What are the three Rs in relationships in infant and toddler education quizlet?

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Magda Gerber called the kind of quality time illustrated by the diapering scene wants-something quality time. The adult and child are involved in a task the caregiver has set up. Diapering, feeding, bathing, and dressing fit into this category of quality time.

Another kind of equally important quality time is what Magda Gerber called wants-nothing quality time. This happens when caregivers make themselves available without directing the action—for instance, just sitting near babies, fully available and responsive but not in charge. Just being with toddlers while they play, responding rather than initiating, describes this type of quality time.

Floor time is a variation of wants-nothing quality time that the Child-Family Study Center at the University of California at Davis uses in their toddler program. Floor time is a concept they credit to Stanley Greenspan's work. When a toddler is exhibiting difficult behavior, instead of putting her in timeout and trying to ignore her, the caregivers do the opposite. They don't withdraw attention; they give more. The child is given a half hour of one-to-one time with an adult whose sole goal is to be responsive to that child and that child alone. The adult sits on the floor, available to the child. The environment is conducive to play, as there are interesting toys within reach. The adult has no plan or expectation but just waits to see what the child will do and then responds. This is the opposite of the common approach in programs where teachers and caregivers become even more directive rather than less in the face of difficult behavior.

Caitlin used her body, facial expressions, and voice to communicate her responses. The caregiver responded to her responses by interpreting, answering, and discussing. The caregiver did not carry on endless chatter. She said little, but what she said carried a lot of meaning, backed up by action. She is teaching Caitlin to listen, not tune out. She is teaching that talking is communication, not distraction. She is teaching words and language in context, by talking naturally, not repeating words over and over or using baby talk. She also communicated with her body and with sounds other than words, and she responded to Caitlin's communication (sounds, facial expressions, and body movements). The communication between Caitlin and her caregiver went way beyond words.

the day-to-day living, the relationships, the experiences, the diaperings, the feedings, the toilet training, and the free play and exploration that contribute to intellectual development. And those same experiences help the child grow physically, socially, and emotionally as well.

sensory input—visual, auditory, tactile, olfactory.

Children in child care need to be around real people, not warm, empty role-players. Part of being a real person is getting angry, scared, upset, and nervous now and then. Here is a scene showing a caregiver expressing anger:

A caregiver has just separated two children who were coming to blows over a toy. "I can't let you hurt Amber," she says to Shawn, who is 18 months old. She has him firmly but gently by the arm when he turns to her and spits in her face. Her expression changes from calm to anger, and she takes his other arm as well. Looking him right in the eyes, she says clearly, but with emotion in her voice, "I don't like that, Shawn. I don't want you to spit at me." She lets go, stands up, turns her back, and walks away. When she is a few steps away, she gives a quick glance back to see what he is doing. He hasn't moved, so she walks to the sink and washes her face. She keeps an eye out to make sure he doesn't return to hitting Amber. By the time she comes back, she is calm. Shawn is climbing up the slide, and things have returned to normal.

Shawn and Amber are struggling over a rag doll again. A caregiver starts to move near them. Before he reaches the pair, Shawn reaches out and gives Amber a slap on the arm. She lets out a wail. The caregiver kneels on the floor before the two children. His face is calm; his movements are slow and careful. He reaches out and touches Shawn, rubbing his arm on the same spot where he hit Amber. "Gently, Shawn, gently." At the same time he strokes Amber. Shawn remains silent. Amber continues to wail. The caregiver touches her again. "You got hit, didn't you, Amber? It hurt!" Amber stops crying and looks at him. All three are silent for a moment. The caregiver waits. Shawn clutches the doll and starts to walk away with it. Amber grabs it. The caregiver remains silent until Shawn raises his arm to hit again. "I can't let you hurt Amber," he says, catching the arm midair. He touches him softly. "Gently, gently." Amber suddenly jerks the doll and Shawn lets go unexpectedly. Taking the doll in triumph, she starts across the room. Shawn looks sad, but remains in the same spot. The caregiver stays near. "She has the doll," he observes. Amber sees a ball at her feet, drops the doll, and picks up the ball. She throws it and runs after it giggling. Shawn moves quickly over to the doll, picks it up, holds it tenderly, and coos to it. The scene ends with both children playing contentedly, and the caregiver is no longer needed.

The basic building blocks of the brain are specialized nerve cells called neurons. Each neuron has an axon, or output fiber, that sends energy, or impulses, to other neurons. Neurons also have many dendrites, which are input fibers that receive the impulses from other neurons. The dendrites grow and branch out forming "dendrite trees" that receive signals from other neurons. These connections, or synapses, are formed as an infant experiences the world. The connections used regularly in everyday life become reinforced, or protected, and become part of the brain's permanent "circuitry." The human brain at birth is still very immature, so these early experiences can have a dramatic effect over time on an infant's growth and learning.

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