Professional Documents
Culture Documents
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
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
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.
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
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.