...When choosing toys for young children an early childhood educator has guidelines to follow to make sure they are appropriate for a specific age group. First, the toy needs to be developmentally appropriate for the age group in question. This means the toy should be challenging but not frustrating. The complexity of the toy needs to be age appropriate as well. If the child is unable to figure out how the toys works, he or she will not want to play with it they will give up and move on to another toy. The toy also needs to be safe for the intended age group. This means the toy passes the choke test for ages 0-3. There should be no sharp edges that could scratch or cut the child. Any possible eye danger should be considered as well. Another guideline to be considered is whether or not the toy is appealing to a child in the intended age group. The color, shape, and style should be considered and looked at when choosing appropriate toys. Play opportunities with the toy should be open ended, meaning the toy should stimulate thinking within the intended age group. There should also be more than one answer or way to use the toy. In an educational setting, toys should be multicultural but not stereotypical, meaning there should be no biases or prejudices in the classrooms. Weapons should not be included with toys and any aggression should not be encouraged. There are many other ways and guidelines to be considered when purchasing age appropriate toys for children. These should be...
Words: 851 - Pages: 4
...most important parts of my job is to appreciate all of the different stages that toddlers go through as they are developing (Gonzalez-Mena, 2009). In this paper, I will introduce you to Olivia, a toddler who is on a constant quest for independence, as well as explain how, as an educator, I can facilitate the empowerment that Olivia desires. I will also describe six key points illustrating my understanding of the importance of validating Olivia’s desire to gain power and control, as well as find a community resource for parents with toddlers like Olivia. Creating a developing appropriate environment is essential to helping empower Olivia. It should be designed to allow her the freedom to explore and try different things. One of the key areas of concern in developing an appropriate environment is safety; at this stage toddlers touch, explores, and use their bodies to learn about the world; therefore; a developmentally appropriate environment should be designed to allow them to climb, push, poke, prod, and perform a variety of other independent movements (Gonzalez-Mena, 2009). Toddlers are developing a sense of themselves as separate from their parents. They tend to insist on doing things for themselves. As an educator, I can help Olivia become independent by allowing and encouraging her to take responsibility for herself whenever possible. At this stage of development, toddlers, like Olivia, learn so much more from doing things for themselves. I will provide...
Words: 697 - Pages: 3
...Developmentally appropriate practice OVERVIEW Developmentally appropriate practice, often shortened to DAP, is an approach to teaching grounded in the research on how young children develop and learn and in what is known about effective early education. Its framework is designed to promote young children’s optimal learning and development. DAP involves teachers meeting young children where they are (by stage of development), both as individuals and as part of a group; and helping each child meet challenging and achievable learning goals. 3 CORE CONSIDERATIONS OF DAP • Knowing about child development and learning. Knowing what is typical at each age and stage of early development is crucial. This knowledge, based on research, helps us decide which experiences are best for children’s learning and development. • Knowing what is individually appropriate. What we learn about specific children helps us teach and care for each child as an individual. By continually observing children’s play and interaction with the physical environment and others, we learn about each child’s interests, abilities, and developmental progress. • Knowing what is culturally important. We must make an effort to get to know the children’s families and learn about the values, expectations, and factors that shape their lives at home and in their communities. This background information helps us provide meaningful, relevant, and respectful learning experiences for each child and family. Early...
Words: 836 - Pages: 4
...Independence and Toddlers Kari Wikstrom ECE 313 Instructor: Catherine Norwood January 10, 2013 Independence and Toddlers As we all know, a toddler usually is on a constant quest for independence. The behaviors discussed in my text—saying no, exploring, learning self-help skills—all have to do with power and control. Toddlers need to experience power over their surroundings. Using the first scene with “Olivia” under Provide Control from my text, I will try my best to explain how I, as an educator, can and will facilitate the empowerment that Olivia desires. Developmentally appropriate environment for Olivia would be to provide her environment with some freedom for exploration with some, but not a lot of prohibitions. It would be smart to think of the difference when a toddler enters a room made special for them (child proof, games, etc.), verses, hanging out with grandma a dining room, trying to restrain her hands off all the fragile and precious knick knack glass placed all around on a wooden display. Don’t get me wrong, as we all need to know, a toddler definitely needs to learn that there are some things they can’t touch, but if parents understand the toddlers’ need to explore and manipulate objects, they can minimize the lessons to a fewer times when it’s important and spend the rest of the time teaching them that there are many things in the world that they can touch. If a toddlers spend their time in an environment that is appropriate for their...
Words: 964 - Pages: 4
...POSITIVE CHILD GUIDANCE It is important to remember that almost all young children display stages of “inappropriate” or challenging behaviours such as biting, tantrums, clinging or hitting at various times in their development. These behaviours are usually short-lived and typically improve with guidance and age. There are some children, however, whose challenging behaviours may increase and result in injury to self or others, cause damage to property, interfere with acquiring new skills and/or social isolation. This report investigates the possible causes for challenging behaviors (focusing primarily on tantrums and biting) in infants, toddlers and young children and positive child guidance strategies that are important as the basis for intervention and prevention. It is important to intervene in such a way that appropriate, pro-social behaviors are taught, modeled, and reinforced to ensure lifelong success. Table of Contents | Page | ------------------------------------------------- Introduction……………………………………………………………………... | 2 | Pro-social / Acceptable Behaviour…………………………………………… | 2 | Positive Child Guidance [PCG]………………………………………………. | 3 | Factors that influence challenging behaviour………………………………. | 3 | Tantrums | | | Definition…………………………………………………………………… | 4 | | Influencing Factors……………………………………………………….. | 5 | | Positive Child Guidance Strategies……………………………………...
Words: 2300 - Pages: 10
...Developmental Observations I have chosen to observe the second video of the toddler age group. In the video the toddlers are gathered in the playroom participating in various activities. The playroom is sectioned off into specific areas that facilitate certain types of play. The toddlers are free to move around the room and interact with one another while playing. The toddlers in this video range in age from 18 months to 2.8 years. During this stage the children’s physical development should be that their physical skills are developing rapidly, their fine motor skills are developing so that they can stack or pick up small objects, as well they are working on grasping and releasing objects (Brewer, 2007, p.16.). The children at this age...
Words: 2176 - Pages: 9
...pattern perception, babies focus on faces instead of object when they are very young. The repeated exposure to family members leads to recognition of parents and siblings (Berk, 2014). The baby is able to differentiae a new face and will respond by being fearful or by crying. Intermodal perception is the identification of information from events or objects by different senses at the same time. In the study, the babies are able to distinguish soft from hard objects that they had previously experienced by touching their textures of putting in the mouth. Reference Berk, Laura E. (2014). Development through the lifespan, 6th edition. Boston : Pearson. M2D2 The toys for toddlers aged 1-2 years include hippo and giraffe toys, Koby & puppy, farmhouse, Boulder launcher and big animal zoo. These toys are age appropriate and consistent with development information in the textbook because babies at this stage can walk...
Words: 430 - Pages: 2
...provide quality environment to children (Harrison, 1990). According to Greenman (1988: 53), the important and indispensable role that environment plays in providing quality child care is described as follows: A well-planned environment can offer two essential contributions to quality care. First, it can provide children with appropriate and challenging learning experiences within a consistent and secure setting. Second, it allows staff greater opportunity to become involved in meaningful, intimate interactions with children by reducing the time required for organising and reorganising the furniture, the room and the equipment. In this article, I look into the question of how to create a comfortable educational environment which is optimal for infants and toddlers’ learning and development by analysing the setting of a Toddler Room in a child care centre where I worked. After thorough study, I am able to provide a plan to redesign the room, which I believe, would better suit young children’s special needs and their unique ways of learning, so as to benefit their future development in the long run. Description of the Layout of the Toddler Room The Toddler Room is designed for children under three years old. It is located at the very front of the centre. The physical layout of the room is depicted in Appendix...
Words: 2253 - Pages: 10
...Toddler Development Toddlers range from ages one to three. During each age their development progresses. Some toddlers develop quicker than others. Therefore, those that develop more slowly may need more attention and special accommodations. “How your child plays, learns, speaks, and acts offers important clues about your child’s development (Important Milestones).” That's how people can keep up with how their toddler is doing compared to how they are supposed to be doing. A toddler develops in three different ways every year: physical appearance, physical skill, and mental abilities. When your baby hits the one year old mark he/she will look different than they did when they were first born. An average one year old’s weight has...
Words: 1584 - Pages: 7
...Lisa Martinez To establish and maintain a safe, healthy learning environment To establish and maintain a safe, healthy learning environment children and parents must feel safe and comfortable in the childcare setting. My teaching practices meet this standard because I know and can implement safe and healthy learning skills. There are many ways to maintain a safe and healthy learning environment, but some of the most important ways are making sure all children are free on harm in the setting. Practice good habits like hand washing, tooth brushing, sharing and toileting. Most importantly, the materials provided in the setting must be age appropriate for each age group. The materials are very important in the learning environment because the number one reason why children are there is to learn. There should be materials for all ages. These materials should challenge the child to think in a creative way. CS I A. The sample menu that I have created for my binder show that I am very committed to children’s nutritional needs. On the menu I created all of the meals are baked or steamed, never fried. Children do not need foods that are fried, which are filled with lots of fat and grease. With every meal children will receive a fruit and vegetable. The children will not receive foods that contain a lot of sugar or that’s high in fructose corn syrup because its not good for their health or teeth. They will also receive milk or water with every meal. I believe that my menu reflects...
Words: 529 - Pages: 3
...Observation: Developmental Stages Liberty University December 2nd 2013 Where did I conduct my observation? My observation was conducted at my church on a rainy communion morning. I chose that Sunday morning because I knew that it was going to be somewhat crowded and I would get the opportunity to observe all of the developmental stages. I thought about going to the mall, but I dismissed that idea because I would get the urge to go and shop or even feel bad because I didn't purchase anything. This observation was completed on Sunday December, 1st 2013 at 10:00 a.m. My first observation was that of the late adulthood. Everyone calls her Mommy "T". As she sauntered to her seat, she had to make a few short stops. She hugged and kissed and even stop to tell a young child about the age of three to stop running in the sanctuary. I gave a slight chuckle because I knew when she was younger she would have held him by his hand and gave him a good scolding. Feldman (2011)refer to this type of aging as the "activity theory". Though she is 90 years old, she maintains the interests and activities as when she was in her middle age. She certainly has adapted to the environment by not withdrawing. She reminded me of my great grandmother. My great-grandmother attended church all the way up to her mid nineties. She washed, cooked, cleaned and read her bible without glasses. When she attended the senior citizen center she was the light of the gathering. My great grandmother...
Words: 961 - Pages: 4
...Infants Proportional changes * The infant’s posterior fontanel closes by 6 to 8 weeks of age. * The infant’s anterior fontanel closes by 12 to 18 months of age * Weight – Infants gain approximately 150 to 210 g (about 5 to 7 oz) per week the first 6 months of life. Birth weight is at least doubled by the age of 6 months, and tripled by the age of 12 months. * Height – Infants grow approximately 2.5 cm (1 in) per month the first 6 months of life. Growth occurs in spurts after the age of 6 months, and the birth length increases by 50% by the age of 12 months. * Head circumference – The circumference of infants’ heads increases approximately 1.5 cm (0.6 in) * per month for the first 6 months of life, and then approximately 0.5 cm (0.2 in) between 6 and 12 months of age. Maturation of Systems * The respiratory rate slows somewhat and is relatively stable * The heart slows and the rhythm is soften sinus dysrhythmia * Systolic pressure rises during first 2 months and diastolic pressure rises first 3 months * The liver is the most immature of all the GI throughout infancy * Thermoregulation becomes more efficient. * A shift in total body fluid occurs Nutrition * Feeding alternatives * Breastfeeding provides a complete diet for infants during the first 6 months. * Iron-fortified formula is an acceptable alternative to breast milk. Cow’s milk is not recommended. * It is recommended to begin vitamin D...
Words: 4630 - Pages: 19
...There are many ways a teacher could provide a developmentally appropriate and enriching environment to support infant and toddlers. First teachers should be caring and respective towards there children because they are a big impact on their students. Additionally, the teacher should create a safe and healthy environment in the classroom. Teachers should always separate the diaper changing area or bathroom from the classroom and especially keep it away from the kitchen where snacks and food are stored. They also should keep sleeping areas and toys very clean to promote a healthy environment for infants and toddlers. By doing these things it promotes basic trust between the teacher and her students which will create an enriching environment for...
Words: 331 - Pages: 2
...Child Development Sethileen Nutter-Shaw ECE 332 Allyson Randall August 2012 Infants and toddlers develop at a phenomenal rate between birth and the age two; they begin as helpless beings and proceed to develop into running, screaming, investigators of the world around them. Utilizing appropriate activities, parents and caregivers can enhance a child's cognitive, motor, social, emotional, and language development along the way. Enriching a child's environment through interaction, guidance, and encouragement is crucial for the infant to realize the most growth through each stage of development. When working with children, it is best to use developmentally appropriate practices (DAP), because this brings the activity into the realm of the where the child is able to work and receive the most benefit of learning for their effort. There may be little purpose in trying to train children to enhance motor skills before they are ready. Once they are ready, however, teaching and practice make a difference (Rathus 01/2010). An infant needs to be given ample time to practice his gross motor skills in order to gain control of his body. Supporting a new baby's head while they learn to control their neck is important so that they don't receive injuries to their neck or head. Once they have gained control of their neck, they need time to practice lifting their head, this can be accomplished by allowing them 'tummy time,' where they are placed...
Words: 2427 - Pages: 10
...Children’s Functional Health Pattern Assessment |Functional Health Pattern Assessment |Toddler |Preschool-Aged |School-Aged | |(FHP) |Erickson’s Developmental Stage: |Erickson’s Developmental Stage: |Erickson’s Developmental Stage: | |Pattern of Health Perception and Health |Toddlers can recognize not feeling well |Preschoolers have a concept of their |Understands health but the understanding | |Management: |but are unable what health means (Edelman|outer bodies and the functions. |is still not developed. Adolescents feel | | |& Mandle, 2010) | |invisible (Edelman & Mandle).Work on | |List two normal assessment findings that | |Able to state a few of the inner parts |health promoting like eating well and | |would be characteristic for each age |Toddlers will partake in health |to the body (Edelman & Mandle). |teeth brushing. | |group. |promotions that they have seen their | | | | |parents do such as, brushing teeth at bed|Can jump and kick a ball...
Words: 2357 - Pages: 10
