Developmental Gains of and Helpful Activities for a Toddler - Research Paper Example

? Developmental Gains of and Helpful Activities for a Toddler Children and their needs has been a focal point in human existence; and so it is only natural that a large amount of resources are regularly expended on trying to provide the best for the ‘future generation’. Parents are bombarded with propaganda about objects and activities that will help give their children the edge in a competitive world; while the market for educational tools for all ages has expanded over the last couple of decades. While most of the products available are not un-helpful; it is necessary to remember that tools and toys are best chosen according to the age and abilities of the child. From birth, children experience tremendous growth that only slows down around the age of three. This growth in most rapid in the youngest children, with each month bringing it’s own milestones and challenges for the child. Activities need to be chosen such that they encourage development but do not hinder it either by being too easy for the child, or by stressing the child’s abilities and thus inhibiting growth. As an infant, a child does not have much independence; but as it reaches the age of 12 – 13 months, he / she starts showing signs of independent activity. The child is able to stand on his / her own and is able to walk. The child now begins to explore the environment around them and tries to communicate using speech. The child is also able to make associations between objects and situations and shows understanding of these associations. He /she is also able to eat semi-solid foods by this age; and has a few teeth. Between the ages of 1 – 3 years, toddlers learn and develop a lot of skills. A toddler shows less rapid physical growth as compared to infants; but they begin to acquire a more adult – like appearance through muscle development and change of carriage. The head to body ratio reduces; and the torso becomes more developed. The bones of the skull thicken; and the anterior fontanelle begins to close. Motor Development in Toddlers Toddlerhood is a time for motor development, with the child learning to walk and run efficiently. The child stops crawling except for using stairs, and begins to walk using support by the first birthday. By the age of two, they are able to walk properly, but some children may still have trouble circumventing objects and get confused when trying to sit down again. By the age of three, the child not only walks but also runs well, and is able to play games involving chasing. By this time, the child is able to walk up and down stairs, though some children do require help still. The child is able to sit and maintain posture in a size appropriate chair and is also able to stand for reasonably long periods of time. Toddlers also start using their hands to pick up and maneuver objects during this period. They have already learnt to grasp objects; and now they try to use these objects to specific ends like feeding themselves and drawing. Toddlers are still clumsy with movement; and tend to use their entire palm to hold objects; and use the entire arm when using the said object. Thus, they may have trouble maneuvering things correctly. For instance; they may not always be able to carry food to their mouth with a spoon; though they are able to do so with finger foods. Wrist based movements are still difficult for a toddler; and they still use their entire arm when trying to scribble. By the age of three, they are able to control these movements to some extent; though mastery is not complete. They also like to use their hands for simple repetitive actions like turning pages and stacking blocks. By the age of three, a child effectively stacks 6 – 20 blocks. Cognitive Development in Toddlers Toddlerhood is also a time for rapid cognitive development; and the child begins to use abstract reasoning. He / she is able to understand the concept of permanence; and actively searches for hidden objects. They also learn to accept that people and objects continue to exist if hidden from view. Association with locations can be made by the age of 18 months, and the child tends to search in the last seen place during a game of hide and seek. By the age of three, the child is adept at searching in multiple locations without getting confused. By this time, the child also learns functional relationships shared by objects so that he / she will expect the spoon to be in the bowl; or the toy to be in the chest. The child also begins to make associations between names and objects; and will readily respond to names of objects. By the age of three, the child can use language to name objects even in their absence. Associations for names of body parts and people are made; and the child will readily demonstrate this knowledge. A significant neurological development at this stage is the crossing of the midline. The child learns to interact with multiple objects by making adjustments to the scenario. This is demonstrated by the child when he / she moves objects from one hand to another or moves objects to the floor and from one location to another to accommodate a new object. From around 18 months, the child is able to recognize its reflection; and is also able to distinguish itself from the reflection. Toddlers also start imitating their parents and other significant adults; and indulge in imaginative play. They typically practice roles they see around them; and imitate speech patterns and activities of significant others. By the age of three, toddlers are able to develop concepts, and follow procedures when playing. They are able to recognize and sort simple concepts like color and shape and are able to apply this understanding to their games. Language Development in Toddlers Cognitive development in toddlers goes hand in hand with the development of their language skills. As their language skills develop, they indulge in more complex imaginative play, and this playing fuels further language acquisition. Between the ages of 1 to 3 years, children learn to acquire and use language to be understood. At the age of 18 months, the child is likely to use between 10 and 40 words; while at the age of three years, they are able to form and use short sentences. The earliest words are often related to treasured toys, food and significant others. Initially, a toddler’s language is holophrastic; and they will use a single word to indicate their thoughts. By the age of two, they string together 2-3 words to convey thoughts; and at the age of three, are able to convey imaginative concepts as well as concrete ones. Toddlers are not able to grasp grammar; but will mimic language used by adults; and often repeat well constructed simple sentences. Older children also try to engage in conversations and enjoy the back – and – forth nature of speech. Toddlers are able to respond to simple commands and requests that require single actions, and answer questions. Though they still tend to use only a few words to convey responses to open ended questions; they quickly pick up filler words and will often parrot the parents’ statements. Although younger toddlers still babble; their speech improves rapidly with practice. Verbal language is often supplemented with gestures and body movements till the child is sure of its use of words. By the age of three, the child should be able to follow stepwise directions to simple tasks and repeat short rhymes and songs. Repetitive phrases are quickly learnt; and rhyming words seem to help a child in the process of learning. Psycho – Social Development in Toddlers As the child develops language skills, they seem to become more comfortable with new people; and readily engage in conversations if they feel comfortable. The child gains some sense of autonomy; and often tries to play by him / herself. The child also tried to dress him / herself; and takes decisions about what they want to wear. They enjoy adult attention; and will actively engage in reading and playing along with a trusted adult. The child begins to develop a sense of ownership; and will experience distress if a toy is taken away. This sense of ownership may be exhibited in additional care being shown towards favored persons and toys. Toddlers are still too young to understand the concept of sharing; and feel threatened by the presence of other children or adults who pick up objects they value. As the child develops independence, he / she is likely to experience frustrations in its attempts to do things and convey thoughts and feelings. It is likely that this frustration comes out in the form of tantrums; and difficult behavior. Toddlers are unable to control their emotions; and should not be expected to understand how to do so. Once they calm down; it is possible to explain the activity to them in simple language. Toddlers are very curious; and with the development of their motor and language skills, will try to explore any new event or place. It is necessary to prompt them to withdraw from risky activities; as the concept of danger is still difficult for them to understand. Activities that help Toddlers Develop Skills Parents and other guardians can use a number of activities that will help in the development of a toddlers skills. Active participation of adults has been seen to lead to faster development of a child’s abilities. One such activity is repeating the child’s statement to it by adding words to complete statements. This helps the child learn more words and use them appropriately. They also learn syntax when adults speak to them in complete sentences. Repeating a sentence that the child has used helps affirm their concept building and they are sure of the meanings. Thus, they draw connections between particular sounds and actions faster. Such activities can be made a part of reading activities to ensure that the child actively engages in the concepts presented. The parent can ask a question about the events of a familiar book while reading it; and allow the child to answer. Affirming the child’s statement by repeating it (by filling in missing syntax and rectifying pronunciation) makes the activity a fun time for both parent and child. These experiences also help the child form a bond with the parent and learn from their behaviors. Another activity that the child can be encouraged to participate in would be playing with crafts and art supplies. Toddlers are curious, and at a stage where they are learning motor skills. They also have very active imaginations; and explore combinations and shapes that are new to them. It is important when doing this; that the adult does not set out prototypes for the child to follow. This restricts the development of the child’s imagination; and they may learn to follow norms without exploring options. Another concern would be that the child is unable to reach the level of dexterity shown by the parent; and thus gets frustrated and may refuse to engage in the activity further. Such frustration with his / her own ability may hinder the child’s development. Options that can be used are finger paints, play dough, markers or crayons, stickers and other such child safe items. The child may be introduced to the item, and shown how to play with it. Once the toddler shows familiarity, they should be allowed to play by themselves, even if they get messy. Such experiences help in the development of motor skills, cognitive skills as well as language. Cleaning up afterwards can also offer opportunities to develop social skills, and teach the child associations between actions and the events that follow. A third activity that helps in the development of toddlers is to grant them autonomy in simple things like attire or self care. The toddler may be asked to choose between outfits or point out the one they want to wear. If the adult wants to ensure that the child does not choose an outfit that is climate or activity inappropriate; then the child could be shown two or three outfits and asked to choose. The adult can also allow the child to decide on activities they want to engage it; and with older toddlers, the sequence of two or three activities. It is important though, that the sequence not be too long or spanning a very long time; as the child may experience frustration. Encouraging the child to soap or wash him / herself when bathing, or to pick up toys and keep them where he / she wishes also help in developing independence. These activities encourage the child to pick up motor skills and form associations between choices and consequences. At this point it is important to note that the toddler may not be able to fall in with an activity immediately, or may revert back to previous behaviors after some time. The adult’s concerned need to show patience and introduce the activity gradually while keeping in mind the child’s comfort and happiness. References Gopnik, A., Meltzoff, A.N., and Kuhl, P.K. (1999). The Scientist in the Crib: Minds, Brains, and How Children Learn. New York: William Morrow & Co. Inc. Healy, J. (1994). Your Child's Growing Mind: A Practical Guide to Brain Development and Learning from Birth to Adolescence. New York: Doubleday. Oesterreich, L. (1995). Ages & stages - two-year-olds. In L. Oesterreich, B. Holt, & S. Karas, Iowa family child care handbook. pp. 199-201. Ames, IA: Iowa State University Extension. Papalia, D. E., Wendkos-Olds, S., Duskin-Feldman, R. (2006). A Child's World: Infancy Through Adolescence (10th ed.). New York: McGraw-Hill. Shore, R. (1997). Rethinking the Brain: New Insights into Early Development. New York: Families and Work Institute. Siegel, D.J. (1999). The Developing Mind. New York: Guilford Press. Read More