Infant and Early Childhood
Mental Health Matters!
Our Mission
We connect expectant families and those with young children to tools, resources, the knowledge of our multi-disciplinary staff team, and each other, supporting the growth and development of children aged birth to six.
Infant and Early Childhood Mental Health
What is it?
It is the developing capacity of the child from birth to five years to:
♦ form close and secure adult and peer relationships
♦ experience and manage a full range of emotions
♦ explore the environment and learn all within the context of family, community and culture (Zero to Three, 2012)(1)
It’s never too early to think about mental health!
Mental Health is about the conversations we have inside our head – we are literally our brains. The conversation is formed in the early years and is based on our experiences. It is how we see ourselves in relation to the world, to others, whether or not we feel valued and value others and if we see the world as a good place.
Infancy and early childhood are a time of rapid brain growth and behavioural development. It is a time of opportunity and great vulnerability. The feelings infants and young children get from people and experiences become part of their internal conversations. These feelings influence how they react, interact and respond behaviourally in the future.
10% – 16 % of young children experience a mental health condition (Zero to Three)(1).
Adverse early childhood experiences (ACES) create stress responses within the child. Prolonged activation of the stress response system is toxic to the brain. Children experiencing high levels of stress will show this through their behaviours.
You can make a difference!
Caregivers help support the mental health of infants and young children when they know and value the child as an individual and provide sensitive, responsive care.
Healthy relationships are the most important ingredient in the development of healthy minds.
Infant “How Does Learning Happen” Is Fundamentally Linked to Infant and Early Childhood Mental Health
“The brain is a social organ!”(2)
(Jean Clinton)
ENGAGEMENT
”EVERY CHILD IS AN ACTIVE AND ENGAGED LEARNER WHO EXPLORES THE WORLD WITH BODY, MIND AND SENSES”. (HDLH, 2014(3))
Children who experience an engaged caregiver, who has reliably soothed them, tend to be calmer, happier, more curious and engaged themselves. The power of feeling connected to others is built through the quality of relationships. Responsive and attentive relationships with adults build a strong foundation for all other learning.
Serve and Return interactions are crucial for development:
1. Notice what the child’s focus of attention is;
2. Return the serve by supporting and encouraging their interest;
3. Name what the child is seeing, doing or feeling.
4. Give the child a chance to respond;
5. Practice endings and beginnings by paying attention to the child’s cues. (Center on the Developing Child – Harvard University).
These engaging interactions help children to develop theories that they are important, that they are safe, and that the world is a kind and interesting place to be.
Development is an interactive process. Social engagement with others contributes to a feeling of connection, creates a sense of inclusion and helps to build resilience.
BELONGING
”EVERY CHILD IS AN ACTIVE AND ENGAGED LEARNER WHO EXPLORES THE WORLD WITH BODY, MIND AND SENSES”. (HDLH, 2014)(3)
Children who experience an engaged caregiver, who has reliably soothed them, tend to be calmer, happier, more curious and engaged themselves. The power of feeling connected to others is built through the quality of relationships. Responsive and attentive relationships with adults build a strong foundation for all other learning.
Serve and Return interactions are crucial for development:
1. Notice what the child’s focus of attention is;
2. Return the serve by supporting and encouraging their interest;
3. Name what the child is seeing, doing or feeling.
4. Give the child a chance to respond;
5. Practice endings and beginnings by paying attention to the child’s cues. (Center on the Developing Child – Harvard University).
These engaging interactions help children to develop theories that they are important, that they are safe, and that the world is a kind and interesting place to be.
Development is an interactive process. Social engagement with others contributes to a feeling of connection, creates a sense of inclusion and helps to build resilience.
Serve and return interactions build social engagement!
(Jean Clinton)
Building Healthy Brains
EXPRESSION
“EVERY CHILD IS A CAPABLE COMMUNICATOR WHO EXPRESSES HIMSELF OR HERSELF IN MANY WAYS!” (HDLH(3))
Children come into this world able to experience a full range of emotions but not equipped to manage them on their own. Their stress response system is active, and they require a caregiver to help them regulate their emotional states. A child learns to manage emotions by experiencing them. Children behave in meaningful ways that reflect their feelings, needs and perceptions.
When a child expresses distress, co-regulation is provided through the soothing response of the caregiver. When this pattern is repeated a child will develop a capacity to self-regulate. The process of learning these skills requires an environment of supportive, sensitive relationships. Behaviour is communication. A caregiver’s capacity to reflect on what might be going on in the child’s mind demonstrates compassion and empathy. A child who has been treated in this way will feel that their thoughts and feelings are important.
Children behave their emotions!
“How you ARE is as important as what you DO!”(4)
(Jean Paul and Maria St. John)
WELLBEING
“EVERY CHILD IS DEVELOPING A SENSE OF SELF, HEALTH and WELL-BEING!” (HDLH(3))
In order to feel well, young children first need to feel safe. They are reliant on caregivers to meet all their physical and emotional needs. How children learn to regulate their emotions especially in times of stress or challenge depends on how the caregiver regulates their own emotions. Your mental health and well-being are crucial to the well-being of the children you are with. The complex developmental, social and emotional needs of children require an informed and competent caregiver who feels confident in their own knowledge and skills. Curiosity and wonder fuel a positive outlook.
Practice self-compassion – when you are kind to yourself first it is easier to treat others similarly.
Give yourself credit – you are doing a great job – all those small, simple moments of daily kindness add up to make a huge impact on the mental well-being of others.
Consider mindfulness as a way to counteract stress and create a thoughtful responsive environment.
You are the most important ingredient in growing healthy minds.
Recognizing Typical Social and Emotional Milestones
“There is no such thing as a baby. A baby cannot exist alone but is essentially part of a relationship!(5)
(Donald Winnicott)
By 14 Months
♦ attachment relationship has formed
♦ checks in regularly with caregiver through touch, voice or eye contact
♦ can communicate needs and feelings
♦ understands object and people permanence
♦ smiles more for attachment figures over others
♦ enjoys playing peek-a-boo because they can manage separation/ not seeing person due to understanding they still exist
♦ explores the environment with fearlessness, curiosity and excitement
♦ shows interest in studying small objects
♦ is more goal-directed
♦ is alert and interested in developing both cognitive and physical skills
By 24 Months
♦ developing a sense of autonomy and independence, wants to do things themselves.
♦ says “no” frequently
♦ has tantrums
♦ wants to tell others what to do
♦ uses words like, “I”, “me” and “mine”
♦ starts to resist discipline
♦ uses objects like stuffed animals or blankets for comfort more frequently
♦ shows an increase in separation anxiety
♦ wants to keep caregivers in sight – may follow like a shadow
♦ has increasing fears and anxieties
♦ may experience sleep issues like nightmares or night terrors
♦ enjoys interactive play and parallel play with other children
♦ is developing an awareness of the actions of self and others
♦ may begin to see themself from another’s point of view
By 4 Years
♦ increasing sense of self, self-esteem, compliance, and socially appropriate interactions
♦ is generally optimistic and happy.
♦ able to play cooperatively with others and take turns
♦ beginning to be able to empathize
♦ choses activities based on own needs and interests
♦ increasing ability to use words to express thoughts and feelings
♦ able to label feelings
♦ engages in more elaborate play- imaginary and role play
♦ able to tell stories and talk about inner thoughts
“Knowing is not enough, we must apply. Willing is not enough, we must do!”(6)
(Johann W. Von Goethe)
By 6 Years
♦ demonstrates pride in self and accomplishments
♦ feels competent
♦ can problem solve when faced with challenges
♦ can describe themselves and make comparisons to others
♦ shows curiosity about the world
♦ developing an awareness about right and wrong, enjoys games with rules, feels guilty if they break rules
♦ wants others to obey rules
♦ identifies with adults
♦ capacity for empathy increasing
♦ likes to help others
Consider using a screening tool to check on children’s development, celebrate their milestones, know what to look for next, and determine whether follow-up steps are needed. It is also an essential first step toward identifying children with delays or disorders in those critical early years, before they start school – https://agesandstages.com/
Access to a free downloadable social and emotional screening toolkit and tip sheets to share with parents is also available – https://brookespublishing.com/campaigns/free-social-emotional-screening-toolkit/
Want to learn more?
⇒ take a course
⇒ watch a webinar
⇒ read a book or an article
⇒ explore resources
Courses
Brain Story Certification
Learn the scientific underpinnings of the Brain Story from leading experts and be eligible for credits.
Approx. 30 hours (free).
https://www.albertafamilywellness.org/what-we-know/the-brain-story/
Build My Brain
How brain development unfolds and how early experiences affect this process.
1.5 hours (free).
https://learn.coxcampus.org/courses/build-my-brain/
Building Brains
A nine-module certificate course from Families Canada about brain development ($50).
https://training.familiescanada.ca/catalog/info/id:125,cms_featured_course:1
The Growing Brain Basics Webinar Series
How babies’ brains grow in the context of relationships ($100 US).
https://www.zerotothree.org/event/the-growing-brain-basics-webinar-series
Self-Reg in Early Childhood Development
A look at early development through a self-reg lens, learn about how stress impacts behaviour.
Three courses of 4 modules each ($745).
https://self-reg.ca/early-childhood-development-program/
The Pyramid Model for Promoting Social Emotional Competence in Infants and Young Children Training
Online courses in either Infant/toddler, preschool or birth to age 5 about social and emotional development.
18 hrs. of instruction per course ($49 annually).
https://brookespublishing.com/training/epyramid-online-learning-modules/
Mertil – An Introduction to Early Relational Trauma and Attachment Styles
A self-paced, online course for Early childhood and family workers based on attachment theory, neurodevelopmental science and trauma informed practice.(Approx. $90. Free webinars also available).
References
(1)Zero to Three (2024)- Journal Volume 42 No 4 The Transformative Power of Relationships in Supporting Children, Families, and Early Childhood Professionals”, (June 3, 2022) – https://www.zerotothree.org.
(2) “Think, Feel, Act – Lessons from Research about Young Children. The Power of Positive Adult Child Relationships: Connection is Key”, by Jean Clinton M.D., McMaster University, (2013) pg. 6.
(3) “How Does Learning Happen?” (HDLH) – Ontario Ministry of Education. (2014b)
Ontario’s pedagogy for the early years: A resource about learning through relationships for those who work with young children and their families. Toronto: Author.
(4) “Making a Positive Difference for Infants, Toddlers and Their Families” by Jeree H. Pawl, Jeree H., Maria St. John.
(5 ) Donald Winnicott’s Childcare Journals, pg. 88 (1947) / Canadian Journal of Nursing Research, “No Such Thing as a Baby” in the Year of the Nurse and Midwife (2020), Nicole Letourneau, Volume 52, Issue 2.
(6) Attributed to Johann Wolfgang Von Goethe
Watch and Learn
Brain Matters
Documentary about brain development in early childhood (1 hr.).
https://www.youtube.com/watch?v=Rw_aVnlp0JY
Introduction To Infant and Early Mental Health
Online free webinar to learn the basics.
https://imhpromotion.ca/Introduction-to-IEMH-Online
Lecture Series 2022 – Laying The Path for Lifelong Wellness
15 webinars from 2022 and 13 from 2021 on infant and early mental health promotion,
prevention and treatment ($565).
https://imhpromotion.ca/Lecture-Series-2022
Supporting Child Caregivers
This non-profit organization is US based and offers videos, podcasts and articles about how good caregiving in a variety of settings helps to protect infants and young children from stress.
Read
Love Builds Brains by Jean Clinton.
Handbook Of Infant Mental Health by Charles H. Zeanah, Jr.
Understanding Early Childhood Mental Health: A Practical Guide For Professionals by Susan Janko Summers PhD., and Rachel Chazan-Cohen PhD.
Recognize and Respond To Emotional And Behavioural Issues In The Classroom by Andrew Johnathan Cole, Psy.D. and Aaron M Shupp, Psy.D.
Pathways To Competence: Encouraging Healthy Social and Emotional Development in Young Children by Sarah Landy.
Open Minds, Healthy Minds – Ontario’s Comprehensive Mental Health and Addictions Strategy
An article that includes a section on the importance of the first three years in identifying and intervening early to improve long term health outcomes.
Resources
Center On the Developing Child at Harvard University
Scientifically based, all encompassing, current research about the developing child presented through articles, podcasts, videos and webinars.
https://developingchild.harvard.edu/
Printable Handouts from the Center on the Developing Child at Harvard University with activities for building the brain through play for infants, toddlers and children.
https://developingchild.harvard.edu/resources/brainbuildingthroughplay/
Alberta Family Wellness Initiative
Videos, graphics, articles and webinars about brain development, serve and return interactions, stress, resilience, ACES, addiction and more.
Infant and Early Mental Health Promotion
Learning opportunities, tools and printable resources for families to inform and promote positive mental health. A program of Sick Kids Hospital.
Social and Emotional Developmental Screening Tool
Free downloadable social and emotional screening toolkit and tip sheets to share with parents. Links to order paid resources such as the Ages and Stages Questionnaire – Social/Emotional (ASQ-SE).
https://brookespublishing.com/campaigns/free-social-emotional-screening-toolkit/
Children’s Mental Health Ontario (CMHO)
Children’s Mental Health Ontario and Parents for Children’s Mental Health Family Care Center
A resource hub for parents and caregivers of children with mental illness. Offers support, education and empowerment. Provides links to professionals who provide mental health services in person, on the phone or virtually. Search by area, age and type of services required to find supports in your community.
Kids Mental Health – Parent’s Educational Resource
Advocates of children’s mental health who offer informational articles and guides for parents and professionals.
https://www.kidsmentalhealth.ca/
Peterborough Public Health – Infant and Child Development Program
Supportive program for families with infants or children who may be experiencing delays in development.
https://www.peterboroughpublichealth.ca/your-health/parenting/infant-toddler-development-program/
Five Counties Children’s Centre
Works with children, their families and community partners to provide support to meet developmental needs.
https://www.fivecounties.on.ca/
The World Association for Infant Mental Health (WAIMH)
A not-for-profit organization for scientific and educational professionals. Provides publications, training and resources related to infant mental health.
