Toddlers 2 to 3 year olds 1

Toddlers are still dependent, like infants, on adults to provide for their needs. However, toddlers are learning some self-care skills. The toddler’s appetite generally decreases because their rate of growth has decreased. Toddlers usually gain less than that on average 11 pounds in 2 years. 2

Toddlers are usually picky eaters. They may choose to eat only a few foods for weeks at a time! Offer new choices one at a time along side of their favorite foods. 3

They like to eat on the go, seldom sitting down to enjoy a whole meal. A highchair that is easily cleanable will contain the child and make it easier for the adult. Remove the child from the dinner table when he stops eating and begins to play with the food. 4

Self feeding usually involves fingers and some utensil use. A spoon is the safest utensil for them to master. Use child size utensils and plates to make it easier for the child. Toddlers always need supervision when eating to avoid choking. 5

Because the amount of food consumed by a toddler is smaller, it is more important that the food be nutrient dense. The American Dietetic Association recommends toddlers consume 2 cups of whole milk a day and between calories per day. This can be achieved with 6 small meals (snacks and meals together). The use of sugar, spices and salt should be very limited. Adults should always monitor the toddler for allergies and intolerances. Average Serving sizes are: ½ of a slice of bread, 2 tbsp. rice, 2 tbsp. applesauce, 1 slice of cheese 6

Bedtime can become an issue because of the toddlers struggle for independence and autonomy. Adults should develop a routine, use a neutral signal like a clock to signal the bedtime, provide a comfortable room and bed. 7.

Reassure the toddler that they are safe and that you will still be there. Use nightlights to comfort their fears. Toddlers sometimes have nightmares. Avoid replaying the nightmare; instead reassure the child that it was only a dream. Avoid activities like television, sports, and games before bedtime. 8

Bath time is dual purpose for the toddler: hygiene and learning and fun. The use of a safety seat to help support the child is a good idea. A bath mitt that fits the child’s hand will help them learn how to bath themselves. Parents must brush and floss the toddler’s teeth. This assistance must continue throughout the preschooler years. 9

Toilet Learning 10

The timing of readiness varies from toddler to toddler. Toddlers do not learn this process quickly as it involves physical development, motor skills and emotional readiness. 11

Physical /Motor Skill Readiness Recognize and understand the feel of a full bowel and bladder. Recognize the sensation of needing to void and calculate the timing to get to the toilet. Muscle control to hold the product and then release it. This is an example of head to toe development. Ability to walk (or to run in some cases!) Ability to remove clothing independently 12

Emotional Readiness They must see the need to use the toilet They must master the fears of falling in the toilet They must master the fear of flushing the toilet They must master the fear of their product disappearing 13

Regression can occur if the child is not ready, or is trying to express independence. Toilet learning should not be attempted if the family is in a period of stress or transition. Parents can help by verbalizing to the child when he is wet or soiled, “Oh, I see you have wet your diaper” or “I smell a b.m., you must want to be cleaned and changed.” 14

Children in a group program often benefit from the team effort by parents, caregivers and peers; child-sized facilities and the focus on independence taught at a day care. 15

Toilet chairs or rings and step stools should be used. Bathroom light fixtures should be easily reached. Clothing should be manageable. Parents should avoid putting toilet training in a moral realm, like “Be a good boy and go potty on the big toilet.” “Bad girls wet themselves!” 16

Take the toddler to the toilet at set times until they go on their own, before and after meals, before nap and bed time, during the day. Praise the child but do not over do it. Do not belittle the child for accidents, just react as a matter of fact. Use diapers when away from home for a long time, traveling or during sleep times during the first stage of training. 17

Training pants help to lessen the mess of accidents. The pants can be disposable, or multi-layered cotton fabric crotch pants. Toilet learning helps children handle their elimination needs the way our society expects – cleanly, without help, and without fuss. Complete learning is a long process. 18

19 Fine Motor Skills motor skills that depend upon the use of small, fine muscles such as those that control Wrist Hands Ankles Fingers thumbs

20 Fine Motor Skills Birth to 1 month Babies have mostly reflexes at this age such as a -sucking -startle -tonic neck reflex -and smiling

21 Fine Motor Skills 3 months Babies begin to show starting motor skills of grasping, pointing, and reaching.

22 Fine Motor Skills 4 months Infants can begin to roll over at this age. They can -grasp -pull -push -wiggle and reach. Babies are usually fascinated by their fingers at this age.

23 Fine Motor Skills 6 months Babies began being fascinated by their toes. Infants at this age will hold on to almost anything. Turn it over examine it and most likely taste it. Infants use a “mitten” grasp to pick up small objects.

24 Fine Motor Skills 8 months Babies begin to learn to use a “pincer” grasp. Using the thumb and pointer finger to pick up small objects.

25 Fine Motor Skills 9-10 months Infants will begin moving objects back and forth from one hand to the other. They can begin to pick up very small objects such as lint.

26 Fine Motor Skills months Babies fingers become more agile. The “pincer” grasp will become more precise during these months. An infant will be able to pick up objects with the thumb and fingers without resting the wrist on a solid surface.

27 Fine Motor Skills 2 -3 year olds Toddlers can begin to grasp a toothbrush and begin to learn the skill for brushing teeth.

28 Fine Motor Skills 3 – 4 year olds Hand and finger skills have developed enough for them to do puzzles and play simple games.

29 Fine Motor Skills 4 – 5 year olds Children this age have improved greatly with their fine motor skills. They can do more difficult puzzles and games.

30 Gross Motor Skills Motor skills used in sitting, crawling, walking, and reaching for things.

31 Birth to 1 month Moves both arms and legs equally and symmetrically. Primitive reflexes that begin to disappear around 3-4 months.

32 3 Months Baby will lift his or her head and chest up off a flat surface when laying on tummy.

33 4 Months Baby will begin to have good head control when he or she is pulled up into a sitting position.

34 6 Months Baby begins to sit in a tripod position but may still need assistance.

35 8 Months Baby should be able to sit in an unassisted position.

36 9 – 10 Months Baby can pull himself or herself up to a standing position and may begin to take steps holding on to something.

Months By one year, babies can usually walk with one hand held. 50% of children can walk without help by one year. The rest will have learned to walk by 16 to 18 months

Years Old Toddlers can jump, climb, take off clothes and open doors.

39 3 – 4 Years Old Can climb up and down stairs unassisted, throw a ball, ride a tricycle, and build a tower.

40 4 – 5 Years Old Runs, jumps, hops, somersaults and may be able to skip. Swings and climbs. Can cut on a line and copy geometric shapes. Draw people with some body parts. Use eating utensils. Brush teeth.

41 Language Development Milestones of Language Development

42 Language Development birth to 3 months TALKING makes cooing and booing sounds, responds to voices, and smiles when spoken to.

43 Language development 4 to 6 months Babbling sounds begin with the letter p, b and m. Vocalizes various moods. Makes gurgling sounds.

44 Language Development 6 to 1 year old Babbling sounds begin to get longer, such as - dada, - baba, - bibi, etc…. Uses speech sounds instead of crying Imitates speech sounds may have one or two words

45 Language Development 1 to 2 years old Puts two word together such as - “more milk” Uses many different consonant sounds at the beginning of a word. Some children will find it difficult to coordinate their tongue, lips, palate and other language-production parts. So toddlers pronunciation may be difficult to understand.

46 Language Development 2-3 years old They have a word for almost everything. Uses 2-3 word sentences to talk. Speech is understood most of the time. Names objects.

47 Language Development 3-4 years old Usually talks easily about school or plays. Uses sentences that have more than 4 or more words.

48 Language Development 4-5 years old Voices sound clear. Gives a lot of detail when telling stories. Says most sounds correctly except -s, r, z, j, ch, sh. And th.

Complete the following worksheets: Language Development Toys for Toddlers Fine Motor Skills Gross Motor Skills 49

Children’s Books

Children’s books should: Enrich life and help children appreciate beauty Answer children’s endless questions and cause them to want to learn Hear and learn ◦ the rhythm of language, ◦ the rise and fall of the voice and ◦ the tongue-tickling phrases Build active and passive vocabularies

Children who have learned to love books : Can express themselves through ◦ Dramatic play ◦ Art ◦ Music and ◦ Other experiences Are able to express themselves and their feelings in many forms

Older children may want to expand their learning by reading about topics that are less familiar to them. Young children like to hear stories about others their age and about people and things they are familiar with, better understanding themselves by hearing stories that draw on their backgrounds. Older children may want to expand their learning by reading about topics that are less familiar to them.

Selecting Books for Children Books should: ◦ Stretch the mind ◦ Stir creativity ◦ Be on the child’s level  Babies and toddlers enjoy hearing nursery rhymes  Toddlers and preschoolers enjoy picture books  Older children have more involved plots and more written descriptions

Picture Books First picture books need simple captions. (or no caption at all) Later picture books have simple plots. (pictures tell the story) Older children’s books have more involved plots and more written descriptions-the mind creates the pictures.

Children should experience books with delight Story time should help children relax. Adults should hold children or sit close as they read. Stories should be read in an interesting way, using reflections and different voices. Children should be able to see the pictures clearly. Adults can encourage remarks or laughter as they read.

Gross Motor Skills Book See Assignment Page for directions. 57