Embed Size (px)
Citation preview
Identity
Inherited, learned or caught?
Session outline
• The ways in which identity, social and emotional learning and mental health are linked
• Evidence for the significant place of social and
emotional learning in children’s development
• Ways to support identity and social and emotional learning every day
Identity “Who you are,
the way you think about yourself, the way you are viewed by the world
and the characteristics that define you”
http://www.yourdictionary.com/identity
Mental health and wellbeing
Child
Participation
Behaviour
Sense of self
Interactions
Relationships
Emotions
Early Years Learning Framework (EYLF)
• Belonging
• Being
• Becoming
Sense of self
Emotional
skills
Social
skills
KidsMatter core
skill areas
Social skills
Developing ways to relate with others
Emotional skills
Developing ways to express, understand and regulate feelings
Connections
Mental health and wellbeing
Social and emotional skills
Identity (Sense of self)
The brain
Feeling
Brain stem
The brain Thinking
Relationships
I am here
and
you are worth it
Jude Cassidy
Relationships Behaviour
Response
Behaviour
Response
SIFT Sensations Images Feelings Thoughts
SIFT Sensations Images Feelings Thoughts
Child
Parent / caregiver
Educator
Peer Sibling Grand
parent
Relationships
Influences
Child
Community Family
Education and care setting
Culture
Social
Political
Economic
Workplace
Bronfenbrenner 1979
Identity
Our sense of ‘I’ is profoundly influenced by how we belong to a ‘we’. Dan Siegel and Mary Hartzell
Make time to yarn with others about your individual identity and then yarn about your group identity. KidsMatter 2014
Culture Where you come from Who you are Who you belong to Where you belong What you do What you believe
The relationship IS the ‘strategy’!
Strategies
Prioritise relationships
Consider
Routine events
Timetable
Experiences
Staffing arrangements
Environment
Interactions
Individualise
Examples
How?
• Being with • Being known • Being accepted • Organising feelings • Following child’s lead • Respecting • Naming feelings
• Focusing on strengths
• Connecting and redirecting
• Supporting self regulation
• ………….?
Identity: Inherited, learned or caught?
What do these ideas mean for you? How might they influence your practice?
“Identity is both a state of being and a
process of becoming” Uprichard (2008).
Identity: Inherited, learned or caught?
Key quotes from the reference list:
3. Brooker, L. & Woodhead, M. (Eds) (2008) Developing Positive Identities: Diversity and Young Children. Early Childhood in Focus 3. The Open University
Page number
“Transition into the culture of an early childhood programme may challenge the secure identity a child has formed at home. Acquiring new identities compatible with the expectations of their new environment may involve a risky adaptation for young children. Children and their parents may face difficult identity choices”. “Developing positive identities touches on some fundamental questions facing every young child: “Who am I?”, “Is it OK to be who I am?” and “What is my place in this world?”….children’s identities are not only the result of the personal choices they make, nourished by the different reference groups they belong to. Identity is also the result of how other people define the young child, how he or she is understood (or not) and shown respect (or not). In these ways, children’s social experiences serve as a ‘mirror’ for their identities”. “Legal identity is established from birth whereas personal social and cultural identity grows and changes”. “…children continue to develop a sense of their personal identity throughout their childhood through their active, guided participation in the cultural life of their community. In this sense, identity is both a state of ‘being’ and a process of ‘becoming”. Uprichard (2008) “Identity always has two distinct aspects – that of the unique individual person and that of the shared social person”. “Identity is best described as constructed and co-constructed and reconstructed by the child through his or her interactions with parents, teachers peers and others”. “Young children’s first task in identity formation is to differentiate themselves from their caregivers and from the environment that surrounds them”.
26
26 4 4 6 6 12
4. California Department of Education - Social and Emotional Domain.
Underlying neural mechanisms are the same for cognition and social emotional learning Relationships provide the context for social emotional development
21. Rolfe. S. (2004). Rethinking attachment for early childhood practice: Promoting security, autonomy and resilience in young children
“Human development is shaped by a dynamic and continuous interaction between biology
and experience”. “Culture influences every aspect of human development and is reflected in child rearing beliefs and practices designed to promote healthy adaptation”. “Children are active participants in their own development, reflecting the intrinsic human drive to explore and master one’s environment”. “Human relationships and the effects of relationships on relationships are the building blocks of healthy development”. “The broad range of individual differences among young children often makes it difficult to distinguish normal variations and maturational delays from transient disorders and persistent impairments”. “The development of children unfolds along individual pathways whose trajectories are characterised by continuities and discontinuities, as well as by a series of significant transitions”.
“Human development is shaped by the ongoing interplay among sources of vulnerability and sources of resilience”. “The timing of early experiences can matter, but, more often than not, the developing child remains vulnerable to risks and open to protective influences throughout the early years of life and into adulthood”. “The course of development can be altered in early childhood by effective interventions that change the balance between risk and protection, thereby shifting the odds in favour of more adaptive outcomes”.
“The growth of self-regulation is a cornerstone of early childhood development that cuts across all domains of behaviour”. “Self emerges from how others respond to us and relate to us in the early years”.
23 25 27 27 28 29 30 31 32 26 41
23. Siegel, D. & Hartzell M. (2003) Parenting from the Inside Out: How a deeper self-understanding can help you raise children who thrive.
“Our sense of ‘I’ is profoundly influenced by how we belong to a ‘we’” “By becoming known and understood by someone, over time, we come to know ourselves and so have the capacity to understand others”.
47 52
8. Hunter Institute of Mental Health & Community Services and Health Industry Skills Council. (2012). Children’s Mental Health and Wellbeing: Exploring Competencies for the Early childhood Education and Care Workforce. Final Report
“The manner in which children see themselves as individuals directly influences how they will
interact with others now and in the future”. Definition for mental health in early childhood “Early childhood mental health and wellbeing is seen in the capacity of a young child – within the context of their development, family, environment and culture – to:
Participate in the physical and social environment
Form healthy and secure relationships
Experience, regulate, understand and express emotions
Understand and regulate their behaviour
Interact appropriately with others, including peers; and
Develop a secure sense of self
Early childhood mental health and wellbeing is related to healthy physical, cognitive, social and emotional development. Early childhood development and life experiences contribute strongly to a person’s mental health and wellbeing during childhood and later in life.”
101 13
5. Cooper, G., Hoffman, K., Marvin, B. & Powell, B., (2014). The Circle of Security Intervention: Enhancing attachment in early parent-child relationships.
“States become traits”. Perry (1995) “Reflective functioning changes states”. “I am here and you are worth it” (Jude Cassidy)
“The centre of gravity for a child’s developing identity is at first with the parent”
“Autonomy within relatedness – Be with me so I can do it myself”. “Relatedness within autonomy – Keep the ‘me’ and ‘you’ in ‘us’”. “Being-With means knowing someone is emotionally available……” “Being-With means being known” “Being-With means the child’s needs are accepted”
92 92 38 48 48 48 39 39 39
7. Essa, E., (2013) Introduction to Early Childhood.
“Emotional well-being and social competence provide a strong foundation for emerging cognitive abilities. Together they are the bricks and mortar of the foundation of human development”.
8
30. Whitington, Victoria (2014) Agency in the early years. Everyday Learning Series Vol 12, No.1.
‘When children can participate, initiate and direct the activities around them, they are sometimes described as having ‘agency’. Agency cannot be imposed from outside. It comes from within. It results from the many interactions children have with others in their lives. When others listen to children respectfully, value their opinions, respond to their needs and support them when they need it, children’s sense of agency is strengthened”.
“Children tend to think of themselves the way adults who care for them think and talk about them”.
“Adults often refer to children by talking mostly about their size and appearance. Frequently used words such as ‘cute’, ‘handsome’ and ‘pretty do not focus on what children are able to do, their potential, or their individual qualities, but instead on what is not under their control”.
3 9 21
24. Siegel, D. & Bryson, T. (2011) The Whole Brain Child: 12 Revolutionary strategies to nurture your child’s developing mind
“SIFT = Sensations, Images, Feelings Thoughts”
105
6. Early Years Learning Framework:
“Relationships are the foundations for the construction of identity – ‘who I am, ‘how I belong’ and ‘what is my influence?”
20
31. World Health Organisation
“Mental health is defined as a state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community”.
References
1. Alberta Family Wellness Initiative Video: How Brains are Built: The Core Story of Brain
Development. Retrieved on 29.8.14 from:
http://www.albertafamilywellness.org/resources/video/how-brains-are-built-core-story-
brain-development
2. Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Nature
and Design. Cambridge, MA: Harvard University Press. (ISBN 0-674-22457-4)
3. Brooker, L. & Woodhead, M. (Eds) (2008) Developing Positive Identities: Diversity and
Young Children. Early Childhood in Focus 3. The Open University. Retrieved 29.7.14 from
http://bernardvanleer.org/English/Home/Publications/Browse_by_series.html?ps_page=1
&getSeries=3#.U9cQLvmSyCk
4. California Department of Education - Social and Emotional Domain. Retrieved 29.7.14
from: http://www.cde.ca.gov/sp/cd/re/itf09socemodev.asp
5. Cooper, G., Hoffman, K., Marvin, B. & Powell, B. (2014). The Circle of Security Intervention:
Enhancing attachment in early parent-child relationships. Guilford Press, New York.
6. Early Years Learning Framework: Retrieved on 29.7.14 from
https://education.gov.au/early-years-learning-framework
7. Essa, E., (2013) Introduction to Early Childhood. Cengage Learning.
8. Hunter Institute of Mental Health & Community Services and Health Industry Skills Council.
(2012). Children’s Mental Health and Wellbeing: Exploring Competencies for the Early
childhood Education and Care Workforce. Final Report. Department of Education
Employment and Workplace Relations. Canberra. ACT: Commonwealth of Australia
9. Kostelnik, M., Whiren, A., Soderman, A., & Gregory,K. (2009). Guiding Children’s Social
development and learning. 6th ed. Cengage Learning. USA.
10. KidsMatter Early Childhood Mental health Initiative: Retrieved on 29.7.14 from
https://www.kidsmatter.edu.au/early-childhood
11. KIdsMatter Early Childhood (2014), Early childhood mental health: An introduction.
Commonwealth of Australia. Accessed 18.8.2014 from
https://www.kidsmatter.edu.au/sites/default/files/public/KidsMatter-Early-Childhood-
mental-health-an-introduction-web.pdf
12. KidsMatter Early Childhood (2014) Developing children’s social and emotional skills.
Commonwealth of Australia. Accessed 18.8.2014 from
https://www.kidsmatter.edu.au/sites/default/files/public/KM%20Linking%20resources%2
0C2%20Book_web_final.pdf
13. KidsMatter Early Childhood (2014). Early childhood neurodevelopment. Commonwealth of
Australia. Accessed 18.8.2014 from
https://www.kidsmatter.edu.au/sites/default/files/public/KidsMatter-Early-Childhood-
neurodevelopment-web.pdf
14. KidsMatter Early Childhood (2014) Video – Relationships in action Accessed 26.8.14 from
https://www.kidsmatter.edu.au/early-childhood/kidsmatter-early-childhood-
practice/component-2-professional-learning/module-3
15. KidsMatter Early Childhood (2014) Video – Lauren, Aysha, Isabella and Lucas Accessed
26.8.14 from https://www.kidsmatter.edu.au/early-childhood/kidsmatter-early-childhood-
practice/component-2-professional-learning/module-6
16. KidsMatter Early Childhood (2014) Podcasts - Identity. Accessed 29.8.14 from
https://www.kidsmatter.edu.au/early-childhood/resources-educators-and-
families/yarning-up/series8/identity
17. Perry, B. & Szalavitz, M. (2010). Born for Love: Why Empathy is Essential -and Endangered.
HarperPaperbacks. NY. ISBN 0-06-165678-X
18. Perry, B. & Szalavitz, M. (2006). The Boy who was Raised as a Dog: and other stories from a
child psychiatrists notebook - what traumatised children can teach us about loss, love and
healing. Basic Books. New York. ISBN 0465056539
19. Perry, B., Pollard, R., Blakely, T., Baker, W., & Vigilante, D. (1995). Childhood Trauma, the
neurobiology of adaptation and ‘use-dependent’ development of the brain: How ‘states’
become ‘traits’. Infant Mental Health Journal, 16, 271-291
20. Perry, B. (2011). Introduction to the Neurosequential Model of Therapeutics. Retrieved on
29.7.14 from
http://www.eusarf2012.org/Portals/13/Documents/nmt_core_slides_2011.pdf
21. Rolfe. S., (2004). Rethinking attachment for early childhood practice: Promoting security,
autonomy and resilience in young children. Department of Learning and Educational
Development. The University of Melbourne. Allen & Unwin.
22. Secretariat of National Aboriginal and Islander Child Care. EYLF Fact Sheets. Accessed on
29.8.14 from http://www.snaicc.org.au/_uploads/rsfil/02896.pdf
23. Siegel, D. & Hartzell M., (2003) Parenting from the Inside Out: How a deeper self-
understanding can help you raise children who thrive. Tarcher / Penguin.
24. Siegel, D. & Bryson, T. (2011) The Whole Brain Child: 12 Revolutionary strategies to nurture
your child’s developing mind. Random House. ISBN 0553386697
25. Siegel, D. (2010) Video of the hand model of the brain. Retrieved on 29.7.14 from
http://www.youtube.com/watch?v=DD-lfP1FBFk
26. Stonehouse, A., (2011) The more you know the more you see. Babies and toddlers learning
and the EYLF. Research in Practice Series. Vol. 18. No. 3. Early Childhood Australia.
27. Shonkoff, J. & Phillips, D. (Eds). (2000). From Neurons to neighbourhoods: The Science of
Early Childhood development. National Research Council and Institute of Medicine.
National Academy Press. Washington.
28. Young Minds – A voice for young people’s mental health and wellbeing: Young Minds in
Schools - Supporting the emotional wellbeing of children and young people in schools:
Attachment behaviour and learning Retrieved on 29.7.14 from
http://www.youngminds.org.uk/training_services/young_minds_in_schools/wellbeing/att
achment
29. Uprichard, E. (2008). Children as Beings and Becomings: Children, childhood and
temporality. Children and Society. July 2008, Vol 22. No.4 pp 303 – 313
30. Whitington, Victoria (2014) Agency in the early years. Everyday Learning Series Vol 12,
No.1. Early Childhood Australia.
31. World Health Organisation Acessed on 28.8.14 from
http://www.who.int/features/factfiles/mental_health/en/
