Published research often is unnoticed by child development specialists who have already completed their initial qualifications and are currently working with children, families, and schools. This article will discuss some significant research-based information about infant and toddler development that is not well-understood. Practical strategies for how child development specialists should respond to infants and toddlers to support optimal social development will be explored (Davis & Degotardi, 2015).
Contrary to what some child development specialists may remember from their training, the partnering of technology, neurobiology, neuropsychology, cognitive psychology, and social psychology has provided evidence that from birth the infant brain is processing and responding to social cues. It has also been confirmed that even pre-verbal toddlers are actively perceiving and responding to social nuances to form bonding relationships with others (Williams, Ontai, & Mastergeorge, 2010). Theories that have motivated child development specialists such as the research of Piaget, Skinner, and Freud have provided a strong foundation for understanding child development and informed us that children develop in sequential steps. However, the research does not end there. Commencing immediately at birth the critical phases of social development are occurring even during the infant’s first year of life (Yrttiaho, Forssman, Kaatiala, & Leppanen, 2014).
Neuroimaging tools such as electroencephalography (EEG), positron emission tomography (PET), and near infrared spectroscopy (NRIS), in conjunction with eye tracker systems have recorded and analyzed infant brain activity. Of particular interest to the child development specialist is knowledge about how social development occurs in the infant brain. Advancements in technology and observational research of young children demonstrate that infants and toddlers notice, perceive, and understand many more social nuances than most people realize. These findings provide evidence of the harm that can be imposed upon the infant and toddler brain when positive and caring interactions are not routinely implemented by adult caregivers (Warsha & Mayuri, 2015).
Child Development Specialists must incorporate a strong understanding of research into all their interactions with infants and toddlers. It is vitally important that Child Development Specialists maintain awareness of research about infant and toddler development to provide the best possible opportunities for support of the social development of very young children. (Johnson, Grossmann, & Farroni, 2008).
The need for consistent adult-child interaction
It has long been understood that it is in the child’s best interest to have at least one significant caregiver that looks after the infant’s needs. However, it is important to remember that an infant can have more than one healthy adult-child attachment. It is of utmost importance to ensure that infants have consistent contact with each adult whom the infant develops an emotional attachment to in the first year of life (Grossman, 2015).
Implications for Child Development Specialists
To promote healthy initial attachments between family members and infants:
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Stress the importance of ensuring that healthy adult-child interactions occur between the infant and each significant family member, at least once, every day.
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Encourage daily interactions between the infant and all siblings (Shin, 2010).
References
Davis, B., & S. Degotardi. 2015. “Educators’ Understandings of, and Support for, Infant Peer Relationships in Early Childhood Settings.” Journal of Early Childhood Research 13 (1): 64-78.
Grossmann, T. 2015. “The Development of Social Brain Functions in Infancy.” Psychological Bulletin 141 (6): 1266-1287.
Johnson, M.H., T. Grossmann, & T. Farroni. 2008. “The Social Cognitive Neuroscience of Infancy: illuminating the Early Development of Social Brain Functions.” Advances in Child Development and Behavior 36: 331-372.
Shin, M. 2010. “Peeking at the Relationship World of Infant Friends and Caregivers.” Journal of Early Childhood Research 8 (3): 24-302.
Warsha, N., & K. Mayuri. 2015. “Child to Child Interaction: An Observational Study.” International Journal of Science and Research 4 (2): 1056-1061.
Williams, S.T., L.L. Ontai, & A.M. Mastergeorge. 2010. “The Development of Peer Interaction in Infancy: Exploring the Dyadic Processes.” Social Development 19 (2):348-368.
Yrttiaho, S., L. Forssman, J. Kaatiala, & J.M. Leppanen. 2014. “Developmental Precursors of Social Brain Networks: The Emergence of Attentional and Cortical Sensitivity to Facial Expressions in 5 to 7 Months Old Infants.” PLOS ONE 9 (6): e100811.
