Toddler Development PowerPoint
- 1. Toddlers 18-36 Month Development Social Emotional Physical Cognitive Language
- 2. What to Expect Typical and abnormal development Activities and strategies to support development Teacher and adult roles in supporting development Cultural, ethnic, socioeconomic and environmental factors
- 3. Social Development Normal Development Abnormal Development • Copies others • Doesn’t point to show someone • Plays close to and sometimes with other something children • Shows interest in pretend play • Doesn’t make eye contact with (example… playing with a doll) others • Points to show others things • Doesn’t play pretend • Notices emotions of other people • Usually does not like to share • Doesn’t copy others actions • Excited to see familiar people • Doesn’t show interest in playing • Begins to make friends or favor people with others
- 4. Activities and Strategies Teacher and Adult Roles to Support Social Development in Supporting Social Development • Dramatic Play Area • Teachers help children explore how we are alike and different and honor all families. • Children learn about themselves and what they like by trying new activities. • Encourage child to play pretend and be creative. • For example, children can try on new roles and perspective of other people in their lives or in their • Give child props and dress-up clothes. community. • Help your child resolve conflicts or problems in a healthy • Turn taking activities way. • Pushing cars back & forth, putting shapes into a shape sorter or blowing bubbles. • Provide guidance and initiate sharing and turn taking. • Eating/Pretend to eat • Be understanding that toddlers are less willing to be complaint when they are tired or not feeling well. • Classroom Chores • Teaches team work • Model positive social and sharing behaviors in your everyday interactions with children and parents. • Encourage and model conversation to help them accomplish their task
- 5. Emotional Development Normal Development Abnormal Development • Has temper tantrums or shows • Shows little to no emotion (example… defiant behavior happy, sad, excited or anger) • Shows fear or is nervous around • Does not realize when unknown strangers people are present • Fails to make eye contact or frequently • Shows affection towards others look at the primary caregiver • Shows concern for others • Does not show any signs of affection toward others (example… another • Understands the idea of “mine” and child crying) “no” • Lacks emotion when a toys is taken by • Begins to show signs of guilt or another child remorse
- 6. Activities and Strategies Teacher and Adult Roles to Support Emotional Development in Supporting Emotional Development • Looking at pictures of emotions • Help your child understand and name feelings. • Read/look books about feelings and emotions • Just being there and listening to them. • Have pictures of different emotions and • Show interest, empathy and understanding of how they are feeling. what they are around the classroom where the children can see. • Respond to child’s emotional and physical needs. • Have a quite place in your room where a child can go to if they are feeling angry, • Express feelings and emotions in a safe and sad, or upset and just need a moment to appropriate ways. calm down. • Allow them to show their anger in a way that is okay and what is not okay.
- 7. Physical Development Normal Development Abnormal Development • Walk and run • Doesn’t walk steadily • Change speed and direction • Is unable to throw or kick a ball • Climb onto a steady chair • Throw and kick balls • Cannot copy a straight line or circle • Dances to music • Begin to climb stairs • Is unable to climb on or off furniture • Able to balance with minimal effort • Helps dress and undress him or herself • Has difficulties balancing and frequently falls • Is able to use eating utensils (example… spoon, fork and cup)
- 8. Activities and Strategies Teacher and Adult Roles to Support Physical Development in Supporting Physical Development • Play ball/bean bags • Have activities that promote balance within your classroom. • Roll the ball, kick, throw, etc… • Give child opportunities to run, throw, jump, climb, walk • Provide your child with push and pull toys. • Dance/Freeze dance • Encourage your children to be active inside and outside • Learns to control body & movements daily. • Climbing up & down stairs • Give child opportunities to use crayons, markers, paintbrushes. • Set up obstacle course • Give child opportunities to use toys with parts to take apart and put together. • Riding toys with peddles • Provide opportunities to use fingers to pick up small items, and do finger plays. • Helps them learn to use to push their feet • Dance and sing songs with actions, and play movement games together. • Painting with fingers/brushes • Provide opportunities to move in variety of spaces such as • Playing with play dough under, through, between; use furniture or playground equipment. • Stringing beads onto a string
- 9. Cognitive Development Normal Development Abnormal Development • Uses common items appropriately • Doesn’t know how to use or is (example… spoon, phone, toy hammer) unable to name common items • Line up and stack blocks • Does not frequently gain new • Shows eye-hand coordination words • Grasps items with pointer finger and • Lacks eye-hand coordination thumb • Asks for help when needed • Loses skills he or she once had • Begins counting and Identifying shapes • Is unable to follow simple instructions • Begins solving problems (example… blows on hot food) • Does not gain knowledge of body parts, shapes or numbers
- 10. Activities and Strategies Teacher and Adult Roles to Support Cognitive Development in Supporting Cognitive Development • Reading books • Allow them to try & figure out problems and • Encourage vocabulary building and verbal development. suggest possible solutions to them. • Playing with blocks • Learn balancing concepts • Provide different shapes, colors or sizes, of blocks. • Puzzles & shape sorters • Allows them to problem-solve, increases memorization, understand the relationship between objects as they match • Help them sort from smallest to largest, or shapes and figure out how things fit. longest to shortest, or by color. • Sensory table • Sense of touch to learn • Describe what your child is doing during this process. • Identify noise • Give them choices to choose from • Explore outdoors with your child, and look for • Sing/practice the ABC’s patterns, size, number and shapes in nature and in the community. • Counting everything/anything • Point out shapes & colors • Use numerical concepts in everyday routines.
- 11. Language Development Normal Development Abnormal Development • Incorporate plurals on simple words • Doesn’t copy others words • Recognizes things or pictures when they are named • Does not speak in sentences • Repeats words • Produces an unusual amount of drool • Can say first name and age • Follows instructions • Speech is unclear • Shows interest in reading and writing • Doesn’t understand simple • Creates sounds while playing with toys instructions (example… animal noises) • Does not communicate feelings
- 12. Activities and Strategies Teacher and Adult Roles to Support Language Development in Supporting Language Development • Listening to music, doing things with music, • Encourage your child to use sounds and actions to communicate with you. singing songs, playing with instruments • Talk together • Learning about rhymes • Pay attention when your child talks • Going to the grocery store/library/field trip… • Make stories & books part of your everyday routine • Talking about food/outside/what you are doing • Adapt schedules and activities to meet needs of a certain child • Learning how to use a book • Labels & objects with print and pictures • Speak in complete sentences • Discovery print • respond with the correct pronunciation when your child • Learning my name mispronounces something. • Use props, such as puppets or dolls, with the stories. • Give your child the chance to communicate with other children.
- 13. Opportunity to learn about others Cultural and Ethnic Factors • Language • Diet • Parents Approach • Education Indian • Values • Beliefs • Spirit • Personality • Religion • Clothing • Traditions Chinese Eskimo
- 14. Opportunity to help others Socioeconomic and Environmental Factors • Family Stability • Nutrition • Mental and Physical Health • Quality of Schools Poverty • Living Conditions • Parenting Style • Parental Involvement • Opportunity to Succeed • Child’s Readiness for School • Social Interaction Middle Class Upper Class
- 15. Sources • Center for Disease Control and Prevention Learn the Signs Act Early •http://www.cdc.gov/ncbddd/actearly/milestones/ • Washington State Early Learning and Development Guidelines •http://www.del.wa.gov/publications/development/docs/guidelines.pdf • Washington State Department of Early Learning Growth and Development •http://www.del.wa.gov/publications/esit/docs/PrescreenChart_English.pdf • National Center for Infants, Toddlers and Families Behavior and Development •http://www.zerotothree.org/child-development/ •http://www.zerotothree.org/about-us/areas-of-expertise/free-parent-brochures-and-guides/age-based- handouts.html