‘Scaffolded’ Rough-and-Tumble

PlayOperationalizing the Foundations for

Self-Determination ModelKeith W. Allred, Ph.D.

DEC Presentation © October 9, 2014 1

Session Outcomes:• Examine the 3 pre-cursors to Self-Det. in the

‘Foundations’ Model while focusing on infants/toddlers with Dev. Delay (DD)

• Explore fathers role in the Attachment Process, as it pertains to Self-Determination (SD)

• Identify positive outcomes associated with father-child ‘rough & tumble’ play [RTP] in the context of the developmental process of Self-Det.

• Address 2 strategies for developing IFSP goals addressing SD that target fathers{father figures} involvement in ‘scaffolded’ RTP 2

Self-Determinationand Developmental Delay

• “Building a foundation for self-determination that is coordinated across early childhood settings as well as the home will have optimal results for children with identified disabilities, . . . (Palmer et al, 2012)

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Critical Components

•Opportunity for Choice-Making and Problem Solving

•Self-regulation

•Engagement

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Note: Figure 1. Foundations for Self-Determination Model. --Palmer, Summers, Brotherson, Erwin, Maude, et al.., (2013)

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Opportunity for Choice-making & Problem Solving

• Adult perceptions re: limited capacity of young children with DD have often restricted choice-making

• Providing young children ‘choice-making’ opportunities provides them with some ownership of daily activities/routines & is beginning of independence & autonomous decision making ( McCormick et al., 2003)

• Choice-making in young children influences their ability to solve problems, acquire confidence, & explore environment (Erwin et al, 2009)

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Self-regulation

• Ability to self-regulate is ‘cornerstone’ of EC development (Gillespie & Seibel, 2006; Shonkoff & Phillips, 2000)

• Key component of sensory-processing concerns (Dunn, 2010)

• Self- Reg. is defined as way in which young children “process & respond to input & stimuli received from their environment through the management or control over their own emotions, behavior, and attention” (Palmer et al., 2013)

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Engagement

• Caregiver sensitivity is essential to facilitate development of engagement (de Krui, McWilliams, Ridley, & Wakely (2000)

• Developmental sequence of progressively more sophisticated levels of engagement (McWilliams & Casey, 2008)

• Adults are gatekeepers to opportunities for infants/toddlers to develop engagement skills

• Engagement is an outcome of being self-regulated 8

Bioecological Model of Human

Development•Bronfenbrenner

Proximal processes are

key to development & growth

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Proximal processesFirst things first

•Mother-infant bond, ATTACHMENT, foundational to social-emotional development

•Maternal sensitivity irreplaceable

• Emotional availability irreplaceable10

Proximal Processes con’t

• Increasing evidence that there are differences between mother-child and father-child relationships

•Three plus decades (1975-2014) of research supporting this notion

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Recent “Pioneering” scholarship and research

• Activation Relationship Theory (2004)

• Daniel Paquette

• Posits that a father provides a unique contribution to a child’s social-emotional development as a result of a distinct attachment or bond with infant/toddler

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Fathers and Attachment

• “It is postulated, in particular, that father-child rough-and-tumble play encourages obedience and the development of competition skills in children,” (Paquette, 2004, p. 193)

• “… it is quite possible that father-child attachment is developed primarily through physical play,” (Paquette, p. 203).

• “… father-child activation through play may actually be dependent on mother-child attachment…” (Paquette, p. 204).

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Fathers and Attachment, cont.

• “From this perspective, children who have developed a secure attachment to their mothers would tend to benefit more from father-child play,” (Paquette, 2004, p. 204).

• “… quality father-child RTP should include at least two characteristics: it should be highly pleasurable for the child, and should involve the use of moderate control on the father’s part,” (Paquette, p. 208).

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Father-Child Attachment:General Observations

• Fathers provide more excitatory, destabilising, and challenging environments• ‘Activative’ fathering behaviors:

• Engage children’s self-regulatory systems• Encourage risk-taking• Provide firm limits on behavior• Encourages impulse control• Facilitates problem-solving skills

Crucial Context for Development of Father-Child Activation Relationship

• Posited that infants develop attachment to fathers through play

• Rough and Tumble Play (RTP) particularly

• RTP includes “vigorous behaviors such as wrestling, grappling, kicking & tumbling that would appear to be aggressive except for the playful context” (Pellegrini & Smith, 1989, p. 579) 16

Father-Child RTP

• Precursor play begins by 12 months• Fully emerges by 24 months• Frequency/duration increases with age• Boys engaged more than girls• Peaks around age 4• Child temperament mediates RTP• Culture influences nature of RTP

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High Quality Father-Child RTP

• Father attentive & playful—It’s fun!

• Father attuned to child’s abilities & interests

• Father motivates child to re-engage—It’s engaging!

• Father enjoys child’s attempts to win

• Father balances winning & losing

• Father animated & expressive

• Embodies principle of “mutual enjoyment”18

RTP & Parenting Style(s)Baumrind & others

• 3 general styles of parenting• Authoritarian

• Permissive

• Authoritative

• Corresponds with warmth, sensitivity, and control exhibited in high-quality RTP

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Activative Fathering

• Three types of activation categories

• Under-activated•Limited exploration, risk-taking by child

• Activated•Confident exploration, but child follows limits

• Over-activated•Explore w/o caution, child does not follow limits

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Empirical evidence Regarding Activative fathering

• Interactions between culture (individualistic vs. collectivistic), child temperament, & RTP

• Overprotective parenting (over-activative fathering) may lead to less socially adept & secure children

• Intrusiveness & restrictiveness should be done judiciously

• Difficult to tease out effects of activative fathering from authoritative fathering

• Warmth, responsiveness, & control contribute to social & cognitive competence in children

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Evidence con’t

• Authoritative fathering associated with decreased internalizing & externalizing behaviors in children

• The more optimally activated boys are in toddlerhood the more engaged they are in RTP at age 3

• Earlier fathers are engaged in childcare the longer they stay engaged with child over time

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Implications

• Evidence that roles of mothers & fathers are different

• Fathers (father figures) serve as a ‘social bridge’ between family environment & extra-familial environments

• Father (father figure) & RTP appear to contribute to develop of precursors of Self-Det.; namely, (1) choice-making & problem solving, (2) engagement, and (3) self-regulation

• Mothers, and by extension, ECE professionals, typically remain ‘gatekeepers’ in defining father’s roles with young children

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Toward relevant IFSP Goals

• Genogram: Is father present/accessible? Other father figures available?

• Look/identify appropriate father figure(s) (older siblings, uncles, grandfathers, etc.) that are in the infant/toddler’s natural settings

• Ask more questions regarding when & how these father figures are interacting with infant/toddler

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Relevant IFSP Goals con’t

• Depending upon family’s culture, be proactive in describing various role(s) father [figure] can ‘assume’ with infant/toddler

• Teach family members (especially father/figure) about various types of ‘play,’ based upon developmental level of child

• Teach family members about the different ‘levels’ of engagement and how to move from one level of engagement to another by modeling and “scaffolding” for fathers

• Reflect & identify whether you and/or other IFSP team members have implicit biases regarding ‘Rough & Tumble’ play

• Reflect & identify whether you and/or other IFSP team members have implicit biases regarding ‘competence’ of father to carry out various roles

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