Kristian Karl B.

Kiw-is BSN II-A

Identify the seven major psychological developmental task of toddlers.

The major developmental tasks a toddler (ages 1 to 3 years) demonstrates include the beginning use of language to communicate, toilet training, imitation,
autonomy, and self-control. The toddler is in the sensorimotor and preoperational stages of Piaget's (1952) theory. During these stages, toddlers use language
and images to think and communicate with the world around them. The toddler is in the anal stage of Freud's (1946) psychoanalytical theory. The primary task
during this stage is focused on control of elimination and toilet training. The toddler is in Erikson's (1974) stage of autonomy versus shame and doubt. During this
stage, the toddler learns autonomy, imitation, and how to exhibit self-control and will power. The toddler is in the preconventional level, morality stage of
Kohlberg's (1981) theory of moral judgment. During this stage, the toddler learns how to avoid punishment by not breaking the rules.

Describe the two phases of toddler’s tasks of differentiation?

Autonomy versus shame and doubt is the second stage of Erik Erikson's stages of psychosocial development. This stage occurs between the ages of 18 months to
approximately 3 years. According to Erikson, children at this stage are focused on developing a sense of personal control over physical skills and a sense of
independence. Success in this stage will lead to the virtue of will. If children in this stage are encouraged and supported in their increased independence, they
become more confident and secure in their own ability to survive in the world.

If children are criticized, overly controlled, or not given the opportunity to assert themselves, they begin to feel inadequate in their ability to survive, and may
then become overly dependent upon others, lack self-esteem, and feel a sense of shame or doubt in their abilities.

Discuss the following: gross motor development, fine motor development, language development

Gross Motor (physical) skills are those which require whole body movement and which involve the large (core stabilising) muscles of the body to perform
everyday functions, such as standing, walking, running, and sitting upright. It also includes eye-hand coordination skills such as ball skills (throwing, catching,
kicking).

Age   Developmental milestones  Possible implications if milestones not achieved

 Rolls over front to back and back to front  Poor muscle development for locomotion
 0-6
months  Sits with support and then independently  Delayed ability to play independently

 6-12  Crawls forwards on belly  Delayed sensory development due to decreased ability to explore the
months environment
 Assumes a seated position unaided
  Creeps on hands and knees

 Transitions into different positions: sitting, all

fours, lying on tummy

 Pulls self to stand

 Walks while holding onto furniture

 Takes 2-3 steps without support  Poor muscle development

 Rolls a ball in imitation of an adult  Delayed play skills

 Sits, crawls, walks  Delayed play skills

 Still has wide gait but walking/running is less  Difficulty interacting with the environment due to delayed ability to
clumsy mobilise effectively

 18 months  Pushes against a ball (does not actually kick it)  Poor muscle development

 Walks smoothly and turns corners

 Begins running

 Is able to pull or carry a toy while walking

 Climbs onto/down from furniture without  Poor muscle development for running and jumping
assistance
 Delayed ability to play independently and interact with the
 Walks up and down steps with support environment

2 years  Picks up toys from the floor without falling over  Decreased ability to interact socially

3 years  Imitates standing on one foot  Decreased opportunities for social interaction

 Imitates simple bilateral movements of limbs  Poor development of body awareness and movement planning skills
(e.g. arms up together)
 Difficulties using playground equipment
 Climbs jungle gym and ladders
  Pedals a tricycle

 Walks up/down stairs alternating feet

 Jumps in place with two feet together

 Able to walk on tip toes

 Difficulties or lack of confidence interacting with other children in
 Catches using body active environments (e.g. play cafes, playgrounds)

 Stands on one foot for up to 5 seconds

 Kicks a ball forwards

 Throws a ball overarm

 Catches a ball that has been bounced

 Runs around obstacles

 Able to walk on a line  Lack of confidence in movement based activities

 Able to hop on one foot  Difficulties using playground equipment

 Jumps over an object and lands with both feet  Difficulties or lack of confidence interacting with other children in
 4 years together active environments (e.g. play cafes, playgrounds)

 Able to walk up stairs while holding an object

 Walks backward toe-heel

 Jumps forward 10 times without falling

 Skips forwards after demonstration

 Hangs from a bar for at least 5 seconds
 Steps forward with leg on same side as throwing
arm when throwing a ball
 May result in poor self-esteem when comparing self to peers
 Lack of confidence in movement based activities
 Difficulties participating in sporting activities

5 years  Catches a small ball using hands only  Difficulties playing with moving toys such as bikes and scooters
  Runs lightly on toes

 Able to walk on a balance beam

 Able to skip using a skipping rope

 Can cover 2 metres when hopping

 Difficulty participating in sporting activities
 Demonstrates mature throwing and catching
patterns  May result in poor self-esteem when comparing self to peers

6 years  Mature (refined) jumping skills  Lack of confidence in movement based activities

Fine motor skills are finger and hand skills such as writing, cutting, opening lunch boxes, and tying shoelaces. The development of these skills relies upon the age
appropriate development of physical skills (such as core trunk control and shoulder strength) providing the stable base from which the arm and hand can then
move with control.

Note: Each stage of development assumes that the preceding stages have been successfully achieved.

How to use this chart: Review the skills demonstrated by the child up to their current age. If you notice skills that have not been met below their current age
contact Kid Sense Child Development on 1800 KIDSENSE (1800 543 736).

Age   Developmental Milestones Possible implications if milestones not achieved

 Reflexive grasp (at birth)

 Global ineffective reach for objects (3 months)

 Voluntary grasp (3 months)

 Poor muscle development and control
 2 handed palmar grasp (3 months)
 Delayed ability to play independently
 1 handed palmar grasp (5 months)
 0 – 6  Delayed sensory development due to delayed interaction with toys
months  Controlled reach (6 months) and other sensory objects
  Reaches, grasps, puts object in mouth

 Controlled release of objects

 Static Pincer grasp (thumb and one finger)

 Picks things up with pincer grasp (thumb and one  Poor development of hand and finger strength
finger)
 Poor manipulation of objects resulting in delayed play skills
 Transfers objects from one hand to another
 6 – 12  Delayed sensory development due to lack of sensory play
months  Drops and picks up toys experiences

 Builds tower of three small blocks

 Puts four rings on stick

 Places five pegs in pegboard

 Turns pages two or three of a book at a time

 Scribbles

 Turns knobs

 Paints with whole arm movement, shifts hands,

makes strokes

 Self-feeds with minimal assistance  Poor development of hand and finger strength

 Able to use signing to communicate  Delayed independent play skills

 Brings spoon to mouth  Delayed development of self care skills (such as eating)

1 -2 years  Holds and drinks from cup independently  Delayed manipulation skills

 2- 3 years  Strings four large beads  Delayed self-care skills (such as eating)

 Turns single pages of a book  Delayed pre-writing skill development

 Snips with scissors  Delayed manipulation of small objects such as toys, pencils and
  Holds crayon with thumb and fingers (not fist)

 Uses one hand consistently in most activities

 Imitates circular, vertical, and horizontal strokes

 Paints with some wrist action, makes dots, lines,

circular strokes

 Rolls, pounds, squeezes, and pulls playdough scissors

 Eats without assistance  Frustration when manipulating small toys and objects

 Builds tower of nine small blocks

 Copies circle

 Imitates cross
 Delayed pre-writing skill development
 Manipulates clay material (rolls balls, makes
 Frustration and/or avoidance of pencil based tasks
snakes, cookies)
 Poor pencil grasp and pencil control
 Uses non-dominant hand to assist and stabilise the
use of objects  Poor self-care skills (such as eating)

3 – 4 yrs  Snips paper using scissors  Delayed drawing skills

4 -5 yrs  Cuts on line continuously  Difficulties holding and manipulating a pencil

 Copies cross  Difficulties learning to write name and other letters of the
alphabet
 Copies square
 Dependence on caregivers for every day activities such as dressing
 Writes name
 Frustration and/or avoidance of pencil based tasks
 Writes numbers 1-5

 Copies letters

 Handedness is well established

  Dresses and undresses independently

 Cuts out simple shapes

 Copies triangle
 Difficulties learning to form letters and numbers correctly
 Colours within lines
 Poor handwriting
 Uses a 3 fingered grasp of pencil and uses fingers to
generate movement  Difficulties demonstrating academic ability on paper

 Pastes and glues appropriately  Fatigue during pencil based tasks

5 – 6 yrs  Can draw basic pictures  Frustration and/or avoidance of pencil based tasks

 Forms most letters and numbers correctly  Difficulties getting ideas down on paper

 Writes consistently on the lines  Experiences fatigue during handwriting tasks

 Demonstrates controlled pencil movement  Difficulty keeping up in class due to slow handwriting speed

 Good endurance for writing  Poor legibility of handwriting

 Can build Lego, K’nex and other blocks  May impact on self-esteem when comparing work to peers
independently
 Possible frustration and/or behavior difficulties due to avoidance
6 -7 yrs  Ties shoelaces independently of pencil based tasks

 Difficulty completing handwriting tasks in a timely manner

 Experiencing fatigue during handwriting tasks

 Poor academic achievement due to difficulty getting ideas down

on paper
 Maintains legibility of handwriting for entirety of a
7- 8 yrs story  Difficulties due to avoidance of pencil based tasks

There are two main areas of language:

Receptive language (understanding): Comprehension of language.

Expressive language (using language): The use of language through speech, sign or alternative forms of communication to communicate wants, needs, thoughts
and ideas.

Possible implications if
 Age Listening   Vocabulary  Sentences Verbal grammar Concepts Questions milestones not achieved

 Babblin
g (e.g.
ma-
 Attend
ma, da-
s to
da)
sounds
and  Takes
voices turns
vocalisi
 Recogn
ng with
ises  No
others  May have difficulties
facial spe
socialising with parents
expres  Recogn  No cifi
and joint attention
sions ises spec c
 6- and names ific  No mil  No  May affect muscle tone
12 tones of a mile specific est specific in the face as babbling
mon of few ston milestone on milesto helps to strengthen the
ths voice objects es s es nes muscles

 1-2  Respon  Babblin  No  No  No  Can  May have difficulties

year ds g (e.g. spec Specific Spe underst socialising with parents
s to ma- ific milestone cifi and one and joint attention
familia ma, da- mile s c key
 May struggle to copy and
r da) ston mil word in
learn from others due to
reques es est a
 Takes poor understanding and
ts (e.g. on sentenc
turns
 come
here)
and
own vocalisi
name ng with
others
 Unders
tands  Recogn
gestur ises
es (e.g. names e (e.g.
wave of a Where’s
for few your no
‘bye’) objects es se?) attention

2-3  Follow  Names  Mini  Talks  Pos  Underst  May have difficulties
year s 2 part actions mu about itio ands socialising with peers
s instruc (e.g. m present n:  and and joint attention
tions go, of events on; asks Wh
 May struggle to copy and
(e.g. run) 2-3 off; at and 
 Regular learn from others due to
Go to wor in; Where 
 By 2 Plurals  –    poor understanding and
your ds out questio
years   e.g. 1 attention
room in a ; ns
vocabu dog, 2
and get sent up;  May have difficulties
lary is dogs
your enc do following instructions
250-
shoes) e  Articles  – wn;
300  May have difficulties
(e.g. ‘a’ and un
 Points words being understood by
Dad ‘the’ der
to peers
 By 3 dy ;
main  Progressi
years go top  May have difficulties
body ve –
uses wor ; being understood by
parts, ing  –  e.g.
1000 k op unfamiliar people
clothin The boy is
words en;
g  Still jumping  May have difficulties
shu
items, talk expressing wants, needs,
 Uses Pro t
toys s to thoughts and ideas
and self nouns –  ‘  Siz
 e: 
big;
sm
all/
littl
e;
lon
g

 Qu
an
tity
: 1;
2

 Ot
her
: st
op;
go/
sta
rt;
lou
you, I, d;
me, qui
mine’ et;
hea
 Regular
vy;
Past
so
Tense  –  e
ft;
.g. “I
in fast
climbed”
long ;
mo  Possessiv hot
food nolo e ‘s  – e.g. ;
when gue “Daddy’s  col
asked s car d
3-4  Follow  By 4  Mini  Begins to 3 to early 4  Underst  May have difficulties
year s 3 part years mu talk years: ands W socialising with peers
s instruc uses m about ho ques
 Pos  May struggle to copy and
tions nearly of past tions
itio learn from others due to
(e.g. 1500 3-4 events
n:b  Asks W poor understanding and
point words wor
 Auxiliary ott hat, attention
to the ds
‘is’  –  e.g. om Why,
cat,  May have difficulties
 Tells The ; When a
the following instructions at
you girl is skip be nd How 
dog home, child care,
wha ping hin questio
and kindergarten
t d; ns
the  Pronouns
they firs  May have difficulties
monke ‘he/she’ 
are t; being understood by
y –  e.g.
doin nea peers
“He is
 Unders g r
running”  May have difficulties
tands
 Tells or “She is  Siz being understood by
longer,
you drinking”. e:s unfamiliar people
more
the hor
comple  Connecto  May have difficulties
func t
x r ‘and’  – expressing wants, needs,
tion (le
senten e.g. “I thoughts and ideas
or ngt
ces want a
use h)  May have difficulties
banana a
of – responding
nd an
an em appropriately to
apple”
obje erg questions
ct  3rd Perso ing;
sho  Word finding difficulties
n
Singular  rt causing disfluent speech
–  e.g. “He (he
wants the igh
ball”; “It t)
eats grass
 Qu
”; “She
an
reads boo
tity
 :3;
ks” eve
ry;
 Contracte
no
d
ne
Negative 
– e.g.  Ot
isn’t, her
doesn’t, :ha
haven’t, rd;
shouldn’t slo
w;
 Contracte
ligh
d
t
Copula  – 
(we
e.g.
igh
He’s happ
t);
y
ma
 Past ny
Participle  col
–e.g. It’s our
broken s

4-5  Follow  Contin  Mini  Talks Mid-late 4  Underst  May have difficulties
year s the uing to mu about years: ands socialising
s meanin expand m past and How
 Pos  May struggle to copy and
g of of future questio
 Can itio learn from others due to
others’ 4-5 events ns
general n:  poor understanding and
conver wor
ly  Pronouns mi  Asks attention
sations d
unders ‘his, hers, ddl meanin
sent  May have difficulties
tand theirs’ – e; gs of
enc following instructions at
colour e.g. “It aro words
es home, kindergarten
and is his/her un
shape s/theirs“ d;  May have difficulties
words aw
 (e.g.  Compara ay being understood by
red, tive –er fro peers
square and m;
 May have difficulties
) Superlati bet
being understood by
ve we
 Can unfamiliar people
-est: e.g. en;
sort
big, thr  May have difficulties
objects
bigger, oug expressing wants, needs,
into
biggest h; thoughts and ideas
simple
nex
catego  Use of ‘is’  May have difficulties
t
ries vs ‘are‘ – responding
to/
(e.g. e.g. “The appropriately to
bes
animal monkey is questions
ide;
s, food) eating a
last  Word finding difficulties
banana”
vs “The  Siz causing disfluent speech
monkeys e: s
are eating hor
the t
bananas” (le
) ngt
h);
 Past
sho
Tense “to
rt
be” – e.g.
(he
“I was ru
igh
nning”
t);
and
tall
“They we
;
re runnin
fat
g”
 Qu
 Connecto
an
r
tity
‘because‘
: 4;
–e.g. The
 boy was mo
crying be st;
cause he few
fell over
Late 4-5
and hurt
years:
his knee”
 Pos
 Adverb –
itio
ly – e.g.
n: i
quickly,
n
slowly,
fro
quietly
nt;
 Irregular in a
Plurals – line
e.g. mice, ;
men cor
ner
;
mi
ddl
e

 Siz
e: t
hin

 Qu
an
tity
: 5
(e
me
rgi
ng)
;
pai
 r

 Ot
her
: sa
me
;
diff
ere
nt
(siz
e);
diff
ere
nt
(fu
ncti
on)

5-6  Follow  Vocabu  Use  Irregular  Ti  Uses Ho  May have difficulties

year s the lary s past me w and socialising
s meanin compr mor tense – : ye Where 
 May have poor attention
g of ehensi e e.g. fell, ste questio
and concentration
others’ on com broke, rda ns
conver increas plex ate y,  May have difficulties
sations es sent to following instructions at
enc mo home, school
 Follow
es rro
s multi-  May have difficulties
w,
step  Use retelling events
mo
instruc s
rni  May have difficulties
tions ima
ng, following routines
gina
 Vocabu aft
tive  May have difficulties
lary ern
lang being understood by
compr oo
uag
 e in
play
–
likes
to
pret
end
and
act
out
stori
es unfamiliar people

 Tells  May have difficulties

seve expressing thoughts and
ral ideas verbally and in
attri written form
but
 May have difficulties
es
responding
abo
appropriately to
ehensi ut
questions
on an n,
increas obje lat  Word finding difficulties
es ct er causing disfluent speech

6-7  Ideas  Can  Give  Grammar  Pos  Able to  May have difficulties
year are classify s is mature itio make socialising
s shared objects shor n: predicti
 May have poor attention
accordi t left ons,
 Follow and concentration
ng to oral ; justify
s multi-
more rep rig decision  May have difficulties
step
specific orts ht s, following instructions at
instruc
traits provide home, school
tions  Use  Oth
(e.g. solution
s er:  May have difficulties
form, s and
lang sa
colour, uag me give retelling events
use or e ; explana
 May have difficulties
compo at a diff tions
being understood by
sition- high ere
unfamiliar people
what it er nt;
is leve sea  May have difficulties
made l to son expressing thoughts and
of) mak ; ideas verbally and in
e tim written form
joke e
 May have difficulties
s, of
teas day responding
e, appropriately to
 Ca questions
eng
n
age  Word finding difficulties
un
in causing disfluent speech
der
sarc
sta  May have difficulties
asm
nd with
,
the reading fluency and
argu
diff comprehension
e
ere
poin
nce
t of
bet
vie
we
w,
en
expl
rea
ain
lity
com
an
plex
d
situ
fan
atio
tas
ns,
y
talk
abo
ut
 mov
ies
or
past
eve
nts
in
deta
il

 Dev
elop
s
wri
tten
lang
uag
e
skill
s
and
abili
ty
to
writ
e
desc
ripti
ve
para
grap
hs
and
stori
es
       

7-8  Can  No  Can  Uses  Ca  May 

year listen specific expr appropria n have
s for a milesto ess te pro difficulti
sustain nes thei grammar ble es
ed r in their m socialisi
period opin speech sol ng
of time ion and ve
 May
(e.g. written
 Can have
attend work
rete poor
to a
ll attentio
guest
bot n and
speake
h concent
r at
ima ration
school)
gina
 May
ry
have
and
difficulti
real
es
eve
followin
nts
g
instructi
ons at
home,
school

 May
have
difficulti
es
retelling
events

 Mayhav
 e
difficulti
es
problem
solving

 May
have
difficulti
es
expressi
ng
thought
s and
ideas
verbally
and in
written
form

 May
have
difficulti
es
respond
ing
appropr
iately to
questio
ns

 Word
finding
difficulti
es
causing
disfluen
 t speech

 May
have
difficulti
es with
reading
fluency
and
compre
hension

Why is there a critical increase in injuries during the toddler's years?

Because children are often absorbed in their own immediate interests they can be oblivious to their surroundings. They only have a limited perception of the
environment because of their lack of experience or development. They are not aware of the consequences of the many new situations that they encounter daily .

What categories of injuries are common in toddlers?

 Motor vehicle accidents

In children ages 5 to 19:

o Injuries from motor vehicle accidents are the top cause of death from injury.

o Every hour, almost 150 children visit emergency departments due to serious injuries from motor vehicle accidents.

 Suffocation (being unable to breathe)

o Infants are most likely to suffocate while they sleep.

o Toddlers are most at risk from suffocating by choking on food or other small objects.

 Drowning

o Drowning is the most common cause of death from injury in children ages 1 to 4.
 o Three children die every day from drowning.

 Poisoning

o Two children die every day from poisoning.

o Each day, more than 300 children ages 0 to 19 in the United States go to emergency departments because of poisoning.

o Common sources of poisoning include household chemicals, cleaners, and medicines.

 Burns

o Two children die every day from being burned.

o Each day, more than 300 children ages 0 to 19 arrive in emergency departments to be treated for burns.

o Younger children are more likely to be burned by hot liquids or steam.

o Older children are more likely to be burned from direct contact with fire.

 Falls

o Falls are the most common cause of nonfatal injuries for children ages 0 to 19.

o Each day, about 8,000 children visit emergency departments due to injuries from falls.