Toddlers

Toddlers2 to 3 year olds1Toddlers are still dependent, like infants, on adults to provide for their needs. However, toddlers are learning some self-care skills.

The toddlers appetite generally decreases because their rate of growth has decreased.

Toddlers usually gain less than that on average 11 pounds in 2 years.

2Toddlers are usually picky eaters. They may choose to eat only a few foods for weeks at a time! Offer new choices one at a time along side of their favorite foods.

3

They like to eat on the go, seldom sitting down to enjoy a whole meal. A highchair that is easily cleanable will contain the child and make it easier for the adult.

Remove the child from the dinner table when he stops eating and begins to play with the food.

4Self feeding usually involves fingers and some utensil use. A spoon is the safest utensil for them to master. Use child size utensils and plates to make it easier for the child. Toddlers always need supervision when eating to avoid choking.

5

Because the amount of food consumed by a toddler is smaller, it is more important that the food be nutrient dense. The American Dietetic Association recommends toddlers consume 2 cups of whole milk a day and between 900-1300 calories per day. This can be achieved with 6 small meals (snacks and meals together). The use of sugar, spices and salt should be very limited. Adults should always monitor the toddler for allergies and intolerances.

Average Serving sizes are: of a slice of bread, 2 tbsp. rice, 2 tbsp. applesauce, 1 slice of cheese

6Bedtime can become an issue because of the toddlers struggle for independence and autonomy.Adults should develop a routine, use a neutral signal like a clock to signal the bedtime, provide a comfortable room and bed.7.

Reassure the toddler that they are safe and that you will still be there. Use nightlights to comfort their fears.

Toddlers sometimes have nightmares. Avoid replaying the nightmare; instead reassure the child that it was only a dream.

Avoid activities like television, sports, and games before bedtime.

8

Bath time is dual purpose for the toddler: hygiene and learning and fun. The use of a safety seat to help support the child is a good idea. A bath mitt that fits the childs hand will help them learn how to bath themselves.

Parents must brush and floss the toddlers teeth. This assistance must continue throughout the preschooler years.

9Toilet Learning 10

The timing of readiness varies from toddler to toddler.

Toddlers do not learn this process quickly as it involves physical development, motor skills and emotional readiness.

11Physical /Motor Skill Readiness

Recognize and understand the feel of a full bowel and bladder.Recognize the sensation of needing to void and calculate the timing to get to the toilet.Muscle control to hold the product and then release it. This is an example of head to toe development.Ability to walk (or to run in some cases!)Ability to remove clothing independently12Emotional ReadinessThey must see the need to use the toiletThey must master the fears of falling in the toiletThey must master the fear of flushing the toiletThey must master the fear of their product disappearing

13Regression can occur if the child is not ready, or is trying to express independence. Toilet learning should not be attempted if the family is in a period of stress or transition.

Parents can help by verbalizing to the child when he is wet or soiled, Oh, I see you have wet your diaper or I smell a b.m., you must want to be cleaned and changed.

14Children in a group program often benefit from the team effort by parents, caregivers and peers; child-sized facilities and the focus on independence taught at a day care.

15Toilet chairs or rings and step stools should be used. Bathroom light fixtures should be easily reached. Clothing should be manageable.

Parents should avoid putting toilet training in a moral realm, like Be a good boy and go potty on the big toilet. Bad girls wet themselves!

16Take the toddler to the toilet at set times until they go on their own, before and after meals, before nap and bed time, during the day.

Praise the child but do not over do it. Do not belittle the child for accidents, just react as a matter of fact. Use diapers when away from home for a long time, traveling or during sleep times during the first stage of training.

17Training pants help to lessen the mess of accidents. The pants can be disposable, or multi-layered cotton fabric crotch pants. Toilet learning helps children handle their elimination needs the way our society expects cleanly, without help, and without fuss. Complete learning is a long process.

1819Fine Motor Skills motor skills that depend upon the use of small, fine muscles such as those that controlWristHandsAnklesFingersthumbs

20Fine Motor SkillsBirth to 1 monthBabies have mostly reflexes at this age such as a -sucking -startle -tonic neck reflex -and smiling

21Fine Motor Skills3 monthsBabies begin to show starting motor skills of grasping, pointing, and reaching.

22Fine Motor Skills4 monthsInfants can begin to roll over at this age.They can -grasp -pull -push -wiggle and reach.Babies are usually fascinated by their fingers at this age.

23Fine Motor Skills6 months Babies began being fascinated by their toes.Infants at this age will hold on to almost anything. Turn it over examine it and most likely taste it.Infants use a mitten grasp to pick up small objects.

24Fine Motor Skills8 monthsBabies begin to learn to use a pincer grasp.Using the thumb and pointer finger to pick up small objects.

25Fine Motor Skills9-10 monthsInfants will begin moving objects back and forth from one hand to the other.

They can begin to pick up very small objects such as lint.26Fine Motor Skills10-18 monthsBabies fingers become more agile.The pincer grasp will become more precise during these months.An infant will be able to pick up objects with the thumb and fingers without resting the wrist on a solid surface.

27Fine Motor Skills2 -3 year oldsToddlers can begin to grasp a toothbrush and begin to learn the skill for brushing teeth.

28Fine Motor Skills3 4 year oldsHand and finger skills have developed enough for them to do puzzles and play simple games.

29Fine Motor Skills4 5 year oldsChildren this age have improved greatly with their fine motor skills. They can do more difficult puzzles and games.

30Gross Motor SkillsMotor skills used in sitting, crawling, walking, and reaching for things.

31Birth to 1 monthMoves both arms and legs equally and symmetrically.

Primitive reflexes that begin to disappear around 3-4 months.

323 MonthsBaby will lift his or her head and chest up off a flat surface when laying on tummy.

334 MonthsBaby will begin to have good head control when he or she is pulled up into a sitting position.

346 MonthsBaby begins to sit in a tripod position but may still need assistance.

358 MonthsBaby should be able to sit in an unassisted position.

369 10 MonthsBaby can pull himself or herself up to a standing position and may begin to take steps holding on to something.

3710 -18 MonthsBy one year, babies can usually walk with one hand held. 50% of children can walk without help by one year.The rest will have learned to walk by 16 to 18 months

382 -3 Years OldToddlers can jump, climb, take off clothes and open doors.

393 4 Years OldCan climb up and down stairs unassisted, throw a ball, ride a tricycle, and build a tower.

404 5 Years OldRuns, jumps, hops, somersaults and may be able to skip.

Swings and climbs.

Can cut on a line and copy geometric shapes.

Draw people with some body parts. Use eating utensils. Brush teeth.

41Language DevelopmentMilestones of Language Development42Language Developmentbirth to 3 months TALKING makes cooing and booing sounds, responds to voices, and smiles when spoken to.43Language development4 to 6 months Babbling sounds begin with the letter p, b and m.

Vocalizes various moods. Makes gurgling sounds.44Language Development6 to 1 year oldBabbling sounds begin to get longer, such as - dada, - baba, - bibi, etc.Uses speech sounds instead of cryingImitates speech sounds may have one or two words45Language Development1 to 2 years oldPuts two word together such as - more milkUses many different consonant sounds at the beginning of a word.Some children will find it difficult to coordinate their tongue, lips, palate and other language-production parts.So toddlers pronunciation may be difficult to understand.46Language Development2-3 years oldThey have a word for almost everything.

Uses 2-3 word sentences to talk.

Speech is understood most of the time. Names objects.47Language Development3-4 years oldUsually talks easily about school or plays.

Uses sentences that have more than 4 or more words.48Language Development4-5 years oldVoices sound clear.

Gives a lot of detail when telling stories.

Says most sounds correctly except -s, r, z, j, ch, sh. And th.Complete the following worksheets:

Language DevelopmentToys for ToddlersFine Motor SkillsGross Motor Skills49

Childrens Books

Childrens books should:Enrich life and help children appreciate beauty

Answer childrens endless questions and cause them to want to learn

Hear and learn the rhythm of language, the rise and fall of the voice and the tongue-tickling phrases

Build active and passive vocabulariesChildren who have learned to love books :Can express themselves throughDramatic playArtMusic and Other experiences

Are able to express themselves and their feelings in many forms

Young children like to hear stories about others their age and about people and things they are familiar with, better understanding themselves by hearing stories that draw on their backgrounds.

Older children may want to expand their learning by reading about topics that are less familiar to them.

Selecting Books for ChildrenBooks should:Stretch the mindStir creativityBe on the childs level

Babies and toddlers enjoy hearing nursery rhymesToddlers and preschoolers enjoy picture booksOlder children have more involved plots and more written descriptions Picture Books

First picture books need simple captions.(or no caption at all)

Later picture books have simple plots.(pictures tell the story)

Older childrens books have more involved plots and more written descriptions-the mind creates the pictures.

Children should experience books with delightStory time should help children relax.

Adults should hold children or sit close as they read.

Stories should be read in an interesting way, using reflections and different voices.

Children should be able to see the pictures clearly.

Adults can encourage remarks or laughter as they read.

Gross Motor Skills BookSee Assignment Page for directions.

57