include short and long-term learning opportunities  Consider a diverse range of learning experiences to allow you to shift focus  Incorporate the 100 languages of children.  Document and display the project as it unfolds.  Include families in the project  Learning activity: Reggio or Pikler/RIE  Reggio  RIE/Pikler  You’ll recall last week that we mentioned practitioners drawing on elements of multiple models and approaches in their practice and philosophy.  Create for yourself a table, listing elements from each approach you’d like to incorporate into your work with infants and toddlers.  Looking ahead  Week 5: Theories of learning and development: Birth to two years  Domains of development  Key Theorists  Attachment Theory  Week 6: Brain development in the first two years of life  Brain anatomy  Neuroplasticity  Genetics – nature vs nurture  Sensorimotor development  Language development  Week 7: The importance of relationships in infant toddler care and education  Revisit Attachment Theory  Responsive caregiving and families  Trust, security and the EYLF  Social-emotional development  Communication and language development  Relationships, culture and community  Giamminuti, S. (2009). Pedagogical documentation in the Reggio Emilia education project: values, quality and community in  early childhood settings.  Giudici, C. & Meninno, I. (2020). Opening multiple doors to knowledge [Video]. Reggiochildren. https://www.reggiochildren.it/e-learning/ webinar-on-demand/opening-multiple-doors-to-knowledge-free-webinar/  Heineman, T. & Brumfield, B. (2022). Embracing the Reggio Emilia Approach to Early Childhood Education. Theses, Dissertations and Capstones. 1440. https://mds.marshall.edu/etd/1440  Harcourt, D. (2015). Nothing without joy: The key principles of the Reggio Emilia Approach. Educating Young Children - Learning and teaching in the early childhood years, 21(3), 26-28.  Haynes, M & and Patti, P. (2023) How-to-Guide: Reggio-Inspired Documentation. https://www.rootsandwingsfc.com/blog/reggio-inspired-documentation  Lewin-Benham, L. (2010). Infants and Toddlers at Work: Using Reggio-Inspired Materials to Support Brain Development. New York, NY: Teachers College Press.  Lucas, F. (2019). Projects, programs and Reggio Emilia: What can babies teach us? https://thesector.com.au/2019/08/29/projects-programs-and-reggio-emilia-what-can-babies-teach-us/  Sprouts (2019, February 1). Reggio Emilia Education [Video]. YouTube. https://www.youtube.com/watch?v=7n2hCebmT4c  University Liggett School (2022, March 17). The Reggio Emilia Inspired Classroom. [Video]. YouTube https://www.youtube.com/watch?v=Gs550GwRo04  The Guilletots Playful Learning (2016, May 28). Reggio Emilia: how to get started in your setting [Video]. YouTube. https://www.youtube.com/watch?v=4wE3I9jePa0  Your Nursery (2017, September 27) Reggio Emilia baby room environment [Video]. YouTube. https://www.youtube.com/watch?v=3eS517UkRJ4 Week 5 highlights  In today’s lecture and workshop we will:  Become familiar with some of the major theories and theorists of child development related to infancy and toddlerhood  Discuss how these various theoretical perspectives offer different lenses through which we can view the developing child  Explore how an understanding of individual development processes can help educators plan meaningful and appropriate experiences for children  Reflect on how our values and beliefs about theories of learning can influence our teaching practice  Introducing theorists  Understanding children’s growth and development is crucial for informed teaching young children.  No two children are exactly alike – even identical twins differ in the way they respond to play, affection, objects and people in their environment.  Knowledge of children’s sequence of development can guide educator’s practice by providing insights into how children typically grow and learn so we can understand and guide individual developmental processes.  Theories of human development help form your own values and beliefs about learning and the various approaches to working with children.  Major theorists discussed today:  Erik Erikson  Jean Piaget  Uri Bronfenbrenner  Lev Vygotsky  John Bowlby  Source: https://www.verywell mind.com/child-develo pment-theories-279506 8  Cognitive Developmental theory  Cognitive theory is concerned with the development of a person's thought processes. It also looks at how these thought processes influence how we understand and interact with the world.  Theorist Jean Piaget proposed one of the most influential theories of cognitive development. He was one of the first to shift the view of children as simply small adults and proposed one of the most influential theories of child development.  His cognitive theory seeks to describe and explain the development of thought and cognitive processes as a sequence of stages or steps.  Piaget’s Stages  Piaget’s Sensorimotor stage  Sensorimotor takes place between birth and two years. During this time:  Children use all their senses and motor behaviour to explore and learn  Sensory experiences and motor skills promote cognitive development  Baby’s physical actions such as sucking, grasping and hitting help them to learn about their surroundings  Movements are random at first then gradually they become intentional as behaviours are repeated  Between 5 and 8 months old, the child develops object permanence, which is the understanding that even if something is out of sight, it still exists  In Piaget’s view, around the same time children develop object permanence, they also begin to exhibit stranger anxiety, which is a fear of unfamiliar people. Babies may demonstrate this by crying and turning away from a stranger, by clinging to a caregiver, or by attempting to reach their arms toward familiar faces such as parents  (Geert Stienissen, 2011)  Learning activity: Sensorimotor planning  Working in groups, brainstorm and plan a learning experience for a group of infants aged 6 to 10 months old. Your plan must consider:  Sensorimotor stage of development  Safety  Resources  Supervision  Socio-cultural theory  There are many theories, educationalists and theorists that you will be drawing on in your studies and teaching career. The EYLF (page 13) draws on different theories, but socio-cultural theory in particular. This is because relationships are so integral to children’s learning and optimal growth.  Some main sociocultural theorists include Urie Bronfenbrenner, Lev Vygotsky and Loris Malaguzzi (who we learned in Week 4, founded the Reggio Emilia approach.)  Socio-cultural theories emphasise the central role that families and cultural groups play in children’s learning and the importance of respectful relationships. They provide insight into social and cultural contexts of learning and development.  Lev Vygotsky  Like Piaget, Vygotsky believed that children learn actively and through hands-on experiences  Learning is an inherently social process  Through interacting with others, learning becomes integrated into an individual's understanding of the world  Introduced the concept of the zone of proximal development, which is the gap between what a person can do with help and what they can do on their own  It is with the help of more knowledgeable others that children progressively learn and increase their skills and scope of understanding  (Sprouts, 2020)  ZPD – Zone of Proximal Development  In the Zone of Proximal Development (ZPD), learning is a scale.  One end of the zone includes tasks that are within a child’s current developmental level and the other end of the zone represents tasks that are too difficult to accomplish even with help.  This middle zone allows children to accomplish skills with another knowledgeable peer or adult. This term is called scaffolding and provides structure for learning to occur.  Lower range ZPD  Upper range ZPD  What a child can already do  Too hard, even with help  Scaffolding  Vygotsky and infancy/toddlerhood  Vygotsky's sociocultural theory and ZPD are relevant to babies and toddlers because:  Babies explore their world through hands-on experiences  Toddlers and infants rely heavily on relationships with others for their survival needs  The vast majority of a very young child’s social interactions are with those older than them (knowledgeable older people and the ZPD are ever-constant)  Learning is not limited by stage or maturation so children can move forward in their cognitive development with the right social interaction and guided learning.  ZPD – Zone of Proximal Development  Two-year-old Emma is playing with building blocks in her preschool classroom. She enjoys stacking the blocks but is struggling to create more complex structures that involve balancing multiple blocks on top of each other. She often tries, but her towers frequently collapse.  One day, the teacher, Mrs. Rodriguez, notices Emma's interest in building and decides to introduce a new set of larger and more stable blocks. Mrs. Rodriguez sits down next to Emma and demonstrates how to build a simple tower with the new blocks. She provides gentle guidance, encouraging Emma to try it herself.  At first, Emma is hesitant and looks to Mrs. Rodriguez for assistance. However, with the teacher's support, Emma successfully builds a tower using the new blocks. Mrs. Rodriguez praises her effort and suggests trying to add more blocks to make the tower taller.  Discuss in small groups:  How does this scenario represent a child’s ZPD? What is the teacher’s role in this scenario?  ZPD – Zone of Proximal Development  In this scenario:  Emma's current level of development is reflected in her ability to stack blocks, but she struggles with more complex structures.  The introduction of larger and more stable blocks represents the potential for learning within Emma's Zone of Proximal Development (ZPD).  Mrs. Rodriguez's guidance and support are within Emma's ZPD, providing just enough assistance to help her accomplish tasks that she couldn't do independently.  As Emma becomes more comfortable with the new blocks and Mrs. Rodriguez's support, she moves toward the upper range of her ZPD, gradually gaining the skills to build more complex structures independently.  This scenario illustrates how a teacher, by recognizing a child's current abilities and introducing appropriately challenging tasks with supportive guidance, can identify and facilitate learning within the child's Zone of Proximal Development. The ZPD is the range of tasks that a child can't do alone but can accomplish with the help of a more knowledgeable person, like a teacher or a peer.  Learning activity: Scaffolding for babies  You’ve noticed a baby in your care has been attempting to hold their own bottle to their lips during milk feeds.  Using your doll or teddy and a water bottle, role-play how you might use scaffolding as a teaching strategy to support this baby’s movements through their zone of proximal development.  Consider how you will hold, guide, support and speak to the baby during this interaction.  Urie Bronfenbrenner  Developed the Ecological Systems Theory.  “Ecological” = natural environment; human development is understood through this model as a long-lasting transformation in the way one perceives and deals with the environment.  Later renamed his theory to bioecological model, recognizing the importance of biological processes in development  Emphasised a balance between nature and nurture  Illustrates theory by placing a child in the middle of concentric circles surrounded by a variety of different factors that influence the child  Theory stresses the importance of studying a child in the context of multiple environments  Theory contains five levels of external influence: microsystem, mesosystem, exosystem, macrosystem, and chronosystem  (Sprouts, 2021)  Ecological Systems Theory  Chronosystem - Events or changes over the life course (e.g. major events, transitions, world events)  Bronfenbrenner and infancy/toddlerhood  Bronfenbrenner recognised that a person’s biological potential and the environment interact to impact development. The personality and behaviour of the child will also influence the way people in the environment will interact with that child.  For infants and toddlers, this is relevant to:  A baby or toddlers temperament  Whether a child is enrolled in ECEC  Relationships between ECEC educators and parents  Our programming, considering social, cultural and community factors that influence a child’s systems  Learning activity: Your toddler ecological systems model  Think of yourself as a two-year-old. Using Urie Bronfenbrenner’s bioecological model, identify the key people, relationships and events in your life at that time.  Microsystem  Mesosystem  Exosystem  Macrosystem  Chronosystem  Parents?  Siblings?  Peers?  School?  Daycare?  Kindy?  Interactions between caregivers, families, peers, each other?  Parents’ jobs?  Socioeconomic status?  Your families’ interactions with the world/community ?  Conditions of your community?  Major world issues?  Political issues?  Technological advancements?  Life transitions?  Family changes?  World events/historical changes?  Learning activity: One child’s socio-cultural world  Sarah has just celebrated her first birthday and taken her first steps. Her family have relocated to a new town where she’s begun attending a new childcare centre. Her educator, Miss Jodie, is dedicated, enthusiastic, and has developed a strong bond with Sarah very quickly. Sarah was previously cared for by her grandparents one day a week; now they live too far away for regular contact.  In pairs, reflect on Sarah’s recent experiences using socio-cultural theoretical perspectives.  Psychosocial Developmental theory  Psychosocial theorists have provided valuable insights into the psychosocial aspects of early childhood development, including:  Attachment  Emotional regulation  Social-emotional development  Social relationships  The role of the environment in shaping the child's experiences  Their work continues to influence early childhood educators and researchers in creating supportive and enriching environments for young children.  In contrast to previous developmental theories, Erik Erikson's psychosocial theory emphasizes a person's growth over the course of their entire lifespan. At every stage, a structural crisis that marks a significant turning point confronts both adults and children. Effectively dealing with the challenges of each phase leads to the occurrence of a lifetime psychological benefit.  Erikson’s eight-stage theory of human development described the process of change from infancy through death. During each stage, people are faced with a developmental conflict that impacts later functioning and further growth.  Unlike many other developmental theories, Erik Erikson's psychosocial theory focuses on development across the entire lifespan. At each stage, children and adults face a developmental crisis that serves as a major turning point.  Successfully managing the challenges of each stage leads to the emergence of a lifelong psychological virtue.  Erikson’s Psychosocial Stages  Trust vs Mistrust  During the first eighteen months of life children learn to trust their environment.  They need warm, consistent, predictable and attentive care by care givers who can accurately read and respond to their signals.  When infants are distressed they need to be comforted with loving physical contact, nourishment, cleanliness and warmth. This will enable them to develop a feeling of confidence and trust that their world is safe and dependable.  Mistrust occurs if the infant’s world is unpredictable or they are handled harshly.  The second stage occurs between eighteen months and three years of age.  During these years toddlers use their new motor and mental skills to practise their locomotor and language skills.  Their objective is to gain self-control without loss of esteem. Fostering independence in children is important as they can become self-sufficient, choosing and deciding for themselves in a loving and warm environment.  They learn to feed themselves, go to the toilet, and dress themselves so that they have autonomy or independence. However, over-protection or lack of adequate activities results in self-doubt, poor achievement and shame.  Autonomy vs Shame and Doubt  (AboutKidsHealth - The Hospital for Sick Children, 2012)  Like many of the theories we’re exploring today, Erikson’s psychosocial stages emphasise the importance of relationships, particularly trusting relationships, when working with very young children.  In ECEC practice this looks like:  Forming attachments with infants/toddlers  Responding warmly and consistently to babies’ needs  Talking gently to babies if we can’t pick them up or deal with their needs right away  Tuning in to children’s interests and skill levels  Offering just enough support to help them do things for themselves  Providing a variety of play experiences so children can explore and choose what to do  Erikson in ECEC  Read through the article regarding Trust vs. Mistrust at https://www.verywellmind.com/trust-versu s-mistrust-2795741  THINK-PAIR-SHARE: What might be some of the challenges or limitations of implementing Cherry’s (2020) suggestions in ECEC?  Learning activity: Where’s the trust?  Source: https://www.verywellmind.com/trust-versus-mistrust-2795741  Attachment theory  Attachment theory, proposed by John Bowlby and expanded upon by Mary Ainsworth, emphasises the importance of early relationships in emotional development. It suggests that infants develop a secure attachment to their primary caregivers, which influences their emotional responses and relationships throughout life.  The first principle in the Early Years Learning Framework is "secure, respectful and reciprocal relationships" and attachment theory is the basis of understanding those relationships. Furthermore, Quality Area 5 in the National Quality Standard (NQS) is focused on relationships stating that "responsive and meaningful interactions build trusting relationships“.  Recent large-scale research has shown attachment between children and educators in early childhood education settings, and positive interactions that help form health attachments are vital to children's later educational outcomes (Melhuish et al., 2008).  Attachment types  Secure: Infants use parents as a secure base to explore the environment.  Avoidant: The infant seems unresponsive to parent approaches and will often not be distressed when the parent leaves. They will often not cling to their parents when picked up.  Resistant: The infant will stay close to the parent and resist exploration of the environment. They will often suffer separation anxiety however and may seem angry on the mother’s return and cry. They are often hard to calm down.  Disorganised: Infants seem confused at reunion with parents even dazed by the experience and may cry when parents return- the most insecure form of attachment for infants  (thibs44, 2009)  Learning activity: Attachment and parents  You are the educator in the 0–2-year-old room. You have many new families who do not understand why their children are so upset at drop-off time each morning.  In small groups, discuss and plan:  Explain a strategy you could use to help the children build trust and settle each morning.  What would you say to reassure families?  Outline what information you would share with families about this issue. You may like to consider developmental milestones or theoretical perspectives.  Looking ahead  Week 6: Brain development in the first two years of life  Brain anatomy  Neuroplasticity  Genetics – nature vs nurture  Sensorimotor development  Language development  Week 7: The importance of relationships in infant toddler care and education  Revisit Attachment Theory  Responsive caregiving and families  Trust, security and the EYLF  Social-emotional development  Communication and language development  Relationships, culture and community  Week 8: Learning to teach: Pedagogical documentation + Best practices for teachers working in the nursery + What does a quality infant toddler program look like  What is documentation in ECEC – purpose and types  Best practice for working with infants and toddlers – strategies and approaches  Quality indicators for infant-toddler education programs  AboutKidsHealth - The Hospital for Sick Children (2012). Developing Attachment: Inconsistent Response to a Baby’s Distress [Video]. YouTube. https://www.youtube.com/watch?v=8BA8CcEUP84  Berk, L. (2012). Child development, 9th ed. Pearson, US.  Cantor, P. (2017). Promote Infant and Toddler Learning and Development (pp. 51-73). Information Age Publishing.  Gordon Rouse, K. A. (1998). Infant and Toddler Resilience. Early Childhood Education Journal, 16(1), 47-52.  Melhuish, E. C., Phan, M. B., Sylva, K., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2008). Effects of the home learning environment and preschool center experience upon literacy and numeracy development in early primary school. Journal of Social Issues, 64(1), 95-114. doi: 10.1111/j.1540- 4560.2008.00550.x  Sprouts (2020, February 28). Vygotsky's Theory of Cognitive Development in Social Relationships [Video]. YouTube. https://www.youtube.com/watch?v=8I2hrSRbmHE&t=142s  Sprouts (2021, December 2). Bronfenbrenner’s Ecological Systems: 5 Forces Impacting Our Lives [Video]. YouTube. https://www.youtube.com/watch?v=g6pUQ4EDHeQ&t=1s  thibs44 (2009, January 18) The Strange Situation – Mary Ainsworth [Video]. YouTube. https://www.youtube.com/watch?v=QTsewNrHUHU"