Responsive Process in Caregiving: Understanding Child Messages

by | Sep 14, 2024 | essay

Instructions: Read the steps for the responsive process: Watch, Ask, Adapt, and then watch the video. After reading about the steps, answer the quiz question in 250 words or more. (see the quiz question below).
The three steps in the responsive process are watch, ask, and adapt.

Step One:

Begin by watching, not rushing, to do things for the baby. Watch for both verbal and nonverbal cues.
The caregiver begins interacting with an infant or toddler by watching the child. By watching first and not just rushing to do things for the baby, a caregiver can avoid reacting before receiving the full message from the child. He looks with both eyes. He listens with both ears. He gives the child time to get her message across. He watches for both verbal and nonverbal messages”
Step Two: Ask

For example, teachers see that the child enjoys playing with toy cars. Teachers guess one way to engage or relate to the child might be through joint play with cars. One way to ask the question is to introduce cars to the relationship and see what happens. Teachers might also ask: What message am I sending? What am I bringing to this relationship?
Sometimes, teachers and caregivers do not understand a childs message because their feelings get in the way, causing them to misread or not see and hear what is happening. Part of tuning into another persons emotional messages is awareness of ones feelings and emotional states. The more clearly a person understands what is going on inside himself, the more likely he will read and respond appropriately to a childs signals”
Step Three: Adapt

Adapt your actions according to what you believe to be the childs desires. Watch how the child responds to your actions. Modify your actions according to the childs response, and watch, ask, and adapt again. “While caregivers continue to watch and ask, they engage the child. As they engage the child, they will collect valuable information. They may learn that the child does not like to share but does like to show things to others or uses objects to establish closer contact with teachers. Caregivers may find that the child wants to be left alone. They adapt their actions by what they learn: leave, show interest in what the child shows them, or allow the child to get on a lap because she seems to be asking for that.
A caregivers action does not have to be in direct relation to the child. The environment may be altered to make it more interesting to the childfor example, teachers put more objects on the floor, or they may try to interest some other children in peer contact
Quiz Writing Assignment (20 points):

After watching the video, respond to the following questions in 250 words or more. Ask yourself, “What messages is the child sending? What are the emotional, social, intellectual, and physical aspects of the messages?

 

 

 

 

Sample solution

Dante Alighieri played a critical role in the literature world through his poem Divine Comedy that was written in the 14th century. The poem contains Inferno, Purgatorio, and Paradiso. The Inferno is a description of the nine circles of torment that are found on the earth. It depicts the realms of the people that have gone against the spiritual values and who, instead, have chosen bestial appetite, violence, or fraud and malice. The nine circles of hell are limbo, lust, gluttony, greed and wrath. Others are heresy, violence, fraud, and treachery. The purpose of this paper is to examine the Dante’s Inferno in the perspective of its portrayal of God’s image and the justification of hell. 

In this epic poem, God is portrayed as a super being guilty of multiple weaknesses including being egotistic, unjust, and hypocritical. Dante, in this poem, depicts God as being more human than divine by challenging God’s omnipotence. Additionally, the manner in which Dante describes Hell is in full contradiction to the morals of God as written in the Bible. When god arranges Hell to flatter Himself, He commits egotism, a sin that is common among human beings (Cheney, 2016). The weakness is depicted in Limbo and on the Gate of Hell where, for instance, God sends those who do not worship Him to Hell. This implies that failure to worship Him is a sin.


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God is also depicted as lacking justice in His actions thus removing the godly image. The injustice is portrayed by the manner in which the sodomites and opportunists are treated. The opportunists are subjected to banner chasing in their lives after death followed by being stung by insects and maggots. They are known to having done neither good nor bad during their lifetimes and, therefore, justice could have demanded that they be granted a neutral punishment having lived a neutral life. The sodomites are also punished unfairly by God when Brunetto Lattini is condemned to hell despite being a good leader (Babor, T. F., McGovern, T., & Robaina, K. (2017). While he commited sodomy, God chooses to ignore all the other good deeds that Brunetto did.

Finally, God is also portrayed as being hypocritical in His actions, a sin that further diminishes His godliness and makes Him more human. A case in point is when God condemns the sin of egotism and goes ahead to commit it repeatedly. Proverbs 29:23 states that “arrogance will bring your downfall, but if you are humble, you will be respected.” When Slattery condemns Dante’s human state as being weak, doubtful, and limited, he is proving God’s hypocrisy because He is also human (Verdicchio, 2015). The actions of God in Hell as portrayed by Dante are inconsistent with the Biblical literature. Both Dante and God are prone to making mistakes, something common among human beings thus making God more human.

To wrap it up, Dante portrays God is more human since He commits the same sins that humans commit: egotism, hypocrisy, and injustice. Hell is justified as being a destination for victims of the mistakes committed by God. The Hell is presented as being a totally different place as compared to what is written about it in the Bible. As a result, reading through the text gives an image of God who is prone to the very mistakes common to humans thus ripping Him off His lofty status of divine and, instead, making Him a mere human. Whether or not Dante did it intentionally is subject to debate but one thing is clear in the poem: the misconstrued notion of God is revealed to future generations.

 

References

Babor, T. F., McGovern, T., & Robaina, K. (2017). Dante’s inferno: Seven deadly sins in scientific publishing and how to avoid them. Addiction Science: A Guide for the Perplexed, 267.

Cheney, L. D. G. (2016). Illustrations for Dante’s Inferno: A Comparative Study of Sandro Botticelli, Giovanni Stradano, and Federico Zuccaro. Cultural and Religious Studies, 4(8), 487.

Verdicchio, M. (2015). Irony and Desire in Dante’s” Inferno” 27. Italica, 285-297.

Responsive Process in Caregiving: Understanding Child Messages

The responsive process of caregiving—watch, ask, and adapt—provides a framework for effectively interpreting and responding to the multifaceted messages that children convey. After watching the video, it is clear that children communicate through a combination of verbal and nonverbal cues, each revealing emotional, social, intellectual, and physical aspects of their development.

Emotional Aspects: The child’s facial expressions and body language are critical in understanding their emotional state. For instance, a smile may indicate joy or comfort, while a frown or avoidance can signal discomfort or distress. The caregiver must watch carefully for these emotional cues to gauge the child’s mood and feelings accurately. This emotional awareness allows caregivers to respond with empathy and support.

Social Aspects: Children often express their social needs through play and interactions with caregivers. For example, if a child reaches out for a toy or looks toward another child, they may be seeking connection or collaboration. Caregivers can enhance social skills by engaging in joint play or facilitating peer interactions, thus fostering an environment that encourages social development.

Intellectual Aspects: The child’s curiosity and interests can be observed through their choice of activities and toys. If they gravitate towards building blocks or puzzles, they are likely exploring cognitive skills such as problem-solving and spatial awareness. Caregivers can expand on this interest by introducing new challenges or related activities that stimulate intellectual growth.

Physical Aspects: Physical cues like reaching, crawling, or moving closer to an adult indicate the child’s desire for exploration or comfort. Understanding these physical signals allows caregivers to adapt their actions—whether by providing support for exploration or comfort through closeness.

In conclusion, the responsive process emphasizes the importance of careful observation and active engagement. By attentively watching, asking insightful questions, and adapting their responses based on the child’s cues, caregivers can effectively interpret the rich tapestry of messages that children communicate across emotional, social, intellectual, and physical dimensions. This approach not only supports holistic development but also fosters a trusting and nurturing relationship between caregiver and child.

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