Toddler Development (1-3 Years)

Toddlerhood (1 to 3 Years)

• Growth rate slows compared to infancy
• Key developmental tasks include tolerating separation from caregivers
• They also include bowel and bladder control
• They also include using words to express themselves
• Becoming less emotionally dependent on caregivers occurs
• Toddlers require the ability to assert their independence
• Toddlers are curious and use touch, smell, and taste to explore their surroundings
• As toddlers gain coordination and learn new skills, they actively explore the world around them
• By the age of 3, a toddler can typically run, jump, climb, ride a tricycle, and navigate stairs

Toddlers (Cont'd)

• Psychological and physical readiness is needed for toilet training
• Bowel training is generally easier than bladder training
• Bowel training is usually completed by 2.5 years old
• Daytime bladder control is achieved before nighttime control
• Bladder training typically finishes around age 3
• Speech and language skills improve, forming 2-3 word sentences
• Play ability develops in two-year-olds
• They often engage in parallel play, playing near other children without directly interacting
• The use of the word "mine" is common during this stage
• Experiencing temper tantrums and using the word "no" is common
• This stage is also known as the "terrible twos"

Preschool (3 to 5 Years)

• Preschoolers are more coordinated and graceful compared to toddlers
• Key developmental tasks in this stage include increased communication skills to understand others
• Self-care skills begin (dressing, managing buttons)
• Learning gender differences
• They also learn to distinguish between right and wrong
• Develop skills in playing with others
• Develop family relationships

The 3-Year-Old

• Coordination improves
• Personal care skills develop
• Language skills expand
• Play is important for 3-year-olds and role-playing games are favored due to their vivid imaginations.
• They begin to learn how to cooperate and share
• They can identify two sexes
• The concept of time begins to develop
• Children may fear the dark and need a night light
• They are becoming less fearful of strangers
• They actively seek to please their primary caregivers

The 4-Year-Old

• They can hop, skip, and throw a ball
• They develop curiosity and ask questions
• Can draw faces and copy a square, and attempt to print letters
• They tend to tease, tattle, and exaggerate stories
• Play with peers develops
• They play with others mainly within groups of two or three and tend to be bossy
• They improve their language skills and are able to tell more comprehensive stories
• They start to develop curiousity with sexuality
• They tend to prefer one parent over the other
• Sibling rivalry becomes apparent

The 5-Year-Old

• Coordination skills improve and they can jump, skate, tie shoelaces, dress and bathe
• Drawing skills continue to increase
• Communication skills increase through responsibility and truthfulness
• A desire for rules and eagerness to do things the right way is displayed
• Experiences fewer fears than before
• Nightmares and dreams are still common.
• They are proud of their accomplishments
• They imitate adults during play like watching TV
• They enjoy doing activities with their primary caregiver of the same sex
• Younger children are considered a nuisance

Middle Childhood (6 to 8 Years)

• School becomes an important part of children's lives
• They begin to explore peer groups, learning and participating in games
• Developmental tasks include developing social and physical skills through playing games
• They can appropriately associate with peers
• They learn certain attitudes toward their gender
• They begin to learn basic reading, writing, and arithmetic.
• They begin to develop a conscience and morals
• They begin developing a positive self image

The 6-Year-Old

• Baby teeth are lost, permanent teeth grow in
• Children are active- and skilled at running, jumping, skipping and other physical activities
• Described as bossy, opinionated, argumentative and overconfident
• They prefer things their own way, and might cheat to win or quit before losing
• They begin to have preference for playing with the same sex
• They learn the alphabet, and how to read and spell
• The concept of having one 'best-friend' may develop

The 7-Year-Old

• Hand coordination develops
• The children are quieter and spend more time alone
• They become more serious, less stubborn, and concerned about being well-liked
• Reading skills enhance
• They can tell time
• Enjoys activities like swimming, biking, playing games with rules, puzzles and video games

The 8-Year-Old

• More permanent teeth appear
• They move fast
• Peer groups and opinions are important and they seek to be accepted by peers
• Play separately between boys and girls
• Opinionated and outgoing
• Give advice regardless if someone likes it
• Expect more privileges than younger siblings
• Curious about places, history and science

Support Worker Responsibilities

• The role is to provide a safe, secure and stable environment for the family.
• Support Workers should develop good relationships with all family members.
• Support workers should maintain rules and routines of the household
• Support workers should be alert of any dangerous changes or harms to the family
• Support Workers must report any unsafe family situations (p. 1010, Think About Safety Box)

Meeting Nutritional Needs

• Children need proper nutrition to grow and maximize system potential.
• Getting children to eat properly is an ongoing challenge for families.
• Many children in Canada face nutritional challenges and this is important for the Support Worker to acknowledge

Meeting Nutritional Needs (Challenges)

• Physical or developmental challenges may appear
• Family environments can create stressful working conditions
• Poverty causes nutritional issues
• Latch-key kids may not have access to proper meals/nutrition
• Obesity
• Poor self-esteem
• Cultural diversity may limit food options

Helping a Child Eat Well

• Families should eat meals together
• The food table should be a conflict free environment
• Save negative discussions for another time
• There should be no distractions around food
• Proper table manners and respectful behaviour should be learned
• Children should be allowed to choose what they want - they will self correct their under or over eating

Adjusting Your Approach

• New foods should be introduced to expand childs' taste
• Can take up to 15 different tastes of a food before a child accepts it
• New food has to be offered in a relaxed setting
• If you are worried about the child's eating habits, consult with your supervisor
• This is especially important if there are changes in weight / appetite
• Should be eating issues at meal times or disorders, consult expertise

Specific Expertise

• Support from Registered Dietitians, Pediatricians, Therapists/Counsellors, Psychiatrists, Pediatric Gastroenterologists, and Pediatric Endocrinologists are helpful

Protecting Children From Injury

• Support workers are responsible for ensuring children are protected from harm
• The leading causes of death in children over age 1 are injury, poison, abuse, burns, etc
• In Canada, the leading cause of death is also accidents

Consumer Product-Related Injuries

• CHRIPP (Canada Hospitals Injury Reporting and Prevention Program) data was analysed
• Risk Factors for Bunk Beds: Falls and strangulation
• Ingestion of magnets is also a risk factor
• Baby Walkers: head injuries are sustained
• Other Household products: trampoline injuries
• Drowning and near drowning: Do not leave child unattended in bath seats or near water
• Dangling blinds/curtain cords: Strangulation is a hazard

Risk Factors for Childhood Injuries

• Male sex prevalence
• Temperament- Highly active child
• Stress
• History of previous injury
• Developmental Characteristics- Natural curiosity, challenging of rules/boundaries

Risks Factors for Childhood Injuries (Cognitive)

• Age specific factors include cognitive ability
• Infants- Taste and touch leads to poisoning and burns
• Young children- Actively search for objects, unaware of cause/effect, don't learn from experience
• School age-age group is generally unable to fully comprehend "cause and effect," so they may attempt dangerous acts without thinking through consequences

Risk Factors for Childhood Injuries (Anatomical)

• Anatomical characteristics (especially in young children) cause injury
• Large heads predisposes to cranial injury
• Their large spleens and livers predispose to trauma
• Small and light bodies are easily thrown, especially out of moving vehicles
• Left handedness can predispose injury due to environmental biases for right handed people

Preventing Falls in Children

• Falls are main cause of injuries
• Increased risk of this during stress and changes
• Be aware of possible dangers
• Don't allow kids under 6 on top bunk
• Keep children away from windows
• Don't put furniture under windows
• Don't let them run with objects in mouth
• Secure furniture and TV to wall to avoid falling

Ways to Prevent Choking in Children

• Children cannot blow balloons or have broken pieces
• Plastic bags/wrap away
• No necklaces, strings, cords etc especially around necks
• Remove/tie up cords, drawstrings on clothing
• Keep blind cords out of reach
• Constant Water Supervision
• Never unattended in vehicle

Protecting Children From Burns

• Burns are a main cause of death in children
• Hot liquids are common burns
• Extension cords/electrical outlets are hazardous
• Keep pot handles pointed backwards
• Don't allow very young child to cook
• Do not leave cords or electrical cords hanging away
• Do not let children play near hot surfaces

Preventing Poisoning

• Young children explore in mouth
• Poisonings are highest between 1-4
• Medication (aspirin), cigarette butts, vitamin pills
• Also caused by drugs and household cleaner

Discipline

• Teaching responsible behaviour
• Guidelines to behave appropriately (positive way)
• Know/Ask to clarify rules
• Reinforce existing rules and Be consistent when using discipline
• Praise Efforts
• Do not Punish – that is not your responsibility

Supporting the Child who Demonstrates Challenging Behaviours

• Children of all ages express feelings ranging from anger, frustration, fear or shame
• This is often caused from- Too many changes, painful losses or problems in school
• You should provide care that is supportive and non-judgemental
• Box 42-2 Principles

Preventing Infections

• Need to address infections
• They have developing immune systems
• Resistance develops afterwards
• Large groups are the grounds
• Children with delays/physical issues may prone for certain illness
• Hand hygiene is important

Prevention of Childhood Infections

• The most important thing to do is wash your hands thoroughly
• Need to wash with soap and warm water for 20 seconds
• Alcohol based sanitizers can use also

Keeping Child Home From School

• All children should be kept home with strep/pink-eye unless on antibiotics for 24 hours
• Fevers over 38ºc
• Vomiting/Diarrhea
• If child has tested positive for COVID or has been in contact with positive person

Why Children Miss School

• URI infections, colds
• Stomach flu (gastroenteritis)- Prevent dehydration with Pedialyte
• Ear infections (otitis media)- Congestion and fluids gets trapped in middle ear

Why Children Miss School (Cont.)

• Pink eye- Conjunctivitis, a contagious infection where the white of the eye is inflamed, red and itchy and requires both drops/ointment
• Strep Throat- bacterial infection caused by streptococcus bacterium with the follow symptoms, sore throat, painful swallowing, antibiotics required and rheumatic fever/heart damage/swollen joints can occur if untreated