Unit 4 The Toddler

1. Unit 4 The Toddler One to three, why are they called toddlers?

2. 1st Year up to 18 mos.

3. Toddlers are called toddlers because they make uncertain movements

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

5. Watch the following clip • http://www.babycenter.com/toddler-milestones on childproofing.

6. 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

7. 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?

8. 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?

9. 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

10. http://www.youtube.com/watch?v=ItDBHlrIYho&feature=related • 2 year old rapping

11. 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.

12. 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

13. 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)

14. 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.

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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?

23. 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

24. 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

25. 3 yr old – have all primary teeth, • chewing no longer problem • Tough foods still served in small pieces • Good with eating utensils

26. 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

27. 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?

28. 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

29. 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

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

31. 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

32. 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

33. 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

34. 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

35. 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)

36. 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. )

37. 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

38. 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.

39. 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

41. 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

42. Chapter 12 Emotional & Social Development Emotional Patterns

43. 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”

44. 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)

45. 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

46. 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

47. 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

48. 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

49. 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)

50. In your journal complete the exercise on tantrums p. 382 And • Biting and Hitting on p. 385