College of Education and Human Development

Center for Early Education and Development

Tip sheet: introducing infant and early childhood mental health

Infant and early childhood mental health (IECMH) is a growing field of both research and practice. It pulls from the science of early brain development as well as from research on attachment, school readiness, and trauma, among other areas of study. This tip sheet provides an overview of IECMH and the importance of child–caregiver relationships in child development.

References

  1. Zero to Three. (2023). Infant and early childhood mental health (IECMH) guiding principles. https://www.zerotothree.org/resource/zero-to-threes-infant-and-early-childhood-mental-health-iecmh-guiding-principles/
  2. Winnicott, D. W. (1960). The maturational processes and the facilitating environment. International Universities Press.
  3. Winnicott, D. W. (1953) Transitional objects and transitional phenomena: A study of the first not-me possession. International Journal of Psychoanalysis, 34(2) 89-97.
  4. Pawl, J. & St. John, M. (1998) How you are is as important as what you do. In Making a difference for infants, toddlers, and their families. Washington, DC: Zero to Three.
  5. Minuchin, S. & Fishman, H. C. (1981) Family therapy techniques. Cambridge, Massachusetts: Harvard University Press.
  6. Siegel, D. (2001) Toward an interpersonal neurobiology of the developing mind: Attachment relationships, “Mindsight,” and neural integration. Infant mental health journal, 22(1-2), 67-94.
  7. Shahmoon-Shanok, R. (2009). What is reflective supervision? In S. Heller & L. Gilkerson, (Eds.), A practical guide to reflective supervision. Washington, DC: Zero to Three.
  8. Siegel, 2001