Infant Toddler Learning & Development Foundations

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SOCIAL-EMOTIONAL DEVELOPMENT 14 Foundation: Interactions with Adults The developing ability to respond to and engage with adults 8 months 18 months 36 months At around eight months of age, children purposefully engage in reciprocal interactions and try to influence the behavior of others. Children may be both interested in and cautious of unfamiliar adults. (7 mos.; Lamb, Bornstein, and Teti 2002, 340) (8 mos.; Meisels and others 2003, 16) For example, the child may: • Attend to an unfamiliar adult with interest but show wariness or become anxious when that adult comes too close. (5–8 mos.; Parks 2004; Johnstone and Scherer 2000, 222) • Take the infant care teacher’s hands and rock forward and backwards as a way of asking her to sing a favorite song. (8 mos.; Gustafson, Green, and West 1979; Kaye and Fogel 1980) • Engage in games such as pata-cake and peek-a-boo. (7–9 mos.; Coplan 1993, 3) • Make eye contact with a family member. • Vocalize to get an infant care teacher’s attention. At around 18 months of age, children may participate in routines and games that involve complex back-and-forth interaction and may follow the gaze of the infant care teacher to an object or person. Children may also check with a familiar infant care teacher when uncertain about something or someone. (18 mos.; Meisels and others 2003, 33) For example, the child may: • Move close to the infant care teacher and hold his hand when a visitor enters the classroom but watch the visitor with interest. (18 mos.; Meisels and others 2003) • Bring a familiar object to an adult when asked. (15–18 mos.; Parks 2004) • Allow an unfamiliar adult to get close only after the adult uses an object to bridge the interaction, such as showing interest in a toy that is also interesting to the child. (18 mos.; Meisels and others 2003) • Watch, and then help the infant care teacher as she prepares snack. • Seek reassurance from the infant care teacher when unsure if something is safe. (10–12 mos.; Fogel 2001, 305; Dickstein and Parke 1988; Hirshberg and Svejda 1990) At around 36 months of age, children interact with adults to solve problems or communicate about experiences or ideas. (California Department of Education 2005, 6; Marvin and Britner 1999, 60). For example, the child may: • Participate in storytelling with the infant care teacher. (30–36 mos.; Parks 2004) • Tell a teacher from the classroom next door about an upcoming birthday party. (36 mos.; Parks 2004) • Help the infant care teacher bring in the wheeled toys from the play yard at the end of the day. • Ask a classroom visitor her name.
Interactions with Adults Behaviors leading up to the foundation (4 to 7 months) During this period, the child may: • Engage in playful, face-to-face interactions with an adult, such as taking turns vocalizing and then smiling or laughing. (2–7 mos.; Lamb, Bornstein, and Teti 2002, 375) • Begin to protest separations from significant adults. Behaviors leading up to the foundation (9 to 17 months) During this period, the child may: • Engage in back-and-forth interaction by handing a parent an object, then reaching to receive the object when it is handed back. (9–12 mos.; Lerner and Ciervo 2003) • Show—but not give—a toy to the infant care teacher. (9–12 mos.; Parks 2004) Behaviors leading up to the foundation (19 to 35 months) During this period, the child may: 15 • Practice being a grown-up during pretend play by dressing up or using a play stove. (18–36 mos.; Lerner and Dombro 2000) • Help the infant care teacher clean up after snack by putting snack dishes in the dish bin. SOCIAL-EMOTIONAL DEVELOPMENT
Page 1 and 2: California Infant/Toddler Learning
Page 3 and 4: Publishing Information The Californ
Page 6 and 7: A Message from the State Superinten
Page 9 and 10: The California Infant/Toddler Learn
Page 11 and 12: operates within social relationship
Page 13 and 14: profound influence on subsequent de
Page 15 and 16: of diverse learners. Universal desi
Page 17: California Department of Education
Page 20 and 21: THE EARLY MONTHS 2 child’s brain
Page 22 and 23: THE EARLY MONTHS 4 the eight-month-
Page 25 and 26: Social-Emotional Development Social
Page 27 and 28: espond to adults and engage with th
Page 29 and 30: Both the understanding and expressi
Page 31: ules. Group care settings provide m
Page 35 and 36: Relationships with Adults Behaviors
Page 37 and 38: Interactions with Peers Behaviors l
Page 39 and 40: Foundation: Identity of Self in Rel
Page 41 and 42: 8 months Foundation: Recognition of
Page 43 and 44: 8 months Foundation: Expression of
Page 45 and 46: Foundation: Empathy The developing
Page 47 and 48: 8 months Foundation: Emotion Regula
Page 49 and 50: 8 months Foundation: Impulse Contro
Page 51 and 52: 8 months Foundation: Social Underst
Page 53 and 54: Ainsworth, M. D. 1967. Infancy in U
Page 55 and 56: Fabes, R., and others. 2001. “Pre
Page 57 and 58: Melson, G., and A. Cohen. 1981. “
Page 59: Weinberg, M. K., and others. 1999.
Page 62 and 63: LANGUAGE DEVELOPMENT 44 development
Page 64 and 65: LANGUAGE DEVELOPMENT 46 books or pi
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Page 68 and 69: LANGUAGE DEVELOPMENT 50 Expressive
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Page 74 and 75: LANGUAGE DEVELOPMENT 56 Internation
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8 months Foundation: Cause-and-Effe
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8 months At around eight months of
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8 months At around 8 months of age,
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8 months At around eight months of
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Foundation: Classification The deve
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Foundation: Attention Maintenance T
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American Academy of Pediatrics. 200
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Mareschal, D., and R. French. 2000.
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87 COGNITIVE DEVELOPMENT
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PERCEPTUAL AND MOTOR DEVELOPMENT 90
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MODULE I Social-Emotional Growth an
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Audiovisual Materials DVD (Each DVD
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Infant Toddler Learning & Development Foundations

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