Infant Toddler Learning & Development Foundations

More documents

Recommendations

Info

SOCIAL-EMOTIONAL DEVELOPMENT 28 Empathy Behaviors leading up to the foundation (4 to 7 months) During this period, the child may: • Cry when hearing another baby cry. (Younger than 6 mos; Wingert and Brant 2005, 35) Behaviors leading up to the Behaviors leading up to the foundation (9 to 17 months) foundation (19 to 35 months) During this period, the child may: During this period, the child may: • Stand nearby and quietly watch • Hug a crying peer. (18–24 mos.; a peer who has fallen down Parks 2004, 123) and is crying. • Become upset in the presence • Exhibit social referencing by of those who are upset. looking for emotional indicators in others’ faces, voices, or gestures to decide what to do when uncertain. (10–12 mos.; Thompson 1987, 129) • Cry upon hearing another child cry. (12 mos.; Meisels and others 2003, 26)
8 months Foundation: Emotion Regulation The developing ability to manage emotional responses, with assistance from others and independently At around eight months of age, children use simple behaviors to comfort themselves and begin to communicate the need for help to alleviate discomfort or distress. For example, the child may: • Turn away from an overstimulating activity. (3–12 mos.; Rothbart, Ziaie, and O’Boyle 1992) • Vocalize to get a parent’s attention. (6.5–8 mos.; Parks 2004, 126) • Lift arms to the infant care teacher to communicate a desire to be held. (7–9 mos.; Coplan 1993, 3; 5–9 mos.; Parks 2004, 121) • Turn toward the infant care teacher for assistance when crying. (6–9 mos.; Fogel 2001, 274) • Cry after her hand was accidentally stepped on by a peer and then hold the hand up to the infant care teacher to look at it. • Reach toward a bottle that is up on the counter and vocalize when hungry. • Make a face of disgust to tell the infant care teacher that he does not want any more food. (6–9 mos.; Lerner and Ciervo 2003) • Bump head, cry, and look to infant care teacher for comfort. • Suck on a thumb to make self feel better. • Look at the infant care teacher when an unfamiliar person enters the room. Chart continues on next page. 18 months At around 18 months of age, children demonstrate a variety of responses to comfort themselves and actively avoid or ignore situations that cause discomfort. Children can also communicate needs and wants through the use of a few words and gestures. (National Research Council and Institute of Medicine 2000, 112; 15–18 mos.; American Academy of Pediatrics 2004, 270; Coplan 1993, 1) For example, the child may: • Use gestures and simple words to express distress and seek specific kinds of assistance from the infant care teacher in order to calm self. (Brazelton 1992; Kopp 1989, 347) • Use comfort objects, such as a special blanket or stuffed toy, to help calm down. (Kopp 1989, 348) • Seek to be close to a parent when upset. (Lieberman 1993) • Play with a toy as a way to distract self from discomfort. (12–18 mos.; Kopp 1989, 347) • Communicate, “I’m okay” after falling down. (National Research Council and Institute of Medicine 2000, 112) • Indicate her knee and say “boo boo” after falling down and gesture or ask for a bandage. • Approach the infant care teacher for a hug and express, “Mommy work,” then point to the door to communicate missing the mother. 36 months 29 At around 36 months of age, children anticipate the need for comfort and try to prepare themselves for changes in routine. Children have many self-comforting behaviors to choose from, depending on the situation, and can communicate specific needs and wants. (Kopp 1989; CDE 2005) For example, the child may: • Reach for the mother’s hand just before she pulls a bandage off the child’s knee. • Ask the infant care teacher to hold him up to the window to wave good-bye before the parent leaves in the morning. • Show the substitute teacher that she likes a back rub during naptime by patting own back while lying on the mat. • Play quietly in a corner of the room right after drop-off, until ready to play with the other children. • Ask the infant care teacher to explain what’s going to happen at the child’s dental appointment later in the day. • Communicate, “Daddy always comes back” after saying good-bye to him in the morning. 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 and 32: ules. Group care settings provide m
Page 33 and 34: Interactions with Adults Behaviors
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: Foundation: Empathy The developing
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
Page 66 and 67: LANGUAGE DEVELOPMENT 48 Receptive L
Page 68 and 69: LANGUAGE DEVELOPMENT 50 Expressive
Page 70 and 71: LANGUAGE DEVELOPMENT 52 Communicati
Page 72 and 73: LANGUAGE DEVELOPMENT 54 Interest in
Page 74 and 75: LANGUAGE DEVELOPMENT 56 Internation
Page 77 and 78: Cognitive Development last two deca
Page 79 and 80: Imitation Imitation is broadly unde
Page 81 and 82: distinguishes between two types of
Page 83 and 84: 8 months Foundation: Cause-and-Effe
Page 85 and 86: 8 months Foundation: Spatial Relati
Page 87 and 88: 8 months At around eight months of
Page 89 and 90: 8 months At around 8 months of age,
Page 91 and 92: 8 months At around 8 months of age,
Page 93 and 94: 8 months At around eight months of
Page 95 and 96: Foundation: Classification The deve
Page 97 and 98:
8 months At around 8 months of age,
Page 99 and 100:
Foundation: Attention Maintenance T
Page 101 and 102:
American Academy of Pediatrics. 200
Page 103 and 104:
Mareschal, D., and R. French. 2000.
Page 105:
87 COGNITIVE DEVELOPMENT
Page 108 and 109:
PERCEPTUAL AND MOTOR DEVELOPMENT 90
Page 110 and 111:
Page 112 and 113:
Page 114 and 115:
Page 116 and 117:
Page 118 and 119:
Page 120 and 121:
Page 122 and 123:
104 Number Sense: The developing un
Page 124 and 125:
MODULE I Social-Emotional Growth an
Page 126 and 127:
Audiovisual Materials DVD (Each DVD
Page 128:
Additional Materials Title Item no.
show all

Infant Toddler Learning & Development Foundations

Create successful ePaper yourself

Delete template?

Save as template?