Strategies for Best Practice
| Respecting Infants & Toddlers: Strategies for Best Practice |
Respect. What does this term mean for infant and toddler teachers? Can or should this word be used to describe teachers’ behaviors when interacting with very young children? Before such questions can be answered, a definition of respect must be established. Use the following prompts to assist with thinking about your definition of respect. Stop and Ponder: Take a moment to write down your personal definition of respect. Reflect: 1) Circle the features that are vital to your definition (i.e., these aspects could not be removed without greatly altering your definition), and 2) Identify features that seem less important to your definition. Cross them out. What remains? Review your new definition. Does it more succinctly reflect your beliefs? Now, compare your definition with the one found in the American Heritage® Dictionary of the English Language (2000): • To feel or show differential regard for • To avoid violation of or interference with • The state of being regarded with honor or esteem • Willingness to show consideration or appreciation
Although the dictionary definition may initially seem clear-cut, its application to teachers of infants and toddlers is not immediately apparent. Is it respectful, for example, for a teacher to pick up an infant without preparing the child for the move? Is it respectful of a toddler to encourage her to make decisions? Is it respectful of an infant teacher to secure interesting posters to the wall for the children to look at? Is it respectful of a teacher to teach toddlers how to interact with one another? Your definition, more than likely, already connects closely to your behavior. This article will present examples of how we can translate the formal definition of respect into useful examples of behaviors with young children. Demonstrating Respect If we declare respect an educational value (Rinaldi, 2001), then we need to consider both personal and professional basis for this decision. As an individual, your beliefs are impacted by current and past experiences, such as how you are regarded by your supervisor or coworkers and how you were treated in your family of origin or in educational settings. Both positive and negative experiences give shape and form to your belief system. The early childhood profession clearly desires to minimize negative influences and maximize positive ones. Hence, guidelines for best practice clearly articulate respect as the basis for appropriate interactions with very young children and families (Bredekamp & Copple, 1997; Gonzelez-Mena & Eyer, 2001; Herr & Swim, 2002; Lally et al, 1995; NAEYC, 1998; Swim and Muza, 1999). Demonstrating respect is not just about feeling good; for young children, it is about adults acting intentionally to promote optimal development and learning. As Herr and Swim (2003) state, “Respect must be demonstrated in your behaviors. More importantly, respect for infants and toddlers must be something that emanates from inside of you. You have to believe that infants and toddlers are worthy of your time and attention as individuals, because a respectful relationship is vital to all aspects of child development” (p. 9). As individuals and as a profession, our understanding of respect has been expanded by the work and writing of educators in Reggio Emilia, Italy (see, for example, Edwards, Gandini, & Foreman, 1998). They believe that children must be viewed as having rights, rather than simply needs (Ghedini, 2001; Malaguzzi, 1993; Rinaldi, 1998). If we concur that one of our basic human rights is to be respected and treated in a respectful manner, then we have to begin at birth building a strong foundation for the development of respect. What better way to teach respect than to intentionally demonstrate it during your work (e.g., when planning environments and experiences or when interacting) with young children?
