Category: Toddler

I have discovered what the toddlers most love to do and what keeps them busy for even short periods of time. I have geared my ideas toward boys because they normally have higher activity levels, but I’m sure these ideas would work great for girls too. It is well known that kids love to play with everything except their toys, and I have definitely found this to be true with toddlers. Many of the toddler program activities are inexpensive or even free.

Healthy nutrition is the other important part of the program. All of us would like our toddlers to eat healthily and finish all of their meals, but most toddlers refuse to eat all of their food when faced with it on the table. It is normal, and it is not as unhealthy as long as they are growing normally. Make sure that the foods your child eats are healthy and natural. Processed foods can be unhealthy, so try to stay away from them. It should not become a habit.

Lots of the toddler programs for youngsters mix up a little education along with some artsy endeavours and of course some lively socializing. Children’s museums usually run a wonderful variety of programs for all ages of kids, incorporating art into everything from music to science and literature. Art museums often run family programs that use drawing, picture books and music to help bring works of art to life.

Kids play table is the ultimate in recreational fun for your kids. They will love having their very own table to play on and it will keep them occupied for hours. Let them develop their creativity by drawing, painting and playing all day on a perfectly sized table. They are available in different colours, shapes and sizes which will enable you to find the perfect one for your kids. The cool attractive designs will guarantee the kids hours of fun and learning.

Toddler tables can be used for many different purposes and for numerous reasons. They can also be used in a variety of settings including the living room or dining room, the nursery, or a toddler’s bedroom. As such, there is a wide selection of different toddler tables available that you can buy for your children so that they can read on it, play on it, eat on it, or just sit and relax next to it. Modern design is such that you can also choose from a vast selection of modern and contemporary designs.

An activity table can include features like a train set or a town mat. While some table top activities may include a variety of educational and learning games and the more convenient activity tables will let you turn the top of the table over so that it can be used either as a standard table or as a specific activity table.

The audio recording is conducted during an indoor playtime and was engaged using cue cards, relating to the best interest topic of the focus child, to better enhance the communication. The purpose of this work is to analyze the pedagogical significance and quality of interaction which could potentially affect an infant or toddler’s learning outcomes. “Pedagogical documentation is a process that helps educators, families, children, and communities to understand and value children’s learning” (Arthur et al., 2018). After a thorough observation of the audio recording, a plethora of potential learning outcomes through pedagogical teachings and dialogical weaknesses has been identified in multiple areas throughout the process. With the purpose of this analysis allows further support from the EYLF outcomes and supporting articles to better improve the teaching strategies and being more aware of the wrongdoings.

The Pedagogical Significance

When interacting with the toddler during play, an intentional teaching approach has been integrated into the conversation. EYLF (Outcome 4.0) Children are confident and involved learners. Infant and toddlers are constantly involved in continuous learning, through different aspects such as play, conversation with their peers and daily observations. The intentional teaching that I had scaffolded into the play found in this dialogue are purposeful and spontaneous by applying techniques of open questioning and shared thinking. The reason for this is to expand the toddler’s curiosity, have better recognition, a clearer understanding of how things work and recognizing the differences, especially when relating to the topic that suits their best interests. For instance, the conversation involved the learning of colours [L1 – L3], introducing different modes of transportation and pronunciation [L8 – L12] and, also the work of a transport [L17]. According to VEYLDF (2016), integrated teaching and learning approaches are effective early childhood practices used to encourage children in sustained and shared interactions, making more sense in their play and develop ideas on what they have encountered every day in both social and natural manner. Other than that, I was actively responding to the toddler’s cues, showing interest in the play by paying full attention on the approximation of words and respecting his responses, [L1 – L24], reflect on the learning with real-life observations [L13 – L19] and recognizing his knowledge [L9 – L12]. EYLF (Outcome 3.0) Children have a strong sense of wellbeing. DEEWR (as cited in Cheeseman, Sumsion & Press, 2015, p.41) mentioned that being responsive towards children is crucial for educators in determining a child’s strengths, interests, abilities and, ways of knowing and learning in order to design an appropriate teaching strategy and learning environment. Along with that, is the use of appropriate verbal tones when responding to the toddler’s reply via the stressing of words on vocabularies and combining with sounds (mimicking the sound of an airplane) together with high and low pitches. EYLF (Outcome 5.0) Children are effective communicators. Infant and toddlers are active communicators, expressing their emotions through verbal and non-verbal interactions. These approaches enable toddlers to notice the emotions I am trying to convey and better recognize the importance in areas of teaching that has been pointed out, adopting a broader understanding of what they have already known. Not only does that help with an ongoing distribution of knowledge, but also to initiate a positive learning space for the toddler to enhance their self-expression, building a meaningful relationship and making play more exciting. “Interactions are thus not merely sent or received language exchanges but can be thought of as emotional events that are characterized by consciousness in dialogue with one another” (White, Redder & Peter, 2015, p.286).

Identified Weaknesses

The main weakness for this critical analysis research is partially due to limited access to the information contained from the audio recording. I have lost a huge opportunity and exposure that is available in the video which could only be seen and not heard; also, making it difficult to provide a detailed and quality transcription to analyze and observe the learning that has taken place with the toddler. EYLF (Outcome 1.0) Children have a strong sense of identity. Having the ability to recognize our own and toddler’s emotions, non-verbal interactions, body language, and eye contact is of utmost importance to determine the effectiveness of these pedagogical approaches, how the relationship is built, and whether attention is given between teacher – toddler during the conversation. White et al. (2015) stated that eye contact plays a huge role for infants and toddlers as social participants, giving and receiving in mutual dialogues. Not only that, the emotions and actions that have been conveyed together with the toddler acts as strong support to cover up the missing gaps in the audio dialogue [L4 and L8] as it could sometimes sound misleading for others. For example, the tone heard from a recorded audio “no..” in the conversation may sound like a boring respond with an unimpressed tone when it was actually a gentle respond with a smile on the toddler’s face [L2 and L14]. What is more, the “toddler no response” during an audio recording can possibly be non-verbal cues such as smiling at each other, approaching an object, nodding/ shaking head, etc. Infant and toddlers at this age use a lot of body language to connect with their peers. Therefore, it is essential for us to recognize the actions and do the same by offering infants and toddlers a sense of trust, comfort, and attention; displaying a feeling of agency and recognition, making them feel important and valuing their participation in learning. Berthelsen and Brownlee (as cited in Degotardi & Pearson, 2014) explained that involvement is broadly referred to as participatory learning and it could only be formed through the presence of educator and child’s trustful, open and reciprocal communications. Not only that, it impacted my personal self-reflection as well because as I could not analyze and criticize the strengths and limitations of gestures, positioning of body or facial expressions during the face-to-face interaction with the toddler. As stated by Tobin and Xiao (2018), reflecting on personal video is extremely helpful in identifying and recognizing the perceived mistakes which can then be avoided later in the future. Other than that, another weakness that has been identified is on the quality of dialogue presented. When transcribing, I have noticed on certain areas of the dialogue was just repeating after the toddler’s words [L6 and L24] instead of using the words to assist myself in structuring a new approach. In this case, singing a song related to bus or extended questions such as “how fast can a train go?”. This mistake could eventually lead to a loss of interest and attention in the toddler, hence making the learning less meaningful. As I recalled, during that few seconds interval, I was trying to be responsive and at the same time initiate a more captivating open question to keep up with the conversation [L13 and L20]. As the conversation was meant to be spontaneous, however, it is quite challenging to form good quality dialogues in such a short period of time.

Areas of Improvement

There are multiple areas and techniques that I would need to take into consideration for further improvement and, best deliver my services and responsibilities to better enhance the learning experiences for infants and toddlers. As a pre-service teacher, it is essential for me to know the type of responses I would want to receive that brings the best out of an infant or toddler’s capabilities; such as, the quality of the answers provided, infant and toddlers reaction in return, what learning are available through this pedagogical teaching and whether the questions initiated could extend their existing knowledge. According to Dominic & Parker (2013), the opportunity of including pupils as active participants in dialogue and boosting children’s connection to ideas is crucial for educators. In order to better cater infants and toddlers in their learning, it is best for me to implement a pre-planning task such as brainstorming on relevant questions or altering the dialogue that encourages unlimited exploration and curiosity from different perspectives before engaging in quality conversation. Having back-up questions or hint points whilst engaging on a specific topic enables me to confidently distribute my knowledge and, reducing the time wasted on hunting around for new ideas and approaches. Furthermore, this technique acts as a purpose of guidance and would encourage a smooth, informative and extensive conversation; creating a sustained shared thinking between teacher and child. MacNaughton and Williams (as cited in Cohrssen, Church & Tayler, 2011), “Sustained shared thinking underpins a range of techniques used in teaching young children, such as co-constructing understanding, philosophizing, and scaffolding their learning, amongst others”. Besides, another area that I would need to improve in the future is on motivation. The purpose of the teacher to being more motivated is to bring about an infant and toddler’s enthusiasm in learning. By establishing a positive and creative teaching environment, it could assist children in freely expressing their emotions, triggering their excitement in learning and, also to be more attentive when involved in the curriculum. As mentioned by Dominic & Parker (2013), children have the ability to learn better when they feel motivated to learn. Lastly, I would continue to provide support on their explorations and acknowledging their interests, allowing them to take the lead. According to Degotardi & Pearson (2014), the joint attention of educators on the object/ object of interest can be established when the child is leading, shaping a pathway for a more coordinated and reciprocal interaction.

In conclusion, an in-depth review of the audio recording is an efficient technique to deeply identify the various potential aspects and weaknesses during the engagement with the toddler. However, it would be beneficial with the availability of video together as it could assess on a non-verbal context between the teacher-toddler interactions and better linked to the meaning contained in the dialogue. It is vital to include the study of body language, eye contact, and gestures to verify the effectiveness of pedagogical teachings and how these are carried. Other than that, infants and toddlers are the centers of learning where their responses need to be heard and acknowledged in order to further support them towards achieving a purposeful and meaningful education. This reflection had given me a broad understanding of how emotionality, trust, and teacher-child relationship could drastically impact on children’s learning outcomes. Giving infant and toddlers continuous encouragement and motivation to create spaces for unlimited exploration. In addition, not only does intentional teaching help to widen an infant or toddler’s existing knowledge, having children as a lead could also result in better coordination and reciprocal interactions. Therefore, as a pre-service teacher, I would reflect on all the disadvantages and weaknesses to better build and enhance my teaching strategies, implementing a different scope of teaching that encourages creativity and freedom in infant and toddler’s uses of knowledge and, to be more aware in the future.

• Name of Learning Material(s): Sensory Pillow (Different texture fabrics and materials)
• Age Group: 12 to 18 Months

Description of learning materials and anticipated use:

My learning material is a sensory pillow, that is stuffed with three different materials, inside so the child can feel and explore the materials in and on the outside of the pillow. The material that is used in the stuffing is, regular pillow stuffing for the first half, beads for the second half that are sealed in another fabric bag, third half is microbeads which are also sealed in a separate fabric bag. So, the pillow is divided into three different sections, so the children can touch and shake the pillow to hear sounds. On the outside I used mermaid fabric on one side of the sensory pillow, and on the other side I used different textures of fabrics, so that the children can feel and touch them to understand how each fabric is different and the materials that are on the pillow are ribbons of different textures, buttons both big and small and different colored, and different textured flowers, and different texture toys, like the teddy bear and a round rabbit which has two textures on it hard and soft, and a zipper, which they can open and close. There is also a furry sound maker and another small fabric bag that is filled with soft materials. The pillow can be easily washed and changed because there are two pillowcases on top of each other and the children can’t reach inside. Children can explore them in different ways this will encourage the development of children. This engages the toddlers three of the five senses; touch, sound, and sight. The materials don’t have any sharp edges and won’t break if the children will bang it, throw it, or step on it and some of the materials are bright in color that is appealing and stimulating for toddlers. The size of the materials is small, so the toddler can hold it easily. They will explore how the sensory pillow, as they will visually experience the difference in size, colors, and weight. They will discover the different surfaces by touching these materials and will learn their names as we scaffold them for example, “look this surface is bumpy, smooth, soft, or rough textures”. I would give this to the child, when they are crying or when they want to play. What I anticipate the children will do with the material is, play with it and freely explore, their senses, sound, touch, sight. That will cool them down and help them focus when they show strong emotions.

Belonging:

The sensory pillow I made for this assignment is safe and easy to use, it is made of simple fabrics that are sewn together, and some of the materials that are used on it are everyday use materials and it’s possible that the child is familiar with these materials. When the child is familiar with the materials the child feels safe in using them and is not afraid or stressed, the child feels belonged. The opportunities to explore the materials on the sensory pillow freely will help the children to develop a sense of belonging to freely be allowed to explore and touch the pillow, in any way they want to explore it, because there is no right or wrong way. When the children freely explore the sensory pillow, they will get encouragement and attention of the caregiver or educator while the children freely, explores and play with the materials that will make the children feel safe and give them a sense of belonging and they will feel that the environment is fit for them. We can modify the sensory pillow in different ways and that will further enhance children’s learning. We can add other types of fabrics as well, that are of different textures, and we can use natural items on it as well to add a different texture dimension. We can also attach the pictures of the children’s family, pets and other items that are meaningful to the children. As all the components of the sensory pillow are familiar and the children might play and see the same items at home this would give the toddlers a sense of belonging when they can touch them, and feel them, and feely explore them, which will allow them to be comfortable with them. In the HDLH this is shown by, “children’s sense of belonging and feelings of security are also strengthened when they have opportunities to make and explore connections between home and the early childhood program” (HDLH 2014, page 25).

Wellbeing.

The sensory pillow that I made is safe, and open-ended, and easy to use and manipulate and is bias-free. It supports the children’s physical and emotional well-being of the toddlers and doesn’t overstimulate the toddlers. The materials are durable and won’t break easily if the toddlers will put it in their mouths, kick, throw or step on it. Toddlers can hear sound by shaking the pillow that will stimulate their auditory senses. The sensory pillow is easy to hold, and the children can develop their manipulative skills, by exploring the material on the pillow. The sensory pillow can develop and enhance children with fine motor skills and sensory motor skills. During this stage of toddlers still explore things by putting them in their mouths, and you can easily take the top cover off and wash it and then re-sew it back. In the HDLH this is explained by “nurture children’s healthy development and support their growing sense of self” (HDLH 2014, page 13) and “children’s growing independence and capacity for self-care enables children to tackle challenges, learn to persevere, and explore ways to cope with manageable levels of positive stress” (HDLH 2014, page 30).

Engagement.

“Active play that allows children to explore with their bodies, minds, and senses, stimulating them to ask questions, test theories, solve problems, engage in creative thinking, and make meaning of the world around them” (HDLH 2014, page 35). By providing toddlers the opportunity to freely use and manipulate the materials without any distractions that will engage and support the children with the materials. The children will be engaged in play if they can easily use the materials as they like and if the materials can be used differently. To engage and encourage the toddlers the educator could talk with the toddlers and ask them questions about, what they feel when they touch the fabric on the sensory pillow, for example “what do you feel…” or “what color is the fabric now” (here I’m asking about the mermaid fabric colors). “you can shake the sensory pillow, to hear sound.” And “is their other items or materials on the sensory pillow that make sounds”, when they press the items’, their face will change expressions, and that will keep them engaged.

Expression.

Toddlers are still very young and are still learning about things around them. When talking to them, we can’t use complex words or phrases. Instead, we can respond by their expressions, sounds and the movements they make when they want to express themselves or have something to say. For the sensory pillow, I can ask simple questions like, for example, “what do you feel, from touching the soft fabric?” or “do you like to touch this” and “ do you want to feel this?”. These types of response will help the toddler’s communication and language skills and I can also reply with expressive language, that will help the toddlers in promoting their language as well. “Conversation can occur with even the youngest infants when adults are attuned to the child’s subtle verbal and non-verbal cues and gestures and when they respond by interacting in “serve and return” exchanges” (HDLH 2014, page 41). For examples, if the toddlers are touching or pointing to the sensory pillow or the items on it, and is babbling or try to say some of the items names that they recognize, by pronouncing some of the letters of the words, like “ra,ra” for rabbit or “ ba.ba” for bear and etc.., I will repeat the sounds the toddler is making and then say the full words, “you like the rabbit or bear”. By repeating the words and sounds will help with their language skills and will encourage them.

Developmental skills.

The sensory pillow will help toddlers develop in all domains of development, when the toddlers will explore the sensory pillow with the educator it will help develop the toddler’s social domain, making eye contact and communicating through different means that can be verbal or by gestures to express them self’s, and the educators loving and caring response towards the toddlers will allow them to feel safe and secure. That will grow trust and respect in the toddlers. I will sit with the child and let them explore and manipulate the sensory pillow this will let me see the development in their physical domain as the child will extend their arms and will use their fingers to touch the materials and them to hold the pillow and practice their palmer grasp. As the sensory pillow has different items of size and shape, that will provide them opportunities to practice their palmer grasp skills. This will show the child gross motor skills. In the ELECT the skills will be, “5.1 Gross Motor Reaching and Holding • reaching towards objects • reaching and holding with palmar grasp” (ELECT, 2014 page 24). It will be easy for the toddler to hold the sensory pillow because it’s soft and not too heavy for them to play with, and they can explore the surface with their whole palm, as they learn about the different sizes, shapes and sounds this will develop their fine motor skills. In the ELECT “5.2 Fine Motor Palmar Grasp • holding objects with the whole palm” (ELECT, 2014 page 26). As the child will try to feel and explore the different textures of the fabrics this will develop their motor skills and the ability to explore objects of shape and sizes. In the ELECT “5.1 Gross Motor Coordination”, and “This provides an opportunity for the infant to coordinate which hand she will use, which toy she will hold” (ELECT, 2014 page 25).

The sensory pillow will also develop their senses, as they will shake and bang the pillow to make sounds and explore the items on the pillow as well, that will develop their auditory, visual, touch senses. In the ELECT “5.3 The Senses, visual exploration • looking and searching visually. Auditory exploration • making sounds by shaking and banging objects. Tactile Exploration • touching, rubbing, squeezing materials” (ELECT, 2014 page 27).

The child can manipulate the materials of the sensory pillow and the pillow itself as well, in many ways as they want as the pillow is open-ended and provides the opportunity to develop their cognitive domain as well. When we look and observe children who are focused on play, and the child disengages, and we comment on the play that they were doing, this way we will reinforce explorations and support their attention back to their play. This will develop their skill of attention and problem solving, and can ask questions, like “what sizes are the buttons?’. This question allows them to explore and engage as they count and look at the sizes of the button. From the ELECT “4.4 Spatial Exploration • identifying objects from different points of view (perspective)” (ELECT, 2014 page 22).

According to the theorist Jean Piaget’s cognitive development: sensorimotor stage:(substage 5) experiment (12 to 18 months) Infants from birth to 2 years are in the sensorimotor stage where infant’s knowledge of the world is based on their senses and motor skills, that they learn to develop, as they interact with their environment and objects. Tertiary circular relations allow toddlers to experiment with new behaviors by shaking different objects to discover what sound they make, and which objects don’t. (A chronological approach, 2018 page 143). The materials will offer the child with different opportunity to develop their sensory motor skills from touching the different materials on the sensory pillow, as the child engages in expressing their emotions, that will help the self-regulate. From the ELECT “2.1 Expression of Emotion • expressing comfort and discomfort” (ELECT, 2014 page 19).

Infants communicate through verbal, gestures and non-verbal expressions. To help promote the language skills, we can take turns and look at the different textures of fabrics and materials of the sensory pillow, that will encourage them to continue to explore the items and material, and we can point to the material to further engage them to keep their attention while making eye contact with them. From the ELECT “3.1 Non-verbal Communication Skills Referencing • checking in with caregiver using eye contact, Gestures • shaking head to mean “no” • using gestures in the presence of objects that show the purpose or function of an object, Intentional Communication • using gestures with the intention of meeting goals, Joint Attention • looking at what an adult is looking at • pointing to direct the adult’s attention” (ELECT, 2014 page 20). To further enhance the child’s language skills, we can respond to the child’s signals and by imitating them. From the ELECT, “3.3 Expressive Language Skills Vocalizing and Babbling • vocalizing to initiate social contact • babbling using a wide variety of sounds, Words with Gestures • speaking with words and gestures” (ELECT, 2014 page 21).

Safety Checklist for Infant and Toddler Learning Materials:

• Learning materials for infants and toddlers must meet all the following criteria.
  • Yes (safe)
  • No (not safe)
• There are no small parts less than 3.2 cm in diameter and shorter than 6 cm in length.
  • Yes. There are no sharp edges or points.
  • Yes All the materials are non-toxic.
  • Yes. There are no strings longer than 20cm or loops that can fit over a child’s head.
  • Yes. There are no small or detachable magnets.
  • Yes. The materials are durable (will stand up to being mouthed, thrown, pulled, climbed on, etc.). Passed the test in class.
  • Yes. The materials are washable (must be possible to disinfect).
  • Yes. They do not include latex balloons, foam pieces or plastic bags.
  • Yes. Stuffing or rattle contents are not accessible to an inquisitive toddler.
  • Yes. Material is not a personal soothing item like a soother or teether. (Easily spreads germs).

References

1. How Does Learning Happen? Ontario’s Pedagogy for the Early Years, (2014). Retrieved 27, March 2019 from http://www.edu.gov.on.ca/childcare/howlearningHappens.pdf
2. Kail, R. V., & Zolner, T. (2018). Children: A chronological approach. Vancouver, B.C.: Langara

The age group of 1-3 years or “toddlers” as they are referred to is an age group of children that go through an overall vast change. The toddler will steadily grow in height and weight as they continue to grow. “The average toddler weight gain 1.36 to 2.27 (3 to 5 lb) per year. Length/ height increases by an average of 7.62 cm (3 inches ) per year. ” ( Carman S.R. K, 2019). Adequate nutrition is important as the toddler is weaning off breast milk to regular 3 meals every day. It is imperative that the parents establish and introduce healthy food choices early in life as this will influence their food choices as they grow older in life. An important aspect of the toddler diet is adequate calcium intake. “The toddler requires an average intake of 500 mg calcium per day” (Carman et al, 2019). The GI, GU, neurologic and musculoskeletal system all undergo important changes as the toddler develops. The toddler generally should reach the major developmental milestone of bowel and bladder control by the end of the toddler period. The toddler will also exhibit improved muscle coordination and sphincter control as mentioned before. This physical development is a result of myelination of the brain and spinal cord. The younger toddler will also have a distinctive rounded pot belly appearance, but by the end of the toddler period the abdominal muscles will increase in strength and their abdomen will appear flatter. In the beginning of the toddler period, the child will walk unsteadily and fall often, but “after about 6 months of practice walking, the toddlers’ gait is smoother and the feet are closer together” (Carman et al, 2019). The toddler’s language is also a developmental milestone that should be progressing rapidly. The vocabulary of the toddler will expand quickly and is highly reflective of the language or languages they have been exposed to. The caregiver or parent should engage in conversation and repetition of words with the toddler while performing daily routines to assist in their language development. The parent should read to the child every day while using motions and different movements as well as asking the toddler questions pertaining to the book they are reading. This is one of the best ways of improving cognitive and language development as well as assisting the child in getting ready to start school.

The 1-3-year-old will psychosocially be in Erikson’s stage of autonomy vs. shame and doubt. “The toddler is struggling for self-mastery, to learn to do for himself or herself what others have been doing for him or her” (Carman et al, 2019). The toddler will move to be in two of Piaget’s stages of cognitive development. The two stages include the sensorimotor stage first which occurs in ages 12 to 14 months, and the preoperational stage second occurs from 2 to 7 years. By the end of the preoperational stage, “The thinking of the older toddler is far more advanced than that of the infant or young toddler” (Carman et al, 2019). In support of this, the toddler is curious and will explore their environment. To help keep a safe ensure a safe environment the toddler should not be left alone, and preventative measures should be in place to prevent drowning, falls, and accidental poisoning with childproofing and direct observation.

The types of play toddlers are engaged in, and the manner that they interact with other children are supportive of Erickson and Piaget’s developmental stages. “Toddlers are egocentric, a normal part of their development. This makes it difficult for them to share” (Carman et al, 2019). The child will not want to share their toys, but they will engage in parallel play. Musical instruments such as play pianos or drums which can be created from household items are great examples of toys that will engage allow the toddler to engage in enjoyable safe play.

Furthermore, with play comes discipline. “Discipline should focus on limit setting, negotiation, and techniques to assist the toddler to learn problem-solving” (Carman et al, 2019.) Parents should set simple rules and be consistent with disciplining when the rules are broken or not followed.

References

1. Carman, S.R. K., 2019.Lippincott CoursePoint for Ricci, Kyle & Carman: Essentials of Maternity, Newborn and Women’s Health Nursing. [CoursePoint]. Retrieved from https://coursepoint.vitalsource.com/#/books/9781469898162/

​When it comes to the health of toddlers, you wish nothing but for a healthy child. One of the biggest controversies in this generation within toddlers is whether we should immunize our children. Immunizations or vaccinations not only protect adults from infectious disease but also children “by introducing a vaccine into the body that triggers an immune response” (Immunize Immunization Canada, 2018). As toddlers are still developing, so are their immune systems. According to Allison Kempe, vaccinations are recognized as one of the greatest public health achievements of the 20th century. Since vaccines have been developed, it has been linked to a decline in major childhood infectious disease by 98% (Kempe, 2103). Although there has been a decline, there is only 44.3% of children between the ages of 19 to 35 months who have received all the recommended vaccines. Many studies have gone underway to determine why fewer parents are immunizing their children. One reason many parents may not like the idea of immunizing their children is because the sense of uncertainty. Parents do not completely feel confident in immunizing their children as they believe that it actually puts them in more risk of being exposed to infectious diseases. With this mindset, parents do believe that they only way they can protect their children is to carefully supervise their social contracts with other children whose parents have the same beliefs.

To truly understand how immunizations affect toddlers, this scholarly paper will explore four of the most often recommended vaccines including HepA, HepB, Influenza and IPV in toddlers.

Hepatitis A

Hepatitis A (HAV) infection can occur worldwide. HAV is a non-enveloped virus that belongs to the Heparnavirus genus of the Picornaviridae family. It is a virus that is stable at low pH and moderate temperature but is inactivated by high temperature, chlorine, and formalin. Characteristics such as these can be helpful in determining preventative measures (Quiros-Tejeir, 2018). Despite the availability of the Hepatitis A vaccination, it is one of the most commonly reported “vaccine-preventable disease in the United States” (Quiros-Tejeira, 2018). It can be spread through the fecal-oral route which can be transmitted through contaminated water or food. In most situations, it can come from children, themselves, who have not yet been toilet-trained. The spread of the virus can come anywhere within a community, restaurants, schools, etc. Outbreaks of the virus is often recognized when toddlers are presented with signs and symptoms, which includes jaundice. Oftentimes it is, however, difficult to determine whether or not they have contracted the virus as they will be asymptomatic or in other words, show no symptoms of the virus.

Hepatitis B

​Hepatitis B (HBV) infection can be acute or chronic. The infection is spread through blood when the blood containing the virus enters into a healthy person’s body. For example, an infected mother can pass it on to her baby. There are three possible ways the virus can be transmitted from the mother to the baby, which includes transplacental transmission of HBV in utero, natal transmission during delivery or postnatal transmission during care or breast milk (Hou, 2005). Chronic HBV occurs in more than 90% of infants that are infected perinatal; however, among the children who are exposed to the virus before the age of 5 years, 25-50% develop chronic HBV (Komatsu, 2017). Pregnant women who are infected with the virus have a high viral load, due to this it puts the mother at a higher risk in transmitting the virus to the child (Komatsu, 2017). For children younger than 1 year who acquire the HBV infection perinatally become 90% at risk for the infection due to the developing immune system (Hou, 2005). According to author Jinlin Hou in the journal article Epidemiology and Prevention of Hepatitis B Virus Infection, he states that 15-40% reports of HBV infected patients would develop cirrhosis, liver failure or hepatocellular carcinoma (HCC). For those who are newly or chronically infected with the Hepatitis B virus can be asymptomatic and not know. This is considered as a “silent epidemic” as people can be unknowingly be spreading the virus to others.

Influenza

​There are two types of Influenza: Influenza A and Influenza B. Subtypes based on antigenic differences further categorize these two influenza viruses. Influenza A is categorized into subtypes based on the characterization of two surface antigens, hemagglutinin and neuraminidase. The influenza virus is always mutating resulting in an antigenic change meaning that people are exposed to new types of the virus each year. It is often passed from child to child through sneezing or coughing. The virus can live on surfaces such as toys, doorknobs, and tablets for a short period of time. Toddlers are often exposed to this virus because once they are in contact with the infected surface they will place objects in their mouth, nose or even rub their eyes. Influenza is a respiratory disease in which it can affect the whole body. Symptoms that toddlers can experience include fever, sore throat, and nausea/vomiting. It is very important to know the difference between a cold and the flu virus because symptoms are similar to one another. The cold is usually mild and will often go away after a few days. The flu on the other hand can cause severe symptoms and lead to illness including pneumonia and possible death.

Polio

​Poliomyelitis (polio) is a contagious disease caused by a virus. There are three types of the virus: abortive poliomyelitis (the mildest form), non-paralytic poliomyelitis (symptoms are more severe) and paralytic poliomyelitis (the most severe, may results in permanent paralysis of certain muscle groups including breathing muscles and leg muscles). Similar to the transmission of hepatitis A, polio is also spread through contact with infected feces. This is often due to toddlers not washing their hands. It can also be spread through a toddlers cough and sneeze.

Physical Health Issues

Hepatitis A

​Children who are exposed to the infection are typically associated with general symptoms including fever, malaise, and diarrhea. The incubation period is fifteen to fifty days. During the prodromal period, aminotransferase is usually elevated causing the toddler to experience jaundice, along with chloria (bilirubin in the urine) and mild hematomegaly (Quiros-Tejeira, 2018). Approximately 30% of symptomatic children are less than six years old who present with jaundice. Typically, jaundice will occur for less than two weeks and the conjugated bilirubin and aminotransferase levels will return to normal ranges between two to three months. Prevention of this virus can occur by improving sanitary conditions by following sanitary practices. Hand washing is the most effective preventative measure in the transmission of the virus as HAV can survive up to four hours on the fingertips (Quiros-Tejeira, 2018). In addition to preventative measures, the Hepatitis A vaccine was added to the recommended childhood and adolescent immunization schedule. The Hepatitis A vaccination is administered in a two-dose schedule and it is recommended for all children who reach the age of one year (Quiros-Tejeira, 2018). It is important to understand that toddlers who are exposed to the virus cannot return to school or daycare until one week after the toddler was exposed, prophylaxis program (immune-globulin) has been completed, or the heath department has agreed it is safe for the toddler and the community.

Hepatitis B

According to the author Haruki Komatsu in the article Pediatric Hepatitis B Treatment, he states that children who are exposed to HBV before the age of five years, 25-50% of these toddlers will develop chronic HBV infection. Komatsu later explains that, “Horizontal transmission” through family members with chronic HBV occur more likely in early infancy and childhood. Chronic HBV infection is determined by age the person has been exposed to, gender, transmission route, and genotype/environmental factors (Komatsu, 2017). It is classified into four phases: (I) immune-tolerant phase; (II) immune-reactive phase; (III) low replicative phase; and (IV) reactivation phase.

The immune-tolerant phase is characterized by the presence of HBeAg, a high level of serum HBV DNA, and slightly elevated ALT levels (Komastu, 2017). A liver biopsy will be done and will show normal histology or minimal histological changes. In this phase antiviral treatment is ineffective and not recommended.

The immune-reactive phase is characterized by high fluctuating or gradually decreasing serum HBV DNA levels, the presence of HBeAG and persistent or intermittent ALT elevation (Komatsu, 2017). In a liver histology, it will show active necroinflammation as the immune system begins to attack the infected hepatocyte. If active necroinflammation occurs during the HBeAg seroconversion, it is linked to the cause of liver injury, cirrhosis and HCC.

The low-reactive phase or also known as the “inactive carrier state” is a phase that includes flare-ups, and is characterized by the absence of HBeAg, the presence of anti-HBe, persistently normal ALT levels and low serum HBV DNA levels. A liver histology will show minimal inflammation and minimal fibrosis. In this phase, complications occur in toddlers include HCC and present with cirrhosis.

The last phase, reactivation phase or also known as the “HBeAg-negative/anti-HB-positive chronic hepatitis B.” It is usually characterized by the presence of anti-HB, elevated or fluctuating ALT levels and detectable serum HBV DNA (Komatsu, 2017). In a liver biopsy moderate to sever necroinflammation with changing amounts of fibrosis will occur.

Treatment of toddlers with chronic HBV infection includes antiviral treatment. The aim of the antiviral treatment is to prevent the progression of liver disease (Komatsu, 2017). Cirrhosis is a risk factor for HCC and is present in toddlers who are HBV positive because of this reason children with cirrhosis need to be treated immediately. If toddlers present with advanced cirrhosis a liver transplant is needed. However, in order to select the best treatment for the toddlers who have chronic HBV, providers evaluate ALT levels, HBeAg status, serum HBV DNA levels and liver histology.

Influenza

​Toddlers who present with the flu virus will usually experience sudden fever, chills, and shakes (Paediatric Child Health, 485-487). Signs and symptoms of the flu virus in toddlers are similar to adults; however, there are differences that are important to observe including toddlers who present with temperatures over 39.5C may experience febrile seizures. In toddlers, it is important to teach parents that the flu is a cause to croup (an infection of the throat and vocal cords), pneumonia, and bronchiolitis. It is more severe in children under 2 years of age and in toddlers who have chronic conditions.

Polio

Clinical manifestations of the poliovirus are classified according to the severity of the symptoms (Mehndiratta, 2014). About 95% of exposed patients are asymptomatic and the incubation period ranges from 2 to 35 days. In this period the virus is in the stage of shedding through the toddlers stool. One form of the poliovirus includes abortive poliomyelitis, which presents in a mild viremic form accounting for 4% to 8% of the infection. In some toddler’s gastroenteritis, influenza-like illness and respiratory tract infections occur but typically subside within one week. Clinical cases, about 1% of toddlers will display signs and symptoms of aseptic meningitis. Toddlers who test positive for meningitis due to polio will experience severe muscle spasms of the neck, back, and lower limbs. The most severe form of polio is paralytic polio, in which less than 1% of toddlers will experience excruciating pain of the back and lower limbs. Toddlers will experience a period of prodromal followed by a period of 7-10 days of not experiencing signs and symptoms of the virus. One important teaching for parents in recognizing the hallmark sign of the poliovirus, which include flaccid paralysis with loss of deep tendon reflexes (Mehndiratta, 2014).

Modern medicine has impacted the management of polio. Exercise is the major key factor in assisting with paralyzed muscles. Toddlers will go through various sessions of intense physiotherapy in rehabilitation and recovery. But the essential protection for toddlers based on the study of the poliovirus is the polio vaccine.

PICO Question

In order to improve immunity in our toddlers, how does exposing them in little bits of the virus compared to being exposed to the disease in a bigger portion affect the toddler’s health.

Physical Growth, Development Level, & Family Safety

​According to the author of the journal article Evidence-Based Options to Improve Routine Immunization , Joseph Mathew states that routine immunization is a cornerstone of public health believing that it has saved an estimated 2-3 million lives annually. However, the toddler immunization coverage remains low in the U.S. After reviewing observation studies about immunizations the real lesson we have to teach parents is not whether reminders help keep track of toddler immunization schedules but assist parents with understanding the benefits of getting their toddlers immunized. The scheduled vaccinations “help protect infants and young children from 14 diseases that can be very deadly” (Messonniar, 2017). The diseases are not commonly reported in the U.S.; however, it does exist around the world. Benefits of vaccines “reduce the risk of the virus by working with the body’s natural defenses to help it safely develop immunity to the disease (Messonniar, 2017). Although it has not been fully understood, sometimes toddlers will not be completely protected due to the decrease of efficacy overtime but it does aid in lessoning the chances of everyone’s chance of being exposed to the disease. Messonniar explained that even with toddlers who are not 100% immunized and catches the disease the toddler with usually experience milder symptoms that if they were not immunized at all.

Two QSEN nursing safety issues that are relevant to pediatrics are safety and patient-centered care (Competencies, 2018). For this reason toddlers are prone to receiving and spreading germs through various ways especially in toddlers who are likely to use their hands to wipe their noses or rub their eyes so the virus goes from one object to another. This is important to understand because if everyone is informed in proper preventative measures, everyone in the household including the healthcare professionals involved in care are involved with the process of reaching the goal, which, is a healthy toddler, thus safety and patient-centered care is essential.

Nursing Concepts & Diagnoses

For the purpose of this academic paper, two nursing diagnosis to emphasis the importance of immunizations include risk for infection related to incomplete immunization series or no history of immunizations and knowledge deficit related to insufficient information about immunizations.

The goal for the risk for infection in toddlers is for the toddler to become adequately protected from disease-preventable illness. In doing so, the priority intervention is to review the child’s immunization record for needed vaccines and identity which vaccines can be provided at the same time. For this reason healthcare providers can assess which immunizations have been missed. Therefore, the concept health promotion from the book Concepts for Nursing Practice by Jean Giddens best describes the role of a nurse in the “focus on improvement of health and prevention of disease” and supports people in increasing their control over and improve their health (Giddens, p. 422).

Together with risk for infection, knowledge deficit comes into the concept of immunizations in toddlers because parents are who would need to provide consent whether their toddlers should receive the vaccinations. The most important intervention is educating the parents about the need for specific vaccines and the risk if not given when information has been given and parents do authorize vaccinations the pediatricians should obtain consent before vaccinations are administered. In addition, as health care providers, we need to explain side effects that should be reported to the doctors. That is to say patient education is the perfect concept to demonstrate a “purposeful process whereby patient is learning health-related information to support healthy lifestyle or behavior changes” (Giddeons, 414).

Conclusion

​In today’s world parents have not seen first-hand the devastating consequences vaccine-preventable diseases can do to a toddler, a family, or to the community. The most important thing we want as parents is to protect our children from any harm presented in front of them. By keeping our toddlers health and decrease their chances of outbreaks, immunizations can help early childhood development in keeping a safe environment for our toddlers and the communities children. Ultimately, it is the parents’ decisions in protecting not only their children but everyone else. It is up to us, the community, to make the change and inform others about the benefits of vaccinating our toddlers.

The room of a toddler (18-24 months) is set in a way that caters for all the needs of a developing child. This is because at this age, the toddler can walk around the room touching and feeling things. The toddler’s room is composed of practical materials that are important in daily life. These materials include puzzles, play toys, stringing beads, calendars and charts with names of things, objects and animals. These charts and calendars are on the language part of the room. The physical layout of the room is composed of different parts and sections where the various objects and equipment lie. These sections include the languages section, the practical life section and the play section. Different sections of the room contain different materials and objects. For example, in the languages section, materials placed include puzzles, pictures, charts and calendars. In addition, this area contains objects that are commonly used. Toys, balls and other playthings are in the play section. Finally, the practical life section includes objects such as pieces of cloth, brooms and sweepers, washing objects, small chairs and tables and objects that stimulate the curiosity of the toddler thus causing physical activity.

My role as a teacher with children in the classroom

My role as a teacher with children in the classroom would be to guide them in the learning process through teaching and monitoring. This would result from proper communication, interaction and execution of duties as the teacher.

Communication with children

Communication with children would involve both verbal and non-verbal communication modes. This would ensure that children develop all their cognitive abilities in a balanced way. For example, I would verbally teach the children to pronounce words and express themselves by way of talking. I would use non-verbal communication to teach the children skills that require action. For example, writing, mobbing, sweeping and cleaning. All these activities involve nonverbal communication. The children need proper guidance to do these activities well. For example, in the case of writing, I would help the children learn how to hold a writing object in their hand and then teach them to write down all letters systematically.

Interaction with the children and execution of my classroom duties

My interaction with the children would be on a purely mutual level. Children love affection and the best way to express it is by maintaining physical contact with them. I would accomplish this by taking part in their activities that would include learning and playing. Holding the children in my arms and playing with them would also form a very good base for interaction. This would be through tossing them in the air, carrying them on the back or shoulders and swinging them. All these are activities that children enjoy a lot. Interaction would involve taking part in all activities of the children. This would make the children see me as one of them and thus make interaction better. I would also carry out my classroom duties such as cleaning the room, setting it up at the start and end of learning sessions, wiping tables and watching over the children by ensuring their safety and effective learning in all sections of the classroom.

Why is communication with the parents important?

With the parents as the guardians to the children, communication between them and I would be very important. This would improve communication and interaction between the children and me. Some of the questions I would ask the parents include the following. What are the likes and dislikes of the child? What does the child enjoy doing most? In case the child starts crying, what do you do to stop the child from crying? How moody is the child? Do you have a private tutor or instructor for the child? How much time do you spend with your child every day?

I would ask the parent these questions to gain proper understanding of the child. I would find out what the child likes and hates, what makes him cry, what time he sleeps and other useful information regarding the life and behavior of the child. This would improve interaction with children without causing irritation that may result in negative behaviors such as rudeness, resistance and aggression. It is important in ensuring proper handling of children.

Washing of hands

Washing hands is an important measure towards maintaining good hygiene. In the following five instances, washing hands is inevitable. It should be done after visiting the lavatory, before handling any food and after handling children. In addition, it is important to wash hands after handling objects used in learning and after dusting or wiping classroom tables. Washing hands is important to avoid instances of infection and as a way of teaching children good hygiene. Most objects are very dirty and harbor microorganisms that are infectious. Washing hands after handling objects is important to avoid these infections. Due to their playful nature, children are very dirty and their clothes carry microorganisms that may enter the body and cause infection.

Supervision

Supervision would involve directing and controlling children in the classroom for effective learning. This would include reminding them of classroom rules, assessing their progress in learning, guiding them on how to perform learning activities and ensuring that they achieve learning objectives set for each learning session.

Areas of a pre-school classroom

A pre-school classroom is composed of several areas or sections. These sections are different in composition and purpose. The room includes a manipulative area, a play area, an art area, a science exploration area, a block area, a library books area and a sensory area.

Setting up the physical environment

The set up of the physical environment of a classroom is important in the learning process of children. The physical environment should represent all the necessary areas in the growth and development of children. It should also be well set out and different sections should be separated from each other. While setting up the physical location, many factors would come under consideration. All straight paths or runways should be eliminated to discourage children from running. Running may be a possible cause of accidents. I would also make all sections open to make sure that all children are visible all the time. It would also be important to ensure that all sections are separate from each other in order to maximize the learning experience. It is also important to position related sections together for easier access. For example, all learning sections should be close to each other. Finally, I would establish clear boundaries for each section in the room.

I would arrange it this way to ensure efficient learning and easy monitoring of children. It would also help in keeping children safe and free from accidents and injuries in the classroom.

This video presents a child and a woman observing the process of a garbage truck moving and operating. The child comments on the process in this video by watching it through the window. Standing next to the child, an adult woman comments on the child’s observations. Furthermore, the adult person supports the child’s words, thus helping the child comment on what is happening. For instance, the woman says, “It’s a green one, yes,” thus reinforcing the child’s comment about the color of the truck (“Toddler watches garbage truck” 0:23-0:28). The child then mentions a dumpster, and the adult repeats the word supporting the comment. Thus, the adult helps the child develop speaking skills. During a significant part of the video, the child is focused on watching and commenting on the rubbish collection process. At the same time, an adult woman supports the observations with comments and questions.

Moreover, during the observation, the child inherited the sound of the truck’s horn when it reversed. The child then uses the words man, back, and go after these words have been used by the woman (“Toddler watches garbage truck” 1:30-1:58). In this way, the adult has helped the child to comment on the observations in more detail using accessible vocabulary. After the rubbish truck left the area, the child continued commenting by repeating “garbage truck” several times (“Toddler watches garbage truck” 2:18-2:38). In addition, as the child watched the rubbish truck leave the viewing area, they focused on the vehicle and revealed a more emotional reaction. In this regard, in contrast to the video’s beginning, where the toddler was concentrated on the truck, the child exhibits more emotional behavior at the end. It is evident in the intonation when commenting on and responding to the woman’s question. The woman also asked the child about the color of the truck, after which the toddler repeatedly replied, “Green” (“Toddler watches garbage truck” 2:40-2:48). In general, this video represents the child’s reactions to outside world events, using available vocabulary and speaking skills with adult support.

Work Cited

“Toddler watches garbage truck.” YouTube, uploaded by Created, Web.

As Woody (2007, pp.6-7) argues, occurrences in a child’s early stages of life are primary determinants of developments in a child’s later stages of life. That is, because of the developments and refinement of abilities associated with childhood, occurrences in a child’s early stages of life are primary determinants of later life bodily developments hence, the need for a good growth environment and a balanced nutritional intake.

During infancy and toddler-hood, most children are undergoing a period of rapid development and refinement of bodily systems, a factor that makes it necessary for parents to ensure young children receive the necessary dietary provisions to boost such developments.

Failure to provide kids with required dietary foods can greatly impair development, because of the role played by micronutrients not only in physical development, but also motor, language, brain and neurodevelopment. It is important to note that, before birth, children depend entirely on their mothers for nutritional nourishment, factor that changes immediately after birth (Wooldridge, Isaacs, & Brown, 2007, pp. 219-246).

Immediately after birth, infants depend on their mother’s breast milk for nourishment hence, an important period in a child’s development, because it helps in promoting the child-mother relationship. In addition to development of a healthy relationship, breast milk plays a crucial role of protecting children from diseases hence, reducing chances of postnatal deaths. Introduction of solid foods during weaning marks another period of children’s nutritional life, as caretakers struggle to ensure children receive the required nutrients for appropriate growth.

Nourishing a toddler with nutritive foods is necessary in ensuring children develop required cognitive abilities. As research studies show, failure to provide young children with nutritive foods at this stage may lead to brain maladjustments, which may greatly impair development of other abilities, for example, crawling, walking, and laughing. Good examples of nutrients necessary for brain development include vitamin c and iron (Brotherson, 2005, p.1).

During the toddler-hood and infancy stages, other body systems for example, the hearing and vision systems are also in a process of development, as a child’s interactions with the external environment increases. This makes is necessary for parents to feed their children with required nutrient provisions, necessary for ensuring that the auditory and vision systems develop to their full potential. On the other hand, nutrition also plays a central role when it comes to language development.

Because of the connection between brain development and the role played by nutrition in brain development, nutritional deficiencies can greatly impair language development more so in vocabulary acquisition, for such deficiencies will delay development of brain areas responsible for language processing and articulation (Woody, 2007, pp. 7-12).

In addition to development of the brain, hearing systems, and language acquisition, feeding children with nourishing foods is of great significance when it comes to physical growth and motor development.

During infancy and toddler-hood, children are in a process of developing their physical abilities hence, the rapid increases in weight and height. Biologically, because of the surface area to volume ratio concept, toddlers requires more nutrients supplements as compared to mature people hence, the need to provide toddlers with required foods to avoid development problems and illnesses.

In addition, to meet the toddler’s Basal Metabolic Rate (BMR) needs, there is need for parents to feed children with foods with required nutrients and energy content, which in turn will promote health growth. For example, during infancy and toddler-hood, children are in a process of developing more and strong teeth and bones; processes that their bodies cannot accomplish without the presence of calcium, vitamin D, Zinc, and Iron.

On the other hand, it is important ton note that, human growth and development goes hand in hand with an individual’s health status hence, nutritional deficiencies can greatly impair the overall growth of toddlers’ body functionalities (Specker, 2004, p.1)

A proper nutrition is also of significance when it comes to prevention against health hazards, resulting from the body’s inability to fight diseases and infections. Because of change in the mode of acquiring nutrients immediately after birth, infants and toddlers depend on external foods to nourish their nutrient needs.

Hence, failure to provide such nutrients may greatly impair the working of the immune system, leading to many health risks, for example, anemia; which results iron deficiency in the body (Olney, Kariger, Stoltzfus et Al, 2009, pp. 763-772).

In conclusion, nutrition plays a very important role in determining a toddler’s future life, because lack of required nutrients in the body can greatly impair the development of an individual’s functional abilities not only in childhood, but also in later life stages.

Reference List

Brotherson, S. (2005). Understanding brain development in young children. North Dakota State University. Web.

Olney, D. K., Kariger, P. K., Stoltzfus, R. J., et al. (2009). Development of nutritionally at Risk young children is predicted by malaria, anemia, and stunting in Pemba, Zanzibar. Journal of Nutrition, 139, 4, 763-772. Web.

Specker, B. (2004). Nutrition influences bone development from infancy through toddler Years. The American Society of Nutritional Science, 134, 691s-695s. Web.

Wooldridge, N. H., Isaacs, J., Brown, J. (2007). Nutrition through the lifecycle. Belmont: Thomson Higher Education. Web.

Woody, D. J. (2007). Infant and toddlerhood. Web.

Introduction

In infancy, the window of opportunity is the period where unless corrective measures are address in the establishment of well formulated dietary patterns the outcome will remain the same henceforth. This stage is amid the first two years of an infant’s life.

This implies that within these two years, when a complication is not met or poor dietary patterns prevail, or an incidence of disease occurs within an infant, this guarantees chances that this aspect will continue even after the child’s development to later life. Breastfeeding is the ideal method for infants feeding for the first two years of life this is in accordance to (Carlson 1996). Breast milk has specific antibodies that are able to provide all the immunity that the infant needs.

In some cases the mothers breast milk is usually limited or lacks completely and this will necessitate the consumption of the cow’s milk by the infant. It should be diluted in a ration of two glasses of milk per one glass of water to facilitate the growing digestive system of the infant to accommodate it since it has not yet fully developed. Within the first six months of an infant’s life, exclusive breast feeding has to be practiced i.e., giving the infant only breast milk.

This is so because at this stage breast milk has all the necessary nutrient requirements and immune aspects that are able to prevent the occurrence of diseases and sustain the infant’s health. After six months other foods can be introduced starting progressively with liquids, semisolid then solids even though breastfeeding continues. At this stage, the criterion for the selection of the infant’s foods and choice of an infant’s food should be careful so that they are offered in a form that can be manipulated in the mouth without the possibility of choking and aspirating. (Carlson 1996).

Main body

Breastfeeding should be incorporated fully for up to two years to give a corrective pattern in the future development of the infant. The diets of the majority of infants should be alike to that of the family at the end of the first year. There should be the reduction in the consumption of low energy with low fat foods since this result to growth failure. The sufficient intakes of fiber will normalize digestive and absorption processes.

Nutritional diseases and disorder might arise when there is lack of well formulated nutritional guidelines to the children. Toddlers who started the consumption of other foods early in life more so before the attainment of six months are most likely to develop disorders such as obesity, hypertension and even cardiovascular infections and diarrhea. This instance occurs since the body immunity is not yet fully developed and at the times their digestive system is unable to counter these foods. At two years, toddlers are very active crawling all over and trying to put in their mouth whatever they find on their way. When one is active, additional nutrition needs will be the demands of the baby therefore the toddler will need more energy to counter this demands.

The provisions of energy dense meals like margarines and diet does not necessitate quantity since they are very high in energy. When a toddler puts thing into their mouth without the awareness of the persons in charge they may contract infections their parents or guardians they may contact infections hinder the relative growth and development of the toddler but when appropriate nutritional requirements are met the possibilities of his infections occurring are to the minimal.

Monitoring is the key aspect at this stage since the child experiences hunger at various instances and total attention needs to be laid forward. Focus should be to the provision of meals that have nutrients which are able to facilitate growth and prevent the infection rate.this nutrients include vitamins A and C and carbohydrates rich food. (Birch 1994)

Carbohydrates should be considered as much to provide the energy that will facilitate the activities within the toddler’s body. If energy the requirements for carbohydrates which provide energy are not met, the dietary protein is used for energy rather than it normal work for tissue growth and repair. Nutritional demands are high due to their high growth rate and change as they move at various stages of life. This increased in nutritional demands also comes with increased risk of disease incidences since their immunity is not fully developed. The incorporation of vitamin A is highly necessary in this case.

Fat is an essential nutrient in a child’s diet since it facilitates in the provision of additional calories and needed nutrients for active and growing children. Children and toddlers should not be exempted from the consumption of fat. For those whose age is above two years, fat intake should represent about thirty percent of the total caloric intake. Lower fat intake of up to thirty percent intake by infants and toddlers may be linked with inadequate consumption of vitamins and minerals that results to an increased risk of poor growth and development the Diets that are higher in fat may result to higher energy intakes and higher body fat.

The practical impact of low-fat diets for infants and toddlers should be estimated in conditions of maturation, immune defense, and neural development. (Birch 1994) Sometimes this consumption result to deposition of adipose therefore the child might end up, being obese therefore regulation should be totally embraced to minimize the over consumption of this fats.

Conclusion

Parent and those taking care of the should guarantee that what is good for the child is taken into account so that the health of the child is sustained. Poor nutrition practice is always a characteristic of nutritional disorders and diseases and in infants malnutrition can easily crop up. All parents need children who are healthy at all times. It is from this that good practices that the children and toddlers will be seen since one will try as much as possible to minimize his occurrence to save the cost ha might develop to become future obstacles in the Child’s life. Healthy development in infants and toddlers actually emerge when proper nutrition has take place in most of the times.

Reference

Carlson, S. (1996). The role of nutrition in development. American Journal of Clinical Nutrition, 63 (6), 997S-1001S.

Birch LL. (1994).Infant dietary experience and acceptance of solid foods. Pediatrics;93:271-277.

Introduction

A toddler is a young child who is learning how to stand, walk and talk. Toddlerhood is the second stage of development after infancy between the ages of 12 to 36 months old. During the first year, a toddler begins to lift her or his head, sit or stand alone; such skills which appear in sequence are called locomotors skills.

Locomotion is an act of moving from one place to another or one position to another, it is an important part of human life, a first sign that toddlers are becoming independent (Haywood and Getchell 140).Toddlerhood is a time when a child’s world is fresh, beautiful, exciting and they are very curious to explore (Schrank 7)

Objective

Technology has made parents to start observing their infants long before they are born as it helps them understand the motor development skills of a child (Fromberg and Bergen 407).The purpose of this paper is to observe the fine and gross motor development skills of toddlers. Motor skill development is an important milestone in a child, and a very vital aspect of a toddler’s development (Bracken and Nagle 401). Two toddlers were observed 18 and 24 months old for 1Hour.

Playing objects were placed on a surface in a room Chloe (18months) picked the toys with her left hand, with hands working in opposite motion, Janice (24months) runs and shouts picking the blocks with both hands in similar motion. Chloe is first to be given the ball, she use her right foot tossing and rolling the ball, Janice comes shouting “goal” then she kicks the ball with her right foot.

The girls are standing on opposite side of the table, building blocks are scatted all over, and Janice (24months) stacks four blocks in both hands using all the five fingers holding the object tightly, while Chloe stacks two blocks in her hands, grasping objects with arms opened.

When it came to physical activities like climbing stairs, Janice arms were moving up and down, feet alternating supporting herself on the rail, Chloe used both feet, one step at a time with high arm position, feet planted flat on the floor for balancing. Janice comes and picks a book, turns the pages one at a time making vowel sounds pretending to be reading.

Chloe picks the crayons with all her fingers wrapped around it moving up and down, when Janice sees what Chloe is doing she comes and grabs the crayon from Chloe holding the crayon firmly drawing straight lines. Individual differences have bigger impact on development than gender differences (Rathus 251).

Subjective

I felt like the children preferred colored toys more than plain toys, Janice seemed very naughty and was not willing to share her toys with Chloe. Chloe was cool and collected and she didn’t like when Janice was taking all the toys, she would react by shouting and crying throwing the toys all over the place.

From this study I realized children are very independent and you can not dictate what type of activity they should play or indulge in, for instance when Chloe was given a ball to play with she threw it down and started playing with crayons.

Conclusion

Chloe had some difficulties kicking the ball and using the crayons but she managed to do some rough sketches. From this observation, different motor milestones develop earlier in some toddlers than others, the speed at which achievements of motor skills develops, depends on various factors like physical, environmental and parental handling.

Toddler Observation (15-35 Months)

This page needs to be included with your observation write-up.

Childs gender: Female Age (Months): 18 and 24

Goal: To observe the motor skills development of a toddler

Fine Motor Skills

Gross Motor Skills

Works Cited

Bracken A. Bruce and Nagle Jude Richard, Psycho education assessment of preschool children. New Jersey: Lawrence Eribaum Associates Inc., 2007.

Fromberg P. Doris and Bergan Doris, Play from birth to twelve & beyond: contexts, perspective, meaning. New York: Garland Publishing, 1998

Haywood Kathleen and Getchell Nancy. Life span motor development. 5 Edn. Illinois: Human Kinetics, 2008.

Rathus A. Spencer, Voyagers in development. 4 Edn. New York: Cengage Learning, 2010

Schrank Rita, Toddlers learn by doing things: toddler activities and parents/teacher activity log.Atlanta: Humanics Publishing Group,1987.