development%20 powerpoint
TRANSCRIPT
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Toddlers18-36 Month Development
Social
Emotional
PhysicalCognitive
Language
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Typical and abnormal development
Activities and strategies to support development
Teacher and adult roles in supporting development
Cultural, ethnic, socioeconomic and environmental factors
What to Expect
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Social Development
Normal Development
• Copies others
• Plays close to and sometimes with other children
• Shows interest in pretend play (example… playing with a doll)
• Points to show others things
• Notices emotions of other people
• Usually does not like to share
• Excited to see familiar people
• Begins to make friends or favor people
Abnormal Development
• Doesn’t point to show someone something
• Doesn’t make eye contact with others
• Doesn’t play pretend
• Doesn’t copy others actions
• Doesn’t show interest in playing with others
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Activities and Strategiesto Support Social Development
Teacher and Adult Rolesin Supporting Social Development
• Dramatic Play Area
• Children learn about themselves and what they like by trying new activities.
• For example, children can try on new roles and perspective of other people in their lives or in their community.
• Turn taking activities
• Pushing cars back & forth, putting shapes into a shape sorter or blowing bubbles.
• Eating/Pretend to eat
• Classroom Chores
• Teaches team work
• Encourage and model conversation to help them accomplish their task
• Teachers help children explore how we are alike and different and honor all families.
• Encourage child to play pretend and be creative.
• Give child props and dress-up clothes.
• Help your child resolve conflicts or problems in a healthy way.
• Provide guidance and initiate sharing and turn taking.
• Be understanding that toddlers are less willing to be complaint when they are tired or not feeling well.
• Model positive social and sharing behaviors in your everyday interactions with children and parents.
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Emotional Development
Normal Development
• Has temper tantrums or shows defiant behavior
• Shows fear or is nervous around strangers
• Shows affection towards others
• Shows concern for others
• Understands the idea of “mine” and “no”
• Begins to show signs of guilt or remorse
Abnormal Development
• Shows little to no emotion (example… happy, sad, excited or anger)
• Does not realize when unknown people are present
• Fails to make eye contact or frequently look at the primary caregiver
• Does not show any signs of affection toward others (example… another child crying)
• Lacks emotion when a toys is taken by another child
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Activities and Strategiesto Support Emotional Development
Teacher and Adult Rolesin Supporting Emotional Development
• Looking at pictures of emotions
• Read/look books about feelings and emotions
• Have pictures of different emotions and what they are around the classroom where the children can see.
• Have a quite place in your room where a child can go to if they are feeling angry, sad, or upset and just need a moment to calm down.
• Help your child understand and name feelings.
• Just being there and listening to them.
• Show interest, empathy and understanding of how they are feeling.
• Respond to child’s emotional and physical needs.
• Express feelings and emotions in a safe and appropriate ways.
• Allow them to show their anger in a way that is okay and what is not okay.
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Physical Development
Normal Development
• Walk and run
• Change speed and direction
• Climb onto a steady chair
• Throw and kick balls
• Dances to music
• Begin to climb stairs
• Able to balance with minimal effort
• Helps dress and undress him or herself
• Is able to use eating utensils (example… spoon, fork and cup)
Abnormal Development
• Doesn’t walk steadily
• Is unable to throw or kick a ball
• Cannot copy a straight line or circle
• Is unable to climb on or off furniture
• Has difficulties balancing and frequently falls
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Activities and Strategiesto Support Physical Development
Teacher and Adult Rolesin Supporting Physical Development
• Play ball/bean bags
• Roll the ball, kick, throw, etc…
• Dance/Freeze dance
• Learns to control body & movements
• Climbing up & down stairs
• Set up obstacle course
• Riding toys with peddles
• Helps them learn to use to push their feet
• Painting with fingers/brushes
• Playing with play dough
• Stringing beads onto a string
• Have activities that promote balance within your classroom.
• Give child opportunities to run, throw, jump, climb, walk
• Provide your child with push and pull toys.
• Encourage your children to be active inside and outside daily.
• Give child opportunities to use crayons, markers, paintbrushes.
• Give child opportunities to use toys with parts to take apart and put together.
• Provide opportunities to use fingers to pick up small items, and do finger plays.
• Dance and sing songs with actions, and play movement games together.
• Provide opportunities to move in variety of spaces such as under, through, between; use furniture or playground equipment.
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Cognitive Development
Normal Development
• Uses common items appropriately (example… spoon, phone, toy hammer)
• Line up and stack blocks
• Shows eye-hand coordination
• Grasps items with pointer finger and thumb
• Asks for help when needed
• Begins counting and Identifying shapes
• Begins solving problems (example… blows on hot food)
Abnormal Development
• Doesn’t know how to use or is unable to name common items
• Does not frequently gain new words
• Lacks eye-hand coordination
• Loses skills he or she once had
• Is unable to follow simple instructions
• Does not gain knowledge of body parts, shapes or numbers
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Activities and Strategiesto Support Cognitive Development
Teacher and Adult Rolesin Supporting Cognitive Development
• Reading books
• Encourage vocabulary building and verbal development.
• Playing with blocks
• Learn balancing concepts
• Puzzles & shape sorters
• Allows them to problem-solve, increases memorization, understand the relationship between objects as they match shapes and figure out how things fit.
• Sensory table
• Sense of touch to learn
• Identify noise
• Give them choices to choose from
• Sing/practice the ABC’s
• Counting everything/anything
• Point out shapes & colors
• Allow them to try & figure out problems and suggest possible solutions to them.
• Provide different shapes, colors or sizes, of blocks.
• Help them sort from smallest to largest, or longest to shortest, or by color.
• Describe what your child is doing during this process.
• Explore outdoors with your child, and look for patterns, size, number and shapes in nature and in the community.
• Use numerical concepts in everyday routines.
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Language Development
Normal Development
• Incorporate plurals on simple words
• Recognizes things or pictures when they are named
• Repeats words
• Can say first name and age
• Follows instructions
• Shows interest in reading and writing
• Creates sounds while playing with toys (example… animal noises)
Abnormal Development
• Doesn’t copy others words
• Does not speak in sentences
• Produces an unusual amount of drool
• Speech is unclear
• Doesn’t understand simple instructions
• Does not communicate feelings
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Activities and Strategiesto Support Language Development
Teacher and Adult Rolesin Supporting Language Development
• Listening to music, doing things with music, singing songs, playing with instruments
• Learning about rhymes
• Going to the grocery store/library/field trip…
• Talking about food/outside/what you are doing
• Learning how to use a book
• Discovery print
• Learning my name
• Encourage your child to use sounds and actions to communicate with you.
• Talk together
• Pay attention when your child talks
• Make stories & books part of your everyday routine
• Adapt schedules and activities to meet needs of a certain child
• Labels & objects with print and pictures
• Speak in complete sentences
• respond with the correct pronunciation when your child mispronounces something.
• Use props, such as puppets or dolls, with the stories.
• Give your child the chance to communicate with other children.
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• Language
• Diet
• Parents Approach
• Education
• Values
• Beliefs
• Spirit
• Personality
• Religion
• Clothing
• Traditions
Cultural and Ethnic Factors
Chinese
Indian
Eskimo
Opportunity to learn about others
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• Family Stability
• Nutrition
• Mental and Physical Health
• Quality of Schools
• Living Conditions
• Parenting Style
• Parental Involvement
• Opportunity to Succeed
• Child’s Readiness for School
• Social Interaction
Socioeconomic and Environmental Factors
Middle Class
Poverty
Upper Class
Opportunity to help others
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Sources• Center for Disease Control and Prevention Learn the Signs Act Early
•http://www.cdc.gov/ncbddd/actearly/milestones/
• Washington State Early Learning and Development Guidelines
•http://www.del.wa.gov/publications/development/docs/guidelines.pdf
• Washington State Department of Early Learning Growth and Development
•http://www.del.wa.gov/publications/esit/docs/PrescreenChart_English.pdf
• National Center for Infants, Toddlers and Families Behavior and Development
•http://www.zerotothree.org/child-development/
•http://www.zerotothree.org/about-us/areas-of-expertise/free-parent-brochures-and-guides/age-based-handouts.html