Lesson 6: Toddlers – 18-36 months


Attention


Learning Outcomes

Upon completion of this lesson's material, students will be able to

  • Demonstrate knowledge of the developmental milestones of toddlers.
  • Demonstrate knowledge of interactions with toddlers.
  • Demonstrate knowledge of toilet training readiness and strategies to support toilet learning.
  • Demonstrate knowledge of healthy sleeping patterns and transitions.
  • Explain "temperament" and provide examples about how differences in temperament.
  • Explain temper tantrums and how they are a part of the developmental process.

Teaching

Developmental Milestones
You may have noticed by now that the grouping of ages throughout infant and toddler development went from 8 months in duration (newborn to 8 months old) to 10 months (9-18 months old) and then 18 months (this lesson 8-18 months old). There are many reasons for this approach to grouping developmental stages, but the main one being that developmental changes occur at a less rapid pace the older children get. Brain development still reaches 80% by the time they are three and is still rapidly changing but by the time children reach 18 months, they have grown the roots for mobility, communication, and social relationships. At this point they are still growing those skills but really focusing on a sense of identity and where they fit into the world. As you look through the Maine Infant and Toddler Guidelines pages 33-48 take notice of how each domain ties into the sense of identity

Interactions
Our interactions with toddlers can often feel like we are mediators, referees and peace makers. Often times caregivers can feel discouraged and worn out at the end of the day. It takes energy, patience and reflection to take care of toddlers. Read pages 65-73 in you Developmentally Appropriate Practice text and pay particular attention to the toddler care teacher to learn more.

Toileting
Most toddlers are commonly expected to be fully potty trained by the time they are three when in reality, only 80% of them have actually mastered this skill at three years of age. Toilet training may be a touchy topic for families as cultural and family values play a role. Our roles, as caregivers, is to 1- follow the families lead, 2- partner with the family on strategies and 3- provide education if need be. For more detailed information about signs, strategies and facts, read the resource Potty Training on the Zero To Three website.

Sleeping
Sleeping is important for young children. (it will ALWAYS be important….even for us!). Children at this age should still be sleeping anywhere from 11-14 hours within a 24-hour period. During this stage, the biggest change will likely be when the child transitions from a crib to a bed (or cot). First let me say that there is not a set time to do this. Some parents do it early and some keep them in the crib for as long as they can. Maine State Licensing requires us to offer a crib to a child until they are 18 months old but other than that, providers often transition them to a cot around this time to preserve space that a crib takes up. When transitioning children from a crib to a bed consistency is key. Prepare the child in advance by discussing next steps and expectations (using age appropriate language) and be consistent! 


Assessment

Lesson 6 Quiz

In using the resources in the teaching section answer the following questions as it relates to developmental milestones, interactions, feeding and sleeping for older infants. Each question is worth 10 points.

1. Toddlers seek:

a. Exploration
b. Security
c. Identity
d. All of the above

2. To encourage self-concept for toddlers, caregivers can:

a. Offer two positive choices whenever possible
b. Leave them alone and give open ended choices
c. Frequently use the word no so they know who is boss
d. Make positive choices for them

3. Caregivers can support peer interactions by:

a. Understanding that conflict is part of the evolution into social beings
b. Label emotions, and talk about how our actions impact others
c. Model positive social interactions
d. All of the above

4. Caregivers can support strong and healthy bodies best by:

a. Spoon feeding the children to make sure they get enough to eat
b. Continue dressing them to make sure they do it correctly
c. Have realistic expectations and allow toddlers time to do try self-help skills on their own
d. Set a timer so that toddlers know how fast they need to do things to get them done

5. True or False – Caregivers can become too involved in children’s tasks and stifle children’s growing independence.

a. True
b. False

6. Signs that children are NOT ready for the toilet include:

a. Sitting on the toilet because you tell them to
b. Being able to flush the toilet
c. Unawareness of bowel movements
d. Is interested in and wants to use the toilet

7. Do not start potty training if:

a. There are other major changes going on
b. The child can independently pull up and down their clothes
c. The child is only dry for two hours at a time or after naps
d. Recognizes that they have peed

8. True or False – Children have to move to a cot in a childcare center as soon as they turn 18 months old

a. True
b. False

9. What is temperament and how do you respond to individual differences? Be specific with details and examples.

10. A parent comes to you and is extremely frustrated with her two year olds temper tantrums. She thinks that they are unacceptable and expects the child to act in control at all times. Provide five sentences that you would use to convey the message that temper tantrums are part of the developmental process. Remember to write these as though you are talking to the parent who has limited knowledge about child development in this area.