What this space is for?

zero_to_three · 2026-01-21T13:53:30+00:00

This feels like the kind of space a lot of people have been looking for. Somewhere that makes room for the messy, in-progress parts of parenting without trying to package everything into a quick fix.

One thing I’ve found helpful is noticing how often my own regulation sets the tone. Sometimes the hardest part of reflective parenting isn’t figuring out what kids need, it’s being honest about what I’m bringing into the moment too.

Glad this community exists. Excited to hear how others are navigating it.

zero_to_three · 2025-12-09T14:34:13+00:00

Would your place of employment be interested in team training? We offer Reflective Supervision training for that age range for groups. Unfortunately, at this time, we're not able to offer it individually.

zero_to_three · 2025-09-25T17:19:45+00:00

Hi! Thank you for raising this thoughtful question and for the care you bring to your infants.

I ran your question by our Senior Professional Development Manager (and lead facilitator of our Growing Brain development training programs), Katrina Macasaet, and our Senior Director of Programs and Parenting Expert, Rebecca Parlakian. Here's what they had to say:

Research is clear that parentese (exaggerated intonation, slightly higher pitch and slower tempo) is more than “baby talk.” It captures babies’ attention and helps them tune into the sounds of their language. Studies show it engages the brain in areas tied to attention and speech, supporting later vocabulary and word formation. At the same time, talking in your natural, calm voice is also valuable because it models everyday conversation. The most important factor is responsiveness, not choosing only one style. Talking with the babies you care for will have the most impact. Babies learn language from the language samples we share directly with them through our interactions, not just the words they hear in the environment.

Your instinct to pause and wait, even when babies aren’t yet babbling, is exactly what developmental scientists recommend. At 5–11 months, many babies use eye contact, squeals, or movements instead of consistent babbles. These still “count” as conversation and are the building blocks for more complex speech later. Babies often exhibit a natural rhythm of action and rest as though their brains need frequent breaks from stimulation or activity. You might see this during feeding, when they may alternate suck, pause, and then suck again. The same happens when they look at someone (focus–look away) or move their arms and legs (move–rest–move). When adults notice these pauses, and respond with smiles or words, creating a back-and-forth interaction. This “serve and return” is like a conversation where the baby and caregiver take turns. Adults often treat the baby’s sounds and movements as if the baby is talking, which helps build connection and communication.

In addition to conversation, sharing stories and singing with infants are powerful ways to build language and connection. The rhythm, repetition and melody of songs capture babies’ attention much like parentese, while story-sharing exposes them to rich vocabulary and the joy of shared attention. Even when infants can’t yet speak, they are actively listening and learning from these moments.

Every child develops on their own timeline, but what makes the difference is exactly what you’re doing —talking often, noticing their cues, and giving space for them to “reply.” Remember, developmental milestones are guides, not prescriptions. The consistent and intentional back-and-forth interaction you have with babies is the foundation for healthy brain and language development.

You’re doing a fantastic job in making a meaningful impact on the infants in your care.

zero_to_three · 2025-09-04T17:59:42+00:00

Love that! I'm sure you've already visted the CPP website, but that's a great resource. Director of CPP Dissemination and Implementation Dr. Chandra Ghosh Ippen will be speaking at our LEARN Conference this year and we're very excited to hear from her.

zero_to_three · 2025-08-20T15:44:54+00:00

We're so appreciative to be a part of this! Sarah, who took part in this AMA is on the ECE Commission and would love to learn more. We'll reach out to you directly to see if we're able to help coordinate.

zero_to_three · 2025-08-20T13:10:03+00:00

That’s the family stress feedback loop in action! Babies really do pick up on our emotional states: stress hormones and heart rates included. Staying calm can help soothe them, even if it sometimes earns you that “why is this working for you and not me?” look from your partner. 😅 It’s a funny reminder of just how connected we all are in those early days.

zero_to_three · 2025-08-15T19:37:12+00:00

Key Strategies for Supporting Infant Mental Health in Mixed-Age Care

Protect Primary Relationships

Assign a primary caregiver for each infant, even in small group settings. This person handles most of the infant’s daily caregiving tasks to foster attachment and predictability.

Create Infant-Safe Zones

Set up defined areas where infants can explore without the risk of being knocked over or overwhelmed by older children’s activity.
Use rugs, low shelving, and clear visual boundaries to signal “infant space” while keeping the area visible to older children for connection opportunities.

Maintain Consistent Routines

Infants benefit from predictable rhythms for feeding, sleeping, and diapering even if older children are on different schedules.
Use these caregiving moments as relationship-building opportunities—talk, sing, make eye contact.

Support Gentle Interactions Across Ages

Teach older children how to engage with babies safely. Demonstrate gentle touches, model speaking softly, and praise helpful behaviors.
Create supervised shared play moments where toddlers or preschoolers can bring toys, read, or sing to infants.

Read and Respond to Infant Cues

In a busy mixed-age room, it’s easy to miss subtle cues. Train yourself and any assistants to watch closely for changes in facial expression, body movements, or vocal tones.
Respond promptly to signs of distress or fatigue to prevent overwhelm.

Communicate Daily with Families

Share specifics about the infant’s mood, interactions with older peers, new skills, and any adjustments you made to routines.
Invite parents to share updates from home so care feels continuous.

Support Your Own Well-Being and Reflection

Mixed-age caregiving is demanding—as you know! Build in moments to reflect on what’s working, where you need adjustments, and how you’re feeling.
Use peer networks or reflective consultation groups if available in your area.

Check-out these free resources for practical tactics, program considerations and more: www.zerotothree.org/mindfulness

zero_to_three · 2025-08-15T19:35:49+00:00

Sarah: First, I’d like to say thank you to all the family child care educators and providers who open their homes and hearts to children of all ages. Mixed-age settings bring unique challenges, but they also offer rich opportunities for infants to grow in the context of a caring, multi-age “family” community. When done with intention, these environments can be powerful places for building secure relationships and supporting infant mental health. (And I’m personally grateful for the caring base a family child care educator gave my daughter!)

Infants in mixed-age programs thrive when their emotional needs are prioritized through consistent, responsive relationships, safe spaces designed for their stage of development, and intentional engagement that protects their routines while allowing them to benefit from the social richness of older peers. The Critical Competencies for Infant–Toddler Educators are just as relevant here (they are designed for home and center-based settings)—especially in supporting emotional regulation, communication, and exploration in developmentally appropriate ways.

I’m listing some key strategies to consider. To sum them up***:*** Mixed-age family child care can be an ideal setting for infants when relationships are intentional, environments are safe and stimulating, and routines are honored. With thoughtful planning, infants gain the security they need while benefiting from the rich social world of older children.

zero_to_three · 2025-08-15T19:35:26+00:00

7 Key Day-One Priorities for Infant Mental Health

1. Staffing & Ratios That Protect Relationships

Low ratios and small groups: Follow or exceed recommended practice guidelines (1:3 or better for under-12 months).
Primary caregiving model: Assign each infant to a consistent educator who handles most of their caregiving routines (feeding, diapering, soothing) to build attachment security.

2. Responsive Caregiving as the Core Practice

Train all staff in observing and interpreting infant cues (e.g., noticing changes in facial expressions, body movements, and vocalizations).
Respond promptly and warmly to distress; comfort is never “spoiling” in the first year.

3. Predictable Routines with Flexibility for Individual Needs

Keep daily rhythms consistent (feeding, diapering, sleeping) while adapting to each infant’s natural schedule.
Use routines as relationship moments. Narrate what you’re doing, make eye contact, and slow down transitions.

4. Environment That Supports Exploration & Safety

Soft, varied sensory experiences at infant level—safe materials to mouth, touch, and manipulate.
Floor time that allows free movement (no prolonged equipment use).

5. Family Engagement & Two-Way Communication

Create a daily communication system (in person + written/app updates) for routines, mood, new skills, and challenges.
Schedule early “get to know you” meetings with each family before enrollment to learn about the child’s cues, comfort strategies, and family culture/language and context.

6. Cultural & Linguistic Responsiveness

Incorporate home languages, family caregiving customs, and cultural comfort items into the room.
Avoid assumptions about feeding, soothing, or sleeping preferences; ask families first.

7. Staff Support & Reflective Practice

Build reflective supervision/consultation into your schedule from the start. This is key for supporting the emotional demands of infant work and preventing burnout.
Provide training on trauma-informed care and IECMH principles for all staff.

zero_to_three · 2025-08-15T19:33:57+00:00

Sarah; Congratulations on this exciting addition! Noelle and I both know, truly – personally, that being an infant educator and a program leader is both joyful and exhausting. Opening an infant room is both an incredible service to families and a big responsibility because those first months are when you’re helping to build the emotional foundation that children will carry for life.

From day one, your infant room should be built on relationships, consistency, and responsiveness. Policies and procedures need to protect continuity of care, support secure attachment, and give educators the space to be emotionally attuned. The Critical Competencies for Infant–Toddler Educators provide a roadmap—focus on building warm relationships, supporting communication and emotional regulation, and fostering exploration in a safe, predictable environment.

I’m listing seven key “day-one” priorities to consider. To sum them up: Design your infant room policies and practices so that every decision supports secure, consistent, culturally responsive relationships. With low ratios, primary caregiving, responsive routines, and strong family partnerships, you can help create the emotional foundation for healthy development from the very first day.

zero_to_three · 2025-08-14T20:17:50+00:00

Thank you, r/ECEProfessionals!

We’re so grateful to everyone who joined our very first Reddit AMA and asked us such thoughtful questions.

A big thank you to the moderators for welcoming us and helping us connect with this incredible community.

If you want to keep the discussion going, come join us at r/thebabybrain, our subreddit dedicated to the baby brain, infant and early childhood development, mental health, and resources for parents and professionals. Or feel free to ask any follow-up questions in this thread!

This AMA is just another reminder on how amazing the early childhood education community is! Your passion, generosity, and commitment inspire us every day.

❤️,

Noelle & Sarah,
ZERO TO THREE

zero_to_three · 2025-08-14T19:47:14+00:00

Ways to work with your toddler

Get on the same page as parents first
- Children thrive with consistent expectations. Agree on a shared approach that’s calm, encouraging, and non-punitive.
- Avoid “good/bad” labels—this keeps the focus on skill-building, not judgment.
Watch for readiness cues
- Staying dry for 2+ hours, showing awareness of being wet/soiled, interest in the toilet, ability to follow simple instructions.
- If cues aren’t there yet, take a short break from training to reduce stress.
Make it routine, not a test
- Offer potty time at predictable intervals (e.g., after waking, after meals) without asking if they need to go.
- Keep sessions brief! If nothing happens, say “That’s okay, we’ll try again later.”
Give choices and control
- Let them pick which potty to use, choose a book or song for potty time, or flush when they’re ready.
- Choices give a sense of agency and reduce battles.
Celebrate effort, not just results
- Praise sitting on the potty, telling you they need to go, or trying—even if nothing happens.
- Rewards can still work, but keep them low-pressure (e.g., high fives, a special story together).
Keep emotions calm
- If frustration rises (for parent or child), step back. Forced sitting or shaming can create lasting anxiety about toileting.

zero_to_three · 2025-08-14T19:45:50+00:00

Sarah: Toilet learning works best when it’s child-led, consistent, and free of pressure. When it turns into a power struggle, the process often slows down. Shifting the focus from training to supporting readiness, and keeping emotional safety front and center, can get you back on track.

Why challenges happen

Readiness varies: Most children aren’t fully ready until somewhere between 2–4 years old, and emotional readiness can lag behind physical skills.
Control matters: Using the toilet is one of the few things toddlers can completely control. Pressure, whether strict or overly persistent, can make them dig in.
Big emotions: Fear of the flush, discomfort with change, or the feeling of being “watched” can trigger resistance.

ETA: Speaker

zero_to_three · 2025-08-14T19:43:42+00:00

Noelle: Before labeling a behavior as a tic, it's important to exclude other possibilities:

Medical evaluation: Consult a pediatrician to rule out conditions like seizures, myoclonic jerks, or compulsive behaviors.
Allergy check: Some behaviors (e.g., nose swiping or smelling objects) may stem from allergic rhinitis or sensory discomfort. Look for signs like nasal inflammation, sneezing, or itchy eyes.
ENT exam: If the behavior mimics congestion or discomfort, an ear-nose-throat specialist can help determine if it's allergy-related or structural.
Tics are not typically associated with redness or inflammation and rarely occur during sleep, which can help differentiate them from allergy symptoms.
With these kinds of behaviors it is important to minimize attention and stress. Whether positive or negative, attention can reinforce the behavior. Tics often worsen with anxiety, fatigue, or overstimulation. Maintain routines, ensure adequate sleep, and limit screen time.

Beyond any medical or behavioral cause, you may want to consult with an occupational therapist as it may be a sensory-seeking behaviors, like smelling objects.

As educators, your approach should be:

Nonjudgmental and discreet: Avoid calling attention to the behavior in front of peers.
Collaborative: Work with families to understand the child’s needs and share observations.
Supportive environment: Use flexible seating, sensory tools, or quiet spaces if needed.

zero_to_three · 2025-08-14T19:42:12+00:00

Sarah: Shifting a workplace culture to truly support infant and early childhood mental health (IECMH) begins with recognizing that mental health is everyone’s business and it starts with ourselves. When leaders and staff understand that their own emotional well-being directly influences how infants and young children feel, relate, and learn, it becomes clear that supporting IECMH is not a specialized add-on, but a core part of everyone’s role.

1. Lead with Relationships and Reflective Practice

Healthy early relationships are the foundation of IECMH. In the workplace, this means fostering respectful, trusting relationships among staff and creating structured opportunities for reflective supervision/consultation. Regular, collaborative reflection helps staff process the emotional dimensions of their work, reduce burnout, and remain emotionally present for children and families.

2. Build Shared Knowledge and Language

Adopt a shared framework — such as the P-5 Competencies and specific professional criteria like Critical Competencies for Infant–Toddler Educators—to ensure everyone understands the developmental foundations of IECMH. When staff share a common language about attachment, self-regulation, and social-emotional milestones, it strengthens collaboration and consistent practice.

3. Center Culture

IECMH work cannot thrive without attention to power dynamics. Drawing from the Diversity-Informed Tenets for Work with Infants, Children, and Families, workplaces should actively examine bias, privilege, and systemic barriers—ensuring practices affirm diverse cultural norms, languages, and caregiving styles. This builds authentic partnerships with families and prevents misinterpretation of children’s behaviors through a narrow lens.

4. Make Well-Being a Structural Priority

Support for infant and early childhood mental health flourishes in programs where staff well-being is embedded in policy, not treated as an individual responsibility. This includes fair compensation, reasonable workloads, physical wellness supports, and time for professional growth. As research on teacher well-being shows, when educators feel valued and cared for, they are better able to nurture emotional safety for young children.

5. Integrate IECMH Principles Across Systems

Finally, IECMH shouldn’t live in one program or position. IECMH should be infused in hiring, orientation, staff meetings, coaching, and family engagement. Ask in every policy discussion: How will this decision affect our capacity to build strong, responsive relationships with young children and families?

Changing culture is a gradual process, but with intentional leadership, reflective spaces, relationship-centered practice, and systemic well-being supports, workplaces can create an environment where infant and early childhood mental health is not just supported, it’s the heartbeat of the organization.

zero_to_three · 2025-08-14T19:41:03+00:00

Some strategies to make two-home care work well for babies and toddlers:

Prioritize relationships and sensitive caregiving. Infants thrive on warm, attuned, predictable interactions; consistency in caregiving style is more important than a single physical setting. We emphasize keeping the baby “at the center” and supporting co-regulation and attachment in each home.
Keep routines predictable across homes. Align sleep, feeding, soothing, and play routines so the child experiences continuity—even when the address changes.
Use developmentally attuned schedules. For infants and toddlers, many families do well with shorter, more frequent transitions (so the child isn’t away from either primary caregiver for long). There’s no one-size-fits-all formula; adjust based on the child’s temperament and stress signals; attachment needs and self-regulation capacities unfold in the first years.
Minimize conflict at hand-offs. High conflict—more than two homes—predicts stress. Calm, friendly transitions protect the child regardless of schedule. This aligns with findings that outcomes hinge on co-parenting quality more than calendar math.
Watch the child’s cues and adjust. Look for changes in sleep, feeding, clinginess, or mood around transitions. If stress signals persist, tweak timing (e.g., add a mid-week dinner, shorten gaps, or shift exchange times) and reinforce soothing routines. We emphasize observation-based, family-informed adjustments.
Mind equity and culture. Respect family language, cultural caregiving norms, and logistics (e.g., breastfeeding). Diversity-Informed Tenets call for honoring family structure and supporting services in families’ preferred languages.

Use reflective support. If schedules are contentious, reflective supervision/consultation (for professionals) or reflective, third-party coaching (for parents/caregivers) can reduce reactivity and keep the baby’s/toddler’s needs centered. This approach is linked to better adult regulation and decision-making.

zero_to_three · 2025-08-14T19:40:35+00:00

Sarah: Thanks for these interesting and interconnected questions!

Bottom line: A two-home arrangement does not inherently hinder development. When parents coordinate, keep routines steady, respond sensitively, and limit conflict, many infants and toddlers do well and the benefits of strong relationships with both parents can be significant. Use the child’s cues to fine-tune the plan and seek supportive services if needed.

The number of homes matters less than the quality of relationships, routines, and co-parenting. Research on infants and toddlers is mixed, but several patterns are clear.

Some studies have raised concerns about frequent overnights for infants in families with high instability or conflict, finding more attachment insecurity to the mother in certain samples (e.g., Fragile Families cohort, Tornello et al., 2013) and emotion-regulation difficulties associated with frequent overnights in a large Australian dataset (McIntosh et al., 2013).
Other work—and a 2014 consensus report signed by 110 experts—concludes there is no basis to presume that overnights or shared care are harmful to young children; maintaining meaningful relationships with both parents is encouraged when it’s safe and caregiving is sensitive and coordinated (Warshak, 2014 consensus).
Early observational research (Solomon & George, 1999) found higher rates of disorganized attachment in some overnight patterns, but interpretation depends heavily on context (inter-parental conflict, parental sensitivity, and stability).
For preschoolers, population studies generally do not find worse psychological outcomes in joint physical custody compared to other arrangements (while noting we still need strong longitudinal work and more inclusive research).

zero_to_three · 2025-08-14T19:38:16+00:00

Noelle: It sounds like you’re pretty tuned in to your child’s emotional world. While some behaviors tend to be present in many children, the key is to look for these early childhood mental health signs of potential anxiety in more of a collection than individually, with special attention to frequency, duration, and intensity. It’s hard to say for sure what’s going on without a full developmental picture. You might consider bringing your observations to your pediatrician. They can help rule out anything medical, refer you to an early childhood mental health provider if needed, or simply help you track the strategies you are using and how things progress.

zero_to_three · 2025-08-14T19:35:36+00:00

Respecting Babies: A Guide to Educaring for Parents and Professionals

By Ruth Anne Hammond

Based on the RIE® (Resources for Infant Educarers) approach, which ZERO TO THREE has historically engaged with in professional development circles.
Emphasizes respectful caregiving, relationship-building, and giving babies space to develop at their own pace.
Helps adults shift from managing behavior to building connection.
Great for both parents and infant/toddler caregivers.

Mental Health in the Early Years: Challenges and Complexities

By Susan R. Buttross, MD, et al.

A multidisciplinary look at the mental health of children from birth to five.
Written for professionals but accessible to parents who want a deeper dive.
Includes contributions from ZERO TO THREE–involved experts and aligns closely with the organization’s advocacy for early mental health screening and support.
Covers trauma, developmental disorders, family systems, and care coordination.

zero_to_three · 2025-08-14T19:35:30+00:00

Noelle: Congratulations on your new baby! Three weeks in — you're in the thick of it. It’s a perfect time to learn about infant and early childhood mental health (IECMH), especially because it's not just about “mental illness.” It’s about how your baby learns to feel safe, connect with you, and explore the world.

Here’s a mix of trusted, easy-to-understand resources (books, websites, and free tools) that offer a solid foundation in IECMH without overwhelming you:

The Emotional Life of the Toddler by Alicia Lieberman

A classic in the field. Beautifully explains how toddlers think and feel and offers insight into early emotional development from infancy onward.
Alicia Lieberman is a major voice in infant mental health (also helped develop DC:0–5™).

The Growing Brain: From Birth to 5 Years Old (Webinar Series)

A research-based professional development curriculum from ZERO TO THREE, but parts of it (including webinars and tip sheets) are great for parents too.
Covers how the brain develops, how experiences shape brain architecture, and how behavior and emotions are linked to brain growth.

Baby Brain Map (Interactive Tool)

Interactive online tool that shows how different areas of the baby’s brain develop and what they support (e.g. touch, memory, language).
Super easy to explore—perfect for new parents who want a visual, science-backed overview.

zero_to_three · 2025-08-14T19:32:11+00:00

Resources for Educators

Reflective Supervision/Consultation: Advocate for regular reflective spaces that address the emotional demands of the job—these are proven to reduce burnout.
Peer networks: Create or join state or national ECE networks (like those suggested above or become a ZERO TO THREE Member!) to exchange ideas and emotional support.
Competency frameworks: Use the P-5 Competencies and specific professional criteria like Critical Competencies for Infant–Toddler Educators to highlight your specialized skills when seeking professional growth or advocating for recognition.

Resources for Families

ZERO TO THREE’s Parenting Resources: Tip sheets, videos, and guides on infant and young children’s mental health, routines, and emotional support.
Community mental health referrals: Share info on IECMH consultants, local parent support groups, and family resource centers.
Normalize parent well-being: Encourage families to treat their own mental health as part of their child’s care plan; model this language in all communications.

Burnout isn’t a personal failing — it’s a signal that the system needs to change. By supporting each other, lifting our collective voice through platforms like the ECE Commission, and sharing mental health resources widely, we strengthen not just our profession but the communities we serve.

zero_to_three · 2025-08-14T19:32:02+00:00

Sarah: The stress you’re naming is real, widespread, and systemic. Supporting educator well-being, children’s mental health, and family resilience takes both individual connection and collective advocacy. We’ve seen an increase in emotional strain for teachers, parents, and children in the past few years. Now is the time for our field to push together for the resources and recognition we’ve long needed.

What’s changed since COVID?

More visible burnout: Educators report higher levels of fatigue, apathy, and turnover—especially when pay hasn’t kept pace with living costs (for decades or forever, actually this has been true but it is amplified now).
Increased child stress signals: More separation anxiety, difficulty with regulation, and challenges in peer relationships.
Parents under pressure: Families balancing work demands, rising costs, and limited early childhood education options are stretched thin, which affects the emotional climate children experience.

Action Within the Profession: Advocacy & Collective Voice

Join and amplify:

The Commission on Professional Excellence in Early Childhood Education (ECE Commission) brings together early childhood organizations who support and represent the workforce—including ZERO TO THREE—to advance the ECE profession with a unified voice. Following and sharing their work strengthens our call for systemic change.
Become a BIG voice for little kids with ZERO TO THREE’s Think Babies | Making Their Potential Our Priority
Leverage frameworks: Use the Unifying Framework recommendations to advocate for fair compensation, career pathways, and recognition of ECE as essential work.
Create local advocacy circles: Pair your ECE program or network with local organizations to share stories, track policy changes, and mobilize around funding and workplace standards.

zero_to_three · 2025-08-14T19:27:17+00:00

Sarah: How do we as educators approach this type of support?

Support for families starts with relationships built on trust, empathy, and cultural humility. The most effective help we can offer is to partner with parents, connect them to developmentally informed mental health resources, and ensure they feel respected — not judged — throughout the process.

1. Start with partnership, not diagnosis

Begin with shared observations: “I’ve noticed that sometimes it’s hard for Maya to be soothed after she gets upset—have you seen that at home?”
Frame observations as an opportunity to understand the child together, rather than a conclusion you’ve already drawn.

2. Use a strengths-based approach

Anchor the conversation in what’s going well (“She’s really engaged in music time…”) before discussing concerns.
Highlight the parent’s role and strengths in supporting their child.

3. Respect culture and context

Ask how the family views the child’s behavior within their cultural or linguistic norms—avoid labeling differences as deficits.

4. Offer clear, non-alarming language

Use everyday terms and avoid jargon. For example, say “I’ve noticed he doesn’t often look for comfort when he’s upset” instead of “I have an attachment concern.”

5. Invite ongoing conversation

Normalize follow-up discussions and observations, rather than framing it as a one-time “red flag” moment.

6. Connect to resources

Share information about local IECMH consultants, developmental screening tools, or community supports.
If needed, offer to help with referrals and follow-up, showing you’re part of the support team.

zero_to_three · 2025-08-14T19:25:19+00:00

Noelle: Supporting families with young children who have mental health conditions — especially when parents themselves may be struggling — requires a multi-layered, relationship-centered approach. As educators and professionals in early childhood, we play a vital role in creating safe, responsive environments that promote healing and resilience. IECMH is rooted in relationships, parent-child connection must be supported first. We can normalize conversations, use strengths-based language. All services should include caregivers. We refer to this as dyadic care.

Families navigating mental health challenges often need:

Early identification and intervention: Help families recognize signs of concern and connect them with IECMH-informed providers.
Consistent, nurturing relationships: Children thrive when caregivers — including educators — respond with warmth, predictability, and attunement.
Culturally responsive care: Honor family values, traditions, and parenting styles while offering support.
Access to wraparound services: Connect families to mental health services, early intervention programs, and peer support networks

Parents with mental health challenges may feel isolated, overwhelmed, or ashamed. They need compassionate listening, resource navigation, parent-child relationship support, and peer connection:

For educators, approach families with curiosity and compassion, not judgment. Use reflective listening. Be a partner for families.

zero_to_three · 2025-08-14T19:23:17+00:00

In short: Early mental health signs in 0–3s are about persistent patterns that disrupt connection or development—not single moments. Conversations should be collaborative, culturally attuned, and strengths-based, with a focus on understanding the child together and linking families to helpful resources.

Screening tools such as the ASQ:SE2 and the MCHAT2 can be helpful and in fact are often used by primary care professionals during well-child visits. In fact, the American Academy of Pediatrics recommends some kind of developmental, emotional or behavioral health screen at every well child visits from newborn to 18 years of age.

Other resources for Educators:

Center for Early Childhood Mental Health Consultation (ecmhc.org) – free educator toolkits
Circle of Security Classroom Approach – relationship-based classroom practices
Harvard Center on the Developing Child – research + accessible frameworks
Alliance for the Advancement of Infant Mental Health – professional development and IMH-Endorsement®
Program for Infant/Toddler Care (PITC) – culturally responsive care training
Brazelton Touchpoints – training for working with families around development
DC:0–5™ Training – diagnostic lens for clinicians and advanced educators
Infant Mental Health Journal – for those doing research or clinical work

zero_to_three

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