State ways to promote intellectual development in toddlers (5.11) Objectives: State ways to promote intellectual development in toddlers (5.11) 9/19/2018 Framework #s: 5.11, 5.12

Readiness for Learning Children can only begin to learn a new skill when they are physically and mentally ready Don’t push them too hard, but do have high expectations for your children Don’t do things for them that they should do themselves—have patience and they will eventually get it Framework #: 5.11

Guiding Learning Give your time and attention Take advantage of simple learning opportunities Allow time for thinking Give only as much help as they NEED Encourage them to draw their own conclusions Show them how to solve problems Framework #: 5.11

Guiding Learning… Maintain a positive attitude Keep explanations simple and on the child’s level Allow them to explore and discover Help the children understand the world and how it works Take frequent breaks Framework #: 5.11

Speech Development 12 months—can speak 2-8 words 2 years—200 words, can make 2 word sentences 2 ½ years—can use basic grammar A child’s language development is GREATLY impacted by how their caregiver speaks to them Framework #: 5.11

Speech Difficulties Poor hearing, mental retardation, learning disabilities and emotional problems all delay speech Articulation problems (ability to use clear, distinct speech) are common until 3-4 Avoid constantly correcting a child, but do set a good example Framework #: 5.11

Speech Difficulties Normal speech hesitations are not stuttering—they just can’t get words out as quickly as they’d like Stuttering can be identified by looking at the rhythm, pitch and speed of speech Most children do outgrow stuttering Don’t finish words for them or make fun of them…this will only delay them more Framework #: 5.11

List characteristics of safe, suitable toys for toddlers (5.12) Objectives: List characteristics of safe, suitable toys for toddlers (5.12) 9/19/2018 Framework #s: 5.11, 5.12

Play Activities and Toys Toys are important. They teach children many concepts and the ability to share. They also help in development of fine and gross motor skills. Framework #: 5.12

Evaluating Toys: 5.12 Is the toy safe? Is it well made and durable? Will it be easy to care for? Will it encourage the use of imagination? Is it colorful? Will it be easy for the child to handle? Framework #: 5.12

Age-Appropriate Toys Pick toys that are interesting and challenging to a child See pages 422-423 for ideas Framework #: 5.12

Different Toys for Different Ages

One to Two years Metal pans Wooden spoons Swings Small wagons Toy cars Stuffed animals                                                                    

Two to Three years Child size broom Small shovel Plastic or wooden tools Clay Crayons Play dishes

Three to Four years Dolls Cars and trucks Finger paint Puzzles Ladders Slides Tricycles                                                                      

Bell Ringer: There are FIVE books on the front table. I need FIVE volunteers who would be willing to read these to the class this morning. 9/19/2018

Designate characteristics of emotional and social development for ages 1-3 (5.13) 9/19/2018

General Emotional Patterns Throughout childhood emotions go in cycles They are going to have stages where they are loving and those when they are terrorists! Framework #: 5.13

Eighteen Months Primarily self centered—think about their own interests and wants, not others At this age, a child’s favorite word is “no” Negativism, or doing the opposite of what people want, is normal. Framework #: 5.13

Framework #: 5.13

Two Years Speech and motor skills have developed, making the child less frustrated and easier to manage Two year old child express love freely and seek to please others Two year olds are easier to reason with Framework #: 5.13

Two and One-half Years Children at this age can be stubborn, independent and demanding They are moody! They aren’t as easily distracted, so it’s harder to redirect their attention They understand, but they’re hard to understand. Framework #: 5.13

Three Years Three year olds love to talk and do things. They’re eager to please and follow directions readily. They are cooperative and generally have a sunny disposition.

Three and One-Half Years Fears are common at this age They digress emotionally during this stage, showing insecurity. They may start sucking their thumbs, picking their nose or stuttering . They may become very bossy.

Designate characteristics of emotional and social development for ages 1-3 (5.13)

General Social Patterns Socialization—learning to get along with others Starts with family and extends outwards

Eighteen Months Begin developing independence Parallel play—playing beside others Often treats people as objects—will hit and kick and do whatever possible to get what they want

Two Years Can read the caregiver’s mood very well Language is continuing to improve Like to play with others Enjoy doing things that are rewarded with praise

Two and One-Half Years Negativism is very common May refuse to do ANYTHING, even things they want to do They are starting to learn about rights of others, and can learn about what is fair and unfair

Three Years Sunny and agreeable—willing to help or do things to please others Cooperative play—playing with others Parents are still very important, but friendships start to form among kids their own age

Three and One-Half Years Play is more complex and includes conversation They want friends and realize they must share and cooperate to keep them They start to notice differences between each other

Making Friends A child who has at least one friend at a time is usually developing normally Children with only adult companions find it hard to interact among others their own age All children will have disputes in friendships—they need to be able to solve these problems on their own

Imaginary Friends Usually peaks at ages 3-4 It’s normal—and it’s a child’s way of learning to interact with others by trying out things on his/her imaginary friends Concerns should arise if imaginary friends last into adolescence

State ways to influence toddler’s emotional and social development (5 State ways to influence toddler’s emotional and social development (5.14) AND Name common emotions of toddlers (5.15)

Negativism It’s caused by: It (and other negative emotions) The desire for independence Frustration Child’s realization of being a separate person It (and other negative emotions) can be helped by: Giving choices Redirecting child Encouraging talking Discouraging temper tantrums Framework #: 5.14, 5.15

Specific Emotions Anger—often the child’s way of reacting to frustration By the time they are three, they use their words more than their fists to express anger Targets of anger change as well Sometimes they get angry when they’re tired, hungry or sick. Framework #: 5.14, 5.15

Specific Emotions Fear—common at any age 1 year olds may fear strangers or loud noises 3 year olds may fear the dark, animals or storms Some fears are helpful and keep children from danger Separation anxiety—fear of being away from parents, is common Framework #: 5.14, 5.15

Specific Emotions Jealousy—usually starts during second year They may be jealous about affection shown between parents Sibling rivalry—competition between siblings for parent’s affection To cut down on this: Tell child they are loved. Set aside time to spend with child. Don’t compare children. Let them take turns choosing activities. Framework #: 5.14, 5.15

Promoting Sharing Lead children to activities where they will need to share Limit materials so they have to take turns or share Have children pass out snacks to each other Make clear what you’re trying to encourage

Specific Emotions Love and Affection—must be learned 1st love—for caregivers 2nd love—for siblings, pets or other people Relationships should be strong, but not smothering Framework #: 5.14, 5.15

Specific Emotions Empathy—learned between 12-18 months Empathy—the ability to put yourself in another person’s shoes Caregivers must teach children to think of others, or they will continue to be self-centered Framework #: 5.14, 5.15

List ways toddlers express emotions (5.16) 9/19/2018

Bell Ringer: Tell me about your friends. What adjectives would you use to describe them? 9/19/2018

Individual Differences Each child is different. They have different experiences, temperaments and environments. It is the parents’ job to help them develop socially and emotionally—lead by example. Framework #: 5.16

Examples: How does a child show negativism? Saying no! Refusing to do anything you want them to How does a child show a temper tantrum? Kicking, screaming, holding breath, falling down How does a child show love and affection? Hugs, kisses, pats on the back

Bell Ringer: How would you respond to a temper tantrum? 9/19/2018

State ways relationships influence child development (5.17)

Developing a Positive Self-Concept Self-concept: how one sees himself Self-esteem: the value you place on yourself This is largely impacted by a caregiver’s actions Ages 1-3 are very important for developing a positive self concept and self esteem They believe what others say about them. 5.17

Name ways to help young children develop a positive self-concept (5 Framework #: 5.18

Tips to Build A Positive Self-Concept Spend time with them. Praise efforts, not necessarily achievements. Model positive self-esteem and empower children to do the same. Respond in age-appropriate ways to actions. Tell them you love them and are proud of them.

Designate effective guidance techniques for ages 1-3 (5.19)

Guiding Toddlers Purpose of guidance—so children will learn self-discipline, how to control their own emotions There are no “textbook” answers See page 399 for suggestions Framework #: 5.19

Effective Guidance for 1-3 year olds will be… Positive Clear Simple Firm Consistent

Positive Guidance and Discipline

Reasons for Misbehavior Stage of Growth: the child is behaving in a normal manner for the stage of growth he/she is in: power, attention, revenge, assumed inadequacy are normal Unfulfilled Needs: The child’s needs are not being met and she/he is acting out in order to try to get his/her needs met.

Reasons for Misbehavior Environment: The child is uncomfortable in or does not understand his/her environment. Doesn’t know Better: The child has not been taught the concept he/she is dealing with.

Types of Guidance Techniques

1. Natural & Logical Consequences Natural Consequences: occur without interference, child can see the result of their choices Logical Consequences: should be relevant to the misbehavior Short in duration, not imposed in anger, provide opportunities for children to learn from their behavior Cannot be used if the consequence will cause harm to self, others or property, or too far in the future. Make the punishment fit the crime.

2. Positive Statements Clearly states what is expected, then help them get started When guiding children, phrase all requests in a positive manner Talk to children at their eye level when giving directions Example: say, “Let’s walk to the blocks,” rather than, “Don’t run to the blocks”

3. Redirection Children up to two years old can be easily distracted Get him to focus on something else. Example: if he is angry at the blocks area, lead him to a different area of the room and introduce a different activity

4. Reverse Attention When a child’s behavior is inappropriate, focus on a child who is displaying the appropriate behavior and make a positive comment Ignoring the negative, reinforcing the positive If the first child changes his behavior, he should be immediately reinforced with a positive statement.

5. Limited Choices Do not give him an unlimited choice unless he can really have what is chosen. Only give choices that are available. Example: “Do you want juice or water for a drink?” rather than, ‘What would you like to drink?”

Use a place where there are no distractions or positive reinforcers 6. Time Out When a child has disobeyed a rule, she will be sent to a predetermined place to distance herself from the problem and gain composure. Should be a last option, limited use.

The 3 F’s of Positive Parenting Firm: Consequences should be clearly stated and then adhered to when the inappropriate behavior occurs Fair: The punishment should fit the crime Friendly: Use friendly but firm communication – watch for them “being good” and praise them for appropriate behavior

Describe how you will handle a temper tantrum. Sticky Note Review: Describe how you will handle a temper tantrum.

What types of things affect how a toddler feels about him/herself? Sticky Note Review: What types of things affect how a toddler feels about him/herself?

Signs of Developmental Delays in Children from One to Three Social/Communication Red Flags: If your baby shows any of these signs, please ask your pediatrician or family practitioner for an immediate evaluation: No big smiles or other warm, joyful expressions by six months or thereafter No back-and-forth sharing of sounds, smiles, or other facial expressions by nine months or thereafter No babbling by 12 months No back-and-forth gestures, such as pointing, showing, reaching, or waving by 12 months No words by 16 months No two-word meaningful phrases (without imitating or repeating) by 24 months Any loss of speech or babbling or social skills at any age Signs of Developmental Delays in Children from One to Three. 5.21 Developmental Delay is when your child does not reach their developmental milestones at the expected times Social/Communication Red Flags: If your baby shows any of these signs, please ask your pediatrician or family practitioner for an immediate evaluation: No big smiles or other warm, joyful expressions by six months or thereafter No back-and-forth sharing of sounds, smiles, or other facial expressions by nine months or thereafter No babbling by 12 months No back-and-forth gestures, such as pointing, showing, reaching, or waving by 12 months No words by 16 months No two-word meaningful phrases (without imitating or repeating) by 24 months Any loss of speech or babbling or social skills at any age See pages 423-427 70

Activity: In groups of FOUR or fewer, create a short skit illustrating how to influence a toddler’s emotions. At least ONE person in the group should illustrate the APPROPRIATE way to respond to a toddler. Choose ONE of the following emotions to illustrate: ANGER FEAR JEALOUSY LOVE AND AFFECTION