1 Providing for Toddlers Developmental Needs Chapter 14 2 3 Physical Needs Meeting physical needs keep toddlers mentally and socially fit Fed, clothed, cleaned, and rested Guide self-care, self-feeding, self-cleaning 4 5 Feeding Eating experience changes Graduate from bottle to baby foods to cup to table foods 6 Eating Style of Toddlers Appetite decreases May be picky eaters Definite food likes and dislikes Eating patterns not like adults Erratic with their mood swings Eat a meal and skip one and then be starved 7 Most dont like to sit for a meal Prefer to eat on the go Want to self feed Control their eating Pick up food with fingers Messy part of eating (love to feel the food) 8 Providing for Toddlers Food Needs Nutrient dense = level of nutrients in a food in relation to the level of calories in the food Eat smaller amounts so need nutrient dense Not high in calories 9 Special food needs Should plan for diet Registered dietitians = special training in nutrition and diet 10 Providing for the Needs of One to Two Year Olds Solids are complementary foods because they provide nutrient in addition to breast or formula Toddlers need breast milk, formula or may switch to whole cows milk Not reduced or fat free 11 Toddlers need 900 calories by first birthday 2 nd birthday need 1300 1400 calories Avoid fruit juices or drinks to replace milk Need 2 cups a day Need calcium rich meals and snacks 12 Helpful Hints Avoid adding salt, sugar, spices to toddlers Cook and refrigerate all foods properly Continue to introduce new foods at 3 to 4 intervals to check for allergies and intolerances 13 Mash foods or cut them into bite sized pieces Offer toddlers six offerings of food (meals and snacks) ADA (American Dietetic Association) recommends 1 teaspoon food per year of age for cooked fruits, veggies, cereals, pastas 14 Need to eat nutritious and a variety Only exception is for those on special eating plans 15 Four servings of dairy Six servings of grain Six servings of fruit and veggies Three to four serving meat 16 Older Toddler Food Guide Pyramid for Young Children Child friendly version of the Food Guide Pyramid developed by the USDA to address the needs of children ages 2 to 6 years for nutritious foods and physical activity 17 4 to 6 year Olds 5 major food groups (see page 338 figure 14,3) Grain group, 6 servings Vegetable group, 3 servings Fruit group, 2 servings Milk group, 2 servings Meat group, 2 servings Fat and sweets, offer a few 18 Preventing Feeding Problems Easy choking factor Should sit still or stand still while eating Do not creep, craw, or walk Avoid certain foods: Popcorn, grapes, raisins, nuts, spoonfuls of peanut butter, hot dogs, small hard candies, raw carrots See page 340 for feeding problems 19 Clothing Help toddlers stay active, comfortable, safe Stand up to strain of movement and messy play 20 Choosing Garments Fit important Too tight will bind Too loose will be uncomfortable and unsafe Most clothing needs to be tried on Sizes are confusing, see page 341 for details 21 Quality features include safety, comfortable fabric and construction, growth features, durability, attractive style, and easy care 22 Consider self dressing features Unzip zippers, remove mittens, etc Some designed to teach self dressing See page 342 figure 14-6 23 Fitting Shoes Shoe fit important for developing fit Improper fit may cause permanent damage to the childs feet Outgrow before they wear out Toddler is flat footed, arch is relaxed and disappears around age 3 24 Going barefoot great for arch Need shoes to protect feet from cold, dampness, harmful objects 25 Rest and Sleep Sleep fewer hours than babies Sleep less when under stress and more than average when recovering from an illness Awaken at the same time each morning about a week and note when they are sleepy 26 May resist rest and sleep even when tired Helpful hints Cant force to sleep, resistance does disappear Have definite hour for bedtime Set a bedtime ritual or routine (about an hour) 27 Comfortable place for sleep Tell toddlers that they dont have to sleep just stay in bed Comfort fearful toddlers, tell them where you will be Comfort toddlers who awaken with nightmares 28 Return children to bed who get up Keep child away from active spots where TV or talking is going on 29 Hygiene Bathing is fun Never leave unattended May use a toddler tub Bathtub seats 30 Water Play Fun in water and also learn: Toys that float Water power can push toys Water help in cupped hand Water makes things wet Water splashes Bottom of tub can be seen through water Soap makes bubbles 31 Fold Away Bath Seat 32 Dental Care Important for toddlers First check up at two years Eat nutritious foods Clean teeth regularly Adult can brush teeth with cloth Toddler may help by 30 months Adults should supervise and assist through preschool 33 34 Toilet Learning Process by which adults help children control their excretory systems (bowel and urine) Experts found 2 things; 1. timing of learning varies per toddler 2. many toddlers do not complete the learning process quickly 35 Physical & Emotional Factors Ability to feel a full bowel or bladder Ability to know what the sensation of needing to eliminate means Ability to control muscles used for holding in or letting go Ability to walk Ability to remove or push down clothes 36 Procedure for Toilet Learning Something adults do with a child Toddlers must be ready Age 3 toddler regress so hard to start then Regression = going back to an earlier stage of development, thumb sucking, etc 37 Dont begin toilet training if family in stress If in a group program constant communication is needed among adults 38 When Toddler is Ready Borrow or buy a child- sized potty Potty chairs or rings to fit on toilet Standard toilets require adult help Toddler might be frightened May sit on potty with their clothes on Easy to manage clothing critical now 39 Take child to potty before and after meals Before and after sleep times Toddlers needs some praise Success and failure will happen 40 Accidents Training pants = special underpants or pants made of disposable diaper material that help lessen the mess of accidents during toilet training 41 Indoor and Outdoor Spaces Need to be safe Open floor and yard make it easier to be active Self help features, low book shelves, chairs Wall hangings, bed coverings one a toddler will like 42 Intellectual Needs Learn through daily activities Eating, bathing, dressing, etc Learn during meals, talk with others at the table Choices about foods, flatware, etc 43 Learning through Activities Spatial = pertaining to space Helping with household tasks develop spatial concepts Putting laundry in basket, items in drawers 44 Learning through Play Play lets toddler check and recheck learning Fill plastic pail with same toys many times for example Adults may play with toddlers sometimes Show or introduce new ideas to play 45 46 Sensory Stimulation Activities Senses help toddlers learn about qualities or objects Touch = rough or smooth Hearing & touch = hard or soft Taste = sweet, salty, sour Sensory stimulation activities on page 353 figure 14-16 47 48 Problem Solving Best problem solving involve motor actions Opening and closing containers, finding hidden object, etc 49 Motor Activities Riding toys help with large motor skills Interlocking blocks help with small motor skills 50 Language Skills Need to hear language Talk during games Ask questions Use conversational manner 51 Clear and Simple Speech Match sentences to toddlers Mispronouncing words are harmful Talking beneath the toddler is harmful also 52 Choosing Books for Toddlers Pictures must be colorful Story lines focus on childs favorite subject Books are durable Pages easy to open 53 Toddlers read Wont sit still long Glance at pictures Short sentence for each page Reading to toddlers Hear same story over and over Routine is good Will know if you change a word 54 Singing to Toddlers Love to sing Act out songs 55 Social-Emotional Needs Transitional stage (passing from one stage to another) Toddler year is transitional Want to do things themselves but not always able 56 Discipline Self-restraint= ability to control yourself Toddler have no self restraint Set limits They may not know all the rules 57 Self-Assertion & Obedience Self-assertion = doing as one chooses Obedience = acting within the limits set by others Toddlers needs to be met and not punish for what they do wrong 58 Toddler Need to Feel Loved Sense love that is shown physically and directly (direct) Sense indirect by cooked meals, clean clothes, etc 59 Toddler Want to Feel Lovable Label incorrect behavior as a mistake Dont label with names, bad, selfish, naughty or mean 60 Toddlers Need Respect Respect leads to toddlers liking themselves 61 Need Understanding and Patient Guidance Need some freedom Express their tastes 62 Need Consistency in Discipline Helps people feel secure Have good days and bad days Limits are set and discipline is firm yet kind, toddler will begin to have more good days 63 Guidance: Helping Toddlers Control Their Emotions Caregivers must control their emotions Problems include: Contrariness- uncooperative Temper tantrums Fears Anxieties 64 Contrariness Tendency to oppose almost everything others do or say Let toddler make some choices Temper tantrums Reduce demands when tired, hungry or ill Make requests in pleasant tone Remove toys that frustrate Offer help Give in on small demands Praise for signs of control 65 Comfort the Child Handled calmly Acknowledge their feelings and show comfort Adult calmness shows child a model for ways to deal with anger 66 Fears & Anxieties Do not tease Handle matter of factly Show difference between real and pretend Night lights, toys in bed Avoid anxiety situations 67 Overcoming Fear & Anxiety See and talk about fear in safe way Tell them others have fears also Praise for small steps Will disappear with age 68 Planning Self-Awareness Activities Place photographs on fridge or another viewing areas at the childs height Parents and child sit and talk about how they have grown 69 Recognizing Delays Page 366 Figure Knowing typical behaviors might help in knowing if it is a delay