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Dozen Months of Learning


Child Development for children
12 24 months (1-2 years)

IntroducCon to course:
This course is designed with experienced
educators in mind who need to be made up to
speed on the importance of toddler child
development and on idenCfying what is
developmentally appropriate for the children in
their care. With this course, educators will be
able to rediscover the fundamentals of early
childhood ages and stages including the
milestones and developmentally appropriate
pracCces that are easily overlooked in the hustle
and bustle of the early care classroom.

Course ObjecCves:
ParCcipants will be able to:
Dene sensory development and its signicance to the overall growth and
learning of a child 12 to 24 months.
Examine the characterisCcs of a toddlers sense of self and the pracCces
appropriate to enhance their self-condence and self-awareness.
IdenCfy the stages of Jean Piagets theory of sensorimotor intelligence as
it relates to the cogniCve development of 1 to 2 year olds.
Evaluate the role of parallel play in the social-emoConal development of a
1-2 year old.
Demonstrate knowledge of language development, strategies for coping
with the endless no stage, and methods to enhance the literacy and
ne and gross motor development of young learners.
Examine when to be concerned about a childs developmental health and
how to encourage learning with appropriate pracCces and acCviCes.

Sensory Development
The sensory or learning modaliCes visual,
auditory, olfactory (smell and taste), and tacCle-
kinestheCc (touch, body) are the avenues in
which we all learn and process informaCon.
Between age 1 and 2, young children are being
bombarded with this informaCon. How they
develop cogniCvely (math, language, literacy,
etc.), physically (large and small motor), and
socially-emoConally is all shaped by the way they
use their senses to explore their environment
and gain new experiences.

Sense of Self
Characteris*cs
Begin to show stubborn behavior.
Show more independence, but may also cling to his parents.
SCll working on self-feeding with fork/spoon and drinking from cup.
Can nger feed easily.
Realize self is separate individual from caregivers and environment.
Begins to want to do things independently (Feeding, dressing).
Appropriate Prac*ces
Allow child to feed self, selecCng appropriate foods.
Sit with child during meals and encourage conversaCon.
Provide child-size eaCng utensils and cups with lids.
Allow child to pracCce independence, being tolerant of mistakes.
Show child how to clean up a\er self, praising child when child does
clean up.
Be]er Brains for Babies. (2015). Learning and development: Toddlers 12 to 24 months. Georgia Division of family and
children services. Retrieved from h]p://www.bbbgeorgia.org/childDev_12-24.php#social

Sense of Self

The Mine Phase

By 18 24 months, you probably noCced your toddlers use


the word mine more frequently. This is because that
stubbornness and strive for independence typical of this
age is met with the realiCes of a toddlers natural
limitaCons due to their age, size, and abiliCes. In a toddlers
mind, I want to assert myself so everything becomes
mine.
A way to combat this is with developmentally appropriate
acCviCes that builds your toddlers self-condence. Please,
click the link Self-Condence: 12 to 24 months on the
course page or copy and paste the link below in your web
browser and read the arCcle before conCnuing this PPT.
h]p://main.zerotothree.org/site/PageServer?pagename=ter_par_1224_selfcondence

CogniCve Development
12 18 months
Begins to match and sort and learn where objects
belong (builds on math skills).
Shows curiosity and recognizes themselves in a
mirror or photograph.
18 24 months
Explores stacking toys, connecCng toys and
nesCng toys in dierent sizes, shapes and colors.
Build thoughts, mental pictures and verbal labels
associated with learned concepts.
Adopted from Young Children on the Web. (2004). Childrens developmental benchmarks and stages: A summary guide to appropriate arts acCviCes.
Beyond the Journal. Retrieved from h]p://journal.naeyc.org/btj/200407/ArtsEducaConPartnership.pdf

CogniCve Development
According to Jean Piaget the cogniCve development of children
0 to 2 can be summed up into a stage known as
sensorimotor where learning through cause and eect,
experimentaCon with objects, trial and error, and problem
solving dominate the childs intellectual growth. Please watch
the video by following the link Jean Piaget- Sensorimotor
Development2:46 on the course page or copy and paste the
link below in your web browser. A\er watching the video
return to the PPT and answer the essenCal quesCon below.
EQ: What are the 6 stages of Piagets theory of sensorimotor
intelligence and why are they important for understanding
your 1-2 year olds growth and development?

h]ps://youtu.be/U7YZIVOc5zE

Social- EmoConal Development


12 18 months
Can copy others acCons and voices.
Experiences stranger anxiety, and looks for caregiver's
response in uncertain situaCons.
Tests limits; temperament becomes more obvious.
Limited ability to express frustraCons may result in negaCve
behaviors (biCng or tantrums).
Egocentric, does things for self and claims everything "mine.
18 24 months
AcCvely shows aecCon and uses words to express posiCve
and negaCve feelings.
Seek out and enjoy other children.
Begin make-believe play.
Adopted from Success by 6. (2015). You are your childs rst and best teacher: 12 to 24 months. United way of greater Cincinar. Retrieved
from h]p://www.earlyexperiences.org/12_to_24_month.html

Social EmoConal Development


During playCme, young toddlers usually engage in what
is known as Parallel Play. Please watch the video by
following the link Parallel Play1:22 on the course page or
copy and paste the link below in your web browser then
return to the PPT and answer the essenCal quesCon
below.
EQ: What indicators or social cues will children
demonstrate when their parallel play is changing into
reciprocal play?

h]ps://youtu.be/A3XAfSSySqs

Language Development
At 12 months, a toddler can understand more words spoken to them then
they themselves can actually say out loud.
At 15 months, he can say one to two words or several single words.
He can also recognize the names of familiar people, objects and body
parts.
By 18 months, vocabulary increases to 20-50 words.
She can speak with the tones, rhythms and pauses of real speech.
By 24 months, your toddler can name objects and put two or more words
together to make sentences.
Consonants that are dicult to pronounce, like k or t, may be replaced by
easier-to-pronounce consonants.
Children this age also frequently use one word to convey many meanings.
Your child might say dog to describe any furry animal on four legs.
Adopted from Zero to Three. (2014).School readiness: Birth to 3. NaConal Center for Infants, toddlers and families. Retrieved from h]p://
main.zerotothree.org/site/PageServer?pagename=ter_par_1224_language

The No Phase
Between 12 and 18 months a toddler is beginning to
exercise her independence and may seem to have an
excessive use of the word No in her developing
vocabulary. This is because she has heard it said to her
many Cmes before and is learning to associate it with
understanding the informaCon she is receiving from
the world around her. Saying no not only
demonstrates her growing language skills, but it
exemplies her cogniCve, social-emoConal and self
awareness skills, as saying the word helps her gain a
sense of control, allows her to tests limits, and
provides her an outlet for self-expression.

What to do about the No Phase:


One way to rebuke the nail-biCng no response is to
teach your toddler more polite phrases and model
their use, such as No, thank you or I dont like it.
Please click the link on the course page or copy and
paste the link below to read What you can do, a
secCon of the arCcle: Resistance: What to do About
the Endless Nos then return and answer the essenCal
quesCon below:
EQ: Which coping strategy would be most eecCve in
your early care classroom? Which would be the least?
h]p://www.babycenter.com/0_resistance-what-to-do-about-the-endless-nos_12285.bc#arCclesecCon2

Literacy Development
A 1-2 year old takes interest in looking at books on
their own; they will bring a book to you to read to
them if you ask or on their own.
As you read with them, ask quesCons about the story,
point to and name the pictures in the book, and
describe connecCons between what is happening in
the story and real life.
Choose simple stories with predictable plots or choose
books with stories that repeat words or phrases.
Children learn words and pronunciaCon through
repeCCon.
Teacher should also make cardboard books with large
pictures readily available and accessible to children.
Adopted from Zero to Three. (2014).School readiness: Birth to 3. NaConal Center for Infants, toddlers and families. Retrieved from
h]p://main.zerotothree.org/site/PageServer?pagename=ter_par_1224_language

Fine and Gross Motor Skills


Between 1 and 2 years, your toddler will:
Climb onto and down from furniture unassisted.
Begin to run, and jump from one foot to the other.
Dance to music and follow-along songs. This promotes
her body awareness and balance.
Unbu]on large bu]ons and unzip large zippers.
Begin to scribble and color with large crayons.
Stand on Cptoes, catch a ball with arms and chest, and
walk up and down stairs.
Develop hand-eye coordinaCon by bouncing, throwing
and chasing balls.
Adopted from Parent Help 123. (2014) Child Development: Children age 12 to 24 months. Within Reach. Retrieved from h]p://
www.parenthelp123.org/child-development/12-24

Fine and Gross Motor Skills


Teachers should make developmentally
appropriate items accessible to children for ne
and gross motor development such as :
Cars, trucks, trains, and large building blocks.
Squeeze toys, push-pull toys and unbreakable
mirrors of all sizes.
Non-pedaled and pedaled beginner bikes and
tricycles.
You should also roll a ball towards your toddler
and encourage her to toss it back to you at this
age.
Adopted from Shelov, S.P. & Hannemann, R.E. (Eds.). (2004).The complete and authorita8ve guide: Caring for your baby and young
child: Birth to age 5. The United States of America: The American academy of pediatrics & Bantam Books.

You should be concerned about the development


of a 12 to 18 month old if she
Does not crawl.
Drags one side of their body while crawling.
Cannot stand when supported.
Does not search for objects that are hidden esp. if
she watches while you hide them.
Says no single words such as dada or mama.
Does not learn to use non-verbal gestures such as
waving or shaking head.
Does not point to objects or pictures.

Adopted from Shelov, S.P. & Hannemann, R.E. (Eds.). (2004).The complete and authorita8ve guide: Caring for your baby and young
child: Birth to age 5. The United States of America: The American academy of pediatrics & Bantam Books.

You should be concerned about the development of a


18 to 24 month old if he doesnt
Wean o of bo]le or pacier easily.
Walk by himself or walk up or down stairs with his
hand held.
Put 2 words together such as (more juice).
Take o socks and shoes.
Copy another childs play.
Pick up small objects, put them on top of one another,
and put them in or dump them from containers.
Feed herself with a spoon.
Move his body in Cme to music.
Adopted from Parent Help 123. (2014) Child Development: Children age 12 to 24 months. Within Reach. Retrieved from h]p://
www.parenthelp123.org/child-development/12-24

In order to encourage the healthy development of a 1 to


2 year old a care giver should

Play peek-a-boo or pa]y-cake to sCmulate


memory skills.
Encourage baby to play with paper blocks or so\
toys to develop hand-eye coordinaCon.
Play with child on oor or read stories everyday.
Teach child to wave bye-bye, to nod yes, and
shake her head for no (non-verbal
communicaCon).
Give consistent warm physical comfort, hugging,
skin-to-skin and body-to-body contact.
Adopted from Shelov, S.P. & Hannemann, R.E. (Eds.). (2004).The complete and authorita8ve guide: Caring for your baby and young
child: Birth to age 5. The United States of America: The American academy of pediatrics & Bantam Books.

In order to encourage development a care giver should


Name everyday objects and acCviCes to encourage word
associaCon.
PracCce consistent and predictable daily rouCnes esp.
for mealCme and napCme.
Help child use words to express emoCons and describe
feelings.
Playing music and songs that children enjoy.
Provide a sCmulaCng, safe environment where baby can
explore and roam.
Encourage toddlers pretend play and acCve imaginaCon.
Adopted from Shelov, S.P. & Hannemann, R.E. (Eds.). (2004).The complete and authorita8ve guide: Caring for your baby and young
child: Birth to age 5. The United States of America: The American academy of pediatrics & Bantam Books.

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