Infant Toddler Learning & Development Foundations
Infant Toddler Learning & Development Foundations
Infant Toddler Learning & Development Foundations
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Foundation: Attention Maintenance<br />
The developing ability to attend to people and things while interacting with<br />
others and exploring the environment and play materials<br />
8 months 18 months 36 months<br />
At around eight months of age,<br />
children pay attention to different<br />
things and people in the environment<br />
in specific, distinct ways.<br />
(Bronson 2000, 64)<br />
For example, the child may:<br />
• Play with one toy for a few<br />
minutes before focusing on a<br />
different toy. (6–9 mos.; Parks<br />
2004, 12 and 26; 8 mos.;<br />
American Academy of Pediatrics<br />
2004, 241)<br />
• Focus on a desired toy that is<br />
just out of reach while repeatedly<br />
reaching for it. (5–9 mos.;<br />
Parks 2004, 49)<br />
• Show momentary attention to<br />
board books with bright colors<br />
and simple shapes.<br />
• Attend to the play of other<br />
children.<br />
• Put toy animals into a clear<br />
container, dump them out, and<br />
then fill the container up again.<br />
(8 mos.; Meisels and others<br />
2003, 21)<br />
• Stop moving, to focus on the<br />
infant care teacher when she<br />
starts to interact with the child.<br />
Behaviors leading up to the<br />
foundation (4 to 7 months)<br />
During this period, the child may:<br />
• Remain calm and focused on<br />
people, interesting toys, or<br />
interesting sounds for a minute<br />
or so. (1–6 mos.; Parks 2004,<br />
9)<br />
• Explore a toy by banging,<br />
mouthing, or looking at it.<br />
(Scaled score of 9 for 3:26–<br />
4:05 mos.; Bayley 2006, 52)<br />
At around 18 months of age,<br />
children rely on order and predictability<br />
in the environment to<br />
help organize their thoughts and<br />
focus attention. (Bronson 2000,<br />
191)<br />
For example, the child may:<br />
• Expect favorite songs to be<br />
sung the same way each time<br />
and protest if the infant care<br />
teacher changes the words.<br />
• Insist on following the same<br />
bedtime routine every night.<br />
• Nod and take the infant care<br />
teacher’s hand when the<br />
teacher says, “I know you are<br />
sad because Shanti is using<br />
the book right now, and you<br />
would like a turn. Shall we go<br />
to the book basket and find<br />
another one to read together?”<br />
Behaviors leading up to the<br />
foundation (9 to 17 months)<br />
During this period, the child may:<br />
• Pay attention to the infant care<br />
teacher’s voice without being<br />
distracted by other noises in<br />
the room. (9–11 mos.; Parks<br />
2004; 12)<br />
• Focus on one toy or activity<br />
for a while when really interested.<br />
(By 12 mos.; American<br />
Academy of Pediatrics 2004,<br />
241)<br />
At around 36 months of age, children<br />
sometimes demonstrate the<br />
ability to pay attention to more than<br />
one thing at a time.<br />
For example, the child may:<br />
• Realize, during clean-up time,<br />
that he has put a car in the block<br />
bin and return to put it in the<br />
proper place.<br />
• Search for and find a favorite<br />
book and ask the infant care<br />
teacher to read it.<br />
• Pound the play dough with a<br />
hammer while talking with a peer.<br />
Behaviors leading up to the<br />
foundation (19 to 35 months)<br />
During this period, the child may:<br />
• Play alone with toys for several<br />
minutes at a time before moving<br />
on to different activity. (18–24<br />
mos.; Parks 2004, 15)<br />
• Sit in a parent’s lap to read a<br />
book together. (Scaled score of<br />
10 for 21:16–22:15 mos.; Bayley<br />
2006)<br />
81<br />
COGNITIVE DEVELOPMENT