Azufre Eliminado

The toddler stage of development is one characterized by a tension between the desire for independence (I CAN do it!) and the need for continued dependence on a trusted caregiver (I NEED you!). Toddlers are maneuvering their way at becoming unique social beings; however, this requires lots of assistance in managing relationships with others – both adults and peers. The need to be self-sufficient and competent begins to emerge along with problem-solving skills. Through their explorations toddlers’ understanding of the world changes from the

discovery and function of things to the purposeful manipulation and investigation. Toddlers need a secure base that supports their need for exploration and discovery. This secure base is a consistent, loving, and affectionate relationship with a trusted adult. Then they can begin trying out their independence, while returning frequently to the adult for guidance, affection, and reassurance. Also, toddlers are not yet equipped with the complex expressive language skills; therefore, often rely on body language, gestures, single word phrases, and physical overtures to form the basis for their social interactions. As language skills develop, toddlers have more success in

communicating their needs. Young toddlers often enjoy parallel play next to or nearby a peer, while older toddlers begin to enjoy more cooperative aspects of play with friends. Physically, toddlers begin to lose the unsteady side-to-side walk that characterizes the early months of this stage. As they grow and become more adept in movement toddlers begin to have better coordination and balance. This leads them to practice running, climbing, jumping and skipping. Toddlers also gain greater control over their small motor skills, increasing

their ability to use their hands to manipulate small objects. Since a toddler’s grip still involves the entire hand the wider the manipulative, the better. As they grow and their experience increases, toddlers begin to use the forefinger and thumb to manipulate materials to write, color, and paint.

Toddlers need a secure base that supports their need for exploration and discovery. This secure base is a consistent, loving, and affectionate relationship with a trusted adult. Then they can begin trying out their independence, while returning frequently to the adult for guidance,

affection, and

reassurance. Toddlerhood is also marked by a significant effort for mastery in self-help skills. Toddlers need

opportunities where they are encouraged and successful in their quest for self-help skills.

Toddlerhood is also marked by a significant effort for mastery in self-help skills. The “I can do it myself” attitude permeates toileting, feeding, dressing routines and daily routines. This self- guided mastery will build a toddler’s sense of self-competence and self-esteem. Toddlers need opportunities where they are encouraged and successful in their quest for self-help skills. Caregivers should allow toddlers some control and choices throughout their day to support their increasing independence. Toddlers will need encouragement to try new things and support in their exploration of various roles and experiences.

Throughout toddlerhood language development, both expressive and receptive, takes on new importance. Mastery of language is another step on the road to independence for a toddler. Language in all of its forms and complexity opens a critical door for a developing toddler. Whether playing with a friend, communicating a need to an adult, or listening to a story read aloud, language is powerful and functional, creative and fun - just the elements needed to entice a toddler into interactions. Singing, reading, chanting, and rhyming are all delightful means of exposing children to the gift of language. Toddlers enjoy the sound of their own voice, often babbling, screaming and making noises with their mouth. Later they enjoy announcing “mine!”, and asking “why?” In addition to the pleasure of sound, toddlers’ ability to communicate with the world around them is supportive of their growing independence.

Intellectually, toddlers are actively constructing their own knowledge. Their ability to hear, see, smell, taste or touch their immediate environment allows toddlers to explore concepts, practice skills, and solve problems. Toddlers practice early numeracy skills through sorting by shape or by dumping blocks and saying “all gone.” Experiences like those provided at the water table, with small containers, ladles and other age-appropriate materials, introduce basic geometric skills such as size, volume, quantity and conservation. Toddlers also begin to develop their imaginations. This is shown by their ability to hold pictures in their minds, to use scribbles and marks to recreate an image on paper, to pretend in the housekeeping area, and to tell a story. The magic of symbolic thought opens the door to more complex play with peers, to developing shared perspective, and to practicing human interactions. Allowing toddlers adequate time and space to play, whether they are simply imitating a trip to the grocery store or creating a new version of a favorite story, is important for healthy growth and intellectual development.

Caregivers should be sensitive to the range of development and individual needs that occur for children 18 to 33months of age. Activities and materials that are appropriate for 33 month old children may not be appropriate for the 18 month olds. Learning occurs when experiences are meaningful and individualized to the toddler and their specific needs. Toddlers need ample time to fully participate in experiences that build their self-confidence and sense of autonomy. Such experiences can be weaved throughout the day, particularly during daily routines. Whether it is time to play, time for a snack, a nap, or a loved one to return, knowing what will happen next gives toddlers security and emotional stability. It helps them learn to trust that caring adults will provide what they need. When children feel this sense of trust and safety, they are free to do their "work," which is to play, explore, and learn.

3.2 Social-Emotional Development in