Infant Toddler Learning & Development Foundations

SOCIAL-EMOTIONAL DEVELOPMENT
16
8 months
Foundation: Relationships with Adults
The development of close relationships with certain adults
who provide consistent nurturance
At around eight months
of age, children seek a
special relationship with
one (or a few) familiar
adult(s) by initiating
interactions and seeking
proximity, especially
when distressed. (6–9
mos.; Marvin and Britner
1999, 52)
For example, the child
may:
• Seek comfort from the
infant care teacher by
crying and looking for
him. (7 mos.; Lamb,
Bornstein, and Teti 2002,
372)
• Cry out or follow after
a parent when dropped
off at the child care
program. (6–9 mos.;
Ainsworth1967, 4)
• Lift her arms to be picked
up by the special infant
care teacher. (8 mos.;
Meisels and others 2003,
17; Ainsworth 1967, 5)
• Crawl toward a parent
when startled by a loud
noise. (8.5 mos.; Marvin
and Britner 1999, 52)
• Turn excitedly and raise
his arms to greet a family
member at pick-up time.
(8 mos.; Ainsworth 1967,
5)
18 months
At around 18 months of
age, children feel secure
exploring the environment
in the presence of
important adults with
whom they have developed
a relationship over
an extended period of
time. When distressed,
children seek to be
physically close to these
adults. (6–18 mos.; Marvin
and Britner 1999,
52; Bowlby 1983)
For example, the child
may:
• Run in wide circles
around the outdoor play
area, circling back each
time and hug the legs of
the infant care teacher
before running off again.
• Snuggle with the special
infant care teacher when
feeling tired or grumpy.
• Wave at the special
infant care teacher from
the top of the slide to
make sure he is watching.
• Follow a parent physically
around the room.
• Play away from the
infant care teacher and
then move close to
him from time to time
to check in. (12 mos.;
Davies 2004, 10)
36 months
At around 36 months of age, when exploring
the environment, from time to time
children reconnect, in a variety of ways,
with the adult(s) with whom they have developed
a special relationship: through eye
contact; facial expressions; shared feelings;
or conversations about feelings, shared
activities, or plans. When distressed, children
may still seek to be physically close
to these adults. (By 36 mos.; Marvin and
Britner 1999, 57)
For example, the child may:
• Feel comfortable playing on the other side
of the play yard away from the infant care
teacher, but cry to be picked up after falling
down. (24–36 mos.; Lamb, Bornstein, and Teti
2002, 376)
• Call “Mama!” from across the room while
playing with dolls to make sure that the mother
is paying attention. (24–36 mos.; Schaffer
and Emerson 1964)
• Call for a family member and look out the
window for him after being dropped off at
school. (24–36 mos.; Marvin and Britner 1999,
56)
• Communicate, “This is our favorite part” when
reading a funny story with the infant care
teacher.
• Bring the grandmother’s favorite book to her
and express, “One more?” to see if she will
read one more book, even though she has
just said, “We’re all done reading. Now it’s
time for nap.” (Teti 1999; 18–36 mos.; Marvin
and Britner 1999, 59)
• Cry and look for the special infant care
teacher after falling.
• Seek the attention of the special infant care
teacher and communicate, “Watch me!” before
proudly displaying a new skill.