Parl Unit 2 Module 12 ~ Physical Development of Infants and Toddlers UNIT 2 Infancy and Toddlerhood — Brenda B. Corpuz, PhD Physical Development of Infants and Toddlers day after gs before staneous $ head. ructures jatomical~ MODULE | the same “A baby is God's opinion that fife should’ go on.” ” a " Cat Sena American Historian, Poet & Novelist ey asprid=2g0 LEARNING OUTCOMES At the end of this Module, you should be able to: * ‘trace the physical development that you have gone through as infants and toddlers. identify factors that enhance / impede the physical of youl | development of infants and toddlers — Present your own or others’ research on the physical it could development of infants and toddlers Sy draw implications of these principles and processes to child | care, education and parenting. We have just traced the developmental process before birth. We hall continue to trace the developmental process by following the infant or the baby who is just bom up to when he reaches age 2. The period that comes after pre-natal or antenatal stage is infancy which, in tum, is followed by toddlerhood. Infancy and toddlerhood span the first two years of life,‘The Child and Adolescent Learners and Leaming Principles um Take a learning partner and together study the Figures Look closely at the changes in the sizes of the human body. parts @ person’ grows, 2months (Adapted from Santrock JW. Life-Span Developmen. § Edition, 2002) (Qn Guide Questions 1. What do you notice about the size of the head in, relation the other parts of the body as a person grows older? 2. Does physical development begin from the top or from the side to the center? Explain your answer. CS Cephalocaudal and Proximodistal Patterns As you leamed in Unit 1, Module 1, the cephalocaudal is the postnatal growth from conception to 5 months when the Srows more than the body. This cephalocaudal trend of growth applies to the development of the fetus also applies in the and Weig © It’s norms their body due to the adjust to ¢ idly, e Breastfed | through th. bies usual ‘* In general, in the first A baby’s w down in the © Low percen Progress alo Development * Among the two years o to cach othe You discusse may wish to “Myelination or are covered anc tally and contin myelinization is through the ner * At birth, theInit 2 Module 12 ~ Physical Development of infants and Toddlers s after birth. Infants lear to use their upper limbs before their limbs. The same pattern occurs in the head area because the parts of the head - the eyes and the brain - grow faster than the parts such as the jaw. The proximodistal trend is the pre-natal growth from 5 ths to birth when the fetus grows from the inside of the body ,. This also applies in the first months after birth as shown the earlier maturation of muscular control of the trunk and arms, by that of the hands and fingers. When referring to motor jelopment, the proximodistal trend refers to the development of skills from the center of the body outward. it and Weight « It’s normal for newborn babies to drop 5 to 10 percent of their body weight within a couple of weeks of birth, That is due to the baby’s adjustment to neonatal feeding. Once they adjust to sucking, swallowing and digesting, they grow rap- idly. ‘¢ Breastfed babies are typically heavier than bottle-fed babies through the first six months. After six months, breastfed ba- bies usually weigh less than bottle-fed babies. ‘¢ In general, an infant’s length increases by about 30 percent in the first five months. «A baby’s weight usually triples during the first year but slows down in the second year of life. ‘s Low percentages are not a cause for alarm as long as infants progress along a natural curve of steady development. p02.) Development Among the most dramatic changes in the brain in the first two years of life are the spreading connections of dendrites to each other. Remember neurons, dendrites, axon, synapses? You discussed them in your General Psychology class. (You may wish to review on them.) Myelination or myelinization, the process by which the axons are covered and insulated by layers of fat cells, begins prena- tally and continues after birth. The process of myelination or myelinization increases the speed at which information travels through the nervous system. + At birth, the newborn’s brain is about 25 percent of its adult 147‘The Child and Adolescent Learners and Learning Principles Motor development begin from reflexes, to gross motor skills and fine motor skills, Reflexes weight. By the second birthday, the brain is about 75% of adult weight. Shortly after birth, a baby’s brain produces trillions 1 connections between neurons than it can possibly use, brain eliminates connections that are seldom of never w (Santrock, 2002). The infant’s brain is literally waiting ‘experiences to determine how connections are made. ‘ A study on rats conducted by Mark Rosenzweig in I revealed that the brains of rats that grew up in the enri environment developed better than the brains of the anim reared in standard or isolated conditions. The brains of “enriched” animals weighed more, had thicker layers, more neuronal connections and had higher levels of neu chemical activity. Such finding implies that enriching the li of infants who live in impoverished environments can prod Positive changes in their development (Santrock, 2002), Depressed brain activity has been found in children who grew in a depressed environment (Circhetti, 2001, cited by Santro 2002), 4 Along this aspect of motor development, infants and The newbom has some basic reflexes which are, of course tomatic, and serve as survival mechanisms before they have the opportunity to lear. Many reflexes which are present at bit will generally subside within a few months as the baby gi and matures, There are many different reflexes. Some of the most commo reflexes that babies have are: Sucking Reflex: The sucking reflex is initiated when son touches the roof of an infant's mouth. Infants have a st sucking reflex which helps to ensure they can latch unto a bot or breast. The sucking reflex is very strong in some infants at they may need to suck on a pacifier for comfort, Rooting Reflex: The rooting reflex is most evident when infant's cheek is stroked. The baby responds by turning his or her head in the direction of the touch and opening their mouth for feeding.Part il Unit Module 12 ~ Physical Development of Infants and Todor Gripping Reflex: Babies will grasp anything that is placed in their palm. The strength of this grip is strong, and most babies can support their entire Weight in their grip. Curling Reflex: When the inner sole of a baby’s foot is stroked, the infant respond by curling his or her toes. When the outer sole of a baby's foot is stroked, the infant will respond by spreading out their toes, . Startle/Moro Reflex: Infants will respond to sudden sounds or ‘movements by throwing their arms and legs out, and throwing their heads back. Most infants will usually ery when startled and proceed to pull their limbs back into their bodies. Galant Reflex: The galant reflex is shown when an infant's middle or lower back is stroked next to the spinal cord. The baby will respond by curving his or her body toward the side which is being stroked, Tonic Neck Reflex: The tonic neck reflex is demonstrated in infants who are placed on their abdomens. Whichever side the “child's head is facing, the limbs on that side will straighten, while the opposite limbs will curl, (http://www.mamashealth.com/ child/inreftex.asp)‘The Child and Adolescent Leamers and Learning Principles 150 Sinaia ae Gross Motor Skills What are Ereptions? C: + The nev normal ter and | that of a 2002) * Infants | In an ex Santrock, look at ; than at that “pat Among their mot Ean newboms hh * The sens birth of her moth mother’s for you * Infants’ s adult. whi by a new newborns di Study the Figure below. See how you developed in your g motor skills. ‘Age onthe) Source: Santock: JW LifeSpan Development, 8th Edition, 2002 I is always a source of excitement for parents to witness 4 hate changes in the infant's first year of life. This dramatic mo + In an ex development is shown in babies unable to even lift their heads Mitts being able to grab things off the cabinet, to chase the ball and smelling walk away from parent. old. This two days Fine Motor Skills experience Fine motor skills, are skills that involve a refined use of Ean newboms fe: small muscles controllin, B. They do cortisol (a to the sun * Babies res motor dev sucks an {nitally, infants show only crude shoulder and elbow movereare ber leek ial later they show wrist movements, hand rotation and coordination htat was suckPart Unit 2 Module 12 ~ Physical Development of Infants and Toddlers What are some research findings regarding newborns’ visual ions? Can newboms see? The newborn's vision is about 10 to 30 times lower than normal adult vision, By 6 months of age, vision becomes bet- ter and by the first birthday, the infant’s vision approximates that of an adult, (Banks & Salapatek, 1983 cited by Santrock, 2002) Infants look at different things for different lengths of time. In an experiment conducted by Robert Fantz (1963 cited by Santrock, 2002), it was found out that infants preferred to ook at patterns such as faces and concentric circles rather than at color or brightness. Based on these results, it is likely that “pattern perception has an innate basis” (Santrock, 2002). ‘Among the first few things that babies leam to recognize is their mother’s face, as mother feeds and nurses them. newborns hear? + ‘The sense of hearing in an infant develops much before the birth of the baby, When in the womb, the baby hears his/ hher mother’s heartbeats, the grumbling of his/her ‘stomach, the ‘mother’s voice and music. How soothing it must have been for you to listen to your mother’s lullaby. + Infants’ sensory thresholds are somewhat higher than those of adult which means that stimulus must be louder to be heard by @ newbom than by an adult, newboms differentiate odors? * In an experiment conducted by MacFarlane (1975) “young infants who were breastfed showed a clear preference for smelling their mother’s breast pad when they were 6 days old. This preference did not show when the babies were only two days old, This shows that it requires several days of experience to recognize their mother’s breast pad odor.” newboms feel pain? Do they respond to touch? + They do feel pain. Newborn males show a higher level of cortisol (an indicator of stress) after a circumeision than prior to the surgery (Taddio, et al, 1997 cited by Santrock, 2002). + Babies respond to touch. In the earlier part of this Module on motor development, you learned that a newborn automatically sucks an object placed in his/her mouth, or a touch of the cheek makes the newborn tum his/her head toward the side that was touched in an apparent effort to find something to suck. 151152 ‘The Child and Adolescent Leamers and Learning Principles Can newboms distinguish the different tastes? Summary of + Ima study conducted with babies only two hour old, babies ‘made different facial expressions when they tasted sweet, sour, and bitter solutions (Rosentein and Oster, 1988, cited by San- trock, 2002). + When saccharin was added to the amniotic fluid of a term fetus, increased swallowing was observed. + This indicates that sensitivity to taste might be present before birth. Do infants relate information through several senses? In short, are infants capable of intermodal perception? + Intermodal perception is the ability to relate, connect and integrate information about two or more sensory modalities such as vision and hearing, + Ina study conducted by Spelke and Owsley (1979), it was found out that as early as at 3 1/2 months old, infants looked more at their mother when they also heard her voice and longer at their father when they also heard his voice. + This capacity for intermodal perception or ability to connect information coming through various modes gets sharpened considerably through experience. (tom 1, Observe one 1) 0-6 months infant; 2) 7-12 months infant; 3) 13- 18 months infant and 4) 19-24 month old infant. Refer to “What Infants and Toddlers Can Do Physically” based in the Philippines Early Leaming and Development Standards (ELDS) formulated by the Child and Welfare Council now merged with Early Childhood Care and Development (ECCD). Put a check (7) on those items that you observed the infants/toddler demonstrated.Prt Il Unit2 Module 12 Physical Development of Infants and Toddlers mary of What Infants and Toddlers Can Do Physically Domain: Physical Health, Well-Being and Motor Development, \L HEALTH Standards 1: The child demonstrates adequate growth (weight, height, head circumference). 2: The chid has adequate sensory systems to participate in daly actives, ‘months “@ States to loud sounds '* Visualy follows a moving object from side to side Visualy folows a moving object up and down Reacts to pain by crying Withdraws or cries when in contact with something hot ‘Withdraws or reacts with surprise when in contact with something cold Reacts wit pleesurelsmiles or relaxed expression when helshe tastes something deicious Reacts by making a face frownsigrimaces when helshe tastes something he/she does not tke 12 months '* Reacts with pleasure when helshe smells something nice '* Reacts by making a face when he/she smelis something foul 3 The chid has adequate stamina to participate n dally activites. Pushes andlor puls moderately heavy objecs (e.g, chairs, large boxes) Walks without tring easily 18 months '* Plays without tring easly, able to keep pace with playmates Participates actively in games, outdoor play and other exercises 24 months ‘Sustains physical activity (e.g., dancing, outdoor games, swimming) for atleast 3-5 minutes SKILLS DEVELOPMENT (GROSS MOTOR SKILLS) 41: The child shows control and coordination of body movements large muscle groups. '* Based on your experience, are these indicators generally observed on andior performed by a child on the specified age? months Holds head steady '* Moves arms and legs equally to reach at danging object Rolls over '* Bounces wien held standing, briey bearing weight on logs ‘Sits with support "+ Starting to crawl but not yet very ood at tis‘The Child and Adolescent Leamers and Learning Principles. 7 +42 months Sits alone steadily without support Creeps or crawls with ease 2s a primary means of moving around ‘Stands witout support ‘Sands from a siting positon without any help ‘Squats from a standing positon with ease ‘Stands from a standing postion with ease Bends over easily without fling Stands from a bent positon without fling ‘aks sideways by holding onto the sides of crib or funiture (cruises) ‘© Walks with one hand held 13 - 18 months ‘* Walks without support Wilks backwards Walks up the stairs with hand held, 2feet on each step ‘Weal down the stairs with hand held, 2 feet on each stap Jumps in place Ciimbs onto a steady elevated surface (e.g, bed, adult chair or bangko, et.) Kicks a bal but wit litle contro of direction ‘Throws a bal but with litle contol of direction Throws a bal but wth litle contro of speed Runs without tipping or fling Maintains balance (walking on alow, narrow ledge; between 2 lines) without assistance ‘© Moves with music when he hears it ‘© Can move body to imitate familiar animals ‘¢ Can move body fo imitate another person/TV character 19 - 24 months «© Walks up the stars with altsmating feet, without help '@ Walks down the stairs with alternating feet, without help ‘¢ Kicks a ball with control of cretion © Throws a ball with cotrl of direction ‘* Throws a bal wth control of speed MOTOR SKILLS DEVELOPMENT (FINE MOTOR SKILLS) Standards 1: The child can contol and coordinate Hand and fnger movements Based on your experience, are these indicators generally observed on ‘andlor performed by a child on the specified age? 0-6 months ‘© Hands open most of the time Brings both hands together towards dangling objecttoy Uses ether hand interchangeably to grasp objects Uses all 5 fingers in raking motion to get foodoys placed on a lat surface Grasp objects withthe same hand most ofthe tme (hand preference emerging) 7-42 months © Pulls toys by the string ‘© Bangs 2 large blocks together eee ee eeePar Il Unit § Module 12 - Physical Development of Infants and Toddlers Picks up objects with thumb end index fingers GGrasps and transfers objects from hand to hand ‘© Grasps objec wih the same hand al the time (definite hand preference estab- lished) 43 - 18 months ‘¢ Puts smal objects inlout of container (© Unscrews lids ‘© Unwraps candyood ‘© Holds tick pencil or crayon with palmar grip (e., el § fingers wrapped around pefcl) Scribbles spontaneously 49 - 24 months ‘© Colors with stokes going out of the lines PERSONAL CARE AND HYGIENE (ACTIVITIES OF DAILY LIVING) ‘Standards 1: The chid participates in basic personal care routines. Based on your experience, are these indicators generally observed on ‘andlor performed by a child on the specified age? 0-6 months © Sucks and swallows mik from breastbote Begins to take complementary or semi-solid foods by the end of 6 months © Keeps reasonably stil wile being dressed, undress bathed and wile diaper is be- ing changed 7-12 months Holds a feeding botle by himself Helps hold cup for drinking Chews solid foods well Feeds self with finger foods ‘© Scoops with a spoon with silage 43 - 18 months ‘e Feeds sof wit assistance ‘© Feeds set using fingers to eat rcehiands with spilage Feeds seff using spoon with spilage No longer drinks from feeding bot Drinks from cup unassisted Participates when being dressed by iting arms or raising egs Pulls down gartered short pantsunderpants or panties Removes shoesisandals Informs caregiver of the need to move his bowels so helshe can be brought to ‘comfort room “Takes a bath wit assistance Brushes teeth after meats with assistance from adult Washes and dries hands under adult supervision Washes and dries face with the assistance of an adut months Gets drink forse unassisted Removes loose sando Removes socks Informs caregiver ofthe need to urinate so he/she can be brought tothe comfort oom ‘© Goes tothe designated place to urinate but sometimes wets hishher pants‘The Child and Adolescent Learners and Leeming Principles i «Goes to he designated pace to move hier bowls but sometimes sil sls is! her pants «sous to the designated place to move hisher bowels but needs help with wiring and washing ‘e Brushes teeth after meats with adult supervision ‘e Washes and cries face under adult supervision {soure: The Philipines Eat Learning and Development Standards (ELDS) formulated by ‘he Chid and Welfare Counal now merged with the Early Childnood Care end Council) (QUITE Come up with a graphic. presentation of the milestones of the various aspects of physical development (proximodistal and cephalocaudal patterns, height and weight during infancy and toddlerhood), For details, refer to the Philippine Early Learning tnd Development Standards. Cite implications of each milestone to parenting.a ee ‘The Child and Adolescent Leamers and Learning Principles, Cognitive Development of Infants MODULE 1 and Teds — Brenda B. Corpuz, PhD “anfants and todilers are Gorn ready to (earn. learn through listening to Language, trying out sounds, their tasting foods and exploring environments in Es ~Kahlil Gibran~. ENTS In this Module, you are challenged to: + trace the cognitive development of infants and toddlers. + identify factors that enhance/impede the cognitive development of infants and toddlers + present your own or others’ research on the cognitive development of infants and toddlers + draw implications of cognitive development concepts to child care, education and parenting, CE Cognitive development in infancy refers to development in way a baby thinks. This includes his/her language, communica and exploration skills. Examples of cognitive activities include payi attention, remembering’ learning to talk, interacting with toys identifying faces. gms You will be divided into four groups. Each group will b assigned a task to do. For Group I - Read the story of Laurent, Lucienne and Jacqueline, three children of Piaget whom he observed. After: reading and re-reading, make a summary outline of the behavi of the three children separately. Don’t forget to indicate the age of each child. This can help you in the next activity.‘The Child and Adolescent Learners and Leaming Principles 166 two-word stage in language development? 3. Do infants have an innate capacity to leam language? Even they are not taught a language, can infants and toddlers lea that language? Co Sensorimotor stage + An analysis of the 6 substages of the sensorimotor stage Piaget's cognitive development shows that development from reflexive behaviors to more refined and more coord nated activities. Cognitive development of infants evolves orientation from becoming focused on themselves to be ing object or world-oriented, from one that is action-b to one that is mentally-based, from one that does not involve much of coordination of schemes to one invol intentionality, novelty and curiosity and from a thinl that is purely sensorimotor to a symbolic one. + Piaget's substages are termed circular because the adapti behavior to the world involves repeated actions. Circular re actions are attempts to repeat an event that the baby likes. Circular reactions serve as the building blocks for intelligenc (Pasek, P and Golinkoff, R, 2003). + Primary circular reactions are oriented toward the infant’s body, whereas secondary circular reactions are aimed toward) the environment including others. Here is an example of primary circular reaction: ‘At first, by accident, the baby gets her thumb in her mouth But she doesn’t know how to do it again. She waves her: hand around and, after many attempts, eventually succeeds in doing it again. Gradually, she learns how to do it at will (Pasek, K and R. Golinkoff, 2003). + Secondary circular reactions are repetitive actions that involve recreating events which 4-10 month old babies observe out- side of their own bodies, such as making their mobile crib) shake by kicking their legs (Pasck, K and R.Golinkoff, 2003). + Tertiary circular reactions, seen from approximately 10 to 18 months, is when a baby does things over and over again, just a little differently cach time. e.g. When a baby seems to enjoy dropping the spoon over and over again in many different ways, a proof of the creation of novel a sibling or example.uage? Even if toddlers learn otor stage of pment begins more coordi- is evolves in es to becom- action-based lat does not me involving na thinking : the adaptive _ Circular re- e baby likes. > intelligence > infant’s own aimed toward example of a in her mouth. le waves her ally succeeds do it at will s that involve observe out- mobile crib finkoff, 2003). mately 10 to fer and over When a baby d over again ion of novel Parti! Unit2 Module 13 ~ Cognitive Development of Infants and Toddlers eee naa asec variations in events. Piaget described the baby at this stage as “the scientist.” When parents don’t understand their child’s behavior, they ste this act as abusive and get frustrated. + From dropping the spoon many times in many different ways, the baby discovers a patter “objects fall down --- not up.” They create the pattems with their repetitive actions and then evaluate them. Babies are bom pattem seekers (Pasek, K and R. Golinkoff, 2003). + “Acquiring the sense of object permanence is one of the infant's most important accomplishments, according to Piaget.” Object permanence is the understanding that objects continue to exist even when the objects are not immediately perceptible through the senses, Before the infant’s acquisition of the sense of object permanence, the principle that applies is “out of sight, out of mind.” There are some criticisms of Piaget's theory on cognitive development. One criticism from other developmental theorists is his fundamental assumption that cognitive development occurs in fixed sequence of discontinuous spurts across task domains, tasks, and contexts. Many theorists (e.g. Brainerd, 1978) believe that cognitive development occurs as a continuous process rather than in discontinuous stages of development. Recent studies in the cognitive development of infants support the view that Piaget underestimated young infants’ cognitive ability. Furthermore, Piaget's methods of esearch were said to be quite loose, the fact that he simply observed hhis three children and a few others which were limited only to European children. Learning and Remembering Do infants learn and remember? Yes! Pavlov's classical conditioning and Skinner's operant conditioning have been proven to apply to infants. We'll ask you to research on researches that prove this. All of us experience infantile amnesia, the inability to recall events that happened when we were very young (Spear, 1979). Generally, we can remember little or nothing that has happened to us before the age of about 5 years, and it is extremely rare for someone to recall many memories before age 3 years. Reports of childhood ‘memories usually involve memories of significant events (e.g. birth of a sibling or the death of a parent; Fivush and Hammond, 1991) For example, some adults have recalled their own hospitalization or‘The Child and Adolescent Learners and Leaming Principles the birth of a sibling as far back as age 2 years, and the death of a parent or a family move may be recalled from as far back as age 3 years (Usher and Neisser, 1993). I have vivid memories of my childhood as early as age 3. 1 remember the deaths of a baby brother and a baby sister in a row. Before age 3, I have a vivid picture of my father carrying me home in his arms after he was informed that I was chilling due to very high fever in my grandmother's house. words at of age. of adult Iti Language Development From day one, infants appear to be programmed to tune in to their linguistic environment with the specific goal of acquiring language. Infants clearly have remarkably acute language learning abilities even from an early age (Marcus, Vijayan. Bandi Rao and Vishton, 1999; Pinker, 1997, 1999 cited by Stemberg, Robert, 2003). Within the first years of life, we humans seem to progress through the following stages in producing language (Sternberg, 2003); 1. Cooing, which comprises largely vowel sounds 2. Babbling, which comprises consonant as well as vowel sounds; to most people’s ears, the babbling of infants growing up among speakers from different language groups sounds very similar 3. One-word utterances; these utterances are limited in both the vowels and the consonants they utilize (Ingram, 1999 cited by Stemberg, 2003) 4. Two-word utterances and telegraphic speech 5. Basic adult sentence structure (present by about age 4 years) with continuing vocabulary acquisition The infant utters his /her first word- followed by one or two more, and soon after, yet a few more, The infant uses these one- word utterances termed holophrases-to convey intentions, desires and demands. Usually, the words are nouns describing familiar objects that the child observes (e.g. book, ball, baby) or wants (e.g. Mama, Dada) By 18 months of age, children typically have vocabularies of 3 to 100 words (Siegler, 1986). Because the young child’s vocabulary is Very limited at this point in the development process, the child overextends the meaning of words in his/her existing lexicon to cover things and ideas for which a new word is lacking. For example the general term for any kind of four-legged animal may be “doggie.” In linguistics this is called overextension error. Gradually between 1.5 and 2.5 years of age, children startk as age 3 s age 3. 1 in a row. ¢ me home ue to very fo tune in f acquiring ge learning fi Rao and bert, 2003). jo progress. Derg, 2003); | as vowel nts growing ups sounds in both the 99 cited by ge 4 years) one or two ‘these one- desires and objects that fama, Dada) ularies of 3 ; vocabulary s, the child son to cover example the “doggie.” In jildren start Par Il Unit2. Module 13 ~ Cognitive Development of Infants and Toddlers ‘combining single words to produce two-word utterances. These two- word or three-word utterances with rudimentary syntax but with articles and prepositions missing are referred to as telegraphic speech. Vocabulary expands rapidly, more than tripling from about 300 ‘words at about 2 years of age to about 1,000 words at about 3 years of age. At about 4 years, incredibly children acquire the foundations of adult syntax and language structure (Stemberg, 2003). It is clear that no toddler blossoms all of a sudden into one ‘capable of telegraphic speech. As the 5 stages above show, the ‘acquisition of language comes in stages beginning with cooing, then babbling, to one-word utterances, to two - or three-word utterances or ‘even more but without articles and prepositions thus called telegraphic speech. Language Acquisition Device (LAD) Noam Chomsky (1965, 1972), noted linguist, claims that humans have an innate language acquisition device (LAD). This LAD is a “metaphorical organ that is responsible for language learning. Just as a heart is designed to pump blood this language acquisition device is preprogrammed to learn language, whatever the language community children find themselves in.” This means that we, humans seem to be biologically preconfigured to be ready to acquire language. Indeed, children seem to have a knack for acquiring an implicit understanding of the many rules of language structure, as well as for applying those rules to new vocabulary and new contexts. This may partly explain why children are said to learn language fast. Professor Laura-Ann Petito of Dartmouth College in Hanover, ‘New Hampshire and her colleagues conducted a recent study that concluded that “by 5 months of age, babies are already specializing by using the left side of their brains for language sounds and the right side for expression emotion... We all speak out from the right side of our mouths....Babies babble out from the right side of their mouths.” The right side of the body is controlled by the left side of the brain while the left side of the body is controlled by the right side of the brain (connections in the brain are contralateral or crossed). Babies use the right side of their mouths for babbling, then babbling is a language function controlled by the left side of the brain.‘The Child and Adolescent Learners and Leaming Principles ‘enmmm 1, Observe one 1) 0-6 months infant; 2) 7-12 months infant; 3) 13- 18 months infant and 4) 19-24 month old infant. Refer to “What Infants and Toddlers Can Do Cognitively” from Childhood Care and Development (ECCD). Put a check (W) on those items that you observed the infants/toddler demonstrated. 2, Share your observations in class. a) What did you observe that they can do? cannot do? Why so? A Summary of What Infants and Toddlers Can Do Cognitively DOMAIN: LANGUAGE, PRE-READING AND PRE-MATH LANGUAGE (RECEPTIVE LANGUAGE) Based on your experience, are these indicators generally observed on __ andlor performed by a child on the specified age? 0-6 months ‘Watches primary caregiver intently as she speaks to him/her 7-12 months: Understands "No" Points to family member when asked to do 80 413-18 months Points to 5 body parts on him/herself when asked to do so Follows one-step instructions without need for gestures 49-24 months Points to § named pictured objects when asked to do so LANGUAGE (EXPRESSIVE LANGUAGE) Standards 1: The child is able to use words and gestures to express his thoughts and feelings. Based on your experience, are these indicators generally observed ‘on andlor performed by a child on the specified age? 0-6 months ‘Makes gurgling, cooing, babbling or other vocal sounds Uses gestures (e.g., stretching his/her arms, pointing) to indicate what he /she wants 7-12 months Repeats sounds produced by others ‘Says meaningful words like papa, mama, to refer to specific persons, Uses animal sounds to identify animals (e.g, meow-meow for cat) Uses environmental sounds to identify objects/events in the environment (2... boom for thunder) 18 months ‘Speaks in single words ‘Says “yes” and “no” appropriately Uses words accompanied by gestures to indicate what helshe wants Responds to simple questions wit single wordsPart Unit2. Module 13 ~ Cognite Development of infants and Toddlers 71 49 - 24 months Uses pronouns ‘Uses possessive pronouns. ant; 3) 13- ce kel ste bards eae ccc bet Ga ¢ to “What ‘© Aomps to converse even fhe canne be clearly understood Aelia PRE-READING AND PRE-MATH (MATCHING) oe Standards 1.1: The chid is able fo match identical objects, colors, shapes, symbols. Based on your experience, are these indicators generally observed ‘on andlor performed by a child on the specified age? T- 42 months © Able to match 2 identical objects (e.g.,2 spoons, 2 balls) 19-24 months ‘¢ Matches identical objects rved on © Matches identical pictures PRE-READING AND PRE-MATH (ROTE SEQUENCING) Standards 1.2: The child is able to recite the alphabet and numbers in sequence. Based on your experience, are these indicators generally observed ‘on andlor performed by a child on the specified age? 19-24 months ‘© Counts from 1 to 5 with errors, gaps or prompts Domain: Cognitive Development ATTENTION AND ACTIVITY LEVEL Standards 1: The child is able to sustain attention and modulate his activity at _age-expected levels. Based on your experience, are these indicators generally observed ‘on andlor performed by a child on the specified age? = 6 months © Looks steadiy at novel stimuli (e.g, rattle, danging toy) 7-12 months ‘¢ Examines properties of toys for several minutes by handing these (eg, paling apart) © Looks with interest at picture books = Able to sit through an entre meal without fussing 13 - 18 months ‘¢ May be distracted but responds when made to re-focus Sieo. ‘¢ Resist inlerupton while engaged in play at he she HIGHER-ORDERED MENTAL ABILITIES (CONCEPT FORMATION) Standards 1: The child develops basic concepts pertaining f0 object constancy, space, time, quantity, seriation, ofc. and uses these as the basis for 4 understanding how materials are categorized in his/ her environment.Fe ‘The Child and Adolescent Learners and Learning Principles bie Based on your experience, are these indicators generally observed ‘on andlor performed by a child on the specified age? 0-6 months ‘© Experiments with new objects or toys by banging or puting them in his mouth ‘© Looks inthe diction of a fallen objact T-12months ‘© Looks for partially hidden objacts ‘©_Looks for completly hidden objects 18 months © Cantel whether something is hat or cold © Cantel which s shorter of2 tems © Can toll which is tallarionger of 2 tems Can tell which Is bigger of 2 tems © Can tel which is nearer of 2 items HIGHER-ORDERED MENTAL ABILITIES (CAUSE- EFFECT RELATIONSHIPS) ‘Standards 1: The child is able fo understand the cause-effect relationships. Based on your experience, are these indicators generally observed on and/ ‘or performed by a child on the specified age? 0-6 months ‘¢__Acts on an object to achieve an objective (e.g, shakes rate) 7-42 months ‘Uses an objec to get something he/she wants (e.g, spoon to reach an object) 24 months ‘Asks “Why?" questions ‘© Understands reasons behind daily practices (e.g. washing hands before meals) ‘© Understands reasons behind safely rules & practices at home (e.g. why one must rot play matches) 2 ‘© Knows where to return most of his/her things MEMORY (MEMORY FOR EXPERIENCES: EPISODIC MEMORY) ‘Standards 1 : The child is able fo recall people he has met, events, and places he thas been to. : Based on your experience, are these indicators generally observed on andlor performed by a child on the specified age? 0-6 months Child reacts, lke smiling, in recogniton of someone helshe has met several times but who does not lve in isfher home 13 - 18 months ‘© Child reacts, ike smiling, in recognition of a familar place besides his/her home 19 - 24 months ‘© Cid is brought somewhere and corectly recalls having been there before MEMORY (MEMORY FOR CONCEPT-BASED KNOWLEDGE: 1 SEMANTIC MEMORY) Standards 1 : The child is able to store verbal information in short and Jong -term memory. Based on your experience, are these indicators generally observed on andi or performed by a child on the specified age?ly observed 19-24 months ‘¢ Hums a recognizable tune ee outh ‘¢ Memorizes some gestures of action songs HIGHER-ORDERED MENTAL ABILITIES (LOGICAL REASONING) ‘Standafds 1: The child is able to folow the logic of events (le., reasons why these ‘happen) end draw accurate conclusion by evaluating the fects presented to him. Based on your experience, are these indicators generally observed on “andlor performed by a child on the specified age? 49+ 24 months HIGHER-ORDERED MENTAL ABILITIES (PLANNING AND. ORGANIZING) ‘Standards 1 : The child is able to plan and organize a simple, familia acthty. ‘Based on your experience, are these indicators generally observed on ‘andlor performed by @ child on the spectied age? 19-24 months HIGHER-ORDERED MENTAL ABILITIES (CREATIVE THOUGHT) are ‘Standards 1: The child is able to generate new ideas or concepts, or new associa- Served cn sili ‘ions betwoen existing ideas or concepts. Based on your experience, are these indicators genérally observed on Performed by a child on the specified age? +24 months ‘© Enjoys constructing objects or structures out of manipulative toys (eg, blocks, lay, ban object ) ‘sand, paper) 1 Uses toys or objects as symbols in play (eg, pretends empty mik can ise drum) ‘© Can use the same toy or bject in more than one way (e.g, big empty box as efore meals) house) why one must infants and toddlers can do Cognitively? RY) in: Cognitive Development Sei cise IN AND ACTIVITY LEVEL rds 1: The chi is able fo sustain attention and modulate his activity at age- served on levels. Based on your experience, are these indicators generally observed on andi performed by a child on the specified age? several times but Se months: Looks steadly at novel stimuli (9. rate, dangling toy) +12 months Bor hone ‘© Examines properties of foys for several minutes by handling these (eg. pling apart) — ‘© Looks with interest at picture books Able to sit through an entre meal without fussing months i orn May be distracted but responds when made to re-ocus Resists iterupton while engaged in play erved on and!174 ‘The Child and Adolescent Learners and Leaming Principles HIGHER-ORDERED MENTAL ABILITIES (CONCEPT FORMATION) Standards 1: The child develops basic concepts pertaining to object constancy, Space, time, quanti, seriation, etc. and uses these as the basis for Understanding how materials are categorized in his/her environment. Based on your experience, oF performed by a child on the specified age? 0-6 months Experiments wih new objects or toys by banging or puting them in his mouth ‘Looks inthe direction of a fallen object. 7-12 months '» Looks for parally hidden objects Looks for completely hidden objects 13 = 18 months, Can tell whether something is hot or cold Hands over 1 object when asked 19 - 24 months © Cantel which is shorter of2 items ‘© Can tell which is tallerionger of 2 items © Can tel which is bigger of 2 tems © Can te which is nearer of 2 items HIGHER-ORDERED MENTAL ABILITIES (CAUSE. EFFECT RELATIONSHIPS) ‘Standards 1 The child is able to understand the cause-effect relationships. ronal on your experience, are these indicators generally observed on and ‘F performed by a child on the specified age? lards + 0-6 months Based . ‘Aalson an object to achieve an objective (0, shakes rate) 7-12 months “na Ri his 1 get someting hele wants (6.9, spoon to reach ance!) ‘a | 19-24 months ——a ‘@ Asks “Why?” questions 1S . Understands reasons behind daly racces e.g, washing hands before Based, meals) F perfom . Understands reasons behind safety rues & practices at home (eg, why one must ‘ot play matches) ‘* Knows where to étur most of his/her things MEMORY (MEMORY FOR EXPERIENCES: EPISODIC MEMORY) ‘Standards 1 gia child i able to recall people he has met, events, and places he thas been to, fased on your experince, are these indicators generally observed on andl ©F performed by a child on the specified age? 0-6 months © _Gni react lik smiling, in recognition of someone he/she has met several mes ‘but who does not lve in his/her homePar II Unt2 Module 13 — Cognitive Development of Infants and Toddlers 43 - 18 months ‘© Child reacts, lke smiling, in recognition ofa familiar place besides histher ome 49-24 months Child is brought somewhere and correctly recalls having been there before constancy, ne basis for served on andi ‘MEMORY (MEMORY FOR CONCEPT-BASED KNOWLEDGE: SEMANTIC MEMORY) ‘Standards 1: The chid is able to store verbal information in short and long-term memory. Based on your experience, are these indicators generally observed on ‘andior performed by a child on the specified age? 419 - 24 months ‘¢Hums a recognizable tune ‘¢ Memoizes some gestures of action songs his mouth |ER-ORDERED MENTAL ABILITIES (LOGICAL REASONING) Standards 1: The child is able to follow the logic of events (Le., reasons why happen) and draw accurate conclusion by evaluating the facts presented to ‘im. Based on your experience, are these indicators generally observed on ‘andlor performed by a child on the specified age? 19 - 24 months |ER-ORDERED MENTAL ABILITIES (PLANNING AND ORGANIZING) ‘Standards 1 : The child is able to plan and organize a simple, familar activity. Based on your experience, are these indicators generally observed on and! Performed by a child on the specified age? 49-24 months ER-ORDERED MENTAL ABILITIES (CREATIVE THOUGHT) ‘Standards 1: The chid is able to generate new ideas or concepts, or new as- ions between existing ideas or concepts. Based on your experience, are these indicators generally observed on /or performed by a child on the specified age? 19 - 24 months Enjoys constructing objects or structures out of manipulative toys (e.g, blocks, cay, ‘sand, paper) Uses toys or objects as symbols in play (e.g, pretends empty mik can isa drum Can use the same toy or objec in more than one way (2.¢.,big empty box as house) ‘The Philippines Eary Learring and Development Standards (ELDS) formulated by Child and Welfare Council now merged wit the Early Childhood Care and Development ‘Counci) served on and! h an object ) and places he bserved on and! et several times 1757 tit aa Aebbscend Leamers ana ceaming Principles ENGTHENE Organize a talk show. Three of your classmates who will play the roles of experts in memory development and language development during infancy will serve as panel of discussants, After each expert has delivered his/her piece, one will serve as moderator. A question that should not be forgotten is: What are some applications of these concepts / theories in child care, education and parenting? Several psychologists claim that babies need to be stimulated and challenged in order to grow and develop on a cognitive level. Specific activities, practiced on a regular basis, stimulate ‘an infant’s cognitive growth. However, the following experiment proves otherwise: On the increasingly prevalent cultural assumption that more stimulation is better and that it is never too early to start, neonatal units used to be filled with bright lights and soothing but stimulating sounds, Scientists later found, however, that the sounds and lights of the neonatal care units were actually contributing to problems of attention deficit and hyperactivity. So now the units are darkened and softened to resemble the dark and muffled place, the womb, the environment that nature had intended for these babies (K.Pasck and R. Golinkoff, 2003). What is your stand on the issue of brain stimulation? You may want to review “pruning” of the brain discussed in several references including intemet to arrive at a more informed stand. You have learned that past events recalled as early as two are those that had personal significance. Does this apply even after age 2? What do you think? If you think yes, what does this imply to your future teaching? Language learning Studies show that when parents, teachers and caregivers talk more to children and ask any questions, they create more stimulating language environments for their children, What recommendations can you give to parents for them to provide stimulating language environments? You may want to do some further research on this. RE arene Pee hi oppPart Unit2 Module 13 ~ Cognitive Development of Infants and Toddlers “ESR ee ees ee TSO 1. In which order do the following substages of Piaget's Sensorimotor stage take place in the toddler's cognitive development? ~ Analysis 1, simple reftexes vho will play nd language f discussants. will serve as is: What are n child care, 2. first habits and primary circular reactions phase sihiigiat 3. secondary circular reactions phase BP coca ia 4. coordination of secondary circulation reactions stage Sis eticnulate 5. ‘tertiary circular reactions, novelty and curiosity g experiment 6. intemationalization of schemes A. 1-23-4.5-6 C. 6-5-1-2.3-4 B. 2-3-1-4-6-5 D. 1-3-4-2.5-6 on that more arly to start, and soothing jowever, that were actually 2. Which practice can enhance cognitive development among toddlers? ~ Application c ‘A. Shared reading “ae: B. Early enrolment in found school Foture bal C. Making child compete with other toddlers ff, 2003). D. Buying expensive toys for the toddler.‘The Child and Adolescent Leamers and Learning Principles Socio-emotional Development of Infants and Toddlers = Brenda B. Corpuz,| mopute | 4 oH vhen re drawi jour list of life's miracles, a wee might ‘place near the top the first moment your bab smiles at you ...Today, she fool rift at me. And si smiled ...Her toothless mouth and she scrunched fier face up and it really was a grin ...The sleepless nights, the worries, the crying-all of a sudden it was all worth it ...She is no fonger just something we are nursing and carrying along-somewhere inside, part of her knows what's going on, and that part of her és telling us that she's with us. 4 - Bob Greene Tes In this Module, challenge yourself to: | + describe the socio-emotional development of infants and | toddlers. | identify factors that enhance/impede the socio-emotional development of infants and toddlers. + present an abstract of others’ or your own research 2. related to the socio-emotional development of infants and toddlers. 4 + draw implications of socio-emotional development 3 concepts to child care, education and parenting. Simply put, socio-emotional development has something to do with the development of a person’s ability to master one’s emotions and the ability to relate to others. It necessArily includes temperament, attachments and social skills. Read Nolte’s poem then answer the following questions: 1. Do you agree with D. Nolte’s poem? 2. Which line of the poem is most meaningful to you? Explain,Pat Il Unit2 Module 14 ~ Socio-emational Development of infants and Toddlers lopment of ada B. Corpuz, PhD ur ne. And. s| e crunched he sleepless iden it was of infants and ocio-emotional own research of infants and development ting. ymething to do ‘one’s emotions es temperament, ‘you? Explain, (QDS Children Learn What They Live If a child lives with criticism, he learns to condemn... Ifa child lives with hostility, he learns to fight... Ifa child lives with fear, he learns to be apprehensive... Ia child lives with pity, he learns to feel sorry for himself. If a child lives with ridicule, he learns to be shy... If a child lives with jealousy, he learns to feel guilt... But... Ifa child lives with tolerance, he learns to be patient... If a child lives with encouragement, he learns to be confident... Ifa child lives with praise, he learns to be appreciative. Ifa child lives with acceptance, he learns to love Ifa child lives with honesty, he learns what truth is... Ifa child lives with fairness, he learns justice. Ifa child lives with security, he learns to have faith in himself and those about him ¥ a child lives with friendliness, he learns the world is a nice place in which 10 live. With what is your child living? Dorothy L. Nolte, Trained Family Counselor 1. Based on Nolte’s poem, which plays @ very important role in the socio-emotional development of children? 2. From what kind of home environment do children who are well adjusted most probably come? What about maladjusted children? 3. State in a sentence what the pocm is saying about a child’s socio-emotional development. ° ST ‘The Formative Years Much has been said about the importance of the first three years in human development. They are so-called the formative years that is why, parents and other caregivers at this stage of human development play a significant role in the development of infants and toddlers. As the poem “Children Learn What They Live” expresses, 181* The key to a good start in the social development of the baby * Other relevant and interesting research findings cited by K-Pasek development of children. 4 Tet us discuss those elements that have something to do with the wholesome socio-emotional development of children Attachment * For healthy socio-emotional development, the infant needs to strange of Later infancy months (7-12) cnc cy 7-12) © During the last half of the first year, infants begin expressing Every long fear, disgust, and anger because of the maturation of cognitive : abilities. Anger, often expressed by crying, is a frequent pg attention emotion expressed by infants. Although some infants respond to "long time. distressing events with sadness, anger is more common. + Fear also emerges during this stage as children become able to s Alexander ‘compare an unfamiliar event with what they know. Unfamiliar erament and situations or objects often elicit fear responses in infants. One : easy child; ‘of the most common is the presence of an adult stranger, a fear m -up child that begins to appear at about seven months. A second fear of basic types. this stage is called separation anxiety. Infants seven to twelve ilar routines, months old may cry in fear if the mother or caregiver leaves experiences. them in an unfamiliar place. Be JF S0% Socialization of emotion begins in infancy. It is thought that sgatively and this process is significant in the infant’s acquisition of cultural em-up-child’ ‘and social codes for emotional display, teaching them how to | changes, is a express their emotions, and the degree of acceptability associated‘The Child and Adolescent Learners and Learning Principles with different types of emotional behaviors. Another process that emerges during this stage is social The) referencing. Infants begin to recognize the emotions of others, developme and use this information when reacting to novel situations and why they People. AAs infants explore their world, they generally rely on the Hope emotional expressions of their mothers or caregivers to determine “5 the safety or appropriateness of a particular endeavor, -¥ Toddlerhood years (1-2) Dacia During the second year, infants express emotions of shame or Ea embarrassment and pride. These emotions mature in all children, and The chile adults contribute to their development, ihe pa pose thes Emotional understanding infant's During this stage of development, toddlers acquire language and fail to pe are learning to verbally express their feelings. This ability, rudimentary as it is during early toddlerhood, is the first step in the development of emotional self-regulation skills. In infancy, children largely rely on adults to help them regulate their emotional states. If they are uncomfortable they may be able to Communicate this state by crying, but have little hope of alleviating the discomfort on their own, In toddlethood, however, children begin to develop skills to regulate their emotions with the emergence of language providing an important tool to assist in this process. Being able to articulate an emotional state in itself has a regulatory effect in that it enables children to communicate their feelings to a person capable of help- ing them manage their emotional state. Speech also enables children to self-regulate, using soothing language to talk themselves through difficult situations. + Empathy, a complex emotional response to a situation, also appears in toddlerhood, usually by age two. The development of empathy requires that children read others’ emotional cues, understand that other people are entities distinct from them. selves, and take the perspective of another person (put them- selves in the position of another). (Source: http://psychology/ jrank.org)Part it Unit2 Module 14 ~ Socio-emational Development of Infants and Toddlers his stage is social motions of others, ovel situations and enerally rely on the givers to determine ndeavor, tions of shame or in all children and quire language and ability, rudimentary a the development help them regulate sy may be able to of alleviating develop skills to mguage providing able to articulate in that it enables | capable of help- > enables children emselves through a situation, also ‘The development emotional cues, from them- (put them- /ipsychology/ Erikson’s Psychosocial theory The first twoystages (of the 8 stages of a person’s psychosocial development) apply at the periods of infancy and toddlerhood, that is why they are discussed below: Hope: Trust vs. Mistrust (Infants, 0 to 1 year) * Psychosocial Crisis: Trust vs. Mistrust + Virtue: Hope The first stage of Erik Erikson’s centers around the infant’s basic needs being met by the parents. The infant depends on the Parents, especially the mother, for food, sustenance, and comfort. The child's relative understanding of world and society come from the parents and their interaction with the child. If the parents ex- Pose the child to warmth, regularity, and dependable affection, the infant's view of the world will be one of trust. Should the parents fail to provide a secure environment and to meet the child’s basic need a sense of mistrust will result. According to Erik Erikson, the major developmental task in infancy is to leam whether or not other People, especially primary caregivers, regularly satisfy basic needs. If Caregivers are consistent sources of food, comfort, and affection, an infant leams trust- that others are dependable and reliable. If they are neglectful, or pethaps even abusive, the infant instead leams mistrust. that the world is in an undependable, unpredictable, and possibly a dangerous place. Will: Autonomy vs. Shame & Doubt (Toddlers, 2 to 3 years) * Psychosocial Crisis: Autonomy vs. Shame & Doubt * Main Question: “Can I do things myself or must I always rely on others?” + Virtue: Will As the child gains control over eliminative functions and motor abilities, they begin to explore their surroundings. The parents still Provide a strong base of security from which the child can venture ut to assert their will. The parents" patience and encouragement help foster autonomy in the child. Highly restrictive parents, however, are more likely to instill in the child a sense of doubt and reluctance to attempt new challenges, As they gain increased muscular coordination and mobility, toddlers become capable of satisfying some of their own needs. They begin to feed themselves, wash and dress themselves, and use the bathroom. If caregivers encourage self-sufficient behavior, toddlers develop a sense of autonomy- a sense of being able to handle many 187‘The Child and Adolescent Leamers and Leaming Principles Problems on their own. But if caregivers demand too much too soon, refuse to let children perform tasks of which they are capable, or Tidicule carly attempts at self-sufficiency, children may instead develop shame and doubt about their ability to handle problems (en.wikipedia, org. wikiErikson’s-stages-of-psychosocial-development-) (enum 1. Observe one 1) 0-6 months infant; 2) 7-12 months infant; 3) 13- 18 months infant and 4) 19-24 month old infant. Refer to “What Infants and Toddlers Can Do Socio-emotionally” from Childhood Care and Development (ECCD). Put a check (¥) on those items that you observed the infants/toddler demonstrated. 2. Share your observations in class, a) What can the infants and toddlers do? A Summary of What Toddlers and Infants Can Do Socio-emotionally Domain: Social and Emotional Development ‘SUB-DOMAIN: EMOTIONAL (EMOTIONAL EXPRESSION) Standards 1.1: The chid expresses diferent basic emotions. Based on your experience, are these indicators generally observed on andlor performed by a child on the specified age? 0-6 months © iis in ferent ways to express diferent needs (.., hungry lepy, wet) ‘+ Shows excitement or pleasure by moving ams, kicking, moving the entire body and the face lighting up ‘+ Smiles or laughs in response toa pleasant experience (e.g, caregiver singing to imher) ‘+ Amuses sof by simple repeitve muscle movements without objects (e..,roling back and forth) ‘+ Amuses sof by simpe repetive musce movements wih objects (e9, shaking, ratte) © Ukes playing with water ‘© Enjoys going tothe park ‘© Shows fear and hesitation towards unfamiliar persons 7-12 months © Has a favorite toy 13-18 months © Smileslaughs when happy or amused ‘¢ Cries when sad, angry or scared ‘© _ Shows varying degrees or intensities of various emotionsPart Il Unit2 Module 14 ~ Socio-emotional Development of Infants and Toddlers 189 sch too soon, Standards 1.2: The child demonstrates abity to selfregulate feolings/emotions - capable, or and follows schedules as well as rules and regulations, stead develop 0-6 months priwikipedia. ‘© Stops crying almost immediately when need is met = ,Eventualy gets used to an intating experience (@.., honking horn) and calms down 13 - 18 months + Alle to siop an undesate behavior or acvty when instructed 10 do so (.9. 9o- Ing out to street) ‘© Can calm down or stop tantruming with help from adults ‘© Can follow simple rules Bien; 3). 13- oA cartat haha fer to “What ‘¢ Shows ability to contain histher expression of anger or frustration when source is m Childhood removed : } those items ‘Shows abity to contain one's expression of anger or fustration in a pubic place when asked by paren caregiver '© Tres to control his tears when in pain or scared 7-12 months ‘Smiles oF caps his hands when heshe plays a leamed behavior (09, close. ‘open) 13-18 months ‘Recognizes andis al oa! st appraisal emotions such a shane, pi, gut, envy, jealousy ’ ‘Wil o someting nat gets him/her praised (9, ding a task property, singin, served on te) 19-26 months ‘© Shows interest in doing things that ae his her own creation 7) Says “sory” when helshe has made @ mistake or has hurt someone tire body and SUB-DOMAIN: EMOTIONAL (RECEPTIVITY TO OTHER'S EMOTIONS) peers Standards 1: The chidis receptive tothe different emotion of other people and shows 9, roling ay Based on your experience, are these indicators generally observed on andlor performed by a child on the specified aye? pala 7-12 months ‘Can mimic people's facial expressions 43-18 months © Demonstrates ppropritelaccelable responses to cnr pecoe's emotions (6.9, oes not laugh at someone who is ring) 24 months dentifes feelings in others ‘© Shows respect fr rights and properties of others (e.g. asks permission, does not. Aelberately destroy others’ things)(Eg ‘The Child and Adolescent Learners and Learning Principles ‘SUB-DOMAIN: SOCIAL (EMERGING SENSE OF SELF) Standards 1: The child expresses knowledge of self and besic roles of people jn higher immediate environment. Based on your experience, are theso indicators generally observed on and! ‘or performed by a child on the specified age? 0-6 months fe Explores own body (eg. observes hands and toes), often smiles and vocalizes ‘© Looks at salf inthe miror ; ‘e _Responds to own name by turning to look or reaching to be picked up when 7-42 months © dents sel inthe mirror or photograph via pating or pointing to histher image 13 - 18 months ‘© Identifies what pat of his/her body hurts by pointing to this Refers to self by fist or nickname Calls family members by their namefrcle (mama, papa, ae, Kuya) ‘Asks for what helshe needs without hesitation Expresses dislxe or disagreement (2.9.10, ayew) but in a manner that remains respectful and polte 19 - 24 months ‘© Identfes sat by fist and last name ‘6 Identifies what part of hisher body hurts by naming this 5 ‘SUB-DOMAIN: SOCIAL (FORMING ATTACHMENTS) Standards 1: The chid forms healthy attachments to primary caregivers and ‘ther significant adults and children in his/her life. Based on your experience, are these indicators generally observed on and! cor performed by a child on the specified age? 0-6 months ‘Looks for caregiver during times of distress or discomfort fe Shows distress (e.g, inability to eat or sleep crying) if primary caregiver is absent 43 - 18 months ‘es afectonate towards primary caregivers and other family members Goes to primary caregivers for help | comfortable in the company of strangers if primary caregiver is present ‘May play alone but kes tobe near familiar adults or siblings Hugs or cuddles toys Enjoys playing regularly with significant adults and children 24 months ‘© Eventually moves away from primary caregiver when playing wit unfamiliar chdren ‘or dull, but may look occasionally in hither direction SUB-DOMAIN: SOCIAL (INTERACTIONS WITH OTHER CHILDREN) Standards 1: The child plays and has positive interactions with other children. Based on your experience, are these indicators generally observed ‘on andlor performed by a child on the specified age? (0-6 months ‘¢ Plays wth toys by himself (e.g, mouths, examines, swipes toys) ‘© Smiles in response tothe facial expressions of other children wees .Part Il Unit 2 Module 14 ~ Socio-emational Development of nfents and Toddlers BE ee ‘© Looks at other chien with interest; watches them play $ of people ‘© Displays amusement interacting with other children (¢.g., cooing, failing arms and legs) jad -on ened! 7-12 months ‘¢ Engages in play alongside but not necessarily with other children (ie, parallel play) ‘¢__Plays with other chieren (ie, interactive play) vocalzes 13+ 18 months : ‘© Plays cooperatively with other children when called ‘¢ May hughkiss o hold hands wth other children ‘* Shows or shares food, books, and fos with other chidren per ‘¢__ Asks to play with other children or invites them to play wth hiner 4 months. ‘¢Taks to oer children, asks them questions ‘¢ Shows preference for some chien and interacts more wih them ‘SUB-DOMAIN: SOCIAL (INTERACTIONS WITH ADULTS) Standards 1: The child has positive relations and interactions with adults. Based on your experience, are these indicators generally observed Rromeinn ‘on andior performed by a child on the specified age? 0-6 months ‘© Willook at acu faces and make eye-to-eye contact ‘¢ Listens to verbaizations by adult ‘© Coos or smiles when taked fo by a familar adult ‘© Plays peek-a-boo interactively wit others eons ani 7-12 months ‘© Hugs, pas, kisses “familiar” persons rved on and/ 13 - 18 months ‘© Friendly with strangers but intally may show slight anxiety or shyness ‘© Asks adults (other than primary caregiver or adult family members) for help orto indicate what he /she wants or needs Ss sheen ‘© Wilingly does what familiar adits ask hinvher to do © Appropriately uses cultural gestures of greeting without prompting (e.g, manofbless, ss) SUB-DOMAIN: SOCIAL (PAKIKIRAMDAM-SENSITIVITY) ent Standards 1: The child takes social cues from the environment and adjusts his ‘behavior accordingly. Based on your experience, are these indicators generally observed fon andlor performed by a child on the specified age? milan children 0-6 months ¢ Is shy or more quiet wit strangers EN) ‘© _ Refers to caregiver for cues about novel situations, people or objects er children. 13 - 18 months obeerved ‘¢ Usually quiets down or stops when caregiver shushes him/her ‘¢ Takes notice when there is a sudden change in mood of caregiver or people around himiher 19 - 24 months ‘© ifhelshe needs something, can wait quietly, as tld, unl caregiver is able to attend to him‘The Child and Adolescent Learers and Learning Principles ‘SUB-DOMAIN: SOCIAL (APPRECIATING DIVERSITY) ‘Standards 1: The child recognizes and respects similarities and differences in Based on your experience, are these indicators generally observed fon andlor performed by a child on the specified age? 19-24 months Able to dferentate between boys and gis Sub-domain: Social (Pakramdam-Sensttvty) Standards 1: The child tekes social cues from the environment and adlusts his behavior accordingly. Based on your experience, are these indicators generally observed ‘on andlor performed by a child on the specified age? 0-6 months ls shy or more uit wih stangers ‘¢ Refers to caregiver for cues about nove situations, people or objects 13 - 18 months: ‘¢ Usually quiets down or stops when caregiver shushes him/her ‘Takes notice when there is @ sudden change in mood of caregiver or people around himvher 19-24 months ‘© If helshe needs something, can wait quietly, as told, until caregiver is able to attend tohim SUB-DOMAIN: SOCIAL (APPRECIATING DIVERSITY) Standards 1: The child recognizes and respects similares and differences in people, language, culture. Based on your experience, are these indicators generally observed ‘on andlor performed by a child on the specified age? 19 - 24 months ‘© Treats house help or those less fortunate with respect polite manner) talking to them in a