Educ 439 developmenal domains

Recognize themselves in a mirror or photograph and react to themselves

This is the age where “No” comes into play.

Imitates adults’ words and actions

Understands words and commands, and will respond to them

Hugs and kisses people and pets familiar to them

Likes to show off their things

Begin to help around the house

Parallel play (Cooperative play starts at the ages 3 to 4)

Solitary play for minutes at a time

Reacts to changes in daily routines

Shares with familiar people

Starts to assert independence by trying

to do things “by myself”, without help.

Doesn’t imitate other people.

Constantly moves from one activity to the next.

Requires constant attention to stay at an activity.

Doesn’t show any interest in other children

Keeps to themselves

Extremely “rigid” about routines

The child is passive, and doesn’t want to

try new things.

Impatient when it comes to things they

want.

• Stages

• Expectations

• Tools/toys

• Red flags

Stage Self concept

Self Management

Attachment to family

Interactions

Examples Responds to others emotions

Remember and follow simple routines and rules some of the time.

Direct others to follow simple rules and routines, even when he or she does not follow them.

Have trouble learning new behavior when routines are changed.

Respond well to adult guidance, most of the time. Test limits and try to be independent.

Stop an activity or avoid doing something if directed.

Express strong feelings through tantrums.

Do things the child has been told not to do.

Show assertiveness, such as giving orders to others.

Show growing ability to remember past experiences and tell an adult about them, including information about simple emotions.

Stage Self concept

Self Management

Attachment to family

Interactions

Examples Separate from main caregiver when

in familiar settings outside the home. Recognize and call attention to self in

a mirror or in photographs. Show awareness of being seen by

others (such as repeating an action when sees someone is watching).

Show self-confidence; try new things. Make choices (such as what clothes

to wear) and have favorite books, toys and activities.

Take pride in showing completed projects (such as a drawing or stack of blocks) to caregiver.

Name and express many emotions in self, familiar people, pets.

Seek the comfort of adults significant to him/her when in new or uncomfortable situations, or needing help, or feeling strong emotions.

Recognize herself in the mirror or photograph and smile or make faces at herself

Begin to say ‘no’ to bedtime and other requests

Imitate adults’ actions and words Understand words and commands,

and respond to them Attachment to family and pets Bring things to “show” other people Begin to feel jealousy when she is not

the center of attention Show frustration easily Be able to play alone for a few minutes React to changes in daily routines Share a piece of food Develop a range of emotions Start to assert independence

may have tantrums

show aggression by biting preferring to try do things “by myself”,

without help Hug and kiss parents, familiar people

and pets Want to help with the chores

Respond to child’s emotional and physical needs.

Listen to child; show interest, empathy and understanding; respond to questions and requests.

Name your child’s feelings as you notice them. Help your child understand and name feelings.

Talk about things you and your child have done together, including how he or she felt.

Help child be successful with challenging activities or tasks (e.g., puzzles, putting on clothes).

Demonstrate fairness and respect for others.

Set simple rules and limits and be consistent

Avoid physical punishment

Give child choices that are okay with you (“Would you like to play with the trucks or the blocks?”)

Respect that different cultures place different values on independence.

When you child is angry, talk about how it is okay to show this anger and how it is not.

Help your child manage and express feelings in safe and appropriate ways. Show ways to express feelings that are acceptable to family and cultural values.

Recognize and describe child’s appropriate behavior.

Doesn’t point to show things to others

Doesn’t know what familiar things are used for

Doesn’t copy others’ actions or words

Doesn’t notice when a caregiver leaves or returns

Loses skills he or she once had

Doesn’t follow simple instructions

Doesn’t recognize family members

The cognitive developmental theory

holds that mental growth is the most

important element in children’s

development.

Cognitive Development: Mental

development including problem solving

and acquisitions of knowledge.

Infants can perform

tasks, never before

tried to solve

problems. For

example they may

use trial and error to

obtain a objects

placed high on the

kitchen counter.

Infants can solve problems using mental

images. They can think through their

actions without actually performing

them. They can study and later imitate

the behaviors of others.

Toddlers can recognize familiar objects

and actions they have previously

experienced. They can recall certain

events which require greater cognitive

ability then simply recognizing. Toddlers

develop a working memory.

Toddlers can pay attention for longer

periods and to more relevant aspects of

an object.

Play environment has been found to

promote toddler attention.

groups objects according to specific characteristics (color, size, shape etc)

name and identifies objects in pictures

enjoys simple stories and songs

points to body parts when asked

can repeat two numbers in a row

observe and imitate adult actions, for example pretending to drive a car

interested in looking through books

understands consequences of their actions

plays make-believe with dolls, animals,

and people

sorts objects by color

completes puzzles with 3 or 4 pieces

builds tower of five to seven objects

recognizes and identifies common

objects and pictures by pointing

identifies picture as a boy or girl

engages in making believe and pretend play

begins to count with numbers

recognizes similarities and differences

imitates rhythms and animal movements

becoming aware of space through physical activity

can follow two or more directions

able to complete simple puzzles and

play simple board games

begins to understand the concept that 2

halves make a 1 whole

gives brief details of what is happening in

a picture

places objects in a certain logical order

pays attention to an activity between 5 –

15 minutes at a time

Doesn't speak at least 15 words

Doesn't use two-word sentences

Doesn't imitate actions or words

Doesn't follow simple instructions

Can't push a wheeled toy

Use their feet to push

themselves along on

a ride-on

Typically they can

walk by themselves.

They can push

themselves up from

a sitting position, or

on their hands and

knees

They have mastered

the pinching grip and

can now pick up small

objects.

They can drink/feed

themselves, not

wanting help.

They can climb up

onto low furniture such

as chairs, coffee

tables and lounges

They can go up and

down steps with

both feet on each

step.

Run

Kick a ball

Attempt to dress

themselves

Your child's motor skills are regressing

Your child's limbs seem stiff

Your child's muscles seem floppy and loose

Your child doesn't walk yet

Your child is walking on her toes

Your child favors one hand or side of her body

Your child seems very clumsy

Your child is constantly moving

Your child has trouble grasping and manipulating objects

Your child drools and has difficulty eating

Overgeneralization: Which toddlers overgeneralize a new word so it refers to more things then it should.

Example- They use the word car to explain cars, trucks, tractors, busses and even strollers.

(Because when a toddler hears a word in many different contexts he or she gradually constructs a more accurate meaning and eventually reduces various generalizations. )

Overrestrictions: Often toddlers will use a word to refer to a narrower range of things than an adult would.

Example- They say shoes but are referring that every shoe is theirs.

(Because egocentrism contributes to this and gradually is constructed into a fuller definition.)

Referential: The first words that acquire mainly names of things.

Factors that may affect weather the child is referential or expressive: › Temperament- associates with less people, they

would talk about less social things.

› If they are exposed to few toys and objects and more people they would talk about more social ques.

Expressive: Initially learn more social expressions.

Euro-American: More nouns first.(Referential)

› Ex) Moms emphasize object labeling and direct language and interaction. “What’s this?” “It’s a book, Can you say book?”

Structure of language itself also may influence language itself and also has a huge influence on the child’s first words. (ex. In Japan and Korea nouns are less frequent than in other languages.

The first words will also be different according to the surroundings of the child. (ex. Animals, sounds, games,food, drink =50 words)

Japanese-American: Emphasize social expressions.› Ex) Moms use toys and play

objects to engage child in social interaction. Omoiyan: traditional concepts that

emphasizes harmony in social interactions.

Verbs and social words but fewer nouns.

½ of the world consists of bilingual speaking children.

It is rare for a toddler to use words from both languages to describe the same concept or object.

Sometimes toddlers may mix languages. (“kittygatto” = cat)

There is an infinite amount of scenarios for the make up of a bilingual family. (ex. Lives with Spanish speaking Grandmother and English speaking mother).

Mental Dictionary: Total vocabulary of words being learned. (ex. A German-American speaking toddler who lives on a farm may call a horse by its German name but a pig by its English name.

18 months- 2 years they should

be able to put words

together, express numbers or

ideas to relate objects and

actions. (ex. “All Broke” and

“Me Bite”)

They begin using intellectual

achievements to express

ideas.

At this level they complete the

simplest utterance possible

that holds meaning.

Syntax: Part of language that

involves creating sentences,

including word order,

sentence length and

complexity and the usage of

clauses and word endings.

(ex. “Car Go”, means that the

car went down the road.

Telegraph Speech: Early

utterance of young children

that contains only words

necessary to convey

messages.

Tactic Knowledge of Learning:

Children often have this

subconscious ability to apply

rules of language without

thinking about them.

Toddlers in bilingual families develop the ability to say 2 word utterances at the same age as monolingual children.

Toddlers tend to make 2 word utterances with the same meaning and combine them. (ex. In German; “Bitte Please”)

Many say constructions of to languages can be confusing and damaging to early language learning.

It is counterproductive to correct bilingual toddlers.

Challenges for Bilingual Toddlers› Every language has their own

word orders. (ex. Verbs appear at ends of some sentences in some languages and begin sentences in other languages)

› Toddlers have 2 sets of rules when making 2 word utterances.

› It is hard for them to pick the right word to create simple sentences. (ex. In China some words act as nouns and verbs.)

› Engaging in language switching is a challenge when toddlers try to blend 2 different languages.

Brain has special regions and mechanisms that

explain how sow much

knowledge can be

brought into their little

brains so fast.

In very short months a child

is able to process language

at a quicker rate then any

other stimuli.

Process subtle differences

among specific speech

sounds and words within

speech processing areas.

20 months-› toddlers were found to

process language.

› Brains now reacted not only to

whether words sounded

differently but whether they

were familiar or unfamiliar.

18 months- Respond to parents book reading in

complex ways and

sometimes imitate events

that occurred in the book.

Reading to your child is the

best way to boost their

vocabulary.

Scaffolding: A process by which adults give support

or guidance for some parts

of a task or activity and

then gradually give over

regulation of experience to

the child allowing them to

become more

independent in their

actions.

Attends to pictures

Pats pictures

Holds and carries books

Points to and names objects

Turns pages with help

Mouths books

Brings a book/Asks to be read to

“Reads” to self

Handles writing materials, scribbles

Recites familiar passages

Searches for favorite pictures

Notices and/or protests when adult gets wrong/leaves out a word"

http://literacy.nationaldb.org/index.php/literacy-development-continuum/

Hearing Impairments

Down syndrome

General Language Delay› Not cognitively disabled

› Could occur in households of

poverty, nonresponsive

parenting or poor health.

› Commonly labeled due to

cultural differences.

Delays develop when the child is about 1 years old or

when they begin babbling.

Their babbles are

expressive jargon.

Are late to say their first

word or construct their first

2 word utterance.

Red flags for a speech or language delay include:

No babbling by 9 months.

No first words by 15 months.

No consistent words by 18 months.

No word combinations by 24 months.

Slowed or stagnant speech development.

Problems understanding your child's speech at 24 months of age; strangers having problems understanding your child's speech by 36 months of age.

Not showing an interest in communicating.

Excessive drooling.

Problems sucking, chewing, or swallowing.

Problems with control and coordination of lips, tongue, and jaw.

Failure to respond normally, such as not responding when spoken to. This may include signs that the child does not hear well, such as not reacting to loud noises.

A sudden loss of speech and language skills. Loss of abilities at any age should be addressed immediately.

Not speaking clearly or well by age 3.