Infant Toddler Learning & Development Foundations

SOCIAL-EMOTIONAL DEVELOPMENT
24
Recognition of Ability
Behaviors leading up to the
foundation (4 to 7 months)
During this period, the child may:
• Try again and again to roll over,
even though not yet able to roll
completely over.
• Grasp, suck, or look at a teething
ring. (Before 8 mos. of age;
Fogel 2001, 218)
• Shake a toy, hear it make noise,
and shake it again.
• Stop crying upon seeing the
infant care teacher approach
with a bottle.
Behaviors leading up to the
foundation (9 to 17 months)
During this period, the child may:
• Drop a blanket over the side of
the crib and wait for the infant
care teacher to pick it up. (12
mos.; Meisels and others 2003)
• Drop a toy truck in the water
table and blink in anticipation
of the big splash. (12 mos.;
Meisels and others 2003)
• Look over a shoulder, smile
at the mother, and giggle in
a playful way while crawling
past her, to entice her to play a
game of run-and-chase. (10–14
mos.; Bayley 2006)
• Turn light switch on and off
repeatedly.
Behaviors leading up to the
foundation (19 to 35 months)
During this period, the child may:
• Insist on zipping up a jacket
when the infant care teacher
tries to help. (20–28 mos.; Hart
and Risley 1999, 62; 24 mos.;
Hart and Risley 1999, 122 and
129; 20–36 mos.; Bates 1990;
Bullock and Lutkenhaus 1988,
1990; Stipek, Gralinski, and
Kopp 1990)
• Point to a stack of blocks he
has made and express, “look”
to the infant care teacher.
(28 mos.; Hart and Risley 1999,
96)
• Communicate, “I doing this,” “I
don’t do this, “ “I can do this,”
or “I did this.” (25 mos.; Hart
and Risley 1999, 121; Dunn,
1987; Stipek, Gralinski, and
Kopp 1990)
• Say, “I climb high” when telling
the infant care teacher about
what happened during outside
play time, then run outside
to show him how. (30 mos.;
Meisels and others 2003)