Child Development Edmiston, M. FCS 7 th Grade Human Development

10 Things Every Child Needs Interaction Stable Relationships Safe, Healthy Environment Play Music Self-esteem Quality Child Care Communication Loving Touch Read, Read, Read…

Areas of Development Physical – grow in size and muscle coordination. Intellectual – ability to learn, think, and judge Emotional – learning to control emotions and express them in acceptable ways Social – learning to interact with people Moral – developing an understanding about what is right and wrong.

Physical Development Relates to the body Fine Motor Skills (using small muscles) Ex: eat with a spoon, dress themselves, fasten a button… Gross Motor Skills (using large muscles) Ex: roll over, sit up, stand… Rapid growth of brain during the first 3 years

Social Development Relates to getting along with others What type of play is there? Relationship with families Social Learning – development or behavior occurs by individuals imitating others and observe others.

Intellectual Development Relates to thinking and speech Also known as mental development

Emotional Development Relates to our feelings Types of fears of the age Emotional needs of the age Need for independence

Stages of Development *Infant (birth to one year) *Toddler (1 – 3 yrs.) *Preschooler (3 – 5 yrs.) *School-Age (5 – 10 yrs.)

Infants (Newborn) – Birth to 1 yr. What we can see 300 ft. away, newborns have to be within 20 ft. Stimulated by contrasts (black and white) Reflex – automatic, involuntary response. Communicates through sounds: cooing and babbling “ahh” “ooh” “ba” “da” Develops trust in primary caregivers Smiles immediately Recognizes familiar and unfamiliar faces, may become afraid of new people (7 months) Plays “Peek-a-boo”

Major Milestones 2 months – lifting head and sitting 3 months – raise chest off the floor 7 months – begin to crawl 9 months – can sit on their own 11 – 13 months – can stand on their own 12 – 15 months – can walk alone

“Cruising” – baby is moving around while holding onto things for support. ** Walking on their own is their biggest development towards independence (opens up new dangers for infants)**

Benefits of Breastmilk for Child Nutrition – protein, balance of amino acids and minerals, and cholesterol Most easily digested (less crying, spit up, and gas)

Benefits of Breastmilk for Child Protective Benefits:  Reduce Infections – ear, upper respiratory, and immune systems are stronger.  Reduce heart disease, allergies, and diabetes later in life.  Minimizes obesity.  Higher I.Q. and reading comprehension scores (nutrition + interpersonal interactions)

Benefits for the Mother Closeness during feeding Convenient Inexpensive (cost of formula is about $2, per year) ** Women breastfeed from 9 months to 2 years on average **

Introducing Foods Start introducing foods from 4 – 6 months First soft rice cereals, then veggies, then proteins.

Toddlers – Age: 1 to 3 Walking, Climbing, Running EVERYWHERE Single words develop into short phrases then into whole sentences Self-esteem grows “I can do it” attitude Still play alone instead of with other children Favorite word = “no” (Terrible two’s) Start to understand the difference between what is right and wrong. Still have limited social understanding: waiting, sharing, how to deal with being hungry, bored, and tired

By 1 ½ years, many children are ready to start potty training. 60% of toddlers in the U.S. are toilet trained by age 3 ~ Don’t punish or force the child. ~ Try encouraging with different techniques. A child’s brain grows during early childhood to become 75 – 90% of its adult size by age 5

Preschooler – Age: 3 to 5 Create words to better express themselves (“rememberful”) Don’t understand meaning of words yet (“I’m going to fork this piece of meat”) They can hop, ride a tricycle, cut with scissors, and dress themselves fairly well. Learn to count, name colors, and identify letters of the alphabet Difficulties with playmates, they understand the rules of sharing and don’t like when peers violate them World of “make-believe” and pretend play

Experience a full range of emotions from fear and anxiety to joy and pride Beginning of empathy – they feel for a playmate that scrapes their knee Plays in groups with other children Can anticipate routines

School-Age Age: 5 to 10 Average weight gain 5 – 7 lbs. a year Average height gain 2 – 3 inches a year Loss of baby teeth, now they have their permanent teeth Apply logic to solve problems, they are flexible with their thinking Creativity develops

By 5 th grade, most children have 40,000 words They learn that words have double meanings (bat, case, trip…) They understand idioms: “It’s raining cats and dogs”, “I’m so hungry I could eat a horse”, etc. There is an emphasis on academics (PSSA’s) Social circle is much bigger Stress from school, peers, and family problems A lot of social interaction – in school, sports, with neighbors, etc.

True or False? 1.Babies have different kinds of cries for different needs. 2.Toddlers are not able to feed themselves. 3.It is better for babies to sleep on their stomach. 4.Toddlers demand more attention than preschoolers. 5.If you read to children before bedtime, any story is appropriate.

Basic Child Care  Baby Care  Toddlers  Pre-schoolers

Baby Care Crying – Different cries for different needs Feeding – How much? How often? New foods? Burping – Shoulder and Lap Diaper – organize first and disctract (6 step demo.) Bathe – never leave alone, check temp. Sleeping – a lot, check min., no pillows, on back or side, not bothered by noise

Toddler Care Feeding – small pieces, relaxed setting, demo. of choking hazards Toilet – ask frequently, help if needed Bathing – never leave alone, do not let them fill tub up on their own or turn water on alone Sleeping – may still nap, stick to a routine

Pre-schooler Care Sleeping – know and follow routine, change clothes, then a quiet activity, check in each 30 min. Mealtime – best manners, attitudes, encourage to try new foods

Communication With Children Poor Examples  Stop running in the house right now!!  Don’t hit your sister with the ball.  Get out of here with that noisy toy! Good Examples If you want to run, you can go outside. If you want to stay inside, you cannot run around. See if you can throw the ball in the box. Would you like me to read a book? Put the toy in your room and bring a book.

What’s Wrong Here? I said that I would take that away, if you threw it again! Now stop throwing it!! If you don’t clean up your dinner, you’ll never eat dessert again!! Okay, okay, if you stop crying you can have another cookie. Don’t draw all over the wall with crayons!!

Why do children play?

Purpose of Play: To have fun Learn about themselves Learn about their world For entertainment

Active and Quiet Play Active Play – activities that are primarily physical and use the large- motor skills. –Climbing a tree, playing tag, etc. Quiet Play – activities that engage the mind and small-motor skills and no not call for much movement. –Reading a book, playing with clay, coloring, etc.

Play of Infants Learn about the world through their senses Put things into their mouths Be sure that there are no sharp edges or small parts that could be swallowed

Infants and Play Sensory toys – objects that stimulate the senses with different textures, shapes, sounds, and colors. –Mobiles, teething rings, toys that squeak or rattle.

Solitary Play – when a child plays by themselves. Seen often in infants and young toddlers.

3 months – roll over and grasp rattle 6 months – play “pat-a-cake” and “peek-a-boo” They love to drop toys and watch you pick them up Very short attention span Talk to baby to develop language skills, they need stimulation to learn

Play of Toddlers Allow room for running Alternate between active play and quiet play Can undress self Parallel Play – play next to each other, but not together

Play of Preschoolers Proud of their abilities (“Watch me!”) Rides a tricycle with ease Loves to climb around the jungle gym Able to throw and catch a ball Enjoys crafts – finger paints, clay… Learning to use blunt scissors Love to explore Asks a lot of questions (“Why? Why?”) Enjoy role-play and dress up Able to use a fork and knife by age 5

Cooperative Play – when children actually play together and share things * Ages 3 and up

Pretend Play – a type of play which allows children to learn about their world. It may include things like playing house, store, school, post office and so on.

Play of School-Age Children Better at playing on their own Enjoy organized games and sports

Guidelines for Choosing Toys Safety Bright colors The development stage of a child Allows child to learn or enhance skills Allows child to use their imagination What guideline for choosing toys do you think is most important? Why?

Is The Toy Safe? Is the toy or any removable part large enough so it cannot be swallowed or lodged in the ears or nose? Are small parts securely attached? Is it free of sharp edges and points? (Avoid toys made from glass or brittle plastic) Is non-toxic paint used on painted toys?

Age-Appropriate Toys (Babies/Toddlers) Can be chewed on. Moving parts can be pushed, pulled, or turned that are securely attached. Can be used for banging on things. Stimulates their senses – sight, hearing, touch, and smell. Helps to develop their large muscles and provide opportunities to run, jump, climb, crawl, or push and pull. Large enough for inexperienced hands and fingers to use.

Age-Appropriate Toys (Babies/Toddlers) Examples: sturdy, colorful rattles, mobiles, soft washable toys, rubber balls, blocks, pots and pans, small balls, plastic measuring cups, push and pull toys, tyke bikes, large screws and nuts, books with rhymes and pictures to identify, stacking toys, and very simple puzzles with large pieces.

Age-Appropriate Toys (Preschoolers) Children use their imagination. Satisfies their urge to be active. Provides opportunity to imitate adult roles. (Playing house, doctor, etc.) Social interaction. Easy handling.

Age-Appropriate Toys (Preschoolers) Examples: large crayons, paint brushes, puzzles with large pieces, building blocks, playdough and clay, a telephone, tricycles, sturdy wagons, wooden animals, dolls, store and housekeeping toys, and trains..

Age-Appropriate Toys (Middle Childhood) Teaches new skills. Can be shared and enjoyed with peers. Developing interest in a future hobby or career. Provides a realistic challenge. Practice in reasoning and imagination.

Age-Appropriate Toys (Preschoolers) Examples: carpenter benches with light- weight tools, model construction sets, dolls and accessories, marbles, kites, hobby materials: stamp or coin collections, sports equipment, games, picture puzzles, cameras, and bicycles.

Age-Appropriate Toys (Later Childhood) Challenging. Helps to strengthen relationships with peers and adults. Provides opportunity to pursue special interests and hobbies.

Books – read, read, read!!! Good Night Moon Dr. Seuss Cat in the Hat The Hungary Caterpillar Corduroy

Songs and Finger Play Wheels on the Bus: (Tune: Here We Go Round The Mulberry Bush) The wheels on the bus go round and round, round and round, round and round The wheels on the bus go round and round, all through town. The horn on the bus goes beep, beep, beep… The baby on the bus goes wah, wah, wah… The people on the bus go up and down, up and down… The drive on the bus says, “Move on back”… The dog on the bus goes “woof, woof, woof”…

Songs and Finger Play Five Little Monkeys: Five little monkeys jumping on my bed (hold up 5 fingers) One feel off and broke his head (point to head) Momma called the doctor, and the doctor said, (pretend to hold phone to ear) “No more monkey’s jumping on the bed.” (shake finger to discipline) **Continue 4, 3, 2, 1 little monkey**

Songs and Finger Play Where is Thumbkin?: Where is thumbkin? Where is thumbkin? (hands behind back) Here I am. Here I am. (thumb standing up) How are you today sir? (one thumb bows) Very well I thank you. (other bows) Run away, run away. (behind back again) **Continue with each finger: pointer, tall man, ring man, and pinky**

Songs and Finger Play Teensy, Weensy Spider: A teensy, weensy spider climbed up the water spout(fingers climb upward atop each other) Down came the rain (wiggle fingers to make rain) And washed the spider out (hands and arms flung downward) Out came the sun (hands form circle) And Dried up all the rain (hands open wide) And the teensy, weensy spider climbed up the spout again.