Toddlers: Maximizing Our Time Together

Infant Toddler Symposium

YMCA Hartford

July 29,2011

Presented By: Capitol Region Education CouncilAnita Deschenes-DesmondSheila Marchand

Donna Rooney

Our Goals for Today

Participants will examine the Connecticut Guidelines for the Development of Infants and Toddlers Early Learning

Participants will identify typical behavior for toddlers and match adult interactions that can assist the toddler in realizing their potential.

Participants will practice focused observation of toddlers and develop plans for informed instruction and support.

Participants will identify signals of possible delays in development , consider ways to inform families and understand how to access external supports.

Learning Starts at Birth

Adults use Touch Talk Facial Expressions Gestures

Infants use Facial Expressions Sounds Body Language

INTERACTIONAL STYLES

OFTEN INITIATES

SELDOM INITIATES

By being sensitive to a child’s repertoire of changing moods and behaviors, we adapt our own behaviors so we can share experiences with the child

What Can You Do? The Three A’s

Allow the Child to lead

Adapt your behavior to share the moment

Add language and experience

Allow The Child to LeadOWL

O bserve the child, then W ait to give him/her the chance to communicate in

his own way, and L isten sensitively

Things That Will Help You to OWL

Be face to face – follow child’s lead Respond with interest –imitate,

interpret, comment, join in and play

Adapt is about…

Taking turns Having conversations ABCs of conversation:

Active participation

Balance of turns

Common focus

Keep the Conversation Going

Instead of a race…slow down the pace. Adapt your language to help the child

understand you. Use comments and questions to

continue not control the conversation.

How to Encourage Conversations Using Routines and Questions

Kinds of Routines– Social routines– Daily routines – Routines with toys

Importance of Routines– Predictable – Repeatable– Allow for participation and learning

Add Language:When and How to Add New Words

Give it a name, interpret and label Imitate and add one more new idea Emphasize important words Use gestures and actions Repeat, repeat, repeat – routines are

perfect for this

Repetition is Crucial

How many repetitions?Some children need 10, some need 200

Remember SOS Keep it Short

Say it Often

Keep it Simple

It’s All About Connecting!Getting all children in on the act so

they can interact Step In, Set Up, and Fade Out

– Set up interactions from inside the group– Set up interactions from outside the group– Pair up two children– Assign a collaborative task– Direct conversations away from yourself

POWER OF OBSERVATION

Objectively observing toddlers and documenting what they do helps caregivers to identify ways to support the development of the whole child and provides a wealth of information to share with families.

Observation Practice

Practice your observation skills by viewing the video and documenting what you see and hear.

How would you support this toddler?

What questions might you ask the family?

Connecticut’s Guidelines for the Development of Infant and Toddler Early

Learning

Organization of the Document

Each age range is grouped by areas of children’s development – Developmental Domains:– Personal and Social Development– Physical Development– Cognitive Development– Language and Communication

Organization of the document

Each stage of development– Description of what you can expect to see

in this age range.– Suggestions on toys and materials– Suggestions on the design of space– Ways that adults can support healthy

growth and development through interactions

Organization of the document

“Did you know?” boxes that feature best practice and research on developmental highlights.

Sample activities “Close-up” section that illustrates supportive

interactions between caregiver and baby and/or peer.

How to use the document

Seek information on infant and toddler development, explore where a child is developmentally and look to see what might occur next in the child’s development

Guide planning and intentional interactions with infants and toddlers

Create safe, appropriate, nurturing environments Enhance parent knowledge, involvement and support

Using the Connecticut Guidelines for Development of Infant and Toddler

Learning In your small group, refer to the

Guidelines and discuss some ways you can support children. What adult interactions, environmental changes, toys and activities that will support their continued growth and development?

Be prepared to share with the whole group.

“ No Thank You”12-18 Months

During this period of development children begin to : Listen to understand the words they hear Use words to get attention and indicate wants Begin to put word together- vocabulary expands Refine body movement- stooping, kicking, climbing running Uses crayon to scribble Realizes that other people have feelings Tantrums when frustrated Solves problems- sees cause and effect relationships Uses prior information to solve problems Uses one object to represent others Notices details May refuse to eat

“I Can Do It All By Myself”18-24 Months

During this period of development children begin to : Follow 2 and 3 step directions Listen to gain meaning Use words to gain attention and indicate wants and to tell about specific things,

people or stories Speak in simple sentences , speak about 50 words and understand about 300

by age two. Understand that others have feelings Develop sense of independence Drink from open cup, self feed with utensils. May refuse to eat Solve problems by recalling past experiences Recognize cause and effect Take things apart and put them together Notice tiny details Engage in pretend and representational play

“I’m All Grown Up”24-36 Months

At this age, the child may : Narrate own play Have conversations that make sense Understand and answer questions and talk about things that happened in the

past Use 800-900 words to form phrases and sentences Want to keep what is his/hers Stay for longer periods of time at play Seek friends as playmates Have difficulty verbalizing feelings Continue to see him/ herself as the center of the universe Try several ways to solve a problem Recognize similarities in objects Know body parts Use spoon, fork, cup independently- brush teeth with help

When Should I Be Concerned

Children will develop skills at different rates.

A good rule of thumb is most children should demonstrate 80% of the skills in a given age range.

A red flag might also be a regression in a child’s skills.

Who Do You Call?

Three months to 34 months – talk to the family about referring to Birth to Three 1-800-505-7000

Thirty four months and up – talk to the family about referral to the school district in the town where the family lives

What if I have concerns

Principles that we follow: Have a conversation with the family to see how the child responds at

home. Discuss how you can use this information to support the child. Select an skill to focus on and introduce it repeatedly for several weeks.

– remember that repetition is crucial – it is the way we learn . Find as many opportunities as you can to practice the same skill

throughout the day. If the family and caregiver continue to have concerns regarding the

child’s development they can discuss them with the child’s pediatrician and consider a referral to the Birth to Three program for further assessment.