Prof-Ed-02-Chapter5 PDF

Chapter 5 Infancy and Toddlerhood Intended Learning Outcomes: At the end of this chapter, the students are expected to: 1. Identify factors that enhance/impede the physical development of infants and toddlers; 2. Identify factors that enhance/impede the cognitive de...

Chapter 5 Infancy and Toddlerhood Intended Learning Outcomes: At the end of this chapter, the students are expected to: 1. Identify factors that enhance/impede the physical development of infants and toddlers; 2. Identify factors that enhance/impede the cognitive development of infants and toddlers; 3. Describe the socio-emotional development of infants and toddlers. 5.1 Physical Development of Infants and Toddlers A Summary of What Infants and Toddlers Can Do Physically Domain: Physical Health, Well-Being and Motor Development 5.1 PHYSICAL HEALTH Standards Age (in Indicators months) Standards 1: 0-6 months  Startles to loud sounds The child  Visually follows a moving object from side to side demonstrates  Visually follows a moving object up and down adequate  Reacts to pain by crying growth  Withdraws or cries when in contact with something (weight, height, hot head  Withdraws or reacts with surprise when in contact circumference). with something cold Standards 2:  Reacts with pleasure/smiles or relaxed expression The child when he/she tastes something delicious adequate  Reacts by making a face/frowns/grimaces when sensory he/she tastes something he/she does not like systems to participate in  Reacts with pleasure when he/she smells daily activities. 7-12 months something nice  Reacts by making a face when he/she smells something foul Standards 3:  Pushes and/or pulls moderately heavy objects (e.g., The child has chairs, large boxes) adequate  Walks without tiring easily stamina to participate in  Plays without tiring easily, able to keep pace with daily activities. 13-18 playmates months  Participates actively in games, outdoor play and other exercises  Sustains physical activity (e.g., dancing, outdoor 19-24 games, swimming) for at least 3-5 minutes) months MOTOR SKILLS DEVELOPMENT (GROSS MOTOR SKILLS) Standards Age (in Indicators months) Standards 1: Based on your experience, are these indicators The child generally observed on and/or performed by a child on shows the specified age? control and coordination 0-6 months  Hold head steadily of body  Moves arms and legs equally to reach at dangling movements object involving  Rolls over large muscle  Bounces when held standing, briefly bearing weight groups. on legs  Sits with support  Starting to crawl but not yet very good at this  Sits alone steadily without support 7-12 months  Creeps or crawls with ease as a primary means of moving around  Stands without support  Stands from a sitting position without any help  Squats from a standing position with ease  Stands from a standing position with ease  Bends over easily without falling  Stands from a bent position without falling  Walk sideways by holding onto the sides of crib or furniture (cruises)  Walks with one hand held 13-18 months  Walks without support  Walks backwards  Walks up the stairs with hand held, 2 feet on each step  Walks downs the stairs with hand held, 2 feet on each step  Jumps in place  Climbs onto a steady elevated surface (e.g. bed, adult chair or bangko, etc.)  Kicks a ball but with little control of direction  Throws a ball but will control of direction  Throws a ball but will control of speed  Runs without tripping or falling  Maintains balance (walking on a low, narrow ledge; between 2 lines) without assistance  Moves with music when he hears it  Can move body to imitate familiar animals  Can move body to imitate another person/TV character 19-24 months  Walks up the stairs with alternating feet, without help  Walks down the stairs with alternating feet, without  help  Kicks a ball with control of direction  Throws a ball with control of direction  Throws a ball with control of speed MOTOR SKILLS DEVELOPMENT (FINE MOTOR SKILLS) Standards Age (in Indicators months) Standards Based on your experience, are these indicators 1: The child generally observed on and/or performed by a child on can control the specified age? and coordinate 0-6 months  Hands open most of the time hand and  Brings both hands together towards dangling finger object/toy movements.  Uses either hand interchangeably to grasp objects  Uses all 5 fingers in a raking motion to get food/toys placed on a flat surface  Grasps objects with the same hand most of the time (hand preference emerging)  Pulls toys by the string 7-12 months  Bangs 2 large blocks together  Picks up objects with thumb and index fingers  Grasps and transfers objects from hand to hand  Grasps objects with the same hand all the time (definite hand preference established)  Puts small objects in/out of container 13-18 months  Unscrews lids  Unwraps candy/food  Holds thick pencil or crayon with palmar grip (i.e., all 5 fingers wrapped around pencil)  Scribbles spontaneously 19-24 months  Colors with strokes going out of the lines PERSONAL CARE AND HYGIENE (ACTIVITIES OF DAILY LIVING) Standards Age (in Indicators months) Standards Based on your experience, are these indicators 1: The child generally observed on and/or performed by a child on participates the specified age? in basic personal 0-6 months  Sucks and swallows milk from breast/bottle care  Begins to take complementary or semi-solid foods by routines. the end of 6 months  Keeps reasonably still while being dressed, undress bathed and while diaper is being changed  Hold a feeding bottle by himself 7-12 months  Helps hold cup for drinking   Chews solid foods well  Feeds self with finger foods  Scoops with a spoon with spillage  Feeds self with assistance  Feeds self using fingers to eat rice/viands with 13-18 months spillage  Feeds self using food with spillage  No longer drinks from feeding bottle  Drinks from cup unassisted  Participates when being dressed by lifting arms or raising legs  Pulls down gartered short pants/underpants or panties  Removes shoes/sandals  Informs caregiver of the need to move his bowels so he/she can be brought to comfort room  Takes a bath with assistance  Brushes teeth after meals with assistance from adult  Washes and dries hands under adult supervision  Washes and dries face with the assistance of an adult  Gets drink for self unassisted 19-24 months  Removes loose sando  Removes socks  Informs caregiver of the need urinate so he/she can be brought to comfort room  Goes to the designated place to urinate but sometimes wets his/her pants  Goes to the designated place to move his/her bowels but sometimes still soils his/her pants  Goes to the designated place to move his/her bowels but needs help with wiping and washing  Brushes teeth after meals with adult supervision  Washes and dries face under adult supervision (Source: The Philippine Early Learning and Development Standards (ELDS) formulated by the Child and Welfare Council now merged with the Early Childhood Care and Development Council) 5.2 Cognitive Development of Infants and Toddlers Piaget’s 6 Sub-stages of Sensorimotor Developmental Stage (Santrock, 2002) Sub-Stage Age Description 1. Simple Birth- 6 Coordination of sensation and action through reflexive Reflexes weeks behaviors. Three primary reflexes are described by Piaget: sucking of objects in the mouth, following moving or interesting objects with the eyes, and closing of the hand when an object makes contact with the palm (palmar grasp). Over the first 6 weeks of life, these reflexes begin to become voluntary actions; for example, the palmar reflex becomes intentional grasping. 2. First habits 6 Coordination of sensation and 2 types of schemes: and primary weeks- habits (reflex) and primary circular reactions. Primary circular 4 reaction because the action is focused on the infant’s reactions months body. Circular reaction because it is a repetition of an phase action that initially occurred by chance. As an example of this type of reaction, infants might repeat the motion of passing their hand before their face. Also at this phase, passive reactions, caused by classical or operant conditioning, can begin. Infants tend to repeat interesting sensations. 3. Secondary 4-8 Development of habits. Infants become more object- circular months oriented, moving beyond self-preoccupation repeat reactions actions that bring interesting or pleasurable results. phase This stage is associated primarily with the development of coordination between vision and prehension. Three new abilities occur at this stage: intentional grasping for a desired object, secondary circular reactions, and differentiations between end and means. At this stage, infants will intentionally grasp the air in the direction of a desired object, often to the amusement of friends and family. Secondary circular reactions, or the repetition of an action involving an external object begin: for example, moving a switch to turn on a light repeatedly. The differentiation between means and ends also occurs. This is perhaps one of the most important stages of child’s growth as it signifies the dawn of logic. 4. Coordination 8-12 Coordination of vision and touch-hand-eye of reactions months coordination; of schemes and intentionality. This stage stage is associated primarily with the development of logic secondary and the coordination between means and ends. This is circular an extremely important stage of development, holding what Piaget calls the “first proper intelligence”. Also, this stage marks the beginning of goal orientation, the deliberate planning of steps to meet an objective. The action is directed towards a goal. 5. Tertiary 12-18 Infants become intrigued by the many properties of circular months objects and by the many things they can make happen reactions, to objects; they experiment with new behavior. This novelty, and stage is associated primarily with the discovery of new curiosity means to meet goals. Piaget describes the child at this juncture as the “young scientist”, conducting pseudo- experiments to discover new methods of meetings challenges. 6. Internalization 18-24 Infants develop the ability to use primitive symbols and of Schemes months form enduring mental representations. This stage is (Invention of associated primary with the beginnings of insight, or New Means of true creativity. This marks the passage into the Through preoperational stage. Mental Evidence of an internal representational system. Combination) Symbolizing the problem-solving sequence before actually responding.  By the end of the sensorimotor period, objects are both separate from the self and permanent. Object permanence is the understanding that objects continue to exist even when they cannot be seen, heard, or touched. (http://en.wikipedia.org/wiki/Piaget%27s_theory_of_cognitive_development#Sensorim otor_stage) Sensorimotor Stage  An analysis of the 6 substages of the sensorimotor of Piaget’s cognitive development shows that development begins from reflexive behaviors to more refined and more coordinated activities. Cognitive development of infants evolves in orientation from becoming focused on themselves to becoming object or world-oriented, from one that is action-based to one that is mentally-based, from one that does not involve much of coordination of schemes to one involving intentionality, novelty and curiosity and from a thinking that is purely sensorimotor to a symbolic one.  Piaget’s substages are termed circular because the adaptive behavior to the world involves repeated actions. Circular reactions are attempts to repeat an event that the baby likes. Circular reactions serve as the building blocks for intelligence (Pasek, P. and Golinkoff, R., 2003).  Primary circular reactions are oriented toward the infant’s own body, whereas secondary circular reactions are aimed toward the environment including others. Here is an example of a 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, P. and Golinkoff, R., 2003).  Secondary circular reactions are repetitive actions that involve recreating events which 4-10 months old babies observe outside of their own bodies, such as making their mobile crib shake by kicking their legs (Pasek, P. and Golinkoff, R., 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 each time, for example, when a baby seems to enjoy dropping the spoon over and over again in many different ways, a proof of the creation of novel variations in events. Piaget described the baby at this stage as “the scientist”. When parents don’t understand their child’s behavior, they see this act as abusive and get frustrated.  From dropping the spoon many times in many different ways, the baby discovers a pattern “objects fall down – not up”. They create the patterns with their repetitive actions and then evaluate them. Babies are born pattern seekers (Pasek, P. and Golinkoff, R., 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 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 research were said to be quite loose, the fact that he simply observed his three children and a few others which were limited only to European children. Language Development 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 groups sound very similar 3. One-word utterances; these are limited in both the vowels and the consonants they utilize (Ingram, 1999 cited by Sternberg, 2003) 4. 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 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 (Sternberg, 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 with articles and prepositions thus called telegraphic speech. A Summary of What Infants and Toddlers Can Do Cognitively Domain: Language, Pre-Reading and Pre-Math LANGUAGE (RECEPTIVE LANGUAGE) Domain Age (in Indicators months) Language Based on your experience, are these indicators (Receptive generally observed on and/or performed by a child on Language) the specified age? 0-6 months  Watches primary caregiver as she speaks to him/her 7-12 months  Understands “No”  Points to family members when asked to do so 13-18 months  Points to 5 body parts on him/herself when asked to do so  Follows one-step instructions without need for gestures 19-24 months  Points to 5 named pictured objects when asked to do so LANGUAGE (EXPRESSIVE LANGUAGE) Standards Age (in Indicators months) Standards Based on your experience, are these indicators 1: The child generally observed on and/or performed by a child on is able to the specified age? use words and 0-6 months  Makes gurgling, cooing, babbling or other vocal gestures to sounds express his  Uses gestures (e.g., stretching his/her arms, thoughts pointing) to indicate what he/she wants and feelings. 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 (e.g., boom for thunder) 13-18 months  Speaks in single words  Says “yes” or “no” appropriately  Uses words accompanied by gestures to indicate what he/she wants  Responds to simple questions with single words  Uses pronouns 19-24 months  Uses possessive pronouns  Says what he/she wants without accompanying this with gestures  Attempts to converse even if he cannot be clearly understood PRE-READING AND PRE-MATH (MATCHING) Standards Age (in Indicators months) Standards Based on your experience, are these indicators 1.1: The generally observed on and/or performed by a child on child is able the specified age? to match identical 7-12 months  Able to match 2 identical objects (e.g., 2 spoons, objects, 2 balls) colors, shapes, 19-24 months  Matches identical objects symbols.  Matches identical pictures PRE=READING AND PRE-MATH (ROTE SEQUENCING) Standards Age (in Indicators months) Standards Based on your experience, are these indicators 1.2: The generally observed on and/or performed by a child on child is able the specified age? to recite the alphabet 19-24 months  Counts from 1 to 5 with errors, gaps or prompts and numbers in sequence. Domain: Cognitive Development ATTENTION AND ACTIVITY LEVEL Standards Age (in Indicators months) Standards Based on your experience, are these indicators 1: The child generally observed on and/or performed by a child on is able to the specified age? sustain attention 0-6 months  Looks steadily at novel stimuli (e.g., rattle, and dangling toy) modulate his activity 7-12 months  Examines properties of toys for several minutes at age- by handling these (e.g., pulling apart) expected  Looks with interest at picture books levels.  Able to sit through an entire meal without fussing/protest 13-18 months  May be distracted but responds when made to re-focus  Resists interruption while engaged in play HIGHER-ORDERED MENTAL ABILITIES (CONCEPT FORMATION) Standards Age (in Indicators months) Standards 1: Based on your experience, are these indicators The child generally observed on and/or performed by a child on develops basic the specified age? concepts pertaining to 0-6 months  Experiments with new objects or toys by object banging or putting them in his mouth constancy,  Looks in the direction of a fallen object space, time, quantity, 7-12 months  Looks for partially hidden objects seriation, etc.,  Looks for completely hidden objects and uses these as the basis for 13-18  Can tell whether something is hot or cold understanding months  Hands over 1 object when asked how materials are categorized  Can tell which is shorter of 2 items in his/her 19-24  Can tell which is taller/longer of 2 items environment. months  Can tell which is bigger of 2 items  Can tell which is nearer of 2 items HIGHER-ORDERED MENTAL ABILITIES (CAUSE-EFFECT RELATIONSHIPS) Standards Age (in Indicators months) Standards 1: Based on your experience, are these indicators The child is generally observed on and/or performed by a child on able to the specified age? understand the cause-effect 0-6 months  Acts on an object to achieve an objective (e.g., relationships. shakes rattle) 7-12 months  Uses an object to get something he/she wants (e.g., spoon to reach an object) 19-24  Asks “Why?” questions months  Understands reasons behind daily practices (e.g., washing hands before meals)  Understands reasons behind safety rules and practices at home (e.g., why one must not play matches)  Knows where to return most of his/her things MEMORY (MEMORY FOR EXPERIENCES: EPISODIC MEMORY) Standards Age (in Indicators months) Standards 1: Based on your experience, are these indicators The child is generally observed on and/or performed by a child on able to recall the specified age? people he has 0-6 months  Child reacts, like smiling, in recognition of met, events, someone he/she has met several times but who and places he does not live in his/her home has been to. 13-18  Child reacts, like smiling, in recognition of a months familiar place beside his/her home 19-24  Child is brought somewhere and correctly recalls months having been there before MEMORY (MEMORY FOR CONCEPT-BASED KNOWLEDGE: SEMANTIC MEMORY) Standards Age (in Indicators months) Standards 1: Based on your experience, are these indicators The child is able generally observed on and/or performed by a child on to store verbal the specified age? information in short and long- 19-24  Hums a recognizable tune term memory. months  Memorizes some gestures of action songs HIGHER-ORDERED MENTAL ABILITIES (LOGICAL REASONING) Standards Age (in Indicators months) Standards 1: Based on your experience, are these indicators The child is able generally observed on and/or performed by a child on to follow the the specified age? logic of events 19-24 (i.e., reason months why these happen) and draw accurate conclusion by evaluating the facts presented to him. HIGHER-ORDERED MENTAL ABILITIES (PLANNING AND ORGANIZING) Standards Age (in Indicators months) Standards 1: Based on your experience, are these indicators The child is able generally observed on and/or performed by a child on to plan and the specified age? organize a 19-24 simple, familiar months activity. HIGHER-ORDERED MENTAL ABILITIES (CREATIVE THOUGHT) Standards Age (in Indicators months) Standards 1: Based on your experience, are these indicators The child is able generally observed on and/or performed by a child on to generate the specified age? new ideas or concepts, or 19-24  Enjoys constructing objects or structures out of new months manipulative toys (e.g., blocks, clay, sand, paper) associations  Uses toys or objects as symbols in play (e.g., between pretends empty milk can is a drum) existing ideas or  Can use the same toy or object in more than one concepts. way (e.g., big empty box as house) (Source: The Philippines Early Learning and Development Standards (ELDS) formulated by the Child and Welfare Council now merged with the Early Childhood Care and Development Council) 5.3 Socio-emotional Development of Infants and Toddlers A Summary of What Toddlers and Infants Can Do Socio-emotionally Domain: Social and Emotional Development SUB-DOMAIN: EMOTIONAL (EMOTIONAL EXPRESSION) Standards Age (in Indicators months) Standards 1.1: Based on your experience, are these indicators The child generally observed on and/or performed by a child on expresses the specified age? different basic emotions. 0-6  Cries in different ways to express different months needs (e.g., hungry, sleepy, wet)  Shows excitement or pleasure by moving arms, kicking, moving the entire body and the face lighting up  Smiles or laughs in response to a pleasant experience (e.g., caregiver singing to him/her)  Amuses self by simple repetitive muscle movements without objects (e.g., rolling back and forth)  Amuses self by simple repetitive muscle movements with objects (e.g., shaking rattle)  Likes playing with water  Enjoys going to the park  Shows fear and hesitation towards unfamiliar persons 7-12  Has a favorite toy months 13-18  Smiles/laughs when happy or amused months  Cries when sad, angry or scared  Shows varying degrees or intensities of various emotions Standards 1.2: 0-6  Stops crying almost immediately when need is The child months met demonstrates  Eventually gets used to an irritating experience ability to self- (e.g., honking horn) and calms down regulate feelings/ 13-18  Able to stop an undesirable behavior or activity emotions and months when instructed to do so (e.g., going out to follows street) schedules as well  Can calm down or stop tantrums with help from as rules and adults regulations.  Can follow simple rules  Can wait his/her turn 19-24  Shows ability to contain his/her expression of months anger or frustration when source is removed  Shows ability to contain one’s expression of anger or frustration in a public place when  asked by parent/caregiver  Tries to control his tears when in pain or scared Standards 1.3: 7-12  Smiles or claps his hands when he/she displays The child months a learned behavior (e.g., close-open) comprehends and displays self-  Recognizes and is able to label self-appraisal appraisal 13-18 emotions such as shame, pride, guilt, envy, emotions months jealousy (shame, pride,  Will do something that gets him/her praised guilt) (e.g., doing a task properly, singing, etc.) 19-24  Shows interest in doing things that are his/her months own creation  Says “sorry” when he/she has made a mistake or has hurt someone SUB-DOMAIN: EMOTIONAL (RECEPTIVITY TO OTHER’S EMOTIONS) Standards Age (in Indicators months) Standards 1: The Based on your experience, are these indicators child is receptive generally observed on and/or performed by a child on to the different the specified age? emotions of other people and 7-12  Can mimic people’s facial expressions shows empathy. months  Demonstrates appropriate/acceptable responses 13-18 to other people’s emotions (e.g., does not laugh months at someone who is crying) 19-24  Identifies feelings of others months  Shows respect for rights and properties of others (e.g., asks permission, does not deliberately destroy others’ things) SUB-DOMAIN: SOCIAL (EMERGING SENSE OF SELF) Standards Age (in Indicators months) Standards 1: The Based on your experience, are these indicators child expresses generally observed on and/or performed by a child on knowledge of the specified age? self and basic roles of people 0-6  Explores own body (e.g., observes hands and in his/her months toes), often smiles and vocalizes immediate  Looks self in the mirror environment.  Responds to own name by turning to look or reaching to be picked up when called 7-12  Identifies self in the mirror or photograph via months patting or pointing to his/her image 13-18  Identifies what part of his/her body hurts by months pointing to this   Refers to self by first or nickname  Calls family members by their name/role (mama, papa, ate, kuya)  Asks for what he/she needs without hesitation  Expresses dislike or disagreement (e.g., “no”, “ayaw”) but in a manner that remains respectful and polite 19-24  Identifies self by first and last name months  Identifies what part of his/her body hurts by naming this SUB-DOMAIN: SOCIAL (FORMING ATTACHMENTS) Standards Age (in Indicators months) Standards 1: The Based on your experience, are these indicators child forms generally observed on and/or performed by a child on healthy the specified age? attachments to primary 0-6  Looks for caregiver during times of distress or caregivers and months discomfort other significant  Shows distress (e.g., inability to eat or sleep, adults and crying) is caregiver is absent children in his/her life. 13-18  Is affectionate towards primary caregivers and months other family members  Goes to primary caregivers for help  Is comfortable in the company of strangers if primary caregiver is present  May play alone but likes to be near familiar adults or siblings  Hugs or cuddles toys  Enjoys playing regularly with significant adults and children 19-24  Eventually moves away from primary caregiver months when playing with unfamiliar children or adults, but may look occasionally in his/her direction SUB-DOMAIN: SOCIAL (INTERACTIONS WITH OTHER CHILDREN) Standards Age (in Indicators months) Standards 1: The Based on your experience, are these indicators child plays and generally observed on and/or performed by a child on has positive the specified age? interactions with 0-6  Plays with toys by himself (e.g., mouths, other children. months examines, swipes toys)  Smiles in response to the facial expression of other children  Looks at other children with interest; watches them play  Displays amusement interacting with other  children (e.g., cooing, flailing arms and legs) 7-12  Engages in play alongside but not necessarily months with other children (i.e., parallel play)  Plays with other children (i.e., interactive play)  Plays cooperatively with other children 13-18  May hug/kiss or hold hands with other children months  Shows or shares food, books, and toys with other children  Asks to play with other children or invites them to play with him/her  Talks to other children, asks them questions 19-24  Shows preferences for some children and months interacts with them SUB-DOMAIN: SOCIAL (INTERACTIONS WITH ADULTS) Standards Age (in Indicators months) Standards 1: The Based on your experience, are these indicators child has generally observed on and/or performed by a child on positive the specified age? relations and interactions with 0-6  Will look at adult’s faces and make eye-to-eye adults. months contact  Listens to verbalizations by adults  Coos or smiles when talked to by a familiar adult  Plays peek-a-boo interactively with others 7-12  Hugs, pats, kisses “familiar” persons months  Friendly with strangers but initially may show 13-18 slight anxiety or shyness months  Asks adults (other than primary caregiver or adult family members) for help or to indicate what he/she wants or needs  Willingly does what familiar adults ask him/her to do  Appropriately uses cultural gestures of greeting without prompting (e.g., mano/bless, kiss) SUB-DOMAIN: SOCIAL (PAKIKIRAMDAM - SENSITIVITY) Standards Age (in Indicators months) Standards 1: Based on your experience, are these indicators The child generally observed on and/or performed by a child on takes social the specified age? cues from the 0-6 months  Is shy or more quiet with strangers environment  Refers to caregivers for cues about novel and adjusts situations, people or objects his behavior accordingly. 13-18 months  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 him/her 19-24 months  If he/she needs something, can wait quietly, as told, until caregiver is able to attend to him/her Milestones of Physical, Cognitive and Socio-emotional Development Process of Infants and Toddlers Age Milestones The first From the start, babies eagerly explore their world- and that includes year themselves and other people Birth to 3 Babies spend a lot of time getting to know their own bodies. They: months  Suck their own fingers  Observe their own hands  Look at the place on the body that is being touched  Begin to realize she is a separate person from others and learn how body parts, like arms and legs, are attached Infants are interested in other people and learn to recognize primary caregivers. Most infants:  Can be comforted by a familiar adult  Respond positively to touch  Interact best when in an alert state or in an inactive and attentive state  Benefit from short, frequent interactions more than long, infrequent ones  Smile and show pleasure in response to social stimulation 3 months Babies are more likely to initiate social interaction. They begin to: to 6  Play peek-a-boo months  Pay attention to own name  Smile spontaneously  Laugh aloud 6 months Babies show a wider emotional range and stronger preferences for to 9 familiar people. Most can: months  Express several clearly differentiated emotions  Distinguish friends from strangers  Respond actively to language and gestures  Show displeasure at the loss of a toy 9 months As they near age one, imitation and self-regulation gain importance. Most to 12 babies can: months  Feed themselves finger foods  Hold a cup with 2 hands and drink with assistance  Hold out arms and legs while being dressed  Mimic simple actions  Show anxiety when separated from primary caregiver 1 year to 2 Children become more aware of themselves and their ability to make years things happen. The express a wider range of emotions and are more likely to initiate interaction with other people. At this stage, most children:  Recognize themselves in pictures or the mirror and smile or make faces at themselves   Show intense feelings for parents and show affection for other familiar people  Play by themselves and initiate their own play  Express negative feelings  Show pride and pleasure at new accomplishments  Imitate adult behaviors in play  Show a strong sense of self through assertiveness, directing others  Begin to be helpful, such as by helping to put things away 2 years to Children begin to experience themselves as more powerful, creative 3 years “doers”. They explore everything, show a stronger sense of self and expand their range of self-help skills. Self-regulation is a big challenge. Two-year-olds are likely to:  Show awareness of gender identity  Indicate toileting needs  Help to dress and undress themselves  Be assertive about their preferences and say no to adult requests  Begin self-evaluation and develop notions about themselves as good, bad, attractive, etc.  Show awareness of their own feelings and those of others, and talk about feelings  Experience rapid mood shifts and show increased fearfulness (for example, fear of the dark, or certain objects)  Display aggressive feelings and behaviors Source: http://www.rexanne.com/baby-develop.html