Children's physical health as well as their emotional and cognitive competences require

secure attachment to emotionally invested and protective adults who have knowledge and
psychological readiness to provide safe, stable and developmentally appropriate care. The
need for emotionally invested, protective care is particularly critical during the five years
after birth when the architecture of the brain is being established. There are ideas idea of
Lieberman in the emotional development of a child which are secure base, anxiety, temper
ant, mess play and exploitation. The main purpose of the following essay is to air out
Lieberman' ideas and its relevance to early childhood teaching. Key operational terms to be
defined are early childhood caregiving and teaching.

Early childhood caregiving is the label applied to a practice in early childhood centers where
a caregiver assumes individual responsibility for the child's care and education (Kent, 2016).
Early childhood caregiving is the ability or profession of regular looking after a child or a
disabled person (Hermann, 2012) Therefore early childhood caregiving is an act of providing
unpaid assistance and support to a child who have physical, psychological or developmental
needs. Anthony (2008) states that teaching is the process of attending to learner's needs,
experiences, feelings and intervening so that they learn particular things. Grasha (2008)
postulates that teaching is the process in which one individual teaches or instruct other
individuals. Hence, teaching is the face to face encounter between two or more person, one of
whom intend to effect certain change in the other participants.

First and foremost, a secure base is a parental presence that gives children a sense of safety as
they explore their surroundings. Securely attached children see their parents or other figures
as the secure base for exploring the world and learning from the environment. The sensitive
and responsive care significantly contributes to emotional and social development. According
to Grannot (2009) children with avoidant and disorganized attachment have lowest level of
peer rejection, social, emotional attachment and high level of behavioral problems. Higher
level of self-regulation include better attentional focusing, working memory is more common
for securely attached children and predicts school achievements. Therefore as a caregiver
should be emotional role model by showing kindness to children, help them to learn on how
to behave and infants learn by watching their caregivers. The caregiver must also be
responsive to the child’s emotional needs and should engage in mutually enjoyable
interactions.

According to Pollak (2009), perceptions of an indifferent and unfriendly social world

influence subsequently emotional responses and interpersonal behaviors. For example a child
who experiences maltreatment may develop primary emotional responses such as anxiety and
fear. The child may display aggressive or submissive behaviors as means of self-protection
and such behaviors may place the child at risk to future status as a bully or victim. Cognitive
effective structures associated with maltreatment and may promote emotional constrictions.
To add, from the perspective of a small child the major cues to danger consist of
uncomfortable or painful physical sensation and fear of external threats (Lieberman, 2009).
These cues mobilize attachment behaviors to promote proximity with the goal of attaining
safety which takes the forms of objective protection. The internal dangers in the first five
years of life remains a remarkable useful tool to understand children's anxiety. Fear of
abandonment, loss of love always play a role in shaping the child's response to external
threats. Therefore as a caregiver should praise the child for doing something he or she
anxious about rather than criticizing him or her for being afraid.

According to Duffy (2004), mess play is the form of communication that most richly conveys
young children's efforts to make meaning from experience. Through play children express
their understanding of external circumstances, enact their fear and explore their internal
world. Children express their emotions positively or negatively. Sometimes children use play
to enact anxiety provoking wishful fantasies and even to avoid emotionally charged themes.
When the child experiences mess play with other children, helps them to gain respect for only
themselves but for the others as well which enhance the social and emotional skills at the
same time. It helps to share, interact and to understand that there is need to be agreed values
and codes of behavior for groups to work together harmoniously. Mess play builds on
curiosity and encourages a positive approach to new experiences

Prentice (2000) states that the nature of clay is a natural outlet for children to express their
emotions. Children who are feeling angry can relieve their intentions by pounding the
substances, pulling it apart and slamming it back together. If the preschoolers feel frustrated
they can squeeze clay together and use their hands to control what they want it to do.
Manipulating of clay is a wonderful way of non-verbal children to release their emotions. As
a caregiver should provide safe spaces and opportunities to children to explore large muscle
movement. Design environment so that children access materials independently. Permitting
children to decide when an activity is complete.

In addition, temperament related to individual differences interns of one’s mood (Minner,

2008). Children who have easy temperamental have organized sleep patterns and easy to
adapt to new people, these children show positive emotions and behavior. On the other hand,
difficulty children are more likely to have negative response, sensitive and moody. They also
take a long time to get back to feel normal and feel calm. This diversity negative reaction
existences causes children at risk in experiencing external and internal behavioral problems
(Eisenburg, 2005). For example anger responses relates to external behavioral problems
while fear and worry associated with internal behavioral problems. Therefore as a teacher
should offer conducive and proper teaching and learning preparation for each child. Teacher
need to know and understand one of the difference in children, namely temperament.

In conclusion, the first five years of life represent a key period of brain growth, maturation of
the stress response system and formation of basic schemas. Exposure to stressful events in
early childhood may have enduring consequences for the child developmental trajectory
given their impact on the emotional development. It is utmost important to create effective
early treatment to prevent stressful situations to children.
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Duffy, B (2004). Supporting creativity and imagination in the Early Years, Milton Keynes;
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Eisenburg, N. (2005). The Roots of Psychology, New York; Basic Books.

Grannot, D. (2001). Attachment security and adjustments at school. International Journal and
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Kent, C. (2016). Caring for caregivers and patients; Research and clinical priorities for
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Pollak, S. D. (2008). Mechanisms linking early experiences and emergence of emotions.

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