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Ensuring Staff Understand Child Development

Understanding child development is a protective factor against child abuse and neglect. In this lesson, you will learn about helping staff members understand typical development. You will also learn about helping staff maintain developmentally appropriate expectations for the behavior of children from birth to 12 years old.

Objectives
  • Describe typical child development and developmentally appropriate expectations for behavior.
  • Observe and provide feedback on staff members’ expectations for children’s development and behavior.

Learn

Teach

You have already learned that understanding child development is a protective factor against child abuse and neglect. Why do you think this is true? What are the risks of staff members not understanding child development? If staff members don’t understand child development, they are likely to think a child should act older than he or she is. They might put children in situations that are too challenging for them. The staff member and the child might get frustrated. The child doesn’t understand what the staff member wants, and the staff member doesn’t understand why the child won’t “behave.” This can lead to situations in which child abuse or neglect may occur. Your role is to support staff members, so this does not occur.

Imagine you overhear the following comments from staff members:

  • Infants and Toddlers: “Rachel needs to learn to sit still. She’s moving up to the preschool class next year, and she won’t get away with this kind of behavior there.”
  • Preschool: “Javeon and Daniel, you two need to play nicely and be friends. Quit tattling.”
  • School-Age: “Lila is so concerned with what her friends think. Yesterday, she completely ignored me and my directions. She is out of control and needs to learn to listen.”

What do these comments have in common? They are reflections of typical child development. Unfortunately, they also represent staff members who do not completely understand development and its influence on behavior. These adults are at risk for responding inappropriately to children’s behavior.

We all go through stages as we grow, and certain behaviors can be expected at certain stages. This does not mean that all behaviors are easy for adults to deal with. It does mean that we can help staff members be prepared to recognize behaviors as reflections of growth and help children develop and mature. You will learn more about this in the Cognitive course.

In their own courses on Child Abuse Prevention, staff members learned about typical development for the infants, toddlers, preschoolers, or school-age children they serve. Although you have a firm understanding of child development, it might be helpful for you to review the milestones that direct care staff members have learned. You can find developmental milestones for birth through age 12 in the Apply section.

Staff members also learned about temperament and the influence of individual characteristics on development. Temperament describes the way an individual approaches or interacts with the world. In your role, it can be helpful to think about how the temperaments of children interact with the temperaments of staff members. We are all born with certain temperament traits, styles, or preferences, and temperament is thought to be consistent across the lifespan. Consider the major temperament characteristics below: Where do you see yourself in the temperament traits?

Temperament Traits

Trait

Behavior Indicators

Activity Level: the level of physical activity, motion, restlessness that a child shows in daily activities and routines.High Activity: active, fidgety, prefer to be in motion, move quickly from one activity to another, difficulty sitting for longer periods.Low Activity: prefer quiet, calmer activities, able to sit still during quiet activities, not as much energy.
Regularity: the presence or absence of a regular pattern of biological functions such as eating, sleeping, and bowel movements.Regular: predictable appetite, sleep, and bowel movements; easily stick to a routine.Irregular: unpredictable appetite, sleep and bowel movements; challenging to stick to a routine.
Intensity of Reaction: the energy level of a person’s emotional response to a situation.High Intensity: has strong, intense positive and negative reactions.Low Intensity: has muted emotional reactions.
Approachability: the way a person first responds to new stimuli (people, places, foods, changes in routines).High Approachability: excited and willing to explore new things, people, and situations.Low Approachability: hesitant or resistant to explore new things, people and situations; need extra time to adjust to new situations.
Sensitivity: how sensitive a person is to physical stimuli such as light, sound, and textures.High Sensitivity: is sensitive to physical stimuli including light, sounds, touch, temperature changes.Low Sensitivity: is not sensitive to physical stimuli including light, sounds, touch, and temperature changes.
Adaptability: how easily person adjusts to change or transitions.High Adaptability: adjusts easily to new activities and environments.Low Adaptability: Needs more time to transition to a new activity or environment.
Persistence: the ability to continue a task in the face of obstacles.High Persistence: continues with a task for activity in the face of obstacles, not easily frustrated.Low Persistence: Moves to a new task or activity when faced with obstacles, easily frustrated.
Distractibility: how easily a person can be distracted from a task.High Distractibility: easily distracted by sounds or sights; has difficulty paying attention when engaged in an activity.Low Distractibility: is not easily distracted by sights or sounds, able to pay attention and concentrate when engaged in an activity.
Mood: a person’s tendency to react to the world in a positive or negative way.Positive Mood: generally happy and cheerful, reacts to the world in a positive way.Serious Mood: a more subdued mood, demeanor is calmer and may appear sad or negative.

Based on these nine temperament traits, researchers identified three temperament types (Thomas, Chess, & Birch, 1968):

  • Adaptable/Flexible: These are “easy-going” individuals. They are open to new situations, have a moderate activity level, and are generally happy and calm. These children and adults “go with the flow.”
  • Active or Feisty: These individuals have a high activity level and usually strong responses to new stimuli. They might be considered energetic, assertive, and full of emotion. These are the people who are always moving and talking. Others might perceive their behavior as challenging.
  • Cautious: These individuals need time and support to feel comfortable in new situations. They might be considered timid or serious. You might see cautious individuals hanging back, watching, or waiting for an introduction or directions.

It’s important to understand that temperament tends to be stable across a lifetime. This means you and staff members have temperament characteristics, too! What do you think happens when there is a mismatch between a staff member’s temperament and a child’s temperament? For example, what do you think happens when a less active staff member interacts with a highly active child? Or when an adult and child both tend towards low adaptability to change? Consider these dynamics:

  • A staff member with a feisty temperament might have a difficult time understanding a child with a cautious temperament. The staff member might consider the child shy, or she might perceive the child as scared. The staff member might feel impatient with the child.
  • A staff member with a cautious temperament might feel overwhelmed by the energy of a feisty child. The staff member might consider the child’s behavior challenging.

You should be prepared to help staff members understand the interplay between development and temperament. The following sections will help you learn concrete strategies for doing so.

Model

You are a role model for staff as they learn about development and temperament. Staff members consider you a resource. Encourage staff members to talk to you when they are concerned about a child.

  • Model self-reflection. Talk about your own development and your own personality traits, or temperament. Spend time in staff meetings, one-on-one meetings, or other venues helping staff think about the characteristics they bring to their work. Help staff identify the ways they approach their work: are they active, adaptable, cautious, or some combination of all three? Identify your own preferences and talk with staff about how that influences your work.
  • Have problem-solving discussions. Help staff learn active problem-solving techniques. When a staff member is concerned about a child’s behavior or development, spend time observing the child and helping the staff member observe the child. Talk with the staff member about what you both observe. Think out loud about the child’s development and reflect on whether the behavior or concern reflects typical development. Brainstorm solutions together that promote positive development.
  • Plan ahead. Help staff understand that temperament is one tool for anticipating a child’s needs or desires. Staff might prepare extra activities or physical games to support a child with an active temperament. They may take extra time to prepare a less adaptable child for changes to the daily routine.

Observe

Take some time to think about scenarios you might encounter in your programs. As you read each scenario that follows, think about how you might respond. Then read suggested ways you might approach the situation with each staff member. Remember to consider child development and temperament.

Observe for Signs of Abuse and Neglect in the Facility

 

Infants & Toddlers: Spoiled Rotten

Scenario

You Hear Staff Say:

Marchia cries all the time. She is spoiled rotten and thinks she needs to be held all the time.

You Say

Say to the Staff Members:

  • "When Marchia gets upset and cries, we know she's trying to tell us something. We try to figure out what's wrong and help soothe her."
  • “Marchia might need a longer time to get comfortable here and might be cautious by nature. Let’s see if there’s an adult she feels most comfortable with who can help her explore.”

You Do

Take Action:

  • Set up a time for the staff member to observe infants and caregivers in different classrooms. Help the staff member notice the range of "typical" crying and how staff members respond.

Infants & Toddlers: Mean Spirited

Scenario

You Hear Staff Say:

Decklen bites other children because he is a mean-spirited kid.

You Say

Say to the Staff Members:

  • "Decklen hasn't figured out how to ask for what he wants yet and bites when he gets frustrated. We need to watch closely and step in before that happens."
  • “Decklen’s temperament makes him more active and outgoing than other children. It’s important to stay close and help him express himself.”

You Do

Take Action:

  • Work with the staff member and Decklen's family to observe Decklen, identify reasons and situations when biting occurs, and make a plan.
  • Provide support in the classroom to help the staff member use the plan.
  • Help staff member talk to concerned families.

Infants & Toddlers: Patience for literacy

Scenario

You Hear Staff Say:

These kids need to learn to sit cross-legged and listen to a story. They're going to preschool next year, so they've got to get this.

You Say

Say to the Staff Members:

  • "The kids love to choose stories to read during free play and to sit on adults' laps for stories. It's so fun to read and have conversations about the books."
  • “Some children are going to need frequent breaks and lots of movement. Let’s brainstorm ways to incorporate what you know about each child’s temperament.”

You Do

Take Action:

  • Talk with staff members about goals for children's early literacy. Help them identify ways to reach goals by using developmentally appropriate practices.

Infants & Toddlers: Caregiver Attachment

Scenario

You Hear Staff Say:

Caldwell is so clingy. He hides behind my legs and cries when I try to make him sit with another adult. He's got to get over his shyness.

You Say

Say to the Staff Members:

  • "Caldwell is pretty nervous whenever a new program assistant comes in the classroom. Make sure his primary caregiver is always close by and helps him feel comfortable."

You Do

Take Action:

  • Talk with staff members about continuity of care for infants and about understanding temperament. Provide resources or fact sheets that describe the importance of attachment and secure relationships. Help staff members notice how children respond to consistent adults.

Preschool: Following Directions

Scenario

You Hear Staff Say:

Toni never listens! I tell her to go inside, wash her hands, sit on the carpet, and pick a book. What does she do? She stops and plays with dolls.

You Say

Say to the Staff Members:

  • "I noticed Toni did really well when you gave her directions one step at a time. I wonder if it's hard for her to understand a long list of things to do."
  • “Toni is active and has strong ideas. Let’s think about her temperament and how we can give her the activity she needs.”

You Do

Take Action:

  • Take data on adult directions and Toni's behavior. Share that information with the team.

Preschool: Burning Energy

Scenario

You Hear Staff Say:

Callum started running around the classroom today, so I made him stand by me for 10 minutes when we went on the playground.

You Say

Say to the Staff Members:

  • "Callum has a lot of energy to burn off today. You can feel free to spend extra time in gross motor play outside."

You Do

Take Action:

  • Facilitate staffing and playground schedules, so some flexibility is possible.
  • Brainstorm active play experiences in the classroom.

Preschool: Developing Leaders

Scenario

You Hear Staff Say:

Camden is bossy. I need to put him in his place.

You Say

Say to the Staff Members:

  • "Camden is learning to be a leader in the classroom. Let's brainstorm some good channels for him to use those skills."
  • “It sounds like you have found a source of tension between you and Camden. Let’s brainstorm ways to prevent these situations.”

You Do

Take Action:

  • Brainstorm classroom jobs with the teacher.
  • Brainstorm appropriate responses or ways to redirect Camden if he makes inappropriate demands.

School-Age: Strong Friendship

Scenario

You Hear Staff Say:

Felisha and Cassidy talk and giggle nonstop. We need to separate those two.

You Say

Say to the Staff Members:

  • "Felisha and Cassidy's friendship is really important to them."

You Do

Take Action:

  • Make sure children's choices are honored in the program.
  • Talk with staff about responses that promote social skills and a wider social network.

School-Age: Dishonesty

Scenario

You Hear Staff Say:

Acklen lied to me about washing his hands. He is completely dishonest.

You Say

Say to the Staff Members:

  • "Acklen is testing the boundaries. We need to make sure we're consistent but fair with him."

You Do

Take Action:

  • Help staff member reflect on his or her role in power struggles. Set up systems that promote independence amongst the children.

School-Age: Body Image

Scenario

You Hear Staff Say:

Brooks has a round belly, so I call him our little Buddha. He's too young to get it.

You Say

Say to the Staff Members:

  • "Kids this age are so self-conscious. How can we focus on fitness and a healthy lifestyle without singling anyone out?"

You Do

Take Action:

  • Monitor the situation and interactions between the staff member and Brooks.
  • Offer training on body image and health.

 

Explore

We can learn from one another about supporting staff members’ understanding of child development. Watch the video in the Reflecting on Expectations for Behavior activity and answer the questions that follow. Think about the situation and how you would guide staff members with appropriate behavior expectations for behavior. Compare your answers to the suggested responses.

Apply

It is important to find resources that can help your staff understand child development. The Centers for Disease Control and Prevention have developed excellent guides for children ages birth through 12. Use the different Milestone Checklists as a resource for families and a helpful tool for supporting staff.

Glossary

Developmental milestone:
A skill or behavior that children typically develop around a certain age
Disposition:
A person’s inherent qualities of mind and character

Demonstrate

Why is it important to think about how a child’s temperament interacts with a staff member’s temperament?
Three common temperament types you may observe in children and staff members are:
Finish this statement: A child or staff member with an adaptable temperament…
Which of the following staff member’s comments about a child’s behavior is NOT an example of a firm knowledge of typical child development?
True or False. Modeling self-reflection and having problem-solving discussions are ways to helps your staff members learn about typical child development and temperament.
References & Resources

Center for the Study of Social Policy. (2018). Strengthening families: A protective factors Framework. https://cssp.org/our-work/projects/protective-factors-framework/

Centers for Disease Control and Prevention (2021). Violence prevention. Retrieved from http://www.cdc.gov/violenceprevention/

Centers for Disease Control and Prevention (2022). CDC’s developmental milestones. http://www.cdc.gov/ncbddd/actearly/milestones/index.html

Center for Early Childhood Mental Health Consultation (n.d.). Infant toddler temperament tool. https://www.ecmhc.org/temperament/

Child Welfare Information Gateway. (2018). Preventing child abuse and neglect. Washington, DC: U.S. Department of Health and Human Services, Children’s Bureau. Accessible from https://www.childwelfare.gov/resources/preventing-child-abuse-and-neglect/

Military One Source (2022.). DOD family advocacy program. https://www.militaryonesource.mil/family-relationships/family-life/preventing-abuse-neglect/the-family-advocacy-program/

National Institutes of Health (2022). Medline plus: School-Age development. http://www.nlm.nih.gov/medlineplus/ency/article/002017.htm

Osofsky JD, Chartrand MM. Military children from birth to five years. Future Child. 2013 Fall;23(2):61-77. doi: 10.1353/foc.2013.0011. PMID: 25518692.

REACH: Supporting families through research and outreach. Minneapolis: University of Minnesota. Resources available from https://reachfamilies.umn.edu/

Thomas, Chess & Birch (1968). Temperament and behavior disorders in children. New York, New York University Press