Define early childhood social emotional development



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tarix05.10.2017
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Define early childhood social emotional development

  • Define early childhood social emotional development

  • Explore the role of early brain development on trajectories of development

  • Describe policy implications for Part C systems



Young children are:

    • Young children are:
    • Being kicked out of child care settings
    • Showing the impacts of maternal depression
    • Dealing with multiple family risks (parental substance abuse, domestic violence and mental illness)




No national epidemiological data

  • No national epidemiological data

  • Early Childhood Longitudinal Study: 10% of all kindergarten children show problematic behavior

  • Rates are two to three times as high in low-income samples

  • Clinical level problems are lower (4-10%)



Inter-relatedness of domains

  • Inter-relatedness of domains

  • Intimately tied to caregivers’ mental health

  • Core tasks:

    • Attachment
    • Behavior
    • Competence






Connections between neurons are strengthened through repeated exposure/use

  • Connections between neurons are strengthened through repeated exposure/use

  • Connections that are not used often are pruned away

  • Environmental influences shape the architecture of the brain





Frequent, regular, predictable

  • Frequent, regular, predictable

  • Occur in the context of warm, supportive relationships

  • Are associated with positive emotions

  • Involve several senses

  • Are responsive to the child’s interests or initiative

  • Early Childhood Resource Center, RTI





The social, emotional and behavioral well-being of young children and their families

  • The social, emotional and behavioral well-being of young children and their families

  • The developing capacity to experience, regulate, express emotion

  • Form close, secure relationships

  • Explore the environment and learn

  • Adapted from ZERO TO THREE









Extent to which the temperament of the child is compatible with the environment, expectations and demands

  • Extent to which the temperament of the child is compatible with the environment, expectations and demands













Positive Stress: normative, helps in development

  • Positive Stress: normative, helps in development

  • Tolerable Stress: outside the normal range, one time events, buffered by caregivers

  • Toxic Stress: prolonged activation of the stress response system, in absence of buffering adult









Specific aspects of parenting behavior:

  • Specific aspects of parenting behavior:

    • Maternal responsivity
    • Maternal sensitivity
    • Emotional availability
    • Negative mood (intrusive/hostile)
    • Inconsistency in discipline
    • Modeling negative affect
    • Inability to assist with emotional regulation


Mothers’ well-being

  • Mothers’ well-being

    • Decreased Maternal Self-Efficacy
  • Fathers’ well-being

  • Infant development

    • Emotion dysregulation
    • Cognitive and language delays
    • Increased risk for psychopathology
  • Mother-infant interaction

    • Mothers: understimulating or overstimulating
    • Infants: Less responsive, more gaze avoidant, more distress


Address the mental health needs of young children and their caregivers in context of their network of services and supports

  • Address the mental health needs of young children and their caregivers in context of their network of services and supports



Need to address complex, multi-factorial problems that evolve over time and across settings

  • Need to address complex, multi-factorial problems that evolve over time and across settings

    • Focus on caregivers (parents and child care providers)
  • Lack of fit between increasing specialization & real needs of young children & their caregivers

  • Requires integration & adaptation of evidence-based practices (EBP)





Infused Into Natural Settings and Services

  • Infused Into Natural Settings and Services

    • Stand-alone early childhood mental health systems won’t work
  • Grounded in Developmental Knowledge

  • Risk & Resilience

    • Building family and community assets


Dyadic interventions

  • Dyadic interventions

  • Two-generation models

  • Family systems framework

  • Relationships between MH and other service systems

  • Relationships with stakeholders in systems building



Growing number of evidence-based prevention and treatment models

  • Growing number of evidence-based prevention and treatment models

    • Developed through rigorous scientific experiments
    • Need for adaptation for local context, but with eye to fidelity
    • Difficulties in bringing these to scale
  • How to value “practice-based evidence” and “family wisdom”





Developmental and social-emotional screening in primary care and early care and education programs

  • Developmental and social-emotional screening in primary care and early care and education programs

  • High quality training on social-emotional development for Part C providers and child care community

  • Dissemination of information promoting healthy social-emotional development



Screening for caregiver depression

  • Screening for caregiver depression

  • Mental health consultation in child care and integration of MH into Part C systems

  • Social skills curricula (i.e., Second Step)



Positive Behavioral Support

  • Positive Behavioral Support

  • Intensive mental health consultation in homes and child care settings to support children with IFSPs

  • Relationship-based therapy (e.g., PCIT)

  • In-home treatment for children with mental health diagnoses and depressed caregivers



Consider how current eligibility criteria and procedures for Part C reflect the fundamentals of early childhood social-emotional development

  • Consider how current eligibility criteria and procedures for Part C reflect the fundamentals of early childhood social-emotional development

  • Broaden networks of providers who are screening families (caregivers and children) for social-emotional risks

  • Establish cross-sector competencies for all providers working with young children and families

  • Support integration of mental health consultants in Part C systems



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