Unit 4 The Toddler

One to three, why are they called toddlers?

1st Year up to 18 mos.

Toddlers are called toddlers because they make uncertain movements

Toddler

• Journal entry: Name three differences. What demands do those differences put on caregivers? Name two new safety concerns.

Watch the following clip

• http://www.babycenter.com/toddler-milestones on childproofing.

In your assigned group• Draw a floor plan of your assigned room.• Label any areas of concern• Utilizing the childproofing checklist make sure you

recognize any hidden dangers the room might have.

• Devote an area of your poster to make a list of childproofing measures that you will take.

• Assign one to draw, one to compile list, one to write list on poster, one to present to class

Journal Entry: Childhood Accident

• Be sure to label entry and date 3/2/12

• Write about a time you or a sibling had a childhood accident.

• Could it have been prevented with safety measures, which one?

The average toddler weighs 22lbs

• How would carrying a child be less difficult than carrying the backpack?

• How is the backpack easier than holding a child?

Section 11-1

• Toddlers start out unstable but by three they are far from toddling.

• Active play is essential for development of these skills.• Look at chart on p. 349 and answer questions 1&2 in

journals. Clearly label it.

• http://www.cdc.gov/ncbddd/childdevelopment/index.html

• http://www.youtube.com/watch?v=ItDBHlrIYho&feature=related

• 2 year old rapping

Height and Weight• Hereditary and environmental influences are more

noticeable. • After first birthday greater variation in size is

notable.• Smaller and larger than average toddlers present

and will most likely continue throughout life.

AGE HEIGHT WEIGHTOne Year 29.8” 22.5 lbsTwo Years 34.0” 27.7 lbs

Three Years 37.7” 32.4 lbs.

Proportion and Posture

• < 2 years ~ head, chest, and abdomen all measure about the same

• Between 2 & 3 chest > head and abdomen; and arms, legs and trunk grow rapidly

• By 2 stand straighter; abdomen still protrudes, & head

• By 3 more upright posture loosing baby fat

Teeth

• 1 yr old ~ 8 teeth• 2 yrs. ~ 16 teeth• 3 yrs ~ all 20 primary teeth• Diet of mother during pregnancy and child during

first 2 years lay foundation for lifetime of good or poor teeth

• Adult teeth are forming under primary teeth• Dairy products rich in calcium, phosphorus and

vitamin D.• Avoid sugary food and liquids (Don’t put child to bed

with bottle with anything but water)

Motor Skills• Remember 3 patterns of development:

– Head to foot (can pick up an object before they can walk to it)

– Near to far (learn to throw after they learn to hold) – Simple to complex (eat with fingers later with spoon and

fork)• Comparing patterns in children at 1 yr to at 3 yrs• Utilizing skills comparison chart try to identify one

of each category.

Large Motor Skills

• Use and control of large muscles of the back legs, shoulders and arms– Walking running, and throwing balls

• Physical exercise and repeated practice help development

Average Large Motor Skills Development

• 1 to 1 ½ ~ few steps to walking well– Slides down stairs backward – Stoops to pick up toy

• 1 ½ to 2 ~ Runs fairly well– Stands on one foot– Walks up and down stairs holding on; both feet on each step– Throws object overhead

• 2 to 2 ½ ~ walks confidently– Climbs even in unsafe places– Jumps off bottom step– Pushes self on wheeled toys

Large motor skills continued

• 2 ½ to 3 ~ Runs, but may not stop – Alternates feet up stairs, but not down– Throws a ball overhand inaccurately– Kicks ball

• 3 to 4– Jumps up and down in place– Walks on tiptoe– Rides a tricycle– Catches a ball with arms straight

Small Motor Skills

• Use and control of finer muscles of the wrists, fingers, and ankles– Using crayons, turning pages of books, and eating – Often require hand-eye coordination

Small Motor Skills• 1 to 1 ½ ~ Turns several pages of a book at a time

– Picks up small objects with thumb and forefinger– scribbles

• 1 ½ to 2 ~ Buttons large buttons– Pulls down zippers– Turns doorknobs– Stacks several blocks

• 2 to t ½ ~ Turns one page at a time– Strings large beads– Builds towers of 6 blocks

( 2 yr olds show improved dexterity or skillful use of the hands and fingers

Small Motor Skills

• 2 ½ to 3 ~ Builds towers of 8 blocks– Draws horizontal and vertical lines and circles– Screws lids on and off containers

• 3 to 4 ~ Builds towers of 10 blocks– Bakes a bridge from 3 blocks– Cuts with scissors – Draws recognizable pictures – Uses fork and spoon with little spilling

Developmental Delays

• http://www.cdc.gov/ncbddd/childdevelopment/index.html

• What is developmental delay?• What is developmental screening?• Why is developmental screening important?• Where can a parent or caregiver get

developmental assessment?

Children’s Ability Activity Complete each of the following tasks and record your answers in your notes: 1. Crawl around the room and observe what you can see. Have one person come along and pat

you on the head and mess up your hair and say “How are you doing, kid?” a. What do you see? How do you feel about the way you are treated?

2. Put the puzzle together with your eyes closed.

a. Tell me about the frustration you felt. 3. Color a picture with a crayon between your toes

a. When small muscles aren’t developed enough to be skillful, what should adults do?

4. Cut out your picture with your left hand if you are right handed or vice versa?

a. How could adults be more empathetic with the child? 5. With a piece of paper behind your back, tear out a picture of a dog. The paper must remain

behind your back until your are completely finished – no peeking!

a. Describe your finished product and how could you help a child with an art project without helping too much?

What does the term, “Walk a mile in his shoes” mean to you?

Feeding

• Habits for a lifetime are established at a young age.

• Toddlers need less than 1st year• Eat every three or four hours

– Nutritious snacks in between– Children accept new food if not pressured or

rewarded for eating them

Food choices and skills

• 1 yr old – still eats baby food with simple foods from family meals added – cut into small pieces or finger foods– At 18 mos. ~ use a spoon fairly well

• 2 yr old – feed themselves and are learning to use a fork.– Best not to rush eating– Helps develop motor skills– Social bonding

• 3 yr old – have all primary teeth,– chewing no longer problem– Tough foods still served in small pieces– Good with eating utensils

Planning the Menu

• Need variety• Milk: 1 to 2 years – whole milk after 2

reduced fat may be given• Use the nutrition labels and ingredients lists

on frozen, canned, and dried foods to make nutritious choices

• Utilizing the chart on p. 362 create a menu for the day in the life of a toddler

Utilizing one of the boxes or cans:

• Decide if this is a good choice. – What category of the food pyramid would it fit in?– How large would a serving size be?– What concerns do you have?

Meal Appeal • Color – kids like color, why do you think so many packaged foods are dyed

red, pink, etc• Texture – variety is spice of life• Shapes – triangle sandwiches are so appealing• Temperature – try serving both hot and cold foods; check for microwave

hotspots• Make food as easy to eat as possible: cut spaghetti, ground beef or small

bite sizes of pork chop• Dealing with the picky eater:• http://www.eatright.org/kids/video.aspx?id=6442459737• Break into groups, distribute one of the 10 tips per group, have them

illustrate it:• http://www.mayoclinic.com/health/childrens-health/HQ01107

Choking

• One child in the US dies every five days from choking

• Divide a piece of paper into two columns one side titled choking hazard one side safe

• Present power point: choking hazards

CPR

• http://www.youtube.com/watch?v=kOWwyJEFiPo

• http://www.youtube.com/watch?v=JJdWtvMjI1I&feature=related

Homework:

• Prepare a snack or buy an appropriate snack, bring to class, evaluate nutritional value.

Alternative assignment: bring a recipe for a snack and evaluate it’s nutritional worth

Hygiene-personal cleanliness

• Develop good habits:– Wash hands after they use bathroom– Nightly bath time – more fun now– By three they can bathe themselves – but it is still

not safe for them to be left alone. – Encourage teeth brushing after meals – small soft

brush for them to try– Parent should floss teeth

Dressing and Choosing clothing

• A child learns self dressing with patience…the only way they learn is by doing.– Parents who lack patience may end up having to dress

their child longer than necessary– At 13-14 months children want to help– By three they should be able to dress independently –

unless they have not been given opportunity to practice• Best clothing choices:

– Comfortable– Durability – will it last after being washed over and over

(denim, even stitching reinforced at points of strain, strong thread, fasteners firmly attached

Dressing and Choosing clothing

• Best clothing choices:– Comfortable – freedom of movement– Durability – will it last after being washed over and over

• Denim• Even stitching reinforced at points of strain, strong thread,

fasteners firmly attached• Cotton comfortable and none irritating (underwear & T-shirts)• Synthetic fibers – made from chemicals are durable and wrinkle

less but don’t absorb moisture well– Economy – outgrow quickly

• Pick clothes with room to grow• Second hand stores or exchange with friends

Sleeping• Around age two:

– No longer take morning nap– But more dependent on adult than before; may call parent back

repeatedly (water, bathroom, etc)• Age 3:

– No nap– May get up in the night due to fears or excitement

• Both 2 & 3 year olds may have night time fears– Remember what they hear and see may effect their ability to

sleep. Toddlers don’t process scary news casts or movies as adults do.

• Give patient understanding• Shaming and ridicule makes it worse (Be a big boy….that’s stupid, he’s a

toddler)

Toilet Training

• http://health.discovery.com/videos/deliver-me-potty-training.html

• Training begins sometime after 18 months (don’t begin until shows signs of readiness)– No set age usually by 3– Should begin when child is physically ready

• Able to control sphincter muscles (muscles that control elimination)

• Recognize body sensations that precede elimination - ready to start learning to control and release these muscles.

– Should be emotionally ready• Happily settled into a familiar daily routine• Don’t start during a big family event (moving, starting a new day

care, etc. )

Signs of Readiness:

• Aware of the process of going to the bathroom• Stops playing and grunts while having a bowel

movement• Curiosity• Urinates less frequently• Tells you diaper needs changing• Helpful if:

– Can self dress– Can talk about it

Effective Help• Caregivers must have a calm encouraging attitude

– Rules and punishment are ineffective – praise on success and understanding when unsuccessful is best.

• Remember: If child is emotionally and physically ready, they will want to succeed

– If child resists wait and try again at a later time– Even after trained, accidents will happen. Do not punish

for this!– May use a special seat on the toilet or a separate potty

chair. • Using a seat on the toilet eliminates the need for future

adjustments• Using a separate potty allows more independence• If frightened by a flushing toilet, wait till they leave to flush.

Continued:

• Bowel training usually comes before bladder training.– Helpful to suggest they try sitting on the toilet if

you see awareness on child’s facial expression– Often bladder training often follows by several

months• Special training pants encourage children as

they know it is a sign of maturity

• QUIZ OVER CHAPTER 11 TOMORROW

Balance

Preschoolers

Hot water heater

Furnace

Small stomachs

Spend much time sleeping

Durability

Economy

Handles of pots and pans turned toward center

Slower than

Same as

Faster thanHygiene

Training Pants

Hand eye coordination

Keep the child in the bathroom more often

Start early and stick with it

Toddlers

Developmentally appropriate

Large motor skills

Small motor skills

Posture

Wait for readiness

Sphincter muscles

Cloth diapers

Self-care skills

dexterity

Plan a day:• Plan the day in the life of a toddler. From when

they wake up to when they go to bed at night, you will do an hour by hour schedule. Include the following:– What will they eat– What they will wear (why? What’s the weather?)– Read one of the books – tell why it is a good story for a

toddler, at what point in the day will you read the story.– What activities or games will you do to keep them

occupied– BY THE WAY you are beginning potty training. Tell what

you will do to try to make that a success

Chapter 12 Emotional & Social Development

Emotional Patterns

Eighteen Months – self-centered – think of own needs and wants

– Child learning that some needs can’t be met immediately and others may never be met

– Favorite word “no”

Negativism – doing the opposite of what others want

• Desire independence – saying “no” is saying “Let me decide for myself”

• Frustration – bodies not developed enough to do what they want, lack language skills to express themselves

• Realization of being a separate person – exciting and frightening (misses close bond with primary caretaker)

Tips on negativism:

• Put away objects you don’t want them to touch• Give choices: “Which will you pick up first ~ the books

or the toys?” Having choices allows them control. (Only two, toddlers can’t think about 3 or 4)

• Redirect the child – if possible take the child’s attention off issue that is causing negativism

• Encourage talking – help child learn to communicate how they feel

• Around 18 mos. Temper tantrums (screaming, kicking, crying, pounding, and holding breath) may begin

Two-Year-Old• Less at odds with world, fewer tantrums• Improved speech, motor skills relieve

frustration• Ability to understand more and wait longer• Expresses love and affection freely

2 ½ Years

• Enters another difficult stage • Feel overwhelmed by all they are learning• Comprehension and desires exceed physical

abilities– Know what they want to say but difficulty

expressing it• Strong drive for independence• Demanding, stubborn one minute, lovable and

charming the next• Strong need for consistency and routine

– Builds confidence and security

Three years• More physically capable – generally sunny and

cooperative• Willing to take directions• Crave praise and affection• Like to talk• Can be reasoned with and controlled with words

3 ½ years

• Insecure• Parents feel child is going backwards emotionally• Fears are common (dark, lions, tigers, monsters,

strangers, or loud noises)• Habits like thumb sucking, nail biting, or nose

picking, stumbling, stuttering may arise to release tension

• Try to ensure security by controlling environment (I want the door open, I want to sit next to you, I want the light on)

• In your journal complete the exercise on tantrums p. 382

And• Biting and Hitting on p. 385

Emotions• Express emotions openly until 2 or 3 years old• Anger – reaction to frustration

– 3 yrs less likely to use hitting or kicking ~ use name-calling, pouting, or scolding

– 18 mo. Anger is not directed toward person or thing– 2 to 3 aim anger at the object or person they see as

responsible for their frustration– Common in:

• Anxious, insecure children• Child lacking self-control• Children with overly critical or inconsistent parent/caregiver

– Keep demands limited and reasonable– Keep response to anger controlled

As you watch the clip:

• Record two tips for handling tantrums • What is the MOST IMPORTANT THING TO

REMEMBER:

• Play clip in Real Player• http://aplaceofourown.org/watch_video.php?

type=field&id=353&pos=3&rate=hi&player=rp

FEAR• Each age has particular fears:

– 1 yr: high places, strangers, and loud noises– 3 yr: dark, animals, and storms

• Fears can keep them from danger• Adults often transfer their own fears (I’m afraid of

heights, needless to say I would not let my kids go near the glass rail at the mall, nor get on the roof with my husband to work on the air conditioner)

• Separation anxiety resurfaces – fear of being away from parents, caregivers, or normal environment– Help by spending time with child and let child know when

you will return

Tips for coping with fear:• Offer understanding – don’t shame• Encourage them to talk about the fears, and listen• In some cases accept the fear and avoid trying to force

the child to confront it • Read books together about a child experiencing that fear• Make unfamiliar situations more secure ~discuss with

new experience and events in advance to help child know what to expect

• Teach the child how to control frightening situations (Dark – turn on light)

Read Book on childhood fears

With a partner in your journal:

• Select two of the following common fears and think of ways parents or caregivers could help a toddler deal with this fear:– New experiences– Separation from parent or caregiver– Dogs– The dark– Getting hurt– Strangers– Loud noises– storms

Read book on fear

• How could you use the Winnie the Pooh show to help a child overcome a fear. What is the lesson?

Jealousy• By 18 mos. It is pronounced and peaks at age three

– Lessens due to increased relationships outside the home• Focuses of jealousy:

– Parental relationships– Sibling rivalry – competition between brothers or sisters

for parents’ affection and attention (new baby) – never safe to leave a baby alone with a toddler

– Show off, act inappropriately revert to baby like behaviors• Parents should not act shocked or threaten the child• Fear of loosing parental love is the underlying cause and this will

make it worse• Give more affection not less

Steps to reduce rivalry• Make sure all children know that they are loved and

appreciated• Try to set aside time to be with each child – less

need to compete• Avoid making comments that compare one child to

the other• Let the children take turns in choosing activities• Make clear that you will not accept one child

tattling to get the other in trouble

Love and Affection• Relationships that children have with others in these

years form the basis of their capacity for love and affection in later life.– Young children learn to love– Brain scans of children who have suffered severe neglect

show the area of the brain used for attachment to others is smaller than usual.

– 1st children love those who satisfy their physical needs; then siblings, pets, and outsiders

– Parents need to be careful not to be smotheringhttp://www.youtube.com/watch?v=g2-

Re_Fl_L4&feature=related

While watching “Child of Rage”

• Record the procedures that the therapist had to take to help Beth overcome her inability to form loving bonds?

• Why do you think this was successful?

Empathy – ability to put oneself in another’s place

• 1st step toward empathy ~ between 12 – 18 mos. Children understand that their actions can hurt others

• Empathy can be taught – teach child to apologize for wrong actions and make others feel better

Individual differences

• Differences grow in part out of our experiences

• Temperament – how a child naturally responds to other people and events– An intense child will react more strongly to

frustrations than an adaptable child; a more perceptive child will show more empathy

Developing a Positive Self Concept (how the see themselves, what we think we are

like as a person)• Positive – see self as good person, capable, in

control of emotions• Negative – see self as bad, incapable, out of

control• Different from self esteem (how highly you value

yourself)

Self-Concept Cont.• Formed in response to the actions, attitudes, and

comments of others• Years 1 to 3 are critical• Young children believe what others say about them • That belief influences how they behave

– Tell a child they are good and they try to act the part– Tell them they are “bad” or “stupid” they will live up to that

image• The strong impact of an adults words and actions

doesn’t diminish until children are older and can judge their own actions ~ by that time their self-concept is strongly established

Self Concept

• Mastery of skills builds a positive self-concept– Give toddlers opportunities to explore world and

experience success– Be careful not to unintentionally diminish positive

feedback.• Child helps decorate the tree ~ “Great Job!” but

then parent goes behind them and moves all the ornaments to better locations. This tells the child their work wasn’t worth much.

Journal Entry

• Write down your self-concept – what you think you are like. With each idea you write down, try to determine when in your life it arose.

• If your self-concept is negative….what steps can you think of to start changing it?

Evaluating Emotional Adjustment

• The relationship between child and parents between 1 and 4 years best indicator.

• Signs of a healthy relationship: – The child ~

• Seeks approval and praise from parents• Turns to parents for comfort and help• Tells parents about significant events (sharing joy and

sorrow)• Accepts limits and discipline without unusual resistance

• Another indicator is relationship with siblings– Continuous bitterness may require counseling

Section 12-2 Social DevelopmentSocialization - learning to get along with other

people.• 18 mos. -

– begin developing independence from family– Need opportunities to be with other children– Parallel play – they play independently near, but not

with, other children– Intent on satisfying strong desires with little regard for

others– If hits another child they recognize they are the reason

the child is crying

Journal Entry

• Think back to your first friendship.• Do you remember who the person was?• How did the friendship begin?• Are You still friends with that person?

• 2 year old-– Understands and interacts with main caregiver

• Can read that persons moods and gauge what kind of behavior he or she will accept

• Speech development makes them better able to communicate with others

– Enjoy play with others but still mainly engage in parallel play

– Begin t understand sharing and taking turns

Slide show: play 12-24 mos.

• 3 year old:– More agreeable– People important – wants to please

• Will share• Help • Do things another person’s way

– Begin cooperative play – playing with others– Seek companions and prefer one over others

• 3 ½ years• Play more complex with greater conversation• Less arguments – enjoy company so they

share and tolerate more• Will use strategies to get their way• Take more notice of what other children are

like: “Joey always wins.” “Libby doesn’t play nice.”

Imaginary Friends

• Can have from several months to a year• May be imaginary animal• Most common from 3 to 4 years when imagination

is taking off• Not a sign of unhappiness, may even help work

through feelings (the friend may mirror what the child does and talks to the family about how the experience makes them feel)

• Only a concern if continues into adolescence

Utilizing the following pictures in your journal for each picture name:

• If the play develops the child:– Emotionally – How?– Socially – How?– Physically – small or large motor skills?– Intellectually – How?

Slide #1 – How are they learning?Is it cooperative or parallel play?

Slide #2 – What kind of development is taking place?

Slide #3

Slide 4 – What are they learning?

Slide #5 – What are some things this boy may be learning? What are some things The parents may be saying to help make this an encouraging learning experience?

Slide #6 what might this child be learning?

Slide #7 – How are older children helping this toddler learn? What is this toddler learning?

Slide 8 – What kind of play is happening? What are they learning?

Slid #9 – How is this play beneficial? What is she learning? Don’t you wish you could still play in the mud?

Slide 10 – What could make this playtime more of a learning experience?

Guiding ToddlersGuidance teaches self-discipline

• Consider:– Child’s personality– Personal beliefs– Child’s age and stage of development &

understanding

Approaches by Age:• 8-12 mos. – controlled by distraction• 12 – 15 mos. – Distraction and physically removing

(Jared is fascinated by the lawn mower and tried to follow it around the yard. His older sister picked Jared up and took him into the house. “Let’s see if we can find the book about the teddy bear”)

• 15 – 24 mos. – Distraction, removal, and spoken restrictions. (Joey’s playing cars on the driveway where a repair truck is… “Let’s take your cars into the backyard. You’ll have more room, and the driveway isn’t a safe place to play.”)

Continued:• 2 – 3 years – respond better to spoken

commands and explanations as they have a greater understanding. (When she saw that her 2 ½ yr old was still not dressed…she said “Kate, you need to get dressed now because Grandma will be here soon to go shopping with us. We can’t go unless we are ready.”)

• 3 – 4 years – take reasonable, loving guidance more readily than children of other ages…they like to please

General tips on Guidance:• Read p. 400 do 1 &2 or hand out?

– Be clear and specific– Limit instructions – focus on one behavior at a time– Use positive words – avoid using “Don’t” What can the

child do. – Keep it simple – use as few words as possible; move on

to next direction after child has completed 1st.– Be firm – state clearly without apologizing

Chapter 13Intellectual Development

In your journal write about:A time you said, “I’ll never do that again.”

Methods of Learning• Incidental learning – unplanned learning.

– Happens accidentally often revealing a cause and effect.• Trail-and-error learning takes place when a child tries

several solutions before finding one that works.– Jill wants her brothers truck so she grabs it and this makes

him cry…mom comes and gives it back– Jill tells her brother to go in the other room…but he

doesn’t want to.– Jill offers her clay to her brother if she can play with the

truck…. Ah the art of negotiation is learned. – You still do this with your parents

Methods of Learning continued:• Imitation – learning by watching and copying

others.– Often we get annoyed by people who try to copy us,

but it is a high compliment as they really are wanting to emulate your skill or attitude.

• Directed Learning – learning that results from being taught– Kerra’s mom teaches her the names of the body parts;

Joe’s teacher teaches him to read. Both are directed learning

Tell what type of learning the following are:

• A dog wags its tail when scratched.• Licorice ice-cream tastes horrible, but peanut

butter sandwiches taste good• New dance moves• How to make cookies• Running on a wet floor usually ends in slipping• A square peg only fits through a square hole

Concept Development