CE114 Unit Five: Physical and Motor Development of the Toddler

1. CE114 Unit Five: Physical and Motor Development of the Toddler I am so glad you are here. Chat with one another and we will begin at 9:00.

2. Getting to know you, getting to know something about you… Let’s take a moment to share something that will help us to get to know each other a little better. I want to know your favorite candy (if you have one). I think mine would have to be Butterfingers. I just love those. Eating them just makes my day!

3. Unit Five Course Outcomes • CE114-1: Discuss age appropriate behavioral expectations and intervention strategies for the early childhood care professional educator. • CE114-2: Identify milestones in infants, toddlers, and early childhood development. • CE114-4: Describe developmental and environmental factors associated with the safety and health of young children.

4. Thought for the Day Go confidently in the direction of your dreams, Live the life you have imagined. -Henry David Thoreau

5. Topic One • What kinds of opportunities can we provide for toddlers to interact with and explore their world?

6. Topic Two • In what ways can we encourage exploration, discovery, and independence?

7. Expectations • Our expectations for them may not be realistic • Why do we have higher expectations for them? • What might we think that they can do by themselves that they really can not? • Toddlers still need our constant supervision, as they can not predict the outcomes of their behaviors.

8. Facilitating Independence • Emerging self-concept - “Look what I can do!” • Need encouragement and time and room to explore • How can we facilitate this? • What could happen if we do not encourage independence?

9. Topic Three • Physical and Motor Development: Share strategies that enhance and encourage the physical and motor development of the toddler. Consider both large and small muscle skills.

10. Ten things we can do…. • Create and maintain a safe, hygienic, and healthy environment • Provide for proper nutrition and for ongoing health oversight • Know and use developmentally appropriate activities and expectations • Provide positive, supportive, and protective guidance • Encourage positive body and gender awareness • Provide a variety of materials to encourage both large and small motor development • Provide toys and experiences that facilitate perceptual-motor development • Observe children for signs or symptoms of special needs or illness • Model good health and hygienic behaviors • Encourage exploration, discovery, and independence

11. Expected Growth Patterns • Locomotion • Large Motor Development • (They enlist the use and coordination of the large muscles of the trunk, arms &legs) • Small Motor Development • (They enlist the use and coordination of the small muscles of the wrist, hands & fingers) Small is dependent on the large!

12. Vision Growth and development are influenced by the integrity and functioning of the sensory mechanisms. • It is not until 5 years old that children reach 20/20 visual acuity! • Eye Abnormalities can sometimes be seen in: • Children who received oxygen at birth, were premature, had low birth weight or had congenital anomalies • Common eye problems in infants: • Strabismus, nystagmus

13. Hearing It is difficult to detect hearing problems in infants through observation only! Without screenings a hearing loss may go undetected until unit a child is 1 to 2 years old! Q#1 What are some signs of possible hearing problem?

14. Nutritional Needs? • Wise selection of nutritious foods • Appealing preparation and presentation of new foods • Mealtime social/emotional climates conducive to food enjoyment and digestion • Respect for the child’s satiety and food preferences

15. This is the new food pyramid released in the Spring 2005

17. Here are some things to keep in mind about Toddlers, their eating habits and introducing new foods:1. Around 18 - 24 months physical growth begins to slow down a bit, and the child’s appetite may begin to decrease. This often causes parents and caregivers to be unnecessarily concerned that toddlers are not eating enough or are not eating enough of the “right” foods. While a decrease in appetite is common at this age, if a toddler’s weight does not seem normal,  check with your doctor to be sure the child is in good health. 2. Toddlers can hold and drink from a cup and will quit eating when they are full. Healthy toddlers will decide which foods and how much of the foods offered they will eat. It is normal for toddlers to enjoy food for a few weeks, and then refuse it.3. Definite food preferences begin to be established. Toddlers prefer lukewarm foods over hot or cold foods. They usually do not like highly seasoned foods, but enjoy sweets.4. Children will try new foods if offered in a pleasant, appealing manner. Young children are learning what foods they like and dislike. 

18. Be sure to: • Offer new foods frequently. Toddlers may need to see a new food offered 6 to 12 times before they will decide to like it. Once children have accepted a food, continue to offer it so the food will remain familiar. • Let children know they do not have to eat foods they do not want. This attitude will help children feel comfortable when trying new foods. • 5. While children know how much they need to eat, parents are the “gatekeepers” who decide which foods to offer and when meals and snacks will be served. If nutritious foods are served, toddlers can’t go wrong in what they choose to eat. Offering children nutritious and appropriate foods helps them get the nutrients and energy they need. It also sets a good example, starting at a very young age. • Good foods to try are: • fresh fruits and vegetables • breads, crackers, low-sugar cereals, pasta, potatoes, rice, tortillas, and cooked grains • meats, poultry and fish • dairy products including milk, eggs, yogurt and cheese • beans and peas • and foods with small amounts of spices and herbs.

19. Here are some additional tips: • Don’t serve large amounts of juice or milk. Try not to serve large amounts of juice or extra milk serves throughout the day. It may fill up the child and take the place of other needed nutrients. • Don’t serve items that contain added sugar. You can lessen a child’s sweet tooth by keeping sugar to a minimum. Store sweets out of sight. What children cannot see, they probably will not ask for. • Introducing New Foods • Think about timing… • Introduce only one new food at a time.Offer a very small amount (one to two bites) of the new food at first, so that a child learns new flavors and textures. • Offer new foods at the beginning of the meal when children are hungry. Also, allow toddlers plenty of time to look at and examine the new food - try not to rush them. • Offer new foods to children when they are healthy and have a good attitude.

20. Be positive… • When introducing a new food,  display a positive attitude toward it.Children will pick up on adults' attitudes toward foods. Think about other people in your family are modeling food attitudes - if dad is making a big deal about not liking the green beans, chances are your toddler will copy. • Enlist the help of an eager sibling. It is often useful their is a sibling or cousin who is usually open toward trying new foods to taste the new food first. Children will often be more willing to try a food if another person has already tried and liked it. • Serve a new food with a familiar food. Point out the similarities between the two foods. • Expect that the new food will be liked. • Praise the children when they try a new food, but don't go over the top - a simple "Well done for tasting the beans".

21. Keep trying… • Offer new foods periodically and remember that toddlers may need to see a new food offered 6 to 12 times before they will decide to like it. • If a food is still not accepted after several tries, change the way it is prepared and/or served. • If children accept a new food, serve it again soon so they become accustomed to it. • Source: Making Nutrition Count for Children, United States Department of Agriculture Child and Adult Care Food Program, 2002

22. Things to do… • Complete the readings • Participate in discussion • Participate in seminar • Complete Graded Review

23. E-Field Trip http://www.riversideonline.com/health_reference/Childrens-Health/QZ00075.cfm We are going to this web-site and taking this quiz to see how much you have learned about child development.

24. By age 3, most children can: • a. draw a person with two to four body parts • b. draw a circle • c.  print some letters • d.  all of the above • 2. Most 2-year old children understand the concept of “two”. • a.  True • b.  False • Most 3-year olds can correctly name at least four colors. • a. True • b. False

25. 4. At what age can most children use stairs without support? • a. 2 • b. 3 • c. 4 • d. 5 • 5. On average, how long does it take to potty train a child? • a. One month • b. Three months • c. Six months • d. A year • 6.Make-believe play doesn’t begin until age 3. • a. True • b. False • True • False

26. 7. Children can distinguish fantasy and reality by the age of: • a. 3 • b. 5 • c. 7 • d. 9 • Four-year old children can: • a. Kick a ball • b. Throw a ball overhead • c. Catch a bounced ball most of the time • d. All of the above

27. By the age of 3, most children can speak in sentences containing: • a. 2 to 4 words • b. 5 to 6 words • c. 7 to 8 words • d. Only one-word sentences • Which of the following are indications of potential developmental delays in a 5-year-old child? • a. Is unable to separate from parents without major protest • b. Shows little interest in playing with other children • c. Rarely uses fantasy or imitation in play • d. All of the above

28. Child development quiz: Preschool milestones Answers 1. By age 3, most children can: Correct answer: Draw a circle Explanation: Most children can draw a circle by the age of 3. By the age of 4, children typically can draw a person with two to four body parts. They may also be able to print some capital letters.

29. 2. Most 2-year-old children understand the concept of "two.“ Correct answer: False Explanation: Understanding the concept of "two" usually doesn't occur until age 3. By the age of 4, most children understand the concept of counting and may know a few numbers. Five-year old children usually can count at least 10 objects.

30. 3. Most 3-year-olds can correctly name at least four colors. Correct answer: False Explanation: While 3-year-olds can sort objects by color, most children can't correctly name four colors until they are 5.

31. 4. At what age can most children use stairs without support? Correct answer: 4 Explanation: The average 4-year-old child can walk up and down stairs without support. Children typically can use stairs, with support, by the age of 2. They may feel most comfortable taking what an adult might consider "half-steps" on the stairs — bringing their feet together on the same step before venturing to the next one. Three-year-old children usually feel confident enough to take "full steps" on the stairs by alternating feet as they ascend or descend.

32. 5. On average, how long does it take to potty train a child? Correct answer: Three months Explanation: Most children complete potty training within three months. If your child is taking longer, consult your pediatrician or family physician. The most probable cause for the delay is that your child isn't mature enough to learn this skill yet.

33. 6. Make-believe play doesn't begin until age 3. Correct answer: False Explanation: Make-believe play usually begins by the age of 2. Three-year-old children typically include dolls, animals and people in their make-believe play.

34. 7. Children can distinguish between fantasy and reality by the age of: Correct answer: 5 Explanation: Five-year-old children usually can tell the difference between fantasy and reality. The "magic years" are between 2 and 5 years of age — when Santa, the tooth fairy and the Easter bunny seem real. In fact, it's common for a 4-year-old to imagine that many unfamiliar images may be "monsters."

35. 8. Four-year-old children can: Correct answer: All of the above Explanation: Children typically begin kicking balls when they are 2. They graduate to throwing a ball overhand and catching bounced balls (most of the time) by age 4.

36. 9. By the age of 3, most children can speak in sentences containing: Correct answer: Five to six words Explanation: At 3, most children can speak in five-word sentences, using pronouns (I, you, me, we and they) and some plurals. Some stuttering at age 3 is not unusual and is usually temporary. Three-year-olds love strangers and love to talk and can be embarrassingly concrete or direct, which is often humorous. At 4, children tell stories and speak clearly enough for strangers to understand. Five-year-olds can use the future tense and can say their name and address.

37. 10. Which of the following are indications of potential developmental delays in a 5-year-old child? Correct answer: All of the above Explanation: Consult your doctor if your 5-year-old child exhibits any of the above behaviors. They could be signs of developmental delays. How did you do?

38. Things to do… • Complete the Readings • Participate in discussion • Participate in Seminar • Complete the Graded Review

39. Think about…. It’s amazing what can be accomplished when nobody cares who gets the credit -Robert Yates