8 months |
18 months |
36 months |
At around eight months of age, children use simple behaviors to comfort themselves and begin to communicate the need for help to alleviate discomfort or distress.
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At around 18 months of age, children demonstrate a variety of responses to comfort themselves and actively avoid or ignore situations that cause discomfort. Children can also communicate needs and wants through the use of a few words and gestures. (National Research Council and Institute of Medicine 2000, 112; 15–18 mos.; American Academy of Pediatrics 2004, 270; Coplan 1993, 1) |
At around 36 months of age, children anticipate the need for comfort and try to prepare themselves for changes in routine. Children have many self-comforting behaviors to choose from, depending on the situation, and can communicate specific needs and wants. (Kopp 1989; CDE 2005)
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For example, the child may:
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Turn away from an overstimulating activity. (3–12 mos.; Rothbart, Ziaie, and O’Boyle 1992)
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Vocalize to get a parent’s attention. (6.5–8 mos.; Parks 2004, 126)
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Lift arms to the infant care teacher to communicate a desire to be held. (7–9 mos.; Coplan 1993, 3; 5–9 mos.; Parks 2004, 121)
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Turn toward the infant care teacher for assistance when crying. (6–9 mos.; Fogel 2001, 274)
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Cry after her hand was accidentally stepped on by a peer and then hold the hand up to the infant care teacher to look at it.
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Reach toward a bottle that is up on the counter and vocalize when hungry.
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Make a face of disgust to tell the infant care teacher that he does not want any more food. (6–9 mos.;
Lerner and Ciervo 2003)
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Bump head, cry, and look to infant care teacher for comfort.
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Suck on a thumb to make self feel better.
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Look at the infant care teacher when an unfamiliar person enters the room.
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For example, the child may:
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Use gestures and simple words to express distress and seek specific kinds of assistance from the infant care teacher in order to calm self. (Brazelton 1992; Kopp 1989, 347)
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Use comfort objects, such as a special blanket or stuffed toy, to help calm down. (Kopp 1989, 348)
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Seek to be close to a parent when upset. (Lieberman 1993)
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Play with a toy as a way to distract self from discomfort. (12–18 mos.; Kopp 1989, 347)
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Communicate, “I’m okay” after falling down. (National Research Council and Institute of Medicine 2000, 112)
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Indicate her knee and say “boo boo” after falling down and gesture or ask for a bandage.
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Approach the infant care teacher for a hug and express, “Mommy work,” then point to the door to communicate missing the mother.
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For example, the child may:
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Reach for the mother’s hand just before she pulls a bandage off the child’s knee.
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Ask the infant care teacher to hold him up to the window to wave good-bye before the parent leaves in the morning.
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Show the substitute teacher that she likes a back rub during naptime by patting own back while lying on the mat.
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Play quietly in a corner of the room right after drop-off, until ready to play with the other children.
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Ask the infant care teacher to explain what’s going to happen at the child’s dental appointment later in the day.
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Communicate, “Daddy always comes back” after saying good-bye to him in the morning.
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Behaviors leading up to the foundation (4 to 7 months)
During this period, the child may:
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Suck on hands, focus on an interesting toy, or move the body in a rocking motion to calm self. (3–6 mos.; Parks 2004, 10)
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Cry inconsolably less often than in the early months. (6mos.; Parks 2004, 10)
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Calm self by sucking on fingers or hands. (4 mos.; Thelen and Fogel 1989; 3–12 mos.; Bronson 2000b, 64)
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Be able to inhibit some negative emotions. (Later in the first year; Fox and Calkins 2000)
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Shift attention away from a distressing event onto an object, as a way of managing emotions. (6 mos.; Weinberg and others 1999)
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Fall asleep when feeling overwhelmed.
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Behaviors leading up to the foundation (9 to 17 months)
During this period, the child may:
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Move away from something that is bothersome and move toward the infant care teacher for comfort. (6–12 mos.; Bronson 2000b, 64)
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Fight back tears when a parent leaves for the day. (12mos.; Bridges, Grolnick, and Connell 1997; Parritz 1996; Sroufe 1979)
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Look for a cue from the infant care teacher when unsure if something is safe. (10–12 mos.; Fogel 2001, 305; Dickstein and Parke 1988; Hirshberg and Svejda 1990)
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Fuss to communicate needs or wants; begin to cry if the infant care teacher does not respond soon enough. (11–19 mos.; Hart and Risley 1999, 77)
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Repeat sounds to get the infant care teacher’s attention. (11–19 mos.; Hart and Risley 1999, 79)
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Behaviors leading up to the foundation (19 to 35 months)
During this period, the child may:
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Continue to rely on adults for reassurance and help in controlling feelings and behavior. (Lally and others 1995)
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Reenact emotional events in play to try to gain mastery over these feelings. (Greenspan and Greenspan 1985)
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Use words to ask for specific help with regulating emotions. (Kopp 1989)
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Express wants and needs verbally; for example, say, “hold me” to the infant care teacher when feeling tired or overwhelmed. (30–31.5 mos.; Parks 2004, 130)
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