The document discusses development in toddlers aged 1-3 years old. Key points include: - Toddlers begin to recognize themselves in mirrors and photos, say "no", imitate words and actions, understand simple commands, show attachment to family, and help with simple tasks. They can play alone for short periods. - Emotional development includes expressing a range of emotions like frustration, jealousy, and independence. They may have tantrums or bite. - Caregivers should respond to needs, name feelings, set consistent rules, and help toddlers manage emotions in appropriate ways depending on cultural values.

3. Recognize themselves in a mirror or photograph and react to themselves
This is the age where “No” comes into play.
Imitates adults’ words and actions
Understands words and commands, and will respond to them
Hugs and kisses people and pets familiar to them

4. Likes to show off their things
Begin to help around the house
Parallel play (Cooperative play starts at the ages 3 to 4)
Solitary play for minutes at a time
Reacts to changes in daily routines

5. Shares with familiar people
Starts to assert independence by trying to do things “by myself”, without help.

6. Doesn’t imitate other people.
Constantly moves from one activity to the next.
Requires constant attention to stay at an activity.
Doesn’t show any interest in other children
Keeps to themselves
Extremely “rigid” about routines

7. The child is passive, and doesn’t want to try new things.
Impatient when it comes to things they want.

8. •Stages
•Expectations
•Tools/toys
•Red flags

9. Stage
Self concept
Self Management
Attachment to family
Interactions
Examples
Responds to others emotions
Remember and follow simple routines and rules some of the time.
Direct others to follow simple rules and routines, even when he or she does not follow them.
Have trouble learning new behavior when routines are changed.
Respond well to adult guidance, most of the time. Test limits and try to be independent.
Stop an activity or avoid doing something if directed.
Express strong feelings through tantrums.
Do things the child has been told not to do.
Show assertiveness, such as giving orders to others.
Show growing ability to remember past experiences and tell an adult about them, including information about simple emotions.

10. Stage
Self concept
Self Management
Attachment to family
Interactions
Examples
Separate from main caregiver when in familiar settings outside the home.
Recognize and call attention to self in a mirror or in photographs.
Show awareness of being seen by others (such as repeating an action when sees someone is watching).
Show self-confidence; try new things.
Make choices (such as what clothes to wear) and have favorite books, toys and activities.
Take pride in showing completed projects (such as a drawing or stack of blocks) to caregiver.
Name and express many emotions in self, familiar people, pets.
Seek the comfort of adults significant to him/her when in new or uncomfortable situations, or needing help, or feeling strong emotions.

11. Recognize herself in the mirror or photograph and smile or make faces at herself
Begin to say ‘no’ to bedtime and other requests
Imitate adults’ actions and words
Understand words and commands, and respond to them
Attachment to family and pets
Bring things to “show” other people
Begin to feel jealousy when she is not the center of attention
Show frustration easily
Be able to play alone for a few minutes
React to changes in daily routines
Share a piece of food
Develop a range of emotions
Start to assert independence
may have tantrums
show aggression by biting
preferring to try do things “by myself”, without help
Hug and kiss parents, familiar people and pets
Want to help with the chores

12. Respond to child’s emotional and physical needs.
Listen to child; show interest, empathy and understanding; respond to questions and requests.
Name your child’s feelings as you notice them. Help your child understand and name feelings.
Talk about things you and your child have done together, including how he or she felt.
Help child be successful with challenging activities or tasks (e.g., puzzles, putting on clothes).
Demonstrate fairness and respect for others.
Set simple rules and limits and be consistent
Avoid physical punishment
Give child choices that are okay with you (“Would you like to play with the trucks or the blocks?”)
Respect that different cultures place different values on independence.
When you child is angry, talk about how it is okay to show this anger and how it is not.
Help your child manage and express feelings in safe and appropriate ways. Show ways to express feelings that are acceptable to family and cultural values.
Recognize and describe child’s appropriate behavior.

13. Doesn’t point to show things to others
Doesn’t know what familiar things are used for
Doesn’t copy others’ actions or words
Doesn’t notice when a caregiver leaves or returns
Loses skills he or she once had
Doesn’t follow simple instructions
Doesn’t recognize family members

15. The cognitive developmental theory holds that mental growth is the most important element in children’s development.
Cognitive Development: Mental development including problem solving and acquisitions of knowledge.

16. Infants can perform tasks, never before tried to solve problems. For example they may use trial and error to obtain a objects placed high on the kitchen counter.

17. Infants can solve problems using mental images. They can think through their actions without actually performing them. They can study and later imitate the behaviors of others.

18. Toddlers can recognize familiar objects and actions they have previously experienced. They can recall certain events which require greater cognitive ability then simply recognizing. Toddlers develop a working memory.

19. Toddlers can pay attention for longer periods and to more relevant aspects of an object.
Play environment has been found to promote toddler attention.

20. groups objects according to specific characteristics (color, size, shape etc)
name and identifies objects in pictures
enjoys simple stories and songs
points to body parts when asked
can repeat two numbers in a row
observe and imitate adult actions, for example pretending to drive a car
interested in looking through books
understands consequences of their actions

21. plays make-believe with dolls, animals, and people
sorts objects by color
completes puzzles with 3 or 4 pieces
builds tower of five to seven objects
recognizes and identifies common objects and pictures by pointing

22. identifies picture as a boy or girl
engages in making believe and pretend play
begins to count with numbers
recognizes similarities and differences
imitates rhythms and animal movements
becoming aware of space through physical activity
can follow two or more directions

23. able to complete simple puzzles and play simple board games
begins to understand the concept that 2 halves make a 1 whole
gives brief details of what is happening in a picture
places objects in a certain logical order
pays attention to an activity between 5 – 15 minutes at a time

24. Doesn't speak at least 15 words
Doesn't use two-word sentences
Doesn't imitate actions or words
Doesn't follow simple instructions
Can't push a wheeled toy

27. Use their feet to push themselves along on a ride-on

28. Typically they can walk by themselves.
They can push themselves up from a sitting position, or on their hands and knees

29. They have mastered the pinching grip and can now pick up small objects.
They can drink/feed themselves, not wanting help.
They can climb up onto low furniture such as chairs, coffee tables and lounges

30. They can go up and down steps with both feet on each step.
Run
Kick a ball
Attempt to dress themselves

31. Your child's motor skills are regressing
Your child's limbs seem stiff
Your child's muscles seem floppy and loose
Your child doesn't walk yet
Your child is walking on her toes
Your child favors one hand or side of her body
Your child seems very clumsy
Your child is constantly moving
Your child has trouble grasping and manipulating objects
Your child drools and has difficulty eating

33. Overgeneralization:Which toddlers overgeneralize a new word so it refers to more things then it should.
Example-They use the word car to explain cars, trucks, tractors, busses and even strollers.
(Because when a toddler hears a word in many different contexts he or she gradually constructs a more accurate meaning and eventually reduces various generalizations. )
Overrestrictions: Often toddlers will use a word to refer to a narrower range of things than an adult would.
Example-They say shoes but are referring that every shoe is theirs.
(Because egocentrism contributes to this and gradually is constructed into a fuller definition.)

34. Referential: The first words that acquire mainly names of things.
Factors that may affect weather the child is referential or expressive:
›Temperament-associates with less people, they would talk about less social things.
›If they are exposed to few toys and objects and more people they would talk about more social ques.
Expressive:Initially learn more social expressions.

35. Euro-American: More nouns first.(Referential)
›Ex) Moms emphasize object labeling and direct language and interaction. “What’s this?” “It’s a book, Can you say book?”
Structure of language itself also may influence language itself and also has a huge influence on the child’s first words. (ex. In Japan and Korea nouns are less frequent than in other languages.
The first words will also be different according to the surroundings of the child. (ex. Animals, sounds, games, food, drink =50 words)
Japanese-American: Emphasize social expressions.
›Ex) Moms use toys and play objects to engage child in social interaction.
Omoiyan: traditional concepts that emphasizes harmony in social interactions.
Verbs and social words but fewer nouns.

36. ½ of the world consists of bilingual speaking children.
It is rare for a toddler to use words from both languages to describe the same concept or object.
Sometimes toddlers may mix languages. (“kittygatto” = cat)
There is an infinite amount of scenarios for the make up of a bilingual family. (ex. Lives with Spanish speaking Grandmother and English speaking mother).
Mental Dictionary: Total vocabulary of words being learned. (ex. A German- American speaking toddler who lives on a farm may call a horse by its German name but a pig by its English name.

37. 18 months-2 years they should be able to put words together, express numbers or ideas to relate objects and actions. (ex. “All Broke” and “Me Bite”)
They begin using intellectual achievements to express ideas.
At this level they complete the simplest utterance possible that holds meaning.
Syntax:Part of language that involves creating sentences, including word order, sentence length and complexity and the usage of clauses and word endings. (ex. “Car Go”, means that the car went down the road.
Telegraph Speech: Early utterance of young children that contains only words necessary to convey messages.
Tactic Knowledge of Learning: Children often have this subconscious ability to apply rules of language without thinking about them.

38. Toddlers in bilingual families develop the ability to say 2 word utterances at the same age as monolingual children.
Toddlers tend to make 2 word utterances with the same meaning and combine them. (ex. In German; “BittePlease”)
Many say constructions of to languages can be confusing and damaging to early language learning.
It is counterproductive to correct bilingual toddlers.
Challenges for Bilingual Toddlers
›Every language has their own word orders. (ex. Verbs appear at ends of some sentences in some languages and begin sentences in other languages)
›Toddlers have 2 sets of rules when making 2 word utterances.
›It is hard for them to pick the right word to create simple sentences. (ex. In China some words act as nouns and verbs.)
›Engaging in language switching is a challenge when toddlers try to blend 2 different languages.

39. Brain has special regions and mechanisms that explain how sow much knowledge can be brought into their little brains so fast.
In very short months a child is able to process language at a quicker rate then any other stimuli.
Process subtle differences among specific speech sounds and words within speech processing areas.
20 months-
›toddlers were found to process language.
›Brains now reacted not only to whether words sounded differently but whether they were familiar or unfamiliar.

40. 18 months-Respond to parents book reading in complex ways and sometimes imitate events that occurred in the book.
Reading to your child is the best way to boost their vocabulary.
Scaffolding: A process by which adults give support or guidance for some parts of a task or activity and then gradually give over regulation of experience to the child allowing them to become more independent in their actions.

41. Attends to pictures
Pats pictures
Holds and carries books
Points to and names objects
Turns pages with help
Mouths books
Brings a book/Asks to be read to
“Reads” to self
Handles writing materials, scribbles
Recites familiar passages
Searches for favorite pictures
Notices and/or protests when adult gets wrong/leaves out a word"
http://literacy.nationaldb.org/index.php/literacy-development- continuum/

42. Hearing Impairments
Down syndrome
General Language Delay
›Not cognitively disabled
›Could occur in households of poverty, nonresponsive parenting or poor health.
›Commonly labeled due to cultural differences.
Delays develop when the child is about 1 years old or when they begin babbling.
Their babbles are expressive jargon.
Are late to say their first word or construct their first 2 word utterance.

43. Red flags for a speech or language delay include:
No babbling by 9 months.
No first words by 15 months.
No consistent words by 18 months.
No word combinations by 24 months.
Slowed or stagnant speech development.
Problems understanding your child's speech at 24 months of age; strangers having problems understanding your child's speech by 36 months of age.
Not showing an interest in communicating.
Excessive drooling.
Problems sucking, chewing, or swallowing.
Problems with control and coordination of lips, tongue, and jaw.
Failure to respond normally, such as not responding when spoken to. This may include signs that the child does not hear well, such as not reacting to loud noises.
A sudden loss of speech and language skills. Loss of abilities at any age should be addressed immediately.
Not speaking clearly or well by age 3.