1. 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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

8. 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

9. 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

10. 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

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

12. Different Toys for Different Ages

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

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

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

16. 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

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

18. 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

19. 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

20. Framework #: 5.13

21. 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

22. 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

23. 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.

24. 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.

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

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

27. 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

28. 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

29. 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

30. 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

31. 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

32. 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

33. 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

34. 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)

35. 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

36. 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

37. 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

38. 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

39. 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

40. 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

41. 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

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

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

44. 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

45. 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

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

47. State ways relationships influence child development (5.17)

48. 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

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

50. 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.

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

52. 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

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

54. Positive Guidance
and
Discipline

55. 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.

56. 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.

57. Types of Guidance
Techniques

58. 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.

59. 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”

60. 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

61. 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.

62. 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?”

63. 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.

64. 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

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

66. 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?

67. 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 70

68. 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