INFANCY AND TODDLERHOOD

PHYSICAL
Physical growth and development allows for functioning and strengthening in muscles in
order to perform motor skills more accurately and sufficiently at the recommended age levels.
A childs growth is closely linked to nutritional status and ethnicity. Thus, the state of a childs
physical development serves as a reliable index of his or her general health and wellbeing.
(Allen & Marotz, 2010, 2007) Motor development is the childs ability to begin to move
independently and explore their surroundings. They begin to use their sensory system in their
brain that allows them to various body parts. There are three principles of govern motor
development which are cephalocaudal which consist of bone and muscular development that
moves from head to toe, proximodistal which is bone and muscular development that begin with
improved control of muscles closest to the central portion of the body, and refinement which
consists of muscle development that progress form the general to the specific in both gross motor
and fine motor activities. (Allen & Marotz, 2010, 2007)

COGNITIVE
Cognitive development allows children to recognize, process, and organize information
given to them or learned. Cognitive development determines a childs intellect and mental
abilities. The cognitive process includes such mental activities as discovering, interpreting,
sorting, classifying, and remembering. (Allen & Marotz, 2010, 2007) At this age children are
learning by processing information and mimicking what they see and hear.
LANGUAGE
Language development is the development of speech, written, and gestures. Language
development fits perfect with Social and Emotional development because it allows for
establishment of communication and gestures of emotion. Language allows children to form
words that later form into sentences thats used to hold conversations. Social and emotional
development allows a personal development to help the understanding of individuality and
cultural differences.
These domains contribute to the developmental milestones that infants and toddlers have
to go through. Sitting is a part of physical growth and development. An infant has to learn how to
sit and hold themselves up properly before they can crawl or walk. The saying you have to
crawl before you walk is a great example and saying of development.
Walking requires muscle strength and coordination that infants learn in the
processes of sitting up and learning to crawl as they continue to develop
into toddlerhood. Once an infant can establish the muscle strength they
need they can begin to attempt to crawl and later walk. It is just like
someone being injured and unable to walk. They have to learn how to coordinate their left and
their right leg together which may require them to crawl first to make things easier and work the
muscles. Talking is a task used through cognitive development, while it can also be taught
through mimicking the child has to be able to learn, recognize, process, and organize it in order
to fully perform full sentences.
SIGNS OF ATYPICAL DEVELOPMENT
During infancy, if a child is not showing signs of lifting themselves up, attempting to crawl, or
imitate simple sounds this may be a sign of atypical development. By infancy a child should be able to
follow through with all of these things. It transitions them into the world of toddlerhood and prepares
them for exploration, walking, and talking. If by toddlerhood, children are not able to walk confidently,
with few stumbles or falls this too is a sign of atypical development. It is also important that children at
this age can make eye contact when making a request or responding to questions. By this time, parents
should contact a health care provider or a specialist to see the proper steps to take.
DEVELOPMENTAL INFLUENCES
Learning tips to influences development for both infant and toddlers are offer
manipulative materials to foster problem-solving and eye-hand coordination. It is also important
to read and sing to a child regularly. Provide colorful picture books for naming objects and
describing everyday events. Use simple illustrated storybooks so the child can learn to tell a
story. Make believe activities are also very beneficial to childs development because it allows them to
explore their minds.

References
Allen, K. E., & Marotz, L. R. (2010). Developmental Profiles: Pre-Birth through Twelve (6th
ed.). Belmont, CA: Wadsworth Cengage Learning.
Berk, L. E. (2013). Child Development (9th ed.). Upper Saddle River, NJ: Pearson.
Children's Medical Service. (2012, August 30). Infant Toddler Development Training Module 1,
Lesson 3. Retrieved from http://www.cms-
kids.com/providers/early_steps/training/itds/module1/lesson3_3.html
Medline Plus. (2014, May 16). Adolescent Development. Retrieved from
http://www.nlm.nih.gov/medlineplus/ency/article/002003.htm
Piper, T. (2012). Making Meaning Making Sense: Childrens Early Language Learning. San
Diego, CA: Bridgepoint Education Inc.