Development%20 powerpoint

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  • 1. Toddlers 18-36 Month Development Social Emotional Physical Cognitive Language
  • 2. What to ExpectTypical and abnormal developmentActivities and strategies to support developmentTeacher and adult roles in supporting developmentCultural, ethnic, socioeconomic and environmental factors
  • 3. Social Development Normal Development Abnormal Development• Copies others • Doesn’t point to show someone• Plays close to and sometimes with other something children• Shows interest in pretend play • Doesn’t make eye contact with (example… playing with a doll) others• Points to show others things • Doesn’t play pretend• Notices emotions of other people • Doesn’t copy others actions• Usually does not like to share• Excited to see familiar people • Doesn’t show interest in playing• Begins to make friends or favor people with others
  • 4. Activities and Strategies Teacher and Adult Roles to Support Social Development in Supporting Social Development• Dramatic Play Area • Teachers help children explore how we are alike and different and honor all families. • Children learn about themselves and what they like by trying new activities. • Encourage child to play pretend and be creative. • For example, children can try on new roles and perspective of other people in their lives or in their • Give child props and dress-up clothes. community. • Help your child resolve conflicts or problems in a• Turn taking activities healthy way. • Pushing cars back & forth, putting shapes into a shape sorter or blowing bubbles. • Provide guidance and initiate sharing and turn taking.• Eating/Pretend to eat • Be understanding that toddlers are less willing to be complaint when they are tired or not feeling well.• Classroom Chores • Teaches team work • Model positive social and sharing behaviors in your everyday interactions with children and parents. • Encourage and model conversation to help them accomplish their task
  • 5. Emotional Development Normal Development Abnormal Development• Has temper tantrums or shows • Shows little to no emotion (example… defiant behavior happy, sad, excited or anger)• Shows fear or is nervous around • Does not realize when unknown strangers people are present• Shows affection towards others • Fails to make eye contact or frequently look at the primary caregiver• Shows concern for others • Does not show any signs of affection toward others (example… another• Understands the idea of “mine” and child crying) “no” • Lacks emotion when a toys is taken by• Begins to show signs of guilt or another child remorse
  • 6. Activities and Strategies Teacher and Adult Roles to Support Emotional Development in Supporting Emotional Development• Looking at pictures of emotions • Help your child understand and name feelings.• Read/look books about feelings and emotions • Just being there and listening to them.• Have pictures of different emotions and • Show interest, empathy and understanding of how they are feeling. what they are around the classroom where the children can see. • Respond to child’s emotional and physical needs.• Have a quite place in your room where a child can go to if they are feeling angry, • Express feelings and emotions in a safe and sad, or upset and just need a moment to appropriate ways. calm down. • Allow them to show their anger in a way that is okay and what is not okay.
  • 7. Physical Development Normal Development Abnormal Development• Walk and run • Doesn’t walk steadily• Change speed and direction • Is unable to throw or kick a ball• Climb onto a steady chair• Throw and kick balls • Cannot copy a straight line or circle• Dances to music• Begin to climb stairs • Is unable to climb on or off furniture• Able to balance with minimal effort• Helps dress and undress him or herself • Has difficulties balancing and frequently falls• Is able to use eating utensils (example… spoon, fork and cup)
  • 8. Activities and Strategies Teacher and Adult Roles to Support Physical Development in Supporting Physical Development• Play ball/bean bags • Have activities that promote balance within your classroom. • Roll the ball, kick, throw, etc… • Give child opportunities to run, throw, jump, climb, walk • Provide your child with push and pull toys.• Dance/Freeze dance • Encourage your children to be active inside and outside • Learns to control body & movements daily.• Climbing up & down stairs • Give child opportunities to use crayons, markers, paintbrushes.• Set up obstacle course • Give child opportunities to use toys with parts to take apart and put together.• Riding toys with peddles • Provide opportunities to use fingers to pick up small items, and do finger plays. • Helps them learn to use to push their feet • Dance and sing songs with actions, and play movement games together.• Painting with fingers/brushes • Provide opportunities to move in variety of spaces such as• Playing with play dough under, through, between; use furniture or playground equipment.• Stringing beads onto a string
  • 9. Cognitive Development Normal Development Abnormal Development• Uses common items appropriately • Doesn’t know how to use or is (example… spoon, phone, toy hammer) unable to name common items• Line up and stack blocks • Does not frequently gain new• Shows eye-hand coordination words• Grasps items with pointer finger and • Lacks eye-hand coordination thumb• Asks for help when needed • Loses skills he or she once had• Begins counting and Identifying shapes • Is unable to follow simple instructions• Begins solving problems (example… blows on hot food) • Does not gain knowledge of body parts, shapes or numbers
  • 10. Activities and Strategies Teacher and Adult Roles to Support Cognitive Development in Supporting Cognitive Development• Reading books • Allow them to try & figure out problems and • Encourage vocabulary building and verbal development. suggest possible solutions to them.• Playing with blocks • Learn balancing concepts • Provide different shapes, colors or sizes, of blocks.• Puzzles & shape sorters • Allows them to problem-solve, increases memorization, understand the relationship between objects as they match • Help them sort from smallest to largest, or shapes and figure out how things fit. longest to shortest, or by color.• Sensory table • Sense of touch to learn • Describe what your child is doing during this• Identify noise process.• Give them choices to choose from • Explore outdoors with your child, and look for• Sing/practice the ABC’s patterns, size, number and shapes in nature and in the community.• Counting everything/anything• Point out shapes & colors • Use numerical concepts in everyday routines.
  • 11. Language Development Normal Development Abnormal Development• Incorporate plurals on simple words • Doesn’t copy others words• Recognizes things or pictures when they are named • Does not speak in sentences• Repeats words • Produces an unusual amount of drool• Can say first name and age• Follows instructions • Speech is unclear• Shows interest in reading and writing • Doesn’t understand simple• Creates sounds while playing with toys instructions (example… animal noises) • Does not communicate feelings
  • 12. Activities and Strategies Teacher and Adult Roles to Support Language Development in Supporting Language Development• Listening to music, doing things with music, • Encourage your child to use sounds and actions to communicate with you. singing songs, playing with instruments • Talk together• Learning about rhymes • Pay attention when your child talks• Going to the grocery store/library/field trip… • Make stories & books part of your everyday routine• Talking about food/outside/what you are doing • Adapt schedules and activities to meet needs of a certain child• Learning how to use a book • Labels & objects with print and pictures • Speak in complete sentences• Discovery print • respond with the correct pronunciation when your child• Learning my name mispronounces something. • Use props, such as puppets or dolls, with the stories. • Give your child the chance to communicate with other children.
  • 13. Opportunity to learn about others Cultural and Ethnic Factors • Language • Diet • Parents Approach • Education Indian • Values • Beliefs • Spirit • Personality • Religion • Clothing • Traditions Chinese Eskimo
  • 14. Opportunity to help others Socioeconomic and Environmental Factors • Family Stability • Nutrition • Mental and Physical Health • Quality of Schools Poverty • Living Conditions • Parenting Style • Parental Involvement • Opportunity to Succeed • Child’s Readiness for School • Social Interaction Middle Class Upper Class
  • 15. 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