5.00 Understand development and care of the toddler .

1. 5.00Understand development and care of the toddler. 5.01 Understand physical and cognitive development and recommended care of the toddler.

2. Essential Questions: • What are the physical characteristics of a toddler? • What is involved in the cognitive development of a toddler? • What care is necessary for a toddler?

3. Physical Characteristics of Toddlers • Height *Varies and is determined by heredity *By age 2 ½, the average child has reached HALF of adult height *Approximately same for boys/girls • Weight *Gain less than half of the average monthly weight they gained during first year *Weight gain approximately same for boys/girls

4. Physical Characteristics of Toddlers • Proportion *Until age 2, circumference of head, abdomen and chest are almost the same. *Between the ages 2 and 3, the chest becomes larger in circumference than head and child’s abdomen protrudes. *Arms, legs, and torso lengthen, which improves balance and motor skills *Arms and legs are the fastest growing parts

5. Physical Characteristics of Toddlers • Posture *Changes in posture causes an improvement in child’s overall posture *Improves with each passing year. *Posture of a three-year-old is better than that of a two-year-old.

6. Physical Characteristics of Toddlers • Teeth *Influences on the quality of toddler’s teeth: **Diet of mother. **Child’s diet during the first 2 years Provide nutrient-dense foods **Heredity **Dental care

7. Physical Characteristics of Toddlers • Motor Skills *GROSS MOTOR SKILLS **GMS are the ability to use large muscle groups of body to complete tasks or activities **Includes muscle groups such as those in the arms, legs, abdomen, back **Walking-GMS and milestone for toddler **Climbing, kicking a ball, running & climbing stairs are learned as toddler.

8. Physical Characteristics of Toddlers • Motor Skills, cont. *FINE MOTOR SKILLS **Skills completed by using the small muscle groups such as fingers, wrist, ankles **Includes holding a crayon, building a tower of blocks, rotating a handle .

9. Caring for Toddlers • Feeding *One-year-olds-self-feeding; for foods, variety, use of spoon, training cup *Two-year-olds-fine motor skills are improving, eat with spoon and fork, eat with family members, but should be allowed to leave the table when finished due to short attention spans.

10. Caring for Toddlers • Feeding, cont. *Three-year-olds-full set of primary teeth and can chew most foods; meat and tough food should be cut in small pieces *Children from age one to two years eat about 1/3 to ½ of adult portion *Food preferences change from day to day

11. Caring for Toddlers • Feeding, cont. *Food should not be used as a reward or punishment *Food habits acquired during early years continue into adulthood *Practice food safety when using microwave *Temperature extremes of hot and cold are not preferred

12. Caring for Toddlers • Feeding, cont. *Choking foods should be avoided—grapes, hotdogs, peanuts, popcorn, hard candy *Be aware of food allergies that may become evident

13. Meal Planning for Toddlers

15. BUILD A Healthy Platehttp://www.choosemyplate.gov/food-groups/ • An average toddler needs approximately 1200 calories daily balanced with exercise • In general, at least half of all grains eaten should be WHOLE grains; 3 oz daily • Include a variety of veggies and fruits cooked and raw 1 cup each • Low-fat (1%) or fat-free milk and other dairy products 2 cups daily • Meats, fish, eggs, beans (protein group) should be low fat; 2 oz. daily

16. Many juice beverages are not 100% juice. Check the ingredient listing to make sure you’re getting all juice without added sugars.

17. Whole Milk for Toddlers, Ages 1-2(Two-8 ounce servings each day)for healthy brain development Low Fat/Fat-Free, Ages 2-3

18. Food Precautions: • Toddlers can have foods that have been withheld as an infant (whole milk, citrus fruits, whole eggs). • Childcare providers should watch for allergic reactions when offering any new food. The child's doctor should be informed of close family members who suffer from food allergies. • It is better to delay introducing foods commonly associated with food allergies, such as peanuts and seafood.

19. Children should be supervised at all times when eating.

20. Caring for Toddlers • Sleeping habits *Factors that affect toddler’s sleep >Health of child >Established routines >Family lifestyles and crises >Age of child >Creativity of toddler (may cause nightmares)

21. Caring for Toddlers • Sleeping habits, cont. *Struggles stem from toddler’s need for autonomy (independence) *Shortages of sleep can cause mood swings, lack of attention, and misbehavior in the form of acting out.

22. Caring for Toddlers • Hygiene *Should bathe daily *Practice safety by using non-slip or a rubber mat in bottom of tub *Caregiver bathes a one-year-old *Caregiver helps a two-year-old *Caregiver supervises a three-year-old

23. Caring for Toddlers • Hygiene, cont. *Can drown in as little as one inch of water *NEVER leave child alone *Toddlers put items in their mouth *Toddlers enjoy splashing and emptying water; provide bathe toys

24. Caring for Toddlers • Dressing *Encourage self-dressing *Buy clothes for safety, comfort, allow for growth, quality that will last and ease of care

25. Caring for Toddlers • Caring for teeth *At age one, most children have eight teeth, brush with a soft brush daily *By age two, children can begin brushing their own teeth *Three-year-olds should brush at least twice a day with fluoride toothpaste

26. Caring for Toddlers • Caring for teeth, cont. *18 months is good age for first checkup *By 3, average child has 20 primary teeth in comparison to the 1-yr-old who has an average of 8 teeth *During second yr, 8 more teeth appear with the last 4 appearing between 3 ½ and 4.

27. Caring for Toddlers • Toilet training *Bowel control is usually mastered before bladder control *Consistency is necessary between caregiver during the day and at home *Language skills are necessary for toileting success *Appropriate time is necessary for toileting success

28. COGNITIVE Characteristics • Seven areas of cognitive development *Attention-length of time a person can concentrate without being bored or distracted. *Memory-short-term is used for the accomplishment of everyday tasks; long-term is the ability to remember information for long periods of time, such as fear of dogs from a prior experience

29. Cognitive Characteristics of Toddlers • Seven areas, cont. *Perception-ability to take in information from the senses *Reasoning-ability to solve problems and make decisions—young toddler solves problems by trial-and-error and the older toddler uses memory

30. Cognitive Characteristics of Toddlers Seven areas, cont. *Imagination- **Ability to form mental images of things or events relative to themselves. **Imagination is useful in helping children cope with fears and things they don’t understand *Creativity-used to create an object or reflect feelings; ex. Finger painting a picture

31. Cognitive Characteristics of Toddlers *Curiosity-ability to wonder “why” and “how” about the world around them; should be encouraged by: >Providing a safe environment >Providing positive reinforcement >Providing new experiences >Not “over-protecting” >Using the imagination to produce new ideas

32. Cognitive Characteristics of Toddlers • Speech development *Children between ages 12 months and two speak using one to two word phrases *Speech development grows at a rapid rate *Children enjoy learning the names of items *Speech difficulties *Stuttering-speech pattern in which long pauses are injected into sentences, or one sound or phrase is repeated *Articulation-the ability to pronounce words clearly

33. Cognitive Characteristics of Toddlers • Methods of learning *Incidental-unplanned learning that stems from other activities *Trial-and-error-trying new ways of doing something until they find one that works *Imitation-intentionally copying the behavior of others *Directed learning-learning on purpose; parent/teacher guides the learning

34. Cognitive Characteristics of Toddlers • Methods to encourage learning *Attention-caregivers should provide the child with time and attention *Thinking-allow time for the child to think, solve problems, consider choices and make decisions *Encouragement-encourage the child to draw his/her own conclusions

35. Cognitive Characteristics of Toddlers • Methods to encourage learning, cont. *Problem-solving-the caregiver should show the child by example how to work out problems for himself/herself. *Simple explanations-do not provide too much information; keep explanations simple

36. Cognitive Characteristics of Toddlers • Play…Is a child’s WORK! *Value of play-play provides many learning opportunities-exploring, imagining, creating, and trying out different roles *Play can stimulate and expand the ability to learn

37. Cognitive Characteristics of Toddlers • Evaluation of toys *Safety-single most important consideration-prevent choking, no sharp edges, non-toxic *Durability-can the toy withstand rough treatment? *Care-easy to keep clean

38. Cognitive Characteristics of Toddlers • Evaluation of toys, cont. *Cost-more expensive toys are not necessarily the better options *Encourages imagination-less is more *Colorful-children respond to bright colors *Age appropriate-does the toy meet the child’s motor and cognitive abilities? (View DVD on Age Appropriate Play)

39. Good Things About Video Games • Provide a fun and social form of entertainment • Encourage teamwork and cooperation when played with others • Make kids feel comfortable with technology—especially for girls who don’t use as much technology

40. Good Things About Video Games • Increase child’s self-confidence/self-esteem as games are mastered • Develop skills in reading, math, and problem-solving • Improve eye-hand coordination and fine motor skills • The video games referenced here do not include “shot-the-baddie” type games. Must be selected carefully.

42. IF you are going to purchase a TV-based interactive toy for your baby or toddler, look for:Wireless systems (no cables for kid to chew on or pull off table!) Durable parts that will withstand pulling, dropping and mouthing High resolution graphics- kids deserve better than grainy or blocky images

43. Developmentally appropriatecontent that will “grow” with a child. Begin with simple cause and effect activities and engaging songs and progress to colors, shapes and basic concepts like “big” vs. “small”; “over” vs. “under” Quick responsivity - as soon as the child pushes a button or moves a lever, something significant should happen onscreen

44. Expandability - you’ll want more content than what the base unit comes with. How many more DVDs or cartridges are available and how much do they cost?

46. Which illustrates typical self-help skills of a toddler in getting dressed? • Tory fell down while trying to pull up his pants, but his shirt slid easily over his head • Tom’s mother has to hurry to get to work, so she just dresses her son herself • Terrance takes his clothes off, but does not want to put them back on • Tammy’s mother encourages her to dress herself, and then provides help as needed

47. Which illustrates typical self-help skills of a toddler in getting dressed? • Tory fell down while trying to pull up his pants, but his shirt slid easily over his head • Tom’s mother has to hurry to get to work, so she just dresses her son herself • Terrance takes his clothes off, but does not want to put them back on • Tammy’s mother encourages her to dress herself, and then provides help as needed

48. Which illustrates a recommended practice for bathing a one-year-old? • Allow the child to suck on a sponge • If the child cries, remove him/her without washing • Let the child play in the tub • Wash the child in the tub, the remove him/her

49. Which illustrates a recommended practice for bathing a one-year-old? • Allow the child to suck on a sponge • If the child cries, remove him/her without washing • Let the child play in the tub • Wash the child in the tub, the remove him/her

50. Which illustrates the direct method of learning? One-year-old Mark: • Accidentally got the square in the square-shaped opening • Learned to put the square in the square-shaped opening by watching the teacher • Tried different shapes of openings until the square fit • Watched the teacher, but still could not get the square to fit