Young Children - May 2008 - (Page 42) Over several months, as the security of the relationship is being established, the teacher’s responsiveness also helps him wait briefly and calmly for a bottle, because he is sure that his hunger will be satisfied. Diapering and toileting Diaper changing is another routine that should take place on demand. Unfortunately, it is not unusual to find one teacher changing all the children in a row, marking off a chart for 8 a.m., 10 a.m., and so on. It can feel like a mechanized process, with the teacher removing the next baby from what she is doing, silently changing her, and placing her back to the activity. Highly absorbent disposable diapers have added to this problem by making it hard for babies to feel the moisture against their skin. Still, diaper changing should occur in response to either the teacher’s or the baby’s realization that the diaper is wet or dirty. It is yet another way of helping a baby become aware of her own sensations and her sense that adults will help her become more comfortable. Napping Napping is the third caregiving routine that is impossible to schedule for very young children. In the first six months of life, babies usually take two or three short naps during around them. A baby begins to understand that crying will be followed by being picked up and comforted, being carried toward the refrigerator, watching the teacher pull out the bottle and warm it—and then, being fed! The entire process becomes a recognizable—and predictable—sequence for the baby. Seeing these predictable sequences over and over throughout the day helps a baby understand that certain actions usually follow others. He learns that his actions and communications set predictable responses in motion, a very early notion of cause and effect. His own sense of efficacy begins to take hold, as does his trust in his teacher. Routines help babies establish good sleep patterns. Swaddling in a blanket, rocking, and a quiet little sleeping song can be signals to a baby to relax into sleep. Within a few months, the routines may include a cuddle while reading a picture book. If the baby’s family has a different home language from the teacher’s, a song or words of affection in the home language might be especially comforting as the baby relaxes into sleep. Routines can be helpful for teachers as well. Following established protocols for diapering and food preparation make safe and healthy practices a habit. Documenting each feeding, nap, and diaper change can become a habit too, maintaining good information for the teacher’s files and keeping families informed of the baby’s routine care that day. Swaddling in a blanket, rocking, and a quiet little sleeping song can be signals to a baby to relax into sleep. the day and may awaken several times at night. Many babies have difficulty sorting out days from nights for some time. Some babies need help to fall asleep, like cuddling or rocking; some comfort themselves and drift into a deep sleep minutes after the teacher places them on their back in their crib. Timing and length of naps may vary. It is reassuring, safe, and pleasant for a baby to have someone nearby, greeting her as she wakens. Summary Much of an infant’s day is busy with repeated routines of care, such as eating, napping, and diapering. Each of these moments of care can be filled with rich and affectionate interactions between the baby and the teacher. Relationship-based care is responsive, predictable, and given on demand. Teachers take every opportunity to build a relationship with each baby in their care. Reference Wittmer, D., & S. Petersen. 2006. Infant and toddler development and responsive program planning: A relationshipbased approach. Upper Saddle River, NJ: Pearson Prentice Hall. Predictable caregiving Predictability refers to the routines within routines. Even at very young ages, babies are trying to understand and make sense of the activities 42 Copyright © 2008 by the National Association for the Education of Young Children. See Permissions and Reprints online at www.journal.naeyc.org/about/permissions.asp. Young Children • May 2008 http://www.journal.naeyc.org/about/permissions.asp
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