Chapter 15: Nurturing Toddlers Child Care Today, Chapter 15: Nurturing Toddlers During the toddler...

Chapter 15: Nurturing Toddlers

Child Care Today, Chapter 15: Nurturing Toddlers

During the toddler years, children develop new skills that help them move toward independence.

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• resort

• consistent

• toddler

• self-help skills

• attention span

• symbolic thinking

• preoperational period

• concept

• assimilation

• accommodation

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• autonomy

• solitary play

• parallel play

• receptive language

• productive language

• separation anxiety

• temper tantrum


Development and Care


toddler

A child between the ages of 12 and 36 months.

No longer an infant, a child in the toddler stage is eager to absorb all the information she can as she gains independence.

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Physical Development


• Balance improves by 18 months.

• Appetites decrease.

• Teeth come in rapidly between 18 and 24 months.

• Body proportions change.

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• Large- and small-motor development and coordination advance quickly.

• Learning to walk means more independence.

• Children begin to climb between 12 and 18 months.

• Running, hopping, jumping, and pedaling skills improve.

Motor Development

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Average Heights and Weights of Toddlers

Age Height Weight

One Year 30 in. 22 lbs.

Two Years 34 in. 28 lbs.

Three Years 38 in. 32 lbs.

Child Care Today, Chapter 15: Nurturing Toddlers 6



self-help skills

Skills that allow children to help take care of their personal needs.

As children gain greater physical control, they develop self-help skills, such as getting dressed and using utensils.


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• Self-help skills help toddlers feel competent and proud.

• Self-help skills include

• getting dressed.

• washing hands.

• eating with utensils.

• brushing teeth.

• putting away toys.

Self-Help Skills

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• Toddlers recognize the bodily sensations that precede elimination and understand the use and purpose of a toilet or a potty chair.

• The learning process may take a few weeks or days.

• Caregivers should treat accidents in a calm, matter-of-fact way.

Independent Toileting

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Intellectual Development


Toddlers:

• learn by doing and by using their senses.

• continue to grow intellectually through sensorimotor development.

• need freedom and time to explore a safe environment to satisfy their curiosity.

• use trial and error, repetition, and imitation.

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attention span

The time spent focused on one activity.

A child’s attention span increases as he gets older and gains more skills and experience.


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• Children tend to continue activities that are challenging, not boring or frustrating.

• Interest in an activity and the activity’s developmental level can affect attention span.

• Memory begins to develop in infancy and grows rapidly during the first two years.

• Increased memory helps intellectual development.

Attention and Memory

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symbolic thinking

Understanding that one thing can stand for something else.

Because toddlers are developing symbolic thinking, they enjoy make-believe play and playing dress up.


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preoperational period

Piaget’s second period of intellectual development, between the ages of two and seven years, in which symbolic thinking occurs.

During the preoperational period, child care professionals can provide props such as boxes, blankets, or blocks to encourage imaginative play.


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• Children learn to use images, art, and language as symbols to represent objects, events, and concepts.

• Between ages two and seven years, children start to think symbolically and imaginatively.

• Imagination and creativity are natural products of symbolic thought.

Symbolic Thinking

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• Vocabulary and language skills advance from ages one to three.

• 18-month-olds can respond “yes” or “no” to questions, identify body parts, and follow simple commands.

• 2- to 3-year-olds know 50–300 words and can follow more complex directions.

Language Development

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concept

A general idea formed from other information.

A child’s first concept may be that all dogs are called Max because that is the name of the family pet.


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assimilation

Taking in new information and trying to make it fit with what is already known and understood.

Piaget used the term assimilation to describe how children absorb and process information.


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accommodation

Changing one’s thinking to make new information fit.

Through accommodation, children alter their concepts to make better sense of new information.


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• The ability to understand concepts increases rapidly with emerging language skills.

• Children use broad generalities when first labeling concepts.

• Children absorb and make sense of information through assimilation and accommodation.

Conceptual Development

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resort

To use or turn to somebody or something for help in dealing with a problem.

As language improves, toddlers are less likely to resort to whining and crying to get what they want or need.

Emotional Development

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• Toddlers are still beginning to develop emotional control and are prone to impulsiveness and mood swings.

• Frustrations arise because toddlers’ abilities do not yet match their desire to learn and do more.

• Language advances help children gain greater control over their behavior.

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autonomy

Independence.

Toddlers show their developing sense of autonomy when they see themselves as separate from their parents.


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• Toddlers assert their independence and make their own decisions.

• Toddlers often resist cooperating in routines.

• Toddlers are sensitive about being shown, helped, or directed.

Independence and Autonomy

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• Toddlers often fear storms, birds, and being alone.

• Healthy fear contributes to children’s safety.

• Fears can develop from:

• lack of experience.

• misconceptions.

• other children.

• adults.

Emerging Fears

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When fears arise,

•stay close to calm the child.

•use simple language to explain the experience.

•be patient.

•talk about the child’s fears.

•do not push children to overcome fears all at once.

Emerging Fears

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• A toddler’s sense of security is a primary emotional need.

• Toddlers need reliable and predictable schedules.

• Attachments to and secure relationships with specific people set the foundation for emotional and social development.

Importance of Security

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Social Development


• Social development progresses slowly for toddlers.

• Toddlers are most at ease sharing time with a caregiver or two or three children.

• Children develop stronger friendships after the age of three.

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solitary play

Playing alone rather than with other children.

From 18 to 24 months, children are curious about other children, but they engage mostly in solitary play.

Social Development

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parallel play

Children play near each other, but not with each other.

Two toddlers who are investigating a toy at the same time are engaging in parallel play.

Social Development

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Social Development


• Play is the best method of learning throughout the early childhood years.

• From 18 to 24 months, children engage mostly in solitary play.

• From 24 to 36 months, children engage in parallel play.

Play and Social Development

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Social Development


Caregivers can foster independence and responsibility by

•promoting the use of self-help skills.

•setting simple limits and rules.

•modeling social skills.

Independence and Responsibility

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Nurturing Development


Childhood educators should obtain information from parents about

•extent of vocabulary and the primary language spoken at home.

•small-motor, large-motor, and toilet skills.

•napping habits.

•typical behavior and recent experiences that might affect behavior.

•experiences with other children.

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Nurturing Physical Development


• Large-motor skill development activities include

• push and pull toys.

• wagons and wheeled toys.

• opportunities to run, to jump, and to climb.

• balls for kicking and tossing.

• Small-motor skill development activities include

• manipulatives.

• art supplies.

• sensory tables.

• items with zippers, buttons, and snaps.34


Nurturing Intellectual Development


Because toddlers learn best by using their senses, encourage intellectual development by using

•matching games.

•blocks.

•nature experiences.

•sensory experiences.

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receptive language

The ability to understand spoken words.

Having receptive language means that toddlers understand much more language than they can speak.


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productive language

The ability to use words to express oneself.

Toddlers can understand many words, but they have a relatively low level of productive language.


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• Toddlers have more receptive language than productive language.

• Caregivers should use short and simple sentences, but not “baby talk.”

• Caregivers should encourage children in bilingual families to speak and practice words in both languages.

Language Development

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Nurturing Emotional Development


• Toddlers experience new feelings, fears, and struggles.

• Caregivers should help toddlers deal with positive and negative emotions.

• Building self-esteem optimizes emotional development.

• Caregivers need to be warm, loving, and comforting.

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separation anxiety

A child’s fear of separation from familiar people.

Separation anxiety often occurs when a child transitions from the home to a child care facility.


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• Separation anxiety is a sign of positive emotional development.

• It shows development of a strong emotional bond to parents or early educators.

• Caregivers need to be patient and to help children cope.

Separation Anxiety

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• Negativism is a tendency to refuse to do something or to do the opposite of what is asked.

• Negativism is a healthy sign of independence.

• To reduce negativism, toddlers need chances to make choices and to practice self-help skills.

Negativism

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temper tantrum

An episode in which a child shows anger or frustration in an aggressive or destructive way.

During a temper tantrum, a child may scream, kick, throw toys, or lash out in other hostile ways.


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• Toddlers do not yet have the coping skills to handle frustration.

• A tantrum may occur when a want or a privilege is denied.

• Offer age-appropriate activities so toddlers can experience success with minimal frustration.

Temper Tantrums

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If a tantrum occurs,

•react calmly.

•keep an eye on the child at all times.

•provide a place to rest.

•communicate with parents.

Temper Tantrums

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Nurturing Social Development


• Children begin cooperative play around age three.

• Toddlers can understand simple rules for behavior.

• Toddlers are just beginning to learn to share.

• Disputes and conflicts occur among toddlers.

• Caregivers encourage cooperation, set examples, take steps to minimize conflict, and maintain careful observation of the children.

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Managing Toddler Programs


• Successful toddler programs work with parents to ensure that toddlers have the spaces and routines needed for development in all areas.

• The leadership of the child care professional and collaborative teamwork by all care providers are essential to a program’s success.

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Classroom Spaces


Toddler spaces require

• age-appropriate furniture and toys.

• a secure and comfortable environment.

• learning centers appropriate for the age, size, and development of toddlers.

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consistent

Continually the same.

Toddlers feel more secure when their routines, whether at home or in a child care setting, are consistent from day to day.

Daily Routines

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Daily Routines


Routines provide structure and a consistent schedule. A typical routine includes

• arrival.

• playtime in learning centers and outdoors.

• diapering, toileting, and hand washing.

• meals and snacks.

• napping.

• story time and music.

• departure.

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Summarize the signs of physical, intellectual, emotional, and social development in toddlers.

Review Key Concepts


• Physical: learning to walk, decreased appetite, teeth come in, large- and small-motor skills improve, toileting begins.

• Intellectual: learn by doing and using senses, attention span increases, memory improves, symbolic thinking occurs, language skills increase, concepts develop.

• Emotional: mood shifts, autonomy increases, fears emerge.

• Social: slow progress, solitary play followed by parallel play, independence and responsibility increase.


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Identify the information toddler programs need from parents to develop individualized care and activities.

Review Key Concepts


• extent of vocabulary and the primary language spoken at home

• small-motor, large-motor, and toileting skills

• napping habits

• typical behavior and recent experiences that might affect behavior

• experiences with other children


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Describe the key features of successful toddler programs.

Review Key Concepts


• Successful toddler programs work with parents to ensure that toddlers have the spaces and routines needed for development in all areas.

• Toddler spaces need age-appropriate furniture and toys; a secure and comfortable environment; learning centers appropriate for the age, size, and development of toddlers; and a consistent daily routine.


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Chapter 15Nurturing Toddlers

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