developmental stages 1-3 yrs

8/6/2019 Developmental Stages 1-3 Yrs

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Developmental Stages 1-3 years old



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Toddler Hood

� Between infancy and childhood

� Most children learn to walk, talk, solve

problems, relate to others� Learning INDEPENDENCE

� Long on will and short on skill

� Need to explore their environment




DEVELOPMENTAL AREAS

OF TODDLERS

� Physical

� Socio-emotional

� Cognitive� Moral

� Self-Help Skills




1 year to

1 year & 6 months

Toddler Age




PhysicalDevelopment

1 year to

1 year & 6 months




Physical Development

� Movement from playpen to other areas

� Motor skills are developing

� Mobile and explorative

Motors Skills and exploration is encouraged because it is crucial in a

child¶s competency development, but safety is also important.





� Can already sit on a small chair

� Can scribble and crayon, ² uses Palmar grasp and whole-arm movement when writing





� E njoys holding spoon

� Likes to help feed self

� Drink from cup but skills are unrefined

expectfrequent

spills





� H elps turn pages in a book

� Can stack two to four objects

� Repeatedly picks up toys and throws them, direction becomes more deliberate

� Carries toy from place to place




Physical Activities

� Develop a routine among children.

� Offer children a wide variety of material to work

with.

� Give children opportunities to dress, feed self, and

care for toys.




CognitiveDevelopment

1 year to

1 year & 6 months




Cognitive Development

� S hould put things in mouth less by the end of this

stage

� Begin to search objects from one-same location, then learns to search in other locations

� E njoys hiding activities

� ´Crosses midlineµ when playing with several toys





� E njoys picture books

� Understands spatial and functional relationships

(spoons are in bowls and spoons are for eating, tries to make a doll stand or sit, etc.)

� Tries to make a mechanical object work after

watching someone else do it

� Responds with some facial movement, but cannot

truly imitate facial expression





� I dentify names of some common objects

� Uses one word to convey thoughts ---later build up to two- to three-word phrases [etc. ́ Downµ, ´Goµ,´Noµ]

� Uses gestures, such as pointing or pulling, to direct adult attention

� S eems aware of reciprocal aspects of conversational exchanges

� E njoys rhymes and songs




� Be sure the area is safe. Allow the child to explore.

� Provide toys and play games involving different textures, colors, and shapes-pots, pans, boxes, balls, etc.

� Talk to the child often. S ay the names of objects seen and used. Talk about activities as you bathe and dress him/her.

� Teach names of body parts and familiar objects. Read or recite nursery

rhymes.

� Provide rhythmic songs that are repetitive and low in key.

Cognitive Activities




Socio-EmotionalDevelopment

1 year to

1 year & 6 months




Socio-emotional Development

� Plays alone for short periods of time

� Enjoys being with other children, although

they do not play together yet





� Enjoys being held and read to

� Enjoys adult attention and finds security in

knowing an adult is near� Less wary of strangers by the end of this stage





� Begins to assert independence

� Recognizes self in the mirror

� May throw a tantrum when things go wrongor when frustrated

� Exceedingly curious about people and

surroundings




Self-Help Skills

1 year to

1year & 6 months




Self-Help Skills

� Crawls skilfully and quickly may or may not

find the need to try to walk

� Crawls up stairs and higher objects on allfours, and will usually try to go down the same

way




Self-Help Skills

� Gets to feet unassisted and stands alone with

feet spread apart, legs stiffened and arms

extended for support

� Most will be able to walk independently

(wobbly or not) by the end of this stage

� Enjoys pushing or pulling toys while walking




Self-Help Skills

� Attempts to run and has difficulty stopping

usually just drops to floor or uses something

to stop motion

� Uses furniture to lower self to floor, collapses

to floor into sitting position or falls forward on

hands and then sits




Self-Help Skills

� Uses Fingers for eating foods




1 year & 6 months to

2 years 5 months

Toddler Age






2 years 5 months





� Climbs stairs without adult assistance, but not

with alternating feet yet)

�B

alances well and on one foot� Displays some combination of standing,

walking, walking backwards, stopping, waving,

carrying objects and sitting





� Can kick a ball

� Jumps up and down but may fall when landing

� When standing, turns body 90 degrees� Exhibits upright posture





� Squats for long periods of time while playing

� Stoops

� Sits self in small chair� Climbs up on adult chairs and turns around to

sit down

� Lowers self from standing position withoutfalling





� Throws large ball without losing balance

� Enjoys pouring or filling activities

� Can stack up to 5 objects




Cognitve Development


2 years 5 months





� Perceptual S kills

� Learning and Problem S olving

� Language Development





P E RC E PTUAL

SKI LL S

h i b di l d h h h i h i h b d d h h fil i f h d ill h d l h i d h i i i




Cognitive Development:PER CEPTUAL SKILL S

� Distinguishes different smells

� S till puts things in mouth but should be getting less

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� V oluntarily holds and waves objects

� Reaches/grasps/picks/carries small objects with one or two hands; use pincer grip

� V oluntarily releases objects

� Takes apart and fits things together

� Opens drawers to explore contents

� Places into and removes objects from container

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� V isually seeks source of sound by turning head and

neck

�Listens to conversations and songs

� Responds to music

� Responds to and acts out familiar songs [connected

with Language Dev·t]

� Responds when name is called




g p y p y g y p g g y p y p p g pp y y g g


� Recognizes and/or identifies self in photograph

� Recognizes and differentiates family members or other

persons familiar to him





� Looks at objects upside down , creates changes in

perspectives

�Leans over to look for fallen objects

� Recognizes and/or names body parts on request

� Recognizes nickname in print

� I dentifies familiar objects � K nows use of familiar things





� F ocuses on task for at least 5 minutes

� F ollows simple or one-step instructions and

commands





L E ARN I NG &

PROBL EM S OL V I NG




Cognitive Development:Learning and Problem Solving

� E xperiments with different means to attain goal

� E xperiments with action and reaction, shows an

understanding for cause and effect � F inds partly hidden toys





� F inds partly hidden toys

� M atches picture with object

� M atches object with corresponding shape � Anticipates sequence of familiar events (daily routine)





� Understands basic concepts like one and many, tall

and short, long and short, hot and cold, soft and

hard, and small and big

� K nows names of primary colors (red, yellow, blue)

� Associates color names with colors of objects





� K nows names of basic shapes (circle, square, triangle

and rectangle)

� Associates name of shape with shape of objects

� Understands spatial concepts (in and out, on top and

under, in front and behind)

� Completes 3- to 9-piece puzzle

� Rote counts up to 10





� Rote counts up to 10





LANGUAG E

D E V E LOP ME NT




Cognitive Development:LANGUAGE DEVELOPMENT

� Uses vocal signals other than crying to gain

assistance

� Uses: one-word, two-word, three-word phrases or

sentences

� Recounts recent events of the day by the end of this

stage




Cognitive Development:LANGUAGE DEVELOPMENT

� Listens attentively during storytelling, enjoys being

read to especially if when encouraged to participate

� Realizes that language is effective for getting others

to respond to needs and wants

� Receptive language is more developed than expressive

language

� Repeatedly asks ´What·s that?µ




Socio-EmotionalDevelopment


2 years 5 months





� E stablishes an attachment to primary caregiver

� S hows an attachment or fixation on an object (´security blanketµ)

� S hows need to be carried

� ´stranger anxietyµ and wants parent or caregiver in constant sight

� Repeats attention getting-behavior � S eeks attention by making body movements or

sounds.





� E xplores surroundings

� Develops an awareness of self as a separate

individual from others

� E njoys watching others and exploring





� E xpresses different emotions

� Can say short simple words [e.g. M ama or Dada]

� I mitates other sounds and enjoys rhymes or simple songs

� S hows assertiveness by resisting caregiver·s request

� Understands the meaning of ́ noµ




Self-Help Skills


2 years 5 months




Self-Help Skills

� Packs away materials used

� F ixes own things




Self-Help Skills

� Removes/puts on socks

� Removes/puts on shoes

� Undress oneself � Dresses oneself

� Zips/unzips bag etc.

� Buttons and unbuttons large buttons




Self-Help Skills

� Washes and dries hands

� Opens/closes food container

� E ats independently with minimum or no spills � Drinks from cup/glass without spills

� F inishes food




Self-Help Skills

� Brushes teeth after eating with guidance

� Uses toilet independently, achieves complete bladder

control by this stage

� Blows nose when reminded/ K eeps nose clean

� Rests during rest time



� Packs away toys and personal belongings with/without supervision

� Cooperates in dressing self (like helping to pull down shirt)

� Removes shoes and socks without assistance

� Puts on socks and shoes with assistance

� Washes hand with soap with guidance

� Dries hand on hand towel with assistance

� Unzips bag (bag with zipper)� Unbuttons large buttons

� Opens door by turning doorknobs

� Opens and closes food container with simple locks

� Uses spoon to feed self Holds cup to drink

� Finishes food

� Willingly brushes teeth with assistance

� Often achieves toilet training at this stage.� Toilet trained, shows (by asking verbally or through gestures) the need to go to the toilet

� Rests during Rest Time




Self-Help Skills

� Packs away toys and personal belongings

with/without supervision



Self-Help Skills

� Washes hand with soap with guidance

� Dries hand on hand towel with assistance




Self-Help Skills

� Opens door by turning doorknobs

� Opens and closes food container with simple locks




Self-Help Skills

� F inishes food

� Willingly brushes teeth with assistance

� Often achieves toilet training at this stage.� Toilet trained, shows (by asking verbally or through

gestures) the need to go to the toilet

� Rests during Rest Time




Developmental S tage:Toddler

2 years & 6 months to

3 years & 5 months




Physical Development� GROSS MOTOR

SKILLS

� FINE MOTOR

SKILLS





Physical Development:

GROSS

MOTOR SKI

LL S

� S tands on one foot with momentary balance.

� Walks on balance beam

� Walks up the stairs with alternating feet � Walks down the stairs with assistance






GROSS

MOTOR SKI

LL S

� Runs with well-coordinated arm and leg movement




GROSS

MOTOR SKI

LL S

� Climbs playground equipment with assistance

� Throws ball





FINE MOTOR SKILL S






FI

NE MOTOR SKI

LL S

� S hows handedness (preference for right/left hand)






FI

NE MOTOR SKI

LL S

� Writes using the tripod or Pincer grip

� S cribbles

� Draws circles and lines � Traces outlines and figures






FI

NE MOTOR SKI

LL S

� Draws people with 2 body parts (torso and limb only

or tadpole like)






FI

NE MOTOR SKI

LL S

� Writes some letters especially letters of his/her name

with or without a model

� Writes nickname with or without assistance






FI

NE MOTOR SKI

LL S

� M anipulates clay/playdough (e.g. rolls, makes balls,

snakes, etc.)

� S nips with scissors

� Cuts on a straight line

� S trings 10 large beads in 2 minutes






FI

NE MOTOR SKI

LL S

� Builds tower of 10-inch cubes

� Takes apart and puts together interlocking blocks






3 years & 5 months



Self-Help Skills


3 years & 5 months




Self-Help Skills

� Packs away materials used

� F ixes own things




Self-Help Skills

� Removes/puts on socks and shoes

� Dress and Undress oneself

�Zips/unzips bag etc.

� Buttons and unbuttons large buttons




Self-Help Skills

� Washes and dries hands

� Opens/closes food container

� E ats independently with minimum or no spills

� Drinks from cup/glass without spills

� F inishes food




Self-Help Skills

� Brushes teeth after eating with guidance

� Uses toilet independently, achieves complete bladder

control by this stage

� Blows nose when reminded/ K eeps nose clean

� Rests during rest time




Gross Motor Skills

Makasakay ng

tricycle

Magbalanse sa

isang paa




Gross Motor Skills

Umakyat at Bumabang Hagdanan




Gross Motor Skills

Lumakad ng

Patalikod

Bumato ngBola




Physical Activities




Fine Motor Skills

May maskontrol na

sa paggamitng Kamay

Magkulay

Gumuhit Gumupit




Fine Motor Activities




Self-Help Skills

Kaya ng magsalin

ng juice

Kaya ng kumain

mag-isa gamit

ang kutsa at

tinidor



Self-Help Skills

Bowel

Control

Maghubad

ng damit

Magsipilyo

ng ngipin

Maghugas

ng kamay



Social Characteristics

� Likes friends

� Beginning to share toys and take turns.

� Wants to help and please.� Enjoys imaginary play.



Social Characteristics




Social Activities




Social Activities

� Provide a large amount of time for informal play

� Reinforce children when they do

share.� Give opportunities to help in the

home, such as setting the table,

watering plants, etc.� Dress-up clothes in housekeeping and

props in blocks will encourageimaginary play.




L Ch i i



Language Characteristics

� Can speak most words clearly andmake simple sentences.

� Vocabulary is expanding.

� Uses words to express feelings.

� Can follow simple directions





L A ti iti



Language Activities

� Sing songs, say rhyme and finger plays, readbooks, and describe objects andexperiences.

� Model ways to express wants and needs.Help threes work out problems with words.

� Give children one or two directions at a timeto follow.





I t ll t l A ti iti



Intellectual Activities

� Share excitement about learning.

� Play color games and matching games.

� Label cubby, chair, pictures, and other possessions.

� Say counting finger plays, songs, and play counting

games.� Use sorting games and manipulatives.

� Do not push children, but give them hands onexperiences with a variety of materials.

� Plan longer activities

developmental stages 1-3 yrs

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