PICCOLO

Melanie D. Spotten

Brigham Young University-Idaho

CHILD 300: Infant and Toddler Development

Kaelin Olsen
 PICCOLO

Abstract

The Parenting Interactions with Children Checklist of Observations Linked to Outcomes,

(or PICCOLO), is an assessment used to evaluate parenting behaviors that contribute to secure

attachment between parents and children. The checklist covers four categories that directly

affect attachment: affection, responsiveness, encouragement, and teaching (Roggman, et al.,

2013). This paper will review specific items within the categories of responsiveness and

teaching and describe how these items contribute to the establishment of a secure attachment

between parent and child. Secure attachment plays an important role in a child’s healthy

development and is linked to outcomes of better academic performance in school and healthy

relationships in the child’s future (Roggman, et al., 2013).

Responsiveness: Responds to Child’s Emotions

Responding to the child’s emotions is when the parent acknowledges and shows

acceptance of the child’s emotions whether they are positive or negative. The parent then helps

the child to identify and cope with that emotion (Roggman, et al., 2013). In order to be

successful in responding to a child’s emotions the parent must learn to read their child’s cues.

These cues may come in the form of a cry, a gesture, or a verbal expression and could be

communicating to the parent anything from hunger and discomfort to fear and anxiety. As a

parent makes a concerted effort to read their child’s cues with the intent of understanding their

child’s emotions they will be in a position to then respond to those emotions. Much of whether

or not the parent’s response to the child’s emotions is effective in building a secure attachment
depends on mutual appropriateness. Mutual appropriateness describes the level to which the

parent’s response matches the child’s cues (Olsen, Attachment). This does not mean that if a

child gives the parent a cue indicating that he is angry that the parent should respond in anger,

but rather in a way that acknowledges the child’s anger and allows the child to process their

anger. Not only does this let the child know that their parent acknowledges and validates their

feelings, but it also shows the child that the parent can be trusted to help them to express and

process their emotions in healthy ways and paves the way for emotional connection between

parent and child and secure attachment in the child’s future.

Responsiveness: Responds to Child’s Words or Sounds

In responding to a child’s words or sounds the parent shows the child that they are heard by using

the child’s words to engage in conversation or even simply mimicking the noises a young child

or infant makes (I don’t know how to cite this). Both children and adults regularly say and do

things in an attempt to connect with the people around them. When a child makes an attempt to

connect with the parent, the parent can respond in a way that matches or supports that

interaction. These supporting interactions build connection and trust and help the child to feel

safe and secure in the parent’s presence. The opposite of a supporting interaction would be a

mismatched interaction, where the child makes an effort to interact, but the parent does not. This

can cause the child to feel that they have no control or capability in making connections and

guiding their own feelings. It is important for the parent to be aware of the possibility of

mismatched interactions in their relationship with their child because even though not all of their

interactions will be supporting, the effects of mismatched interactions can be mitigated if they
are followed by a supporting action. This is called reparation and gives the child a sense of

power in guiding his own feelings and self regulating (Olsen, Supporting Interactions).

Teaching: Changes Pace or Activity to Meet Child’s Interests or Needs

Changing the pace or activity to meet the child’s interests or needs includes stopping or adapting

activities that the child does not enjoy or that are outside of the child’s zone of proximal

development. It also includes the parent supporting the child in activities that may not be

preferred by the parent (Roggman, et al., 2013).

 Creative Component

Dear Travis,

I know you are a loving father and want to give your child the best future possible.

Because of this I wanted to share with you some advice on one of the most important ways you

can do that based on my perspective as a student of child development.

One of the most critical aspects of a child’s development that continues to influence them

even into adulthood is the attachment between the child and their parents. There are several

different types of attachment, but the one each parent should aim to have with their child is

called a secure attachment. Ideally, the child would have a secure, healthy attachment with both

of their parents but it is absolutely essential that a child has a secure attachment with at least one

of their parents (Olsen, Attachment). Because you are a single parent, it is vital that you do

everything in your power to become a secure base for your child so that they can attach securely

to you.

There are several ways that parents can promote secure attachment for their child,

including showing encouragement and affection, teaching, and being responsive to them. My

advice today focuses on responsiveness, not only because it is so important, but because I have

already noticed how good you are at noticing your children’s cues which is an important skill for

being responsive.

Responsiveness simply means that you notice and acknowledge your child⁠—what they

are saying, feeling and doing. It is especially important to notice when your child is giving you

cues that let you know how they are feeling. Children do not always know how to identify their

emotions and they especially may not know how to deal with them in healthy ways. When you
notice your child is experiencing an emotion, whether it is positive or negative, you should be

accepting of that emotion and the fact that it is what they are feeling at the moment. You can

then help your child to name the emotion (Olsen, Attachment). I recently observed a parent with

their baby at the park. The baby was fussy and pushed away the parent’s attempts to comfort and

feed her. The parent responded by saying “You’re tired. You’re feeling angry.” These simple

sentences are a perfect example of naming a child’s emotions. The parent then responded even

further to the emotion by soothingly speaking to the baby and then helping the baby to cope by

taking her for a walk in her stroller⁠—something the parent already knew she likes to do and that

helps her to calm down.

Although it may seem simple, this manner of responding can have a huge impact on a

child’s ability to process and cope with their emotions in the future and gives the child a sense of

power and control over their emotions.

I hope this advice will be valuable to you as you raise your little ones. You truly are the

most important person in their lives.

With all my love,

Aunt Melanie
 Reference List

Olsen, Kaelin. (2019). Attachment. Personal Collection of Kaelin Olsen, Brigham Young

University-Idaho, Rexburg, Idaho.

Olsen, Kaelin. (2019). PICCOLO. Personal Collection of Kaelin Olsen, Brigham Young

University-Idaho, Rexburg, Idaho.

Olsen, Kaelin. (2019). Supporting Interactions. Personal Collection of Kaelin Olsen, Brigham

Young University-Idaho, Rexburg, Idaho.

Roggman, Lori A., Cook, Gina A., Innocenti, Mark S., and Norman, Vonda J. with Christiansen,

Katie. (2013). Parenting Interactions with Children: Checklist of Observations Linked to

Outcomes (PICCOLO™) Tool. Paul H. Brookes Publishing Co., Inc.