Physical Development of the Toddler



Physical Development of the Toddler

As toddlers develop physically, their bodies and organ systems mature, they do not grow as quickly as infants, but they go through many important physical changes.

There is a large improvement in gross motor skill development.

Toddlers grow about ½ as much in height the second year.

Toddlers gain about ¼ as much weight in the second year.

The rest of childhood is characterized by a height increase of 2 or 3 inches a year, and a weight increase of 6 lbs. a year. Body proportions at year 2 are still not that of an adult. The head is still large, the chest is increasing in size to be larger than the belly.

Bones are continuing ossification. Fontanels are closed. Spine becomes more S-shaped and less C-shaped. By 2 yrs. all deciduous teeth are present.

Fat deposits decrease rapidly. The chubby baby becomes a slender child. Muscle thickening is slow during the toddler stage.

Walking usually occurs near the first birthday. During toddler-hood running & jumping are learned. Pushing a baby to learn to walk will not help it to walk. In fact it could frustrate and consequently delay the skill.

When walking their legs are wide apart, arms are out for balance and as the S-curve develops the toddler walks straighter. They often walk over instead of around objects, and keep looking down to concentrate on walking.

Going up stairs is easier than going down.

Running is difficult b/c it is hard to come to a stop.

Throwing skill is developing as well. They do not know how to use their weight to throw or how to direct the object when throwing.

The ball must be thrown directly at them for them to be able to catch it, b/c they do not know to move to the ball. They often close their eyes when the ball approaches them.

Small muscle development depends on eye-hand coordination. With time difficult movements become more smooth and require less effort.

Toddlers can:

• feed themselves & drink from a cup

• fill and empty containers

• make marks on a paper with a crayon

• remove a hat and socks

• insert large objects into holes

• turn pages of a book several at a time

• begin to fit objects together

• stack several blocks

Hand preference is usually beginning to show. 95 % of all toddlers (and adults) are right handed.

Jean Piaget, child psychologist, named the first stage of development the Sensorimotor stage. He states that the “beginning of thought” occurs between 18 – 24 months. Children in this stage learn through their senses and motor actions; they learn by discovering new ways to solve problems. Toddlers are active explorers and experimenters. Piaget called toddlers “Little Scientists!” Not only do they repeat successful actions, but they try to discover new actions.

Toddlers learn to feed and dress themselves.

They open and close doors, and reach for out of reach objects with no understanding of consequences.

They define objects in terms of actions. When asked “What is a ball?” – They will answer, “To roll or throw.”

Toddlers exhibit Deferred Imitation, the ability to recall someone’s behavior and later imitate it. Ex.: a toddler feeding her doll a bottle of milk.

Toddlers reach their goals with thinking. Ex.: using a stool to reach an object.

Toddlers learn the attributes (differences) of objects: size, shape, color and texture. Ex.: a red ball, a big brown dog.

Toddlers learn by exploring with objects. Ex., balls roll, cups stack, some objects make loud noises, sand can be poured like water.

Language is a symbols system in which words are used as labels for people, objects and ideas. Language is a higher level thinking skill. Language distinguishes toddlers from infants. The way children think is observed through their use of language.

Parentese is a high-pitched style in which parents speak to their children. It helps children to learn words and their meanings.

Spoken language develops faster between the ages 1 – 3 y.o. However, it takes a lot of time and effort.

Articulation is making the sounds of a language. Toddlers learn to make all of the sounds necessary for the language spoken. If they are unable to articulate a certain sound, they will substitute another sound. Ex.: “d” for “th,” “dat” instead of “that.” Adults should pronounce the words correctly, in time the child will learn the correct pronunciation.

Toddlers must also learn the meanings of words. A “cow” might be a “moo” to a toddler until he learns that it is a cow. Vocabulary grows slowly at first; but by 30 mos. it is rapidly expanding.

Toddlers learn grammar by hearing it spoken or read to them. Sentences start with one word and later become 2 or more words together. Toddlers start with names of objects and people that are familiar to them before joining words to form sentences.

Toddlers communicate for three main reasons:

1. To achieve a goal: “Want cookie.”

2. To identify an object: “See doggie,” “What dat?”

3. To create a bond with another person: “Mommy?” “Kiss.” “Hurt.”

Factors that affect language development:

1. Hearing – a child must hear language to speak it

2. Interest – some toddlers are more interested in developing their motor skills than speech.

3. Mental abilities – a child with mental disability is often slower to talk.

4. Gender – girls tend to excel in verbal skills more than boys

5. Need for speech – some children get what they want without saying anything

6. Interesting environment – toddlers have more to say when they have new experiences

Socio-Emotional Development

of Toddlers

For the first year of life a caregiver consistently meets all of the needs of an infant. This instills trust in the infant. Changes occur the second year when the toddler finds the world is not solely devoted to meeting their needs. Toddlers begin to meet their own needs at times without depending on others. There is a strong drive for independence, separateness and self possession. The toddler also realizes that people around them have feelings towards them. Erik Erikson, child psychologist, named this stage of development the Autonomy vs. Shame and Doubt stage. A child must develop a balance of independence and self-sufficiency over shame and doubt; thus becoming autonomous.

Autonomy in a nutshell is “ALL BY MYSELF!”

The toddler is capable of doing more and more as his motor skills develop.

Caregivers/parents need to recognize this drive for independence and should encourage it when it is appropriate.

At times, toddlers can misjudge their skills and need a caregiver to intercede to prevent a disaster. They do not have self restraint. Limits should be set by the caregiver/parent. Limits help keep the child safe and learn how to become more socially acceptable. Let the toddler know what is off-limits beforehand. Follow through on the limits set in a consistent, firm manner.

Adults must help toddlers balance self-assertion (doing as one chooses) and obedience (acting within the limits set by others). Parents can aid a toddler in transitioning through the day by telling the child of an upcoming change. For example, “We will go inside for lunch in five minutes, so finish you sandcastle quickly.”

Consistent criticizing or overprotection by parents leads to feelings of shame or self doubt by the toddler. Autonomy leads to self-pride. Offering a toddler a limited number of choices teaches decision making and still allows the parent to have limits and overall control of the situation.

Toddlers begin to notice other children during the second year of life. They parallel play with others, they will imitate and play along side of others sometimes talking to them directly.

Toddlers begin to develop self-esteem, or a sense of self-worth. They must feel loved. They begin to show emotions for others. Toddlers must know it is ok to make a mistake. Caregivers should not criticize a toddler for making a mistake, but encourage the child to try again.

Toddlers can name their body parts, but may not understand the function of the parts.

Toddler’s imagination begins to develop. They have difficulty separating the real from make-believe. They fear monsters, loud noises, darkness, and “bad people”. On the positive side, they love to dress up in old hats, shoes, etc. Also tea parties and reading books are favorite activities.

American Academy of Pediatrics recommends no more than 2 hours a day of television for toddlers.

Separation anxiety might still occur but due to increased language skills and understanding, parents are able to talk a toddler through the fear.

Temper Tantrums (The Terrible Twos !!) are sudden outburst of anger that occur when something does not go a toddler’s way. The tantrum is meant to attract attention. Ignoring the child is often the best way to stop a tantrum. If necessary, remove the toddler to a more private place until the tantrum ceases.

When the tantrum is over, give the toddler love and reassurance. Remember, the anger is not directed at others (yet, not until the child is 3 years old). Withholding this love at the end of the tantrum can make the toddler feel they are unlovable. Spanking a toddler for a tantrum is modeling the same behavior!

Meeting the Needs of Toddlers

Toddlers are still dependent, like infants, on adults to provide for their needs. However, toddlers are learning some independence and skills.

The toddler’s appetite generally decreases because their rate of growth has decreased. Infants gain about 15 pounds during the first year of life. Toddlers usually gain less than that on average 11 pounds in 2 years.

Toddlers are usually picky eaters. They may choose to eat only a few foods for weeks at a time! Offer new choices one at a time along side of their favorite foods.

They like to eat on the go, seldom sitting down to enjoy a whole meal. A highchair that is easily cleanable will contain the child and make it easier for the adult. Remove the child from the dinner table when he stops eating and begins to play with the food.

Self feeding usually involves fingers and some utensil use. A spoon is the safest utensil for them to master. Use child size utensils and plates to make it easier for the child. Toddlers always need supervision when eating to avoid choking.

Because the amount of food consumed by a toddler is smaller, it is more important that the food be nutrient dense. The American Dietetic Association recommends toddlers consume 2 cups of whole milk a day and between 900-1300 calories per day. This can be achieved with 6 small meals (snacks and meals together). The use of sugar, spices and salt should be very limited. Adults should always monitor the toddler for allergies and intolerances.

Average Serving sizes are: ½ of a slice of bread, 2 tbsp. rice, 2 tbsp. applesauce, 1 slice of cheese

Bedtime can become an issue because of the toddlers struggle for independence and autonomy.

Adults should develop a routine, use a neutral signal like a clock to signal the bedtime, provide a comfortable room and bed. Reassure the toddler that they are safe and that you will still be there. Use nightlights and “loveys” to comfort their fears.

Toddlers sometimes have nightmares. Avoid replaying the nightmare; instead reassure the child that it was only a dream.

Avoid activities like television, sports, and games before bedtime.

Bath time is dual purpose for the toddler: hygiene and learning and fun. The use of a safety seat to help support the child is a good idea. A bath mitt that fits the child’s hand will help them learn how to bath themselves.

Parents must brush and floss the toddler’s teeth. This assistance must continue throughout the preschooler years.

Toddlers learn 24 / 7 !!

A child can learn during mealtime: a simple nutrition less, fine motor skills, discussion of the attributes of the different foods.

A child can learn during bath time: a science lesson about the properties of water or soap.

A child can learn during daily household chores and routines. The opportunity for counting, sorting, stacking and balancing lessons occur in the grocery store and at home too. The use of their senses when cooking or grocery shopping will help a toddler to learn.

Speech and language skills are fine tuned through daily conversations and singing with patient adults. Reading books with toddlers can be interesting! Sometimes they are more into turning the pages by themselves than they are the storyline of the book. Books should be simple, colorful, durable, and about their favorite topics: animals and pets, cars, toys, home and family.

Motor activities are developed through play with riding toys, balls, hammering toys, push and pull toys.

Toddlers learn how to balance self assertion and obedience. The best thing for an adult to do is meet the toddler’s needs not punish what they do wrong.

#1 need: is to feel loved

#2 need is to feel loveable not bad

#3 need is to be respected, not teased or goaded into anger

#4 need is to have consistent discipline.

Toddlers do not know that limits that apply now still apply in ten minutes. Their memories are not that long, their logical thinking skills are still immature; t they will test a limit with small differences in behavior to learn under what conditions they limits still apply.

Toilet Learning (Toilet Training)

The timing of readiness varies from toddler to toddler.

Toddlers do not learn this process quickly as it involves physical development, motor skills and emotional readiness.

Physical /motor skill readiness

*Recognize and understand the feel of a full bowel and bladder.

*Recognize the sensation of needing to void and calculate the timing to get to the toilet.

*Muscle control to hold the product and then release it. This is an example of head to toe development.

*Ability to walk (or to run in some cases!)

*Ability to remove clothing independently

Emotional readiness

*They must see the need to use the toilet

*They must master the fears of falling in the toilet

*They must master the fear of flushing the toilet

*They must master the fear of their product disappearing

Toilet learning is something adults do with children.

Regression can occur if the child is not ready, or is trying to express independence. Toilet learning should not be attempted if the family is in a period of stress or transition. Parents can help by verbalizing to the child when he is wet or soiled, “Oh, I see you have wet your diaper” or “I smell a b.m., you must want to be cleaned and changed.”

Children in a group program often benefit from the team effort by parents, caregivers and peers, use of child-sized facilities and the focus on independence taught at a day care.

Toilet chairs, rings and/or step stools should be used. Bathroom light fixtures should be easily reached. Clothing should be manageable.

Parents should avoid putting toilet training in a moral realm, like “Be a good boy and go potty on the big toilet.” “Bad girls wet themselves!”

Take the toddler to the toilet at set times until they go on their own, before and after meals, before nap and bed time, during the day.

Praise the child but do not over do it. Do not belittle the child for accidents, just react as a matter of fact. Use diapers when away from home for a long time, traveling or during sleep times during the first stage of training.

Training pants help to lessen the mess of accidents. The pants can be disposable or multi-layered cotton fabric crotch pants.

Toilet learning helps children handle their elimination needs the way our society expects – cleanly, without help, and without fuss. Complete learning is a long process.

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