Rlu 2 ltp topic 2 attachment final 26032015 (ed) en

LTP KM #2

Intimateness (Attachment)

Graphic - for Participants to copy into their own notebooks

Intimateness

Intimateness  I+n+t+i+m+a+t+e+n+e+s+s 30

+ 30 30 90 days

Target Audience: Mixed Group (Men, women, and the caregivers for toddlers)

1. Facilitation Process 1.A. Starting the Activities  The facilitator gets the participants to sit in a circle and greet each other  The facilitator takes attendance by calling out the participants’ names loudly  The facilitator revises previous topics and discussion plans  Ask questions, or raises ideas to link to the new topic o Do you know at what age do children’s brains develop the fastest?  Child brains develop the fastest from age 0 to 5 years old o What did you practice at home about Brain Development?  The facilitator asks questions, or raises ideas to link to the new topic o Ask participants to close their eyes and remember one time when they were frightened or ill or hurt.

Wait for a moment for them to do this. When their eyes are still closed, ask them who they went to for help? Let them open their eyes and explain, “The person who you called out to or went to for help was the person that you were “attached” to. This session today is about attachment.”

1.B. Facilitate role plays that Show Attachment Between Parents And Their Children and How to Help Them When They’re Scared   

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Divide the participants into two groups Group 1: Make a role play showing a child who is scared by a dog who is yelled at my her parents because she is scared Group 2: Make a role play showing a child who is scared by a dog who is comforted by her parents because she is scared Discuss the meaning of both role plays. If you were the child, how would you feel? Whose help would you need the most? Why?

2. Discussion Ideas 

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Have you ever seen or had your children run to you to help them? If so, what was the reason? o Answer: When they are scared, they need help from their parents the most. When a child feels in danger or distressed, the first response is to look for help from those they feel most attached to. A child’s attachment system is triggered when they are 1)hurt, 2)ill, 3)upset, or 4)frightened.

How do children feel when their parents or grandparents help them? o Answer: Small children feel safe and warm when they are loved Have you ever told stories to your children? What benefits can storytelling bring to children? o Answer: Storytelling can help child brains to develop better and make them feel warm, attached and loved.

Note: Don’t choose any stories that might scare them Will pampering and taking care of your children spoil them? o Answer: Attention and being pampered by their parents won’t spoil children. It’ll make them feel more confident, warm, safe, and brave. It’ll help them develop mentally and physically.

How important is the first relationship with your child? o Answer: The relationship between parents and their children affect their development in the future, it is a building block for the future. If a parent’s responses are consistently timely, appropriate, sensitive, nurturing, loving and reliable the child will have a close bond with the mother and will grow up to be a secure and confident child.

3. Ideas for participants to do in the group or individually and practice at home Ask parents and caregivers to promise to choose one of these activities to do with their child at home and report at the next session: Note: Ask the participants to practice during discussion  Spend time and pay attention to them  Help them when they feel scared or unsafe  Don’t blame them harshly when they do something wrong

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Explain to them encouragingly when they do something wrong Encourage them when they do something right Don’t put them down when they want to do something that’s beneficial Spend time to read them stories for making happy moment and build up intimateness with the kids.

Manage learning , playtime and television time. Get them to help with small household chores. For example, when they’re close to you when you’re folding clothes, teach them how to fold their own clothes and tell them where to put them. Tell them to help with the rice or vegetables. This means they’re learning from adults’ behaviors.

Be a good example for the child always.

Give enough nutrients to the child who is age that more than 6 months such as ripe banana, sweet potato, ripe papaya, orange, green vegetable, yellow vegetable, including meat, fish, and all kinds of nut that can substitute of meat and fish.

4. Reading  Writing  Numeracy  The facilitator encourages the participants to select a key word IntimatenessRelationship

Safety

Intimateness  I+n+t+i+m+a+t+e+n+e+s+s Then use these letters to form words Calculus  Sambath and Phal’s youngest daughter is named “Sambath Phalla”. She’s currently 3 months old. Question: how old is she in days? If a month has 30 days, how many days are in 3 months?

30 Multiply 30x3=90 days Or multiply it as such + 30 30 x 30 Addition 1 month = 30 days 3 30+30+30 = 90 days Or add it from top to bottom as such: 90 days 90 days

5. Noting the topic and time for the next meet-up At the end of the discussion, the facilitator thanks the participants for their participation, and the facilitator notes down the topic for the next meet-up. o Time (What time?) o Place (Where?) o Topic (What topic?)

6. More Information Purpose: Participants will gain a clearer understanding of the importance of attachment between young toddlers, their parents and other people surrounding them.

Materials: Marker, 2 big sheets of paper, Tape Why it is important for children to learn to feel confident that their parents will be there for them when needed • Feelings of security give children the confidence to explore the world. These explorations contribute to the brain development discussed in LTP Key Message One • Insecurely attached children do not feel confident enough to move away from their parents and explore their environment through play. This can have a negative impact on a child’s learning, as they are missing important stimulation.

What children do when they are feeling ill, upset or frightened • Crying and clinging, seeking closeness and making eye contact are all described as ‘attachment behaviours.’

No matter how well a child is attached to their parent/caregiver, there will be many times when they will use attachment behaviours to gain reassurance. How a parent responds is very important to future development.

How babies communicate • Babies have limited communication tools. Crying is a natural way of telling parents they are needed.

Responding to a child in a consistent and loving manner helps build a secure attachment.

•When parents respond quickly and sensitively to an upset child during the first six months of life, that child is likely to cry less often during the next six months.

What parents can do when children cry • As an infant gets older, parents often learn to recognize the different types of cries used to express needs.

Many parents can distinguish ‘hunger’ cries from ‘hurt cries.’ Sometimes it is difficult for parents to immediately comfort a crying child. They may be busy with other things, tired or upset themselves.

Parents should remember that no one is perfect and what is important is responding quickly to a child’s cries most of the time.

• At times it may be hard to comfort a crying infant. Parents should first check to see if the infant is hungry or needs their diaper changed. If the crying continues, walk around with the child, sing, talk, and try different positions. If possible, ask for another person to help as well. If you are getting very upset because the child will not stop crying, you may need time to calm down. Place the baby in a safe place, take a short break and then come back and try again.

What parents can do to support positive attachment • Respond to your child in a loving, consistent manner, especially when a child is ill, upset or hurt.

• Observe your child and take interest in what they are doing. Children learn about themselves by what they see on their parent’s face.

• Try to recognize and read your infant’s cues. They can’t use words to communicate their needs but they can communicate in many other ways. Cues might include, crying, fussing, kicking, smiling, looking, turning head and or/body away or closing their mouths tightly.

• Try to understand what your child might be feeling. “Mommy I like how I feel when you sing to me.”

• Help your children learn words so they can express their feelings.

• Play with your child. Playing together is an excellent way for children to enjoy time with their parents.

It helps them to learn about each other in a stress-free and enjoyable atmosphere.

• Identify your strengths as a parent. What do you do that gives your child feelings of security and trust?

These can be very simple things, such as touch, kiss, responding quickly to cries or signs of distress, eye contact, smiles, positive comments and nods.

• Structure and routines are important. Regular routines help children know what to expect. Talking about your plans for the day tells your children what to expect. This allows them to be confident that they can rely on the predictability of their caregivers and their environment. Structure provides children with stability and predictability that encourages emotional well-being.