er cae:) hildren of 18 months enjoy being able to walk well and can climb up and down stairs with help. They can pick up small objects with eee Mea ry Pete! eye tee Pe use ne es Res Uy ree Meck ag Reece eee eee Eke craPhysical development Cm Children: m can walk steadily and stop safely, without sitting down suddenly Walking stoadlly ~ oven while carrying toy Cimbin adut conto an ‘Squatting to pick something up ‘and turing around ost onit can climb forward into an adult chair and then turn around and sit can kneel upright without support can squat to pick up or move a toy can move without support from a squatting position to standing™ can climb up and down stairs if their hand is held of using a rail for balance ~ they put two feet on each step before moving on to the next step Moving rom squatting to standing can craw] backwards (on the stomach) down stairs alone can run steadily but are unable to avoid obstacles in their path, Fine motor skills: gross manipulative skills Children: = can point to known objects = can build a tower of three or more bricks. Peer Fine motor skills: fine manipulative skills Children: m can use a delicate pincer grasp to pick up very small objects = can use a spoon when feeding themselves = can hold a pencil in their whole hand or between the thumb and the first two fingers (this is called the primitive tripod grasp) Using a primitive tripod grasp é 5 A $ e 2 a can scribble to and fro with a pencil can thread large beads onto a lace or string ® can control their wrist movement to manipulate objects = can remove small objects from a bottle by turning it upside-down, [aoe 57Sensory development Chicre, recognise familiar people at a distance © realise that they are looking at themselves in the mirror = no longer take everything to their mouths to explore it. Cognitive and language development Chioren: know the names of parts of their bodies, and can point to them when asked © use 640 recognisable words and understand many more (the word most often used is ‘no'!) = echo the last part of what others say (echolalia) © over-extend words or signs, giving them several meanings (holophrase) - for example, ‘cat’ may be used to refer to all animals, not just cats, © begin waving their arms up and down, meaning ‘Start again’, ‘More’ or ‘I like it” = use gestures alongside words indicate desire by pointing, urgent vocalisations or words © obey simple instructions such as ‘Shut the door’, and respond to simple questions such as ‘Where's the pussy-cat?” enjoy trying to sing, as well as listening to songs and rhymes refer to themselves by name recognise that people may have different desires (younger babies assume that everyone feels the same as they do). )Emotional and social development Chiron: remember where objects belong (this reflects an increase in long-term memory) = play contentedly alone (solitary play), but prefer to be near a familiar adult or sibling Praying contentedly = are eager to be independent, for example to dress themselves (’Me do it!’) © are aware that others are fearful or anxious for them as they climb on or off chairs etc, © alternate between clinging and resistance |= may easily become frustrated, with occasional temper tantrums | may indicate toilet needs by restlessness or words © can follow and enjoy stories and rhymes that include repetition. Play Opiicren: mike things that screw and unscrew © enjoy posting objects into boxes, as when posting letters like paints and crayons enjoy sand and water play, and Playing wih a associated toys love puppet © like to play matching and sorting games, for example stacking beakers enjoy simple jigsaw puzzles love puppet play and action rhymes.Identifying detais in 2 book | Promoting development ‘Always supervise children in the bath. Never leave a child alone in the bath, even for a few minutes. Continue to provide walker trucks, pull-along animals and the like. Encourage play with messy materials, such as sand, water and play dough. Provide low, stable furniture to climb on, Provide pop-up toys, stacking toys and hammer-and-peg toys, which develop hand-eye co-ordination skills. Provide balls to roll, kick or throw. Provide toys that encourage make-believe play and language skills, such as simple puppets, dressing-up clothes or toy telephones. Use action rhymes and singing games to promote conversation and confidence. Play with other children will help, too. |= Provide bath toys, such as simple beakers, sprinkling toys and waterproof books. © Use finger-paints and wax crayons to encourage creative skills = Provide picture books, and encourage children to turn the pages and to identify details in the pictures. When children are climbing or playing outside, be aware of dangers such as sharp objects, iter or unfenced ponds.Activities Make a treasure basket for a child aged 18 months. Use a strong, shallow cardboard box, an old solid wooden drawer or a wicker basket. Check that there are no staples, splinters or jagged edges. Select a variety of interesting objects (about 10-15 in all) that will stimulate each of the child’s senses ~ objects with different shapes, weights, colours and textures. You may also be able to include objects that have a distinctive smell, such as a small empty perfume bottle or a lavender bag. . A troasure basket : page 64You could use this activity for a child observation. 1 Sit to one side and observe the child playing alone with the contents of the treasure chest. Write a detailed, timed observation of the activity, including the following points: © what the child does with each object = how long he or she plays with each object © what expressions or sounds he or she makes = how involved he or she is in the activity. 2 Evaluate the activity in terms of its value to the child's overall development and enjoyment. 3 What would you change if you were to repeat the activity? © Puppet play Make two simple finger puppet child. ine (large) for you, and the other (slightly smaller) for the 1 Using a square of felt, cut and stick or sew a small cap shape to fit over the finger. Decorate it with hair (wool) and a face. 2 Play a game in which the child copies your actions, such as: My little man bows down My little man turns round My little man jumps up and down And makes a fury sound - BOO! This activity promotes manipulative skills, social and language development, and the development of imagination. [_roae 62