Infant Toddler Learning & Development Foundations

Foundation: Identity of Self in Relation to Others
8 months
The developing concept that the child is an individual
operating within social relationships
At around eight months of age,
children show clear awareness
of being a separate person and
of being connected with other
people. Children identify others
as both distinct from and connected
to themselves. (Fogel
2001, 347)
For example, the child may:
• Respond to someone who calls
her name. (5–7 mos.; Parks
2004, 94; 9 mo.; Coplan 1993,
2)
• Turn toward a familiar person
upon hearing his name. (6–8
mos.; Parks 2004, 94; 8 mos.;
Meisels and others 2003, 18)
• Look at 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)
• Wave arms and kick legs when
a parent enters the room.
• Cry when the favorite infant care
teacher leaves the room. (6–10
mos.; Parks 2004)
Chart continues on next page.
18 months
At around 18 months of age,
children demonstrate awareness
of their characteristics
and express themselves as
distinct persons with thoughts
and feelings. Children also
demonstrate expectations of
others’ behaviors, responses,
and characteristics on the
basis of previous experiences
with them.
For example, the child may:
• Point to or indicate parts of the
body when asked. (15–19 mos.;
Parks 2004)
• Express thoughts and feelings
by saying “no!” (18 mos.;
Meisels and others 2003)
• Move excitedly when approached
by an infant care
teacher who usually engages in
active play.
36 months
21
At around 36 months of age,
children identify their feelings,
needs, and interests, and
identify themselves and others
as members of one or more
groups by referring to categories.
(24–36 mos.; Fogel 2001,
415; 18–30 mos.)
For example, the child may:
• Use pronouns such as I, me,
you, we, he, and she. (By
36 mo.; American Academy of
Pediatrics 2004, p. 307)
• Say own name. (30–33 mos.;
Parks 2004, 115)
• Begin to make comparisons
between self and others; for
example, communicate, “_____
is a boy/girl like me.”
• Name people in the family.
• Point to pictures of friends and
say their names.
• Communicate, “Do it myself!”
when the infant care teacher
tries to help.
SOCIAL-EMOTIONAL DEVELOPMENT