2.3 Toddler Growth and Development Flashcards
Toddler (1-3 Years Old)
- Intense time period of exploration (environment and skills)
- Trying to find independence
- Temper tantrums are common
- Successful mastery of developmental skills depends on trust/guidance of parents
Toddler Biological Development
Weight Gain - Slows down to 4-6 pounds a year
Birth Weight - Quadrupled by 2 1/2 years old
Height - Increases 3 inches a year
Growth - Happens in steps (not linear)
Adult height is usually 2x the height they are at age 2
Autism Screening - Starts at 2 y/o
BMI Screening - Starts at 2 y/o
Body Systems
Most physiological systems are mature by the end of toddlerhood (at the end of age 3)
Inner Ear Structure - Short and straight
Tonsils - Large
(Upper respiratory infections, otitis media, tonsilitis are common)
- During this time period toddlers gain voluntary control of elimination
- 18-24 months - Sphincter Control (potty training can happen here)
- Neurobehavioral organization improves (regulated sleep patterns and behaviors)
Gross Motor Development
Locomotion
12 Months - Walks
18 Months - Runs
2 Years - Climbs Stairs
Fine Motor Development
12-15 Months - Improved manual dexterity (manipulate small objects into small containers)
18 Months - Throw a ball
3 Years Old - Draw a circle
Psychosocial Development (Erikson)
Stage - Autonomy vs Shame/Doubt
- Recognizing they have new skills and want to be independent but can feel shame/doubt about their ability to preform certain actions
- Develops conscious (good vs bad)
- NEGATIVISM - Saying “no” to everything. They want control and want to be the one making the decision. This is to assert autonomy
- RITUALISIM - Need to maintain “normal” and maintain schedules. They want to know what to expect and it gives them comfort.
Cognitive Development (Piaget)
Sensorimotor Phase
13-18 Months - Tertiary Circular Reactions (child uses experimentation to accomplish tasks. They recognize they can use their new knowledge to do things that they couldn’t do before. Experimentation to do things they couldn’t do before)
19-24 Months - Invention of New Meanings Through Mental Combinations (They take object permanence to the next step. They seek out objects throughout the house, such as they look for toys they want in places where it might be.)
- Lots of Imitation and Domestic Mimicry (they understand the difference between mom and dad, and they mimic certain tasks mom and dad does)
- Toddlers also become aware of casual relationships between 2 events, cause and effect relationships.
- They learn spatial relationships (how objects and shapes fit together, and understand their body in space, such as being limited in height so they stretch to reach things)
Cognitive Development (Piaget)
Preconceptual Phase (2-4 Years Old)
- Transition between self-satisfying behaviors to socialized relationships
(Realize they are their own person and think about themselves. They don’t take into account perspective of others) - Increased use of language
- Concern with “why” and “how”
- Prelogical thinking
Development of Sexuality
- Exploration of genitalia is common
- Toddlers understand gender roles (difference between tasks of mom and dad)
3 Years Old - Gender Identity is Established
Through playing “house” they understand gender roles
Social Development
- They differentiate themselves from others and realize they can do things for themselves.
- Understanding and awareness of object permanence
- Ability to tolerate frustration
- Diminished stranger fear
- Transitional objects provide security
Personal Social Behavior
- Develop skills of independence
- Mood swings are common and due to the want to learn
- Skills of independence may cause tyrannical or strong-willed behaviors
- Skills include feeding, playing, dressing, and undressing self
Language
- Increased level of comprehension and understanding
2 Years Old - 300 Words and 2-3 word phrases
3 Years Old - 5-6 New Words a day and ability to use simple sentences
Gestures precede each language milestone up to 30 months
- Toddlers vocabulary is heavily influenced by the number of words they hear on a day to day basis
(How many people speak in their home)
Play
Parallel Play - Toddlers play side by side with each other in close proximity. They do not necessarily play together, they just play in close proximity.
Imitation - They imitate the people around them
There is little emphasis on gender-stereotyped toys (toys are just toys)
They have increased locomotive skills so are very active with their play
Educational toys or tactile items are important for cognitive growth/development
SAFETY OF TOYS IS IMPORTANT TO CONSIDER (size, shape, toxins, sturdiness of toys)
TYPES OF PLAY
Solitary Play
- Toddler plays by themselves
- Commonly seen infants
