Chapter 7 Infants and Toddlers: Critical Years of Life
Slide 2
Infants and Toddlers High quality care of infants and toddlers
has become increasingly important, along with the increase in dual
income families (i.e., families where both mothers and fathers
work). The periods of infancy and toddlerhood are critical for
learning, and we now understand that children at these ages are
quite capable. This chapter focuses on the characteristics of
infants and toddlers and the type of environments that support
their learning and development. Upon completion of this chapter,
you will be able to discuss the importance of developmentally
appropriate practices and learning environments for the infant and
toddler.
Slide 3
Infancy and Toddlerhood
Slide 4
Infant and Toddler Development Language and mobility leads to
toddler independence and desire for autonomy. Teachers and
caregivers must respond to infant and toddler developmental changes
in ways that support their growth and development. Normal growth
and development have been established, based on the mythical
average child. Children will grow and develop at different rates.
Teachers and caregivers should take into consideration childrens
culture and family background when determining what is normal for
the individual child.
Slide 5
Nature and Nurture Discussions of whether nature (genetics) or
nuture (environment) have more influence on development have
shifted so that these two influences are no longer pitted against
each other. Current thinking is that both are necessary to
understand children's development and that the interaction between
nature and nurture contributes to the individuality of children.
Nature Nurture versus plus Childs Development
Slide 6
Brain Development Decisions about early childhood programs and
the organization of environments to promote child development rely
on information gleaned from brain research. Brain research points
to: the importance of early experiences; benefits of early
intervention. Brain research provides information about
stimulation, and development of specific areas of the brain.
Slide 7
More on the Brain The childs brain is anatomically like the
adults brain, except that the adults brain weighs 3 pounds while
the childs brain is as follows: At birth 14 ounces Six months 1.31
pounds Three years 2.4 pounds Ten years 3 pounds
Slide 8
More on the Brain Neurons are nerve cells which form synapses
or connections through a process called synaptogenesis.
Synaptogenesis continues until age 10. Brain connections are made
when caretakers interact or play with, and respond and talk to
young children. Connections that are used repeatedly become
permanent. Neural shearing takes place when brain connections
wither away due to lack of use.
Slide 9
Influences on Development and Learning High quality experiences
High quality experiences contribute to neural connections. Critical
periods Experiences must occur at the right times Sensitive periods
Some things are learned easier during certain periods.
Slide 10
Psychosocial Development Infants and toddlers fall within the
trust vs. mistrust stage of Ericksons theory of psychosocial
development. Children from birth to age two develop trust in others
and themselves Raised in environments of love, warmth, and support
Environment with limited conflict between infant and parent or
caregiver Caregivers are trustworthy and are sensitive to the
childs needs.
Slide 11
Social Behaviors Infants use social behaviors to begin and
maintain relationships. Infants interact socially with others by
Crying Imitating and mimicking observed behaviors
Slide 12
Bonding and Attachments BondingAttachment takes place between
infant and parent begins at birth serves as the basis for mutual
attachment enduring emotional tie between infant and parent
children engage attachment behaviors (e.g., crying, sucking,
babbling, etc.) to get and maintain proximity adults also engage in
attachment behaviors (e.g., kissing, touching, embracing, etc.) to
establish attachments Social and emotional relationships are
influenced by bonding and attachments
Slide 13
Attachments Young children are capable of developing multiple
attachments at the same timealthough they may show a preference for
the primary caregivers. High quality childcare programs seek out
ways to ensure that mothers maintain primary attachments with their
infants. The quality of parent-child attachments can me measured by
the Strange Situation. This observational tool assesses whether or
not an infant is securely attached to a caregiver.
Slide 14
Temperament and Personality A childs temperament is represented
by his/her collective behavioral characteristics. A childs
temperament helps to determine their personality. See Figure 7.3
for details about each type. Three Types of Children
Slide 15
Principles of Motor Development Gross (large) behaviors Foot
(caudal) Foot (caudal) Proximal (center of body) Proximal (center
of body) Distal (extremities) Distal (extremities) Head (cephalo)
Head (cephalo) Cephalocaudal Development Cephalocaudal Development
Proximodistal Development Proximodistal Development Motor
development is sequential. Growth precedes from: Fine (small)
behaviors Fine (small) behaviors
Slide 16
Cognitive Development Infants are toddler fit within Piagets
sensorimotor stage, which is the first stage of cognitive
development. Highlights of this stage include: initial learning
through reflexive motor action; development of object permanence
where the infant understands that objects they cannot see still
exist; toddlers experimentation with objects to solve problems;
thinking using mental images and memory; symbolic play where an
unrelated object is used to represent another object (e.g., a stick
is used to represent an airplane).
Slide 17
Language Development Theories of Language Development Language
acquisition is innate. All children learn language regardless of
culture. Speech production develops according to innate biological
schedules. The content of language is acquired in the environment
through modeling. Social interactions are necessary for language
development.. Maturationist Theory Environmental Theory
Slide 18
Language Development First words Holophrastic speech (single
word sentences) Symbolic representation (a word can stand for a
mental image) Vocabulary development ( 50 words by age 2)
Telegraphic speech (two word sentences) See pgs. 186-87 for ways to
promote language development in infants and toddlers.
Slide 19
Language Development Additional important points about language
development... Motherese the way mothers and caregivers adapt their
speech when talking to young children. Language patterns children
develop and master most language pattern by the end of preschool.
The early years represent the sensitive period for learning
language. Baby signing infants as young as five months can learn
signals that stand for something else. A growing movement suggests
children should be taught to communicate using signs before they
are able to talk.
Slide 20
Developmentally Appropriate Programs Dimensions of
Developmentally Appropriate Programs Developmentally appropriate
programs consider: what is known about child development and
learning; what is known about the strengths, interest, and needs of
the individual child so that the program can adapt and be
responsive to those interests and needs; the social and cultural
context in which the child lives so that learning experiences can
be meaningful, relevant, and respectful to children and their
families.
Slide 21
Developmentally Appropriate Programs Infant Toddler Infants and
toddlers are different and will require different programming and
activities Care must also be taken when matching teachers and child
care providers with children of different ages. Certain
teachers/child care providers will be more emotionally and
professionally suited for certain ages of children.
Slide 22
Environments to Support Infant and Toddler Development
Slide 23
Teachers and childcare providers can organize environments that
provide for: Heath and safety Support development of basic trust
and autonomy Space and materials that encourage active
involvement
Slide 24
Infant and Toddler Curriculum The curriculum should provide for
the childs physical, social, emotional, cognitive, and linguistic
development. The curriculum should be based on responsive
relationships which means that it will respond to the needs and
interests of the infant or toddler. The curriculum should include a
daily routine encourage language development promote social
development and interactions include engaging and challenging
activities
Slide 25
Infant and Toddler Mental Health Infant mental health refers to
the overall health and well-being of young children in their
family, community, and school relationships. Threats to children
such as abuse, neglect, poverty, malnutrition, and the lack of
loving relationships result in poor mental health. Poor mental
health leads to negative outcomes such as: impaired mental
functioning poor school achievement poor physical health substance
abuse delinquency loss of human potential
Slide 26
Infant and Toddler Mental Health Relations are important to
mental health. Listed below are relational guidelines.
individualize attention to the needs of both infants/toddlers and
their parents. emphasis on the strengths of infants and toddlers.
provide continuous and stable caregiving. be accessible to
infants/toddlers and their parents. be culturally responsive by
recognizing the values, beliefs, and practices of diverse
cultures
Slide 27
Diverse Learners All families should be welcomed. Children
today come from diverse family backgrounds. Collaborate with
diverse families Families differ in terms of race, socioeconomic
status, religion, and culture. All families should feel valued.
Culture influences beliefs about child rearing practices and family
responsibilities. See pg. 199 for tips on working with diverse
families.
Slide 28
Whats next Infant/toddler age range Nature vs. nurture Brain
research and development Brain size-infant/toddler Neurons and
synapses synaptogenesis neural shearing Critical periods Sensitive
periods Experiences that support development of trust Social
behavior Bonding and attachment Strange Situation Types of child
temperaments Sequential motor development and growth Cognitive
development Theories of language development Stages of language
development Motherese Development of language patterns Using sign
language Dimensions of developmentally appropriated programs
Environments supportive of development Infant/toddler curriculum
Infant/toddler mental health Threats to mental health/outcomes
Relational guidelines to support mental health Working with
diversity