Curriculum Overview

• Experiential movement lessons based on infant development

• Demonstrations of hands-on work with typically developing babies, as well as infants with developmental delays or neurological difficulties

• Development of observational and analytic skills

• Training for work with infants and caregivers in both private and group sessions

• Presentation of allied subjects including infant mental health, incorporating music and song, working with the parent, addressing the substance-exposed newborn, etc.

• An emphasis on multiple, supervised student practicum experiences

• Support for building a Child’Space practice and/or incorporating principles into current occupation

Curriculum

1.  Teaching Through Touch

• Summarize current brain research on use of touch for sensory/motor mapping

• Developmental Movement Exploration (DME) to provide experiential understanding

• Observation of same in live or video demonstration with trainer and infant/mother dyad

• Discussion

• Demonstration of hands-on proprioceptive tapping and pressure.

• Practice of same on classmates and on dolls

• PowerPoint presentation on fostering neuroplasticity, maturation of infant brain

2.  Supporting Infant Motor Development

Summary of developmental movements to be covered: 

• Orientation in Space

• Turning to Side-lying

• Transition to Prone

• Lifting the Head

• Rolling – Prone to Supine, Supine to Prone, Consecutive Rolling

• Prone on Elbows

• Prone with Extended Arms

• Reaching and Grasping

• Creeping

• Transition to Knees

• Transition to Sit

• Crawling

• Independent Sit

• Pull to Stand and Squat to Return

• Cruising

• Independent Walking

Exploration of developmental stages will include:

• DME (Developmental Movement Experiences) to provide experiential understanding

• Observation of same in live or video demonstration with trainer and infant/mother dyad

• Discussion

• Demonstration of hands-on skills to support infant’s exploration of that stage of development

• Practice of same on classmates and on dolls

• Powerpoint presentations and discussion on stages of infant development and various models of developmental milestones

• Practicum experience with babies

3.  Supporting Cognitive and Social-Emotional Development

Summary of stages of psycho-social development, the relationship to the motor advancement and the role of caregiver/baby interaction

Music, song and age-appropriate play to facilitate social relationships

Video observations of face to face interaction with caregiver and baby and analysis

Summary of research on information/auditory processing, and delays, including socioeconomic concerns and parenting style

Understanding the role of mirror neurons

Play activities to support neuro-development and proto-conversation

Participants practice and incorporate into Child’Space lessons

4.  Fostering Social-Emotional Growth – Self-regulation and Attachment

PowerPoint presentation on role of mirror neurons in stimulating imitation, leading to deeper face to face interaction between caregiver and child. 

Discussion of leading Infant Mental Health theories such as Peter Fonagy, Alicia Lieberman, Selma Frieberg, Beatrice Beebe, Daniel Stern and Ruella Frank

Incorporation of “Reflective Functioning” in a Child’Space lesson

Trainees will role play with each other possible uses of RF in a lesson with a parent as well as in their own interactions with a baby

Live or video demonstrations with trainers and parent/baby will be shown and analyzed from this perspective.

Trainees will have the opportunity to incorporate these skills in their practicum experiences

5.  Working with the Parent

All aspects of the Child’Space methodology can be shared with the parent, as possible

Trainees will learn incorporation of Child’Space skills as bonding tool to foster attachment; assessment of parent readiness to participate; factors from parent’s history that may interfere; simplifying information for various populations.

Theories of Dr. Ken Moses on working with the ‘difficult’ parent will be incorporated.

Live or video demonstrations with trainers and parent/baby will be shown and analyzed from this perspective.

Trainees will role play with each other potential troublesome situations

Trainees will have the opportunity to incorporate these skills in their practicum experiences

Program Evaluation

In an informal survey of Healthy Start families over three years, 228 mothers and babies took part in at least 4 Child'Space lessons. Families were from a broad range of socio-economic backgrounds, and included teen mothers, preterm babies, and substance exposed newborns. Infants ranged in age from newborn to independent walking.  All parents reported improved confidence in the following areas:

I learned ways to hold, carry, calm and interact with my baby;

I learned how to use instructive touch and movement to support my baby’s development, such as lifting the head in tummy-time;

I learned about reading my baby’s cures and avoiding overstimulation;

I found the information useful and helped improve my parent skills;

I was treated respectfully and my questions answered satisfactorily.

“Child'Space has become one of the most sought after services by our Healthy Start parents. Parents develop skills that enhance the parent-child bond in a fun and enjoyable way. They can see their babies change, and feel competent as their babies respond to them during Child'Space activities. We are grateful to have this program for our parents.”  - - Janice Baxter, Contract and Quality Assurance Manager, Healthy Start Coalition of Sarasota County, Inc