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.
