SAFETY AND CARE

Nurturing Relationships Babies

Caregivers have an important role to play in supporting children during the stressful time of separating from their parents.

Settling a baby who is new to child care requires a great deal of skill and understanding.

Children who do not recover from the upset of separating from their primary attachment figure may find it very difficult to develop trust in their caregivers, to feel secure and to explore their new environments.

How can carers develop and maintain nurturing relationships with babies/infants?

EARLY YEARS LEARNING FRAMEWORK Children develop a sense of belonging when they feel accepted, develop attachments and trust those who care for them. When children feel safe, secure and supported they grow in confidence to explore and learn (Early Years Learning Framework, page 20).

(NQF)ELEMENT 5.1.3 EACH CHILD IS SUPPORTED TO FEEL SECURE, CONFIDENT AND INCLUDED.

Assessors may observe:

Children being supported to build secure attachments with one and then more familiar educators

using a favourite toy or comfort item brought from home to help them settle and feel secure in the service

many opportunities for babies and toddlers to experience relaxed physical contact and one-to-one interactions with familiar educators.

NURTURING RELATIONSHIPSInfants and toddlers who are loved, nurtured and cared for by responsive adults are more adventurous, confident and sociable than children whose caregivers are distant and emotionally unavailable.

BONDING AND ATTACHMENT

A bond develops when an infant’s parents, other family members and caregivers develop nurturing relationships with that child

Attachment is a special bond between an infant and those who care for him/her.

Attachment is characterised by a strong feeling of being connected and belonging together.

ATTACHMENT IS IMPORTANT BECAUSE….

1. It provides a secure base from which infants can explore the world

2. It provides a model for future relationships

3. Securely attached children tend to be more outgoing, happy and do better at school than children who are not securely attached

PRIMARY AND SECONDARY ATTACHMENTS

Primary attachments are those attachments children have with their parents and family members

Secondary attachments are those attachments children form with their caregivers other than family members eg childcare workers

TRUST AND ATTACHMENT

Infants develop a sense of trust when they are in an environment that gives them the following messages:

The world is a friendly place – their cries prompt a positive response by loving, nurturing adults

They are important – their needs are met quickly and consistently

TRUST AND ATTACHMENTWithout a sense of trust the world becomes an unreliable, frightening place

Developing a trusting relationship and secure attachments to primary carers is critical for the healthy social and emotional development of infants and toddlers

STAGES OF ATTACHMENT First Stage – (birth – 5/6 months) Obvious preference for mother, however babies at this stage discriminate less between adults, so long as their needs are met in a responsive , caring way

Second Stage – (5-11mths) Infants show a definite preference for familiar people eg mother, father, frequent carer.

Third stage – separation anxiety (8 – 18mths) children will resist care or attention from unfamiliar people and will move closer to their parent or familiar carer. Fear of being separated from primary caregivers and will cry when this person leaves room.

Fourth Stage – Stranger anxiety (18 – 24mths) children become cautious around strangers, may become distressed, clingy and cry

STRATEGIES TO SUPPORT ATTACHMENT

Understanding about the development of attachment is important professional knowledge.

In children’s services, healthy attachment relationships between children and carers are characterised by the following:

Frequent, affectionate physical contact

Reciprocal positive interactions

Comfort

Physical needs met in a consistent, caring and timely manner

Consistency- It is a requirement of staff in a babies room to organise shifts to ensure that there is always one familiar staff member with the babies and toddlers.

DEVELOPING ATTACHMENT IN A CHILD CARE SETTING

Hutchins(1999) suggests the following strategies to support the development of attachment in child care settings:

1. Social referencing – very young children often look to their attachment figures for cues to guide their behaviour in unfamiliar situations. If they sense that their parents feel comfortable and welcome at the service, children are more likely to feel the same way. Encouraging parents to visit the service before child begins care is an ideal strategy. Then in the orientation weeks when the child starts to come welcome them both and give them time by making yourself available from the moment that they arrive.

2. Handles for attachment – using familiar toys, books, rugs or rituals can help carers build relationships with children.

3. Maximising holding and physical comfort – never ignore or “leave to cry” a distressed child

4. Providing “tuned in” attentive care

WHAT DOES ATTACHMENT LOOK LIKE?

BEGINS WITH LOVE RESPECT SUPPORTING BABIES EFFORTS POSITIVE GUIDANCE KEEPING IT LIGHT STRENGTHENING ATTACHMENT – EMBEDDED IN ORDINARY ROUTINES

CARING AND SAFE EMOTIONAL CLIMATE RESPONSE TO BODY LANGUAGE USING BOOKS TEACHING GROUP ENTRY SKILLS CARING AND RESPONSIVE ENVIRONMENT ATTENTIVE GLANCES

HOW DOES ATTACHMENT HELP THE BABY IN CHILD CARE In the childcare setting, a focus on secure attachment between the caregiver and baby means that feelings of security and contentment are achieved for the baby.

HOW CAN CAREGIVERS MAKE THE SEPARATION PROCESS SMOOTHER?1. Encouraging the parents to stay

2. Developing a settling in process

3. Responding appropriately to the parent’s and child’s distress

4. Establishing routines to minimise the distress at separation

5. Developing a relationship with the child

SEPARATION ANXIETY

Find out child’s likes and dislikes

Follow parents advice / suggestions

Be friendly and reassuring to parents

Ask parent to send something special from home

Make sure child has comforters

Never leave distressed child to cry by him/herself

Offer physical comfort, even if they continue to cry

SEPARATION ANXIETY CONT… Talk to child in gentle, reassuring voice

Take child for a walk away from hustle and bustle of room

Find a game/activity child likes

Establish a ritual to carry out when parent leaves

Take their fears seriously

Try to prevent frightening situations from occurring

TRANSITION PHASE

The younger the child, the more critical the transition phase.

A well planned transition into care should take place over several weeks and allow:

The child to develop an attachment to the primary carer

The child to get to know the carer and adjust to the care setting while having the security of their mother close by to reassure the child

A gradual decrease in the amount of time parents spend at the service with the child

TRANSITION PHASE CONT. A positive relationship with the parent to develop, which sets the foundation for an ongoing exchange of information and shared decision making

Parents to meet other carers and parents

Parents to observe the carers and program ‘in action’

Parents and carers to discuss any issues that arise before care ‘officially’ commences

GATHERING INFORMATIONOne of the most important features of a well planned transition is the opportunity for carers to gather information about the cultural context in which the child lives and about the individual needs of the child including:

The child’s daily schedule and routines – when the child sleeps, eats, wakes, requires nappy change or toileting

Learning about infant’s cues or how the child communicates and how carer can respond to these cues

Asking questions and observing parent – child rituals that have developed as part of the child-parent relationship

REASSURING AND SUPPORTING PARENTSHow might you reassure a parent who was showing signs of distress at leaving his/her child in your care?

1. Explain your role is to develop secondary attachments with the child that support rather than weaken the child’s primary attachment

2. Ensure child’s personal belongings are cared for appropriately

3. Talk to parents and ask their advice about establishing routines for their child

4. Discuss child’s day so they feel informed

5. Show empathy – you understand the conflicts they are experiencing

6. Invite parents to spend time at centre

GENERAL STRATEGIES TO SUPPORT SEPARATION

Find out child’s likes and dislikes

Follow parents advice / suggestions

Be friendly and reassuring to parents

Ask parent to send something special from home

Make sure child has comforters

Never leave distressed child to cry by him/herself

Offer physical comfort, even if they continue to cry

Talk to child in gentle, reassuring voice

Take child for a walk away from hustle and bustle of room

Find a game/activity child likes

Establish a ritual to carry out when parent leaves

Take their fears seriously

Try to prevent frightening situations from occurring

INTERACTING WITH INFANTS / BABIESInteractions with babies need to be respectful and reciprocal. What does this mean to you?

Speaking to the child about things which concern them

Pause in your interactions to allow infant to take turns in the conversation

To follow up on infants interests and communication

Involves sometimes leading and sometimes following the child in the interaction

INITIATING INTERACTIONSWhen we lead an interaction we tend to:

1. Decide what is going to be the topic of the interaction

2. Initiate contact with the child

3. Engage the child in the interaction

4. Introduce new topics / activities to keep the child interested

FOLLOWING INTERACTIONSWhen we follow an interaction we tend to:

1. Respond positively to the child initiating the interaction

2. Follow up on the child’s interest

3. Wait to see where the child wants to take the interaction

4. Pick up on the child’s cues and interests