CARNEGIE SCHOOL OF HOME ECONOMICS

CHILD CARE MANAGEMENT LEVEL 1

Name of student: Tiffany Joesph

Name of instructor: Ms. Valena Grenion
 Introduction

Ask any parent about their child’s development, and they’ll often talk about
speech and language development, gross motor skills or even physical growth.
But a child’s social development is their ability to interact with other children and
adults that is a critical piece of the development puzzle.
Acknowledgement
I left this for you to do

Content
INTRODUCTION TO CHILD CARE MANAGEMENT
Child care, otherwise known as day care, is the care and supervision of a child or multiple children at a
time, Child care is the action or skill of looking after children by a day-care center, nannies, babysitter,
teachers or other providers, early child care is an equally important and often overlooked component
of child development which Child care providers can be children's first teachers, and therefore play an
integral role in systems of early childhood education. Quality care from a young
age can have a substantial impact on the future successes of children. The main
focus of childcare is on the development of the child, whether that be mental,
social, or psychological.
CHILDREN’S
PHYSICAL
GROWTH
AND
DEVELOPM
Physical
ENT,development is the process that starts in human infancy and continues into late adolescent
concentrating on gross and fine motor skills as well as puberty. Physical development involves
developing control over the body, particularly muscles and physical coordination. The peak of
physical development happens in childhood and is therefore a crucial time for neurological brain
development and body coordination to encourage specific activities such as grasping, writing,
crawling, and walking.  Growth and development starts from newborn infant stage through to
early childhood stage, Body movements, response skills and body growth.
 PHYSICAL DEVELOPMENT IN BODY PROPORTION
(INFANT)
 Baby head is large in proportion to the size of the body. It takes up about ¼ of the total length.
 Arm: Arms are longer than legs.
 Fingers are short and the baby’s toes are fanned out like fingers.
 At birth, 25% of total body proportion is muscle.
 Babies are 20 inches long at birth.
 Their bones are not very hard. Thus infants are very flexible. They have over 300 bones.
 Infants have no teeth in sight.
 Breathing and heartbeat is rapid yet irregular.
 Eyes are not fully developed at birth. They don’t see much until the first week.
 Binocular vision is not usually fully developed until six (6) years old
 The ears are like grown up ears and hearing is fully developed
 Length
• Length is measured in children when the child is too young to stand i.e. infant stage (0 to 12
months) .
• Infants increases about 30% by age 5 months and more than 50% by age 12 months.
• Infants typically grow about 10 inches (25 centimeters) during the first year.
 Weight
• Newborns normally lose 5 to 8% of their birth weight during the first few days of life.
• They regain this weight by the end of the first 2 weeks.
• After this period of time, newborns typically gain about 1 ounce per day during the first 2 months,
and 1 pound per month after that.
• This weight gain typically results in a doubling of birth weight by age 5 months and a tripling by 1
year. 

TODDLER
 From age 1 or 2 years, children grow rapidly. After this time, growth slows down.
• Two-year-old children can have very erratic eating habits that sometimes make parents anxious.
• Some children may seem to eat virtually nothing yet continue to grow and thrive.
• Actually, they eat little one day and then make up for it by eating more the next day.
• toddlers grow in height and weight steadily.
• At this stage height is measured.
• In boys, half the adult height is attained by about age 2.
• In girls, height at 19 months is about half the adult height.

EARLY CHILDHOOD
• In general children during the first two years of life gain four (4) times their weight and increase
their height by two-thirds.
• This rate slows down between 2 and 3 years when children gain only about 4 pounds and grow only
about 3.5 inches.
• Between the ages 4 and 6, the increase in height slows down and children grow about 2.5 inches and
gain 5 to 7 pounds on the average.
• As a result of the slower growth rate following age 2, most 3 and 4 year olds seem to eat less food.
While causing alarm in some parents, the change in food intake is normal.
• Children do not eat less food but rather they eat fewer calories per pound of body weight. 

PHYSICAL SPECIFICATIONS
Age Average Length growth Average Weight gain
length/height weight
(cm)

1–4 month 50–70 cm (20– 2.5 cm 4–8 kg (8.8– 100–200 g per week

s 28 in) (0.98 in) per 17.6 lb)
month
4–8 month 70–75 cm (28– 1.3 cm (doubling birth 500 g per month
s 30 in) (0.51 in) per weight)
month
8–12 mont Approx. 1.5 9.6 kg (21 lb) 500 g per month
hs times birth Nearly triple
length by first the birth
birthday weight by first
birthday
12–24 mon 80–90 cm (31– 5–8 cm (2.0– 9–13 kg (20– 130–250 g per month
ths 35 in) 3.1 in) per year 29 lb)
2 years 85–95 cm (33– 7–13 cm (2.8– 12–15 kg (26– 1 kg per year
37 in) 5.1 in) per year 33 lb)
about 4 times
birth weight
DEVELOPMENTAL MILESTONES

PHYSICAL ACCOMPLISHMENT
0- 3 months milstones
Motor
While lying on tummy, lifts and holds head up
While lying on tummy, pushes up on arms
Able to move fists from open to fist
Able to bring hands to mouth
Moves legs and arms off of surface when excited

Sensory
While lying on back, moves eyes to visually track objects
Attempts to reach for a toy held above their chest
While lying on back, keeps head centered to watch faces or toys
Able to calm with rocking, touching, and gentle sounds
Is not upset by everyday sounds
Enjoys a variety of movements

Communication
Turns head towards sound or voice
Quiets or smiles when spoken to
 Shows interest in faces
Makes eye contact
Cries differently for different needs (e.g. hungry vs. tired)
Coos and smiles
Feeding
Turns head toward nipple or bottle
Tongue moves forward and back to suck
Drinks 2 oz. to 6 oz. of liquid per feeding, 6 times per day
Sucks and swallows well during feeding

4-6 Month Milestones

Motor
Use hands to support self while sitting
Rolls from back to tummy and tummy to back
While standing with support, accepts entire weight with legs
Reaches for toys while on tummy
While lying on back, reaches both hands to play with feet
Uses both hands to explore toys
Sensory
While lying on back, transfers a toy from one hand to the other
Reaches both hands to play with feet
Brings hands and objects to mouth
Generally happy when not hungry or tired
Able to calm with rocking, touching, and gentle sounds
Is not upset by everyday sounds
Enjoys a variety of movements

Communication
Fears loud or unexpected noises
Listens and responds when spoken to
Begins to babble with p, b, and m sounds
Begins to babble with constant sounds
Uses babbling to get attention
Makes different kinds of sounds to express feelings
Imitates sounds and facial expressions
Notices toys that make sounds

Feeding
Shows interest in food
Begins to eat cereals and pureed foods
Opens mouth as spoon approaches
Moves pureed food from front of mouth to back
 7-9 Month Milestones
Motor
Sits and reaches for toys without falling
Moves from tummy or back into sitting
Creeps on hands and knees with alternate leg movement
Uses both hands to explore toys
Picks up head and pushes through elbows during Tummy Time
Turns head to visually track objects
Shows more control while rolling, sitting, and scooting
Starts to crawl and pull to a stand
Enjoys a variety of movements – bouncing up and down, rocking back and forth
Picks up small objects with thumbs and fingers
Tries to lean towards, reach for, and throw toys
In simple play imitates others
Sensory
Explores and examines an object using both hands and mouth
Turns several pages of a chunky board book at once
Experiments with the amount of force needed to pick up different objects
Focuses on objects near and far
Investigates shapes, sizes, and textures of toys and surroundings
Observes environment from a variety of positions – while lying on back or tummy, sitting, crawling,
and standing with assistance
Communication
Uses increased variety of sounds and syllable combinations in babbling
Looks at familiar objects and people when named
Recognizes sound of their name
Participates in two-way communication
Begins using hand movements to communicate wants and needs, e.g. reaches to be picked up
Follows some routine commands when paired with gestures
Distinguishes between familiar and unfamiliar voices
Shows recognition of commonly used words
Mimics facial expressions and gestures
Shows interest when looking or pointing
Responds to name

Feeding
Holds  and drinks from a bottle
Places pacifier in mouth
Begins transition from milk or formula to infant cereal
Begins to eat junior and mashed table foods
Enjoys chew toys that can massage sore and swollen gums during teething
Feels full longer after eating more solid foods
Starts to look and reach for food that is nearby
Shows strong reaction to new smells and tastes
Begins to form associations with familiar smells and tastes

Motor
Pulls to stand and cruises along furniture
Stands alone and takes several steps with independent steps
May start to walk independently
Moves in and out of various positions to explore environment and get desired toys
Sits unsupported and is able to turn head to look at objects without losing balance
Maintains balance when throwing objects
Claps hands
Looks around while body is in motion
Cranes neck to see around a corner or other obstacle
Releases objects into a container with a large opening
Uses thumb and pointer finger to pick up tiny objects

Sensory
Enjoys listening to songs
Enjoys different textures from food, blankets, mud, paint etc.
Explores toys with fingers and mouth
Crawls to or away from sounds coming from a distance
 Crawls to or away from objects baby sees in the distance

Communication
Meaningfully uses “mama” or “dada”
Responds to simple directions, e.g. “Come here”
Produces long strings of gibberish (called jargoning) in social communication
Says one or two words
Imitates speech sounds
Babbling has sounds and rhythms of speech
Understands up to 50 words
Pays attention to where you are looking and pointing
Cries and notices when hurt

Feeding
Finger feeds self
Eating an increasing variety of food
Ready to try soft-cooked vegetables, soft fruits, and finger foods (teething biscuits, cooked pasta)
Might be ready to start self-spoon feeding
Enjoys a greater variety of smells and tastes
Is developing more teeth and better control of tongue and lips
 Begins to use an open cup

13 – 18 months milestone
Motor
Walks independently
Squats to pick up a toy
Stacks two objects
Helps with getting dress/undressed
Sensory
Has a regular sleep schedule
Is able to enjoy a wide variety of touch, noises, and smells
Eats an increasing variety of foods 
Feeding
Increases variety of coarsely chopped table foods
Holds and drinks from a cup

Communication
Combines sounds and gestures
 Imitate words and actions
Consistently follows simple directions
Shows interest in pictures
Can identify 1-2 body parts when named
Uses 20 words (mostly nouns)
Responds to questions
Continues to produce speech-like babbling
Points at familiar objects and people in pictures
Understands “in” and “on”
Responds to yes/no questions with head shake/nod
Understands up to 50 words

19 – 24 months milestone
Communication
Uses at least 50 words
Uses words more than gestures
Beginning to use 2 word phrases
Uses simple pronouns (me, you, my)
Understands more than 300 words
 Understands action words

19 – 24 Month Milestones
Communication Milestones
By 21 Months:
Uses at least 50 words
Understands new words quickly
Consistently imitates new words
Names objects and pictures
Understands simple pronouns (me, you, my)
Identifies 3-5 body parts when named
By 24 months:
Uses gestures and words during pretend play
Beginning to use 2 word phrases
Uses simple pronouns (me, you, my)
Understands action words
Enjoys listening to stories
Follows 2-step related directions e.g. “Pick up your coat and bring it to me”

2 – 3 Year Milestones
Communication Milestones
By 30 months:
Consistently uses 2-3 word phrases
Uses “in” and “on”
At least 50% of speech is understood by caregiver
Follow 2-step unrelated directions, e.g. “give me the ball and go get your coat”
Understands basic nouns and pronouns
Understands “mine” and “yours”
By 36 months:
Asks “what” and “where” questions
Uses plurals, e.g. “dogs”
Most speech is understood by caregiver
Simple understanding of concepts including color, space, time
Understands “why” questions
Understands most simple sentences

CARING FOR CHILDREN’S PHYSICAL NEEDS

SUPPORT CHILDREN’S NUTRITIONAL NEEDS
Proper nutrition is important at any age, but it is especially important when children are growing and changing.

The human body is only able to grow stronger if the right vitamins and minerals are taken in, because the body uses these
“ingredients” to perform vital processes. Because growing bodies are changing rapidly, they have very different nutritional needs to the
needs of adult bodies.

It is most important to introduce variety into a child’s diet, so that they can get a wide range of different vitamins and minerals from
their food. Developing a wide range of tastes as a younger child can prevent children from becoming fussy eaters as adults.

Milk and Dairy Products

During the first year of your child’s life, they should only be given breast milk or a substitute infant formula. This will give them all of
the nutrients that they need and will be suitable for their developing digestive system. Gradually begin to introduce solid foods from
around six months.

From the age of one, you can start to give your child cow’s milk to drink. Cow’s milk is much better for your child than sodas and fizzy
drinks are, and are better for their teeth than natural fruit juices are. It is full of calcium, which is required to build healthy teeth and
bones. Whole milk products are also a good source of vitamin A, which helps the body to resist infection and build strong skin and eye
cells.
 Kids nutrition

Your child should have whole milk rather than semi-skimmed or skimmed milk products, because whole milk has more nutritional
benefits and will help them to reach their target weight more easily. If you would prefer to give your child semi-skimmed milk, you
should only give them it after the age of 2 and only if they have achieved the target weights for their age group.

Cheese and other dairy products such as yogurt are also good snack foods. Speak to your GP if you suspect that your child may have
an intolerance to cow’s milk, as they will be able to suggest suitable non-lactose alternatives.

Fruit and Vegetables

Introduce your children to a wide range of fruits and vegetables as early as possible. Although children may not like some cooked
vegetables the first time that they eat them, if you offer them the same food a few more times, it is likely that they will start to enjoy it
more.

Dried fruits should not be consumed as a snack food, because they contain high levels of natural sugar which can stick to the teeth and
cause tooth decay.

Starchy Foods

Bread, cereals, potatoes, rice, and other grains all contain high levels of carbohydrates. Carbohydrates are a good source of energy for
children, and should help to keep your children active throughout the day.
Although wholegrain foods are often championed for adult eaters, wholegrain foods are not ideal for children under the age of two.
Wholegrain foods are normally higher in fibre, which can lead to your child getting full up more quickly. If they are full up, they may
struggle to take in as many calories and nutrients as they actually need. High fibre contents can also lead to children needing to
defecate more frequently.

Protein

Protein is required for muscle growth and cell recovery following periods of activity. Children who are involved in sports or intense
physical games are advised to consume more protein.

Children can get protein from beans, fish, meat, eggs, pulses and soya produce. Protein is also available from nuts, but parents are
advised to avoid giving nuts to young children, because they can be a choking hazard.

Oily fish should be eaten in moderation (no more than 2 portions per week for girls and 4 for boys), because these types of fish tend to
include low levels of pollutants which can build up over time. However, the benefits for oily fish outweigh the risks when the
recommended levels are consumed.

Iron

Children need to consume iron for physical and mental well-being. Iron-deficiency can lead to weakness, fatigue and digestive issues.

Iron is found in most animal protein, but it can also be found in some plant foods. It is harder for the body to absorb iron from plant
sources, so larger amounts may need to be consumed. Some breakfast cereals are fortified with iron to help to increase the uptake of
iron in children.

Fat, Sugar and Salt

Children need to consume fat, sugar and salt because all three are required by the body, however they all need to be consumed in
moderation.

Fats are particularly important for children under the age of 2, but you should start to cut down after this age. There is no need to add
extra salt to food, as most foods already contain enough sodium. Sugar content must be monitored as infant teeth are particularly
susceptible to decay.
 SUPPORT CHILDREN’S INVOLVEMENT IN
ACTIVITIES

Key points

 Physical activity for children is about free time to be active and opportunities to try different activities.
 One of the best ways to get children into physical activity is to be active together!
 Encourage your child to be active by focusing on the rewards of being active for its own sake.
 Walking is an easy way to do more physical activity with children.

Getting children to be physically active

The keys to getting children to be active are:

 making sure they have everyday opportunities to be active

 helping them find activities that they like.

Dancing around the house, skipping and running around the backyard, playing with balls or flying a kite – it doesn’t matter how children move,
as long as they have space and time to move in ways they enjoy.

Physical activity is vital for children’s health and wellbeing, now and in the future. As children grow and develop, they need different types and
amounts of physical activity.
Physical activity: time, space and variety
One of the easiest ways to encourage your child to be active is to give her time and space for free play. Whatever space you have is fine, so
long as your child can move around and have fun. And plenty of time for play lets your child explore and use the space in her own way.

You can also help your child try different activities to find something he enjoys. For example, children who like balancing might enjoy
climbing, cycling, playgrounds, dance or gymnastics. Others who like hand-eye coordination tasks might enjoy ball games in the park, ten-pin
bowling, Frisbee or sports like cricket or tennis.

Plenty of variety in your child’s mix of play, sports, games and activities will keep her excited about moving. And when your child tries out
different activities, she can pick up new skills, stay interested and challenged, and get enough physical activity into her day.

Role-modelling a positive attitude to physical activity

You can help your child be active by being a good role model and sending positive messages about being physically active.

Ways to do this include:

 being active yourself – your child will notice and be more likely to follow your lead
 giving your child praise and encouragement for participating in activity
 making time to have fun playing actively with your child – it’s great to find something you both enjoy doing
 supporting but not coaching your child when he’s learning something new – just try saying, ‘I enjoy watching you play’
 going along to watch and support your child when he tries an organised sport or group lesson for the first time.

Planning physical activities for your child

Creating time and space for unplanned physical activity is great. But sometimes you might want to organise some physical activity for your
child. You can still keep the focus on fun:

 Set up playdates that involve activity – it could be as simple as meeting friends at the park or playground.
 Go camping or bushwalking as a family.
 Have an activities box at home and in the car with balls, bats, kites, beach buckets and spades so that you’re always prepared for
outdoor games.
 Consider gifts that encourage activity, like kites, skipping ropes, balls, sporting equipment or bikes and scooters.

Walking: how to get more physical activity into the day

One of the easiest ways to incorporate activity into your child’s routine is to take regular walks together.

You can walk to school, child care or kinder. Look for parks along the way. ‘Active transport’ like walking, cycling or using a scooter also
encourages your child to learn how to get around safely in your neighbourhood. You can start when your child is a baby with outings in a
sling, carrier or pram.

Walking to school most days has many benefits for you, your child and your community. These benefits include:

 keeping you and your child feeling happy and well

 giving your child opportunities to learn and practise road rules and road safety
 making your child aware of her neighbourhood
 giving you and your child the chance to talk and spend time together
 meeting neighbours along the route, and chatting with other parents at the school gate
 helping your child feel good about where she lives.
 SUPPORT CHILDREN’S LANGUAGE AND COGNITIVE

THE IMPORTANCE OF A LANGUAGE-RICH ENVIRONMENT

The first six months of a child's life are the most important for language development in both deaf and hearing
children. It is essential to expose a deaf child to as much language as possible as early as possible. Children
learn speech and language through listening, playing and interacting with others. A child's language
development happens in a language-rich environment where parents talk to children frequently.
Young children need an environment full of language to learn to read and communicate through speaking and
writing. In a language-rich surrounding, you can foster all aspects of language in young children. These aspects
include learning new vocabulary and learning to use them. Children also learn to use voice inflection and
convey feeling through speaking and writing. They learn to speak and to put thoughts down in writing. The
importance of a print-rich classroom environment cannot be understated.

HOW TO CREATE A LANGUAGE-RICH ENVIRONMENT

It is no secret that strong reading skills are closely tied to success in the classroom and beyond. Common Core
and next-generation state standards are also putting more and more focus on teaching and assessing literacy
skills beginning in the earliest grades. As a parent, you know that your child is spending time in the classroom
with formal literacy lessons and reading practice, but how can you maximize opportunities at home to build on
that instruction? One of the most important things is to simply ensure that your home is a literacy-rich,
environment. These tips will help you attain a literacy-rich home that not only nurtures your child’s literacy
skills but also helps build a love for reading.

Make reading and writing materials easily available – If reading and writing materials are consistently
within sight and easily within reach, your child will explore them! Keep the living room shelves filled
with a variety of books (novels, coffee table volumes, picture books, atlases, etc.), subscribe to magazines
and newspapers, keep plenty of age-appropriate books in your child’s room, and keep notepads and
writing tools (including crayons and markers) in convenient places. You can also read aloud everyday
items, li signs, labels, and recipes, to your child or have your child help you with tasks like making
grocery lists and to-do lists.
Share your own love of reading and writing – We all know that children model the behavior of the
adults around them. So, make sure that your child sees you enjoying reading and writing on a regular
basis. This can be simply reading the paper while hanging out on a weekend morning, writing a note while
your child works on homework, or bringing a book along for a beach day or picnic. Talk about your
interest in what you’ve been reading, and share with your child your own favorite books from when you
were his or her age.
Set aside time to read together – Dedicating time on a regular basis to read with your child is a huge
piece of making your home a literacy-rich environment, not to mention a fun way for you and your child
to connect. The common suggestion is to aim for 20 minutes per day; that small amount of time will
expose your child to 1.8 million words per year. Reading at bedtime is a tried-and-true strategy to fit in
this practice, avoiding screen time before bed can promote a better night’s sleep for your child.
Have fun with word games – Word- and language-focused board games are a great way for your child to
build literacy skills without even realizing that he or she is learning. Options like Scrabble, Boggle,
Catchphrase, and numerous others subtly teach important lessons about word structure and vocabulary.
Besides, they are fun addition to your family’s game collection.
Visit the library – What better place to foster a love of the written word than the library? Make outings to
your local library a regular event to take advantage of child-focused programs like story times, crafts, and
learning groups. A trip to the library also gives your child the chance to renew his or her excitement for
reading by picking out fresh reading material that appeals to him or her. Try keeping a “library bag” in
your living room or other family space to keep the books your child has picked out organized and easily
accessible.
Associating And Connecting – Children learn to connect by association. If there is a picture of a dog
mention a dog she knows. Say whether that dog is big or small. Let her compare with a dog she knows.
Model language in your everyday activities. You do not need to be in a classroom to teach, use the grocery
store, bank, etc to teach language! This will help her to make connections.
Bonding – Reading is a perfect bonding time for parents and kids. Hold the book at a comfortable level
and point the picture while pronouncing the name. As your child sits snuggles with you, sharing a book
will become a pleasurable activity.
Make the right choice – Toddlers enjoy looking at colorful pictures. Select books with different textures
so that your kid can explore it through touching. For older toddlers choose slightly complicated picture
books on toddler-friendly subjects. Choose from animals, birds or vehicles or toddler activities that your
child will relate to easily.
Rhyming/Singing – Toddlers may not be able to read, but they memorize well. This is the time to
introduce nursery rhymes. Varying the rhythm and pitch of your voice makes reading enjoyable. Your
child might clap, scream, laugh or mimic. Join in and let story time be full of action.
Alphabet Post-Cards – Cut out colorful sheets and paint the alphabets with a corresponding colour.
Create two sets of each letter in the same colour and put them separately in two baskets. Hold out one post
card and ask your kid to search for the same from another basket. This will help your child recognize the
letters with colors initially. You can later shift to pictures and teach them to identify using the picture.
Make language fun – Put language in unexpected places, play with words, find new ways to say old
things and make daily conversation interesting.
Be attentive – Slow down and be truly present in your interactions as much as possible. Put down the
phone, close the computer, and be present with your body and mind, as much as possible.
Go to your child’s level – Talk to your child throughout everyday activities. Follow their lead in
everyday activities. Believe it or not, this can be challenging sometimes. Do not just focus on your child’s
words; watch your child (especially pre or non-verbal) for his nonverbal communication cues. This is
especially important for children who are not yet communicating with any/many words.
Interpretation and respond – Interpret your child’s messages both verbal and nonverbal and respond
meaningfully to the communication attempts within your child’s Zone of Proximal Development.
Take a step back and feed in language – You can enhance your child's development of language by
sometimes taking a step back during play and letting them take the lead. This gives the child control of
their environment and builds their confidence. Although you are still involved in the play you are not
dictating what is happening. However, you can still be feeding language into the play as it is happening.
So the takeaway here is not to feel you have to fill in any gaps of silence, just watch and listen and add
language. For instance, if your daughter is playing with her dolls, just watch, add language to her words
and dictate some of her actions.

Chloe: dolly tea

Mum: the dolly's drinking tea, and that one is having a sandwich
Chloe: sandwich
Mum: mmm sandwich, what it got in it...jam, a jam sandwich mmm
Chloe: mmmm sandwich
Mum: mmmmm jam sandwich yummy
Chloe: more tea
Mum: more tea for dolly and teddy is drinking tea too
 Chloe: cake
Mum: oooh, are they getting cake too, yummy
Chloe: yummy cake
Mum: yum yum yum eating lots of cake (rubs tummy)

This is a simple example and although mum is only adding a few new words she is acknowledging her
daughter's words and she is expanding on her sentences. Chloe can hear her words being put into longer
more grammatical sentences and a couple of verbs are added (eating and drinking). Chloe remains in
charge throughout the game, she leads the game and she dictates what is happening. This situation allows
her control so there is no pressure on her to communicate and the communication environment is a relaxed
and nurturing place.

Positivity – Try to keep your language positive. Balance the inevitable “no’s” “stop’s” and the “don’ts”
with LOTS of positive talk. Five to six positive comments for every negative. Talk about what you are
doing and what he is doing during your everyday routines. During diaper changes, meal times, bath times,
etc. Ask questions, but not too many. Balance your comments to questions at around four or five
comments to each question. Expand on what he/she says. If your toddle.
Body language and using gesture – Try to use body language and gesture when you speak. This helps
the child understand what you are saying, but it may also teach them to do the same, so that they can make
themselves understood more effectively. Body language plays a huge part in helping others gain meaning
from what we say, this is a good skill for children to learn, especially if their speech is not clear in the
early years. says “car!” expand his words and tell him “Yes! A blue car!” Stress those new words.

Sometimes, you can do everything “right” and still have a child who struggles in the area of speech and
language development. If your child is displaying any Red Flags for speech and language delays, make an
appointment with a certified speech therapist in your area for your child to be seen.
BENEFITS OF A LANGUAGE-RICH ENVIRONMENT

Some of the earliest memories of your childhood are probably listening aloud to stories by your mother. You
may have loved listening to them, or enjoyed reading them yourselves. Now as a parent, it’s your turn to let
your child enjoy the same experience.
Studies have proven that children can benefit from your reading aloud from the time they are born. However,
there is a difference between benefitting from your reading out and being able to read themselves.
It is absolutely amazing watching children learn to talk. They start out with babbles that morph into single
words that they soon learn to string together to form sentences. By age three, we can actually have
conversations with these little people! And the more amazing thing is that these children are learning language
in the everyday moments of life! I’m talking about meal times, diaper changes, dressing in the mornings, and in
their everyday play. These sometimes boring and mundane activities for us adults are actually the ones that
matter most.

The quantity of words spoken to a child in the first three years of life is strongly associated with a child’s
language skills, vocabulary size and IQ later in life. Quantity is especially important in toddlers aged 12-
24 months for vocabulary development.
Quality of words is also so important on vocabulary development. Especially in toddlers aged 24-36
months, who benefit from hearing more sophisticated vocabulary.
Children exposed to more positive feedback and statements in relation to negative feedback in the first
three years of life had the highest language skills at age three and beyond.
Children who were engaged more in conversation by their caregivers or teachers knew more colors, letters
and shapes at age three than children who were engaged less in conversation in those first few years of
life.
Conversations and narratives about past and future events are especially important for preschool children
aged 36-48 months.
 The size of a child’s vocabulary in kindergarten predicts his ability to learn to read.
Children learn language and vocabulary when they are directly spoken to, not so much from passive
exposure like from watching TV.
Children learn language in everyday moments and through play.
So, we know that more exposure to language in the first several years of life correlate to overall stronger
language and literacy skills later in life.

Cognitive development -is a theory of human development which focuses on

changes in the way people think and learn over time.
 It is characterized by the way children learn, acquire knowledge
and interact with his surrounding environment. 
 Cognitive development includes the areas of memory, concentration,
attention and perception.
Piaget has identified four distinct stages of cognitive
development:
 Sensory Motor (Birth to 2 years)
 Pre- operations (2 to 6 years)
 Concrete Operations (6 to 11 years)
 Formal Operations (12 years through adulthood)
 Sensory Motor stage
During this stage infants and toddlers learn about their world by using
their senses and motor abilities. They begin to think through mental
SUPPO
actions based on experiences.
RTS
Object Permanence is developed where infants learn that an object still
exists though it is out of sight.
CHILD
Pre-operations stage

REN During this stage the child’s imagination blooms. Children begin to think
magically. Fantasy becomes their world and can become as large as their
SOCIA
imagination. However their thinking is egocentric.

LConsidered
AND
Concrete operations stage
the concrete stage a major turning point in the
EMOTI
child's cognitive development, because it marks the
beginning of logical or operational thought. The child is now
ONAL
mature enough to use logical thought or operations (i.e.
rules) but can only apply logic to physical objects
DEVEL
(hence concrete operational).
OPME
NT
Social development is the process by which a child learns to interact with others around
them. As a child develops and begins to understand their individuality within their
community, they also develop skills that help them to communicate with other people and
process their action. Social development most often refers to how a child develops
friendships and other relationships, as well how that child handles conflict with peers.

Why is Social
Development Important? Social development can actually impact many of the other
forms of development a child experiences. A child’s ability
to interact in a healthy way with the people around her can impact everything from learning new words as a toddler, to being
able to resist peer pressure as a high school student, to successfully navigating the challenges of adulthood. Healthy social
development can help your child:
o Develop Language skills
o Build self esteem
o Strength learning skills
o Resolve conflicts
o Establish positive attitude
Social Development refers to the process by which a child learns to
interact with others around them and their environment.
Social Development refers to the process by which a child learns to
interact with others around them and their environment.
Social Development refers to the process by which a child learns to
interact with others around them and their environment.
Social Development refers to the process by which a child learns to
interact with others around them and their environment.
Social Development refers to the process by which a child learns to
interact with others around
them and their environment.

Social Development in
the Home Social Development starts in the home,
this models appropriate behavior for a child. Whereby, the child learns what is right from
wrong and learns how to communicate (manners). The child will also learn manners,
learning to greet for example:
Good morning
Good afternoon
Good night

They also learn to say:                                            

Thank you
Please
I’m sorry
Etc.

Getting to know their family

members
This way the child can be able to differentiate
between the family members.

Example:

Mom, Dad, siblings, grandparents, aunts, uncles, etc.

At this stage you have to be aware of the types of persons the child is surrounded by. Children tend to adapt behavior very
quickly, and things that they hear and see they would want to practice.

To enhance your child’s social skills as parents you should let the child attend birthday parties, fun parks, etc. so they can be
around children their age group.
Attending these social activities will allow the child to be equipped for their social development in school.

Social development mile stones:

Infants & Toddlers: 
During the first 2 years of life, huge amounts of development are rapidly occurring. You can expect your child to:
– Smile and react positively to you and other caregivers
– Develop stranger anxiety—though it can be frustrating, this is a normal step in development
– Develop an attachment to a comfort object such as a blanket or animal
– Begin to show anxiety around other children
– Imitate adults and children—just as a child develops in other ways, many social skills are learned simply through copying what a parent or sibling
does
– Already be affected by emotions of parents and others around them
As a parent, you can:
– Respond to your baby’s needs promptly—your child is learning how to trust someone
– Make eye contact with your baby—get down to their level and connect visually when you interact with them
– Babble and talk to your baby, always pausing to allow them to respond
– Play copycat with words and actions
– Play “peekaboo”—this teaches your child that even if you “disappear” you will come back, and sets the stage for less stranger anxiety in the future
– Involve your baby in daily activities such as running errands or visiting friends—this shows them how you interact with others in a respectful,
positive way
– Begin to arrange playdates so that your child can interact with peers
Preschoolers: 
By this age, the stage has been set in the earliest years (mostly by parental and other family interactions) for a child to branch out. As preschool begins
your child can: – Explore independently
– Express affection openly, though not always accurately—there can still be much frustration for your child as language development is still
happening
– Still show some stranger anxiety
– Perfect the temper tantrum—it can be stressful, but tantrums are a normal part of child development
– Learn how to soothe themselves
– Be more aware of others’ emotions
– Cooperate with other children
– Express fear or anxiety before an upcoming event (such as a doctor visit)
As a parent, you can:
– Demonstrate your own love through words and physical affection—which is a great way to begin teaching a child how to express other emotions as
well
– Help your child express their emotions by talking through what they are feeling
– Play with your child in a “peer-like” way to encourage cooperative play—this is helpful when they are in a group environment and have to share
toys and cooperate
– Continue to provide play dates and opportunities to interact with other children
– Provide examples of your trust in others, such as your own friendships or other relationships
School children: 
By 5 and older, a child’s social development begins to reach new levels. This is a point in time when most children will spend more hours in a day
with other children than with their parents. It is normal for them to:
– Thrive on friendships
– Want to please friends, as well as be more like their friends
– Begin to recognize power in relationships, as well as the larger community
– Recognize and fear bullies or display bully-like behavior themselves
– As early as 10, children may begin to reject parents’ opinion of friends and certain behaviors—this is a normal step, but can be especially
frustrating for parents
As a parent, you can:
– Talk with your child about social relationships and values by asking them about school and friends every day
– Allow children the opportunity to discuss social conflicts and problem-solve their reactions/actions
– Discuss the subject of bullying and harassment, both in person and on the Internet
– Allow older children to work out everyday problems on their own
– Keep the lines of communication open—as a parent, you want to make yourself available to listen and support your child in non-judgmental ways
 Social Development in
School
 This stage is better developed, because it’s a
continuation of social development in the home.
 Social Development in school, is now incorporated with learning in the classroom with the involvement of teachers and
peers.

Children also learn to be responsible in a school environment for example:

 They would want to carry their own bags.

 When playing with toys and it’s pack up time they would put the toys in there respective places.
 When they take off their shoes they would put it in the shoe corner.

 They would want to dress themselves for school.

 They would choose what they would like to eat.
  They would choose the toys they want to take to school.
 They also develop friendship

 Learning to care about their friend

 Learn to share with their friend

Some ways to encourage social

development

o Outdoor play- Take the children

outdoor to play and interact with each other this will help them to explore and get to know other children.

o Teaching empathy- If children have a better understanding of how others feel, they are much more likely to feel connected to
other people and form positive bonds. It is suggested that talking about different situations and scenarios with a child can help
that child to learn to show concern for others feelings. This involves focusing on what others are saying and then thinking about
what that person has said once the conversation is over.

o Pretend play- Pretend play, with both young and older children, is a great way for kids to actively practice their social skills.

Emotion can be defined as an affective state of consciousness in which joy, sorrow, fear, hate or like is experienced, as distinguished from
cognitive and volitional states of consciousness.

Emotional development focuses on learning to recognize and express one’s feelings. It involves understanding how and why these feelings occur in
ourselves and others, and managing them. As children grow and are exposed to different situations their emotional lives also become more complex.
Children are born with needs and desires to connect with those around them. When both teachers and caregivers establish positive relationships with
them, especially throughout their early years, children feel more safe and secure. The ability to label emotions is a developmental skill. Children need
to be taught how to identify and label different emotions and how to react to them. Some children’s ability to recognize and understand their
emotions are slower than others, so they rely on the persons within their environment to teach them. It was noted that in the first two to three years of
a child’s life, that’s when their personalities are being most actively modeled. Children depend on caregivers for the foundation of healthy emotional
developments.

Developing skills for managing a range of emotions are very important for the child’s wellbeing. Emotional development begins from infancy and
continues throughout life. Very young children’s emotions are mainly made up of physical reactions and behavior. As they develop they acquire the
ability to recognize feelings.

Caregivers can be quite confused by the emotional ups and downs children go through. They may appear calm at one moment; as an absolute angel
and that may suddenly be interrupted by moody periods. The variations of mood come from the experience and adjustments the child is making. It is
critical for caregivers to recognize that no matter how grown-up or independent their child seem to be, he/she still needs support and guidelines to
feel safe, loved and on track. When negative emotions are suppressed, they usually resurface and cause problems. Children who are taught to
identify, express and cope positively with their feelings develop useful life skills.

As children mature they begin to express a wide range of emotions such as shyness, embarrassment, surprise, guilt and empathy etc. As they grow,
things that provoke their emotional responses change, so should the strategies used to manage them. Caregivers should accept emotional responses as
legitimate, even if they do not like the behavior. For example, when a child hits, the feeling of anger is demonstrated. They should stop the child and
say it is okay to feel angry but it is not okay to hurt others. Then advise the child to talk about their feelings.

Some programmes that can promote healthy emotional development are:

 Storytelling Time
 Playing Games and Art and Craft Activities
 Singing songs
 One-On-One Sessions – bonding with the child
 1. Storytelling Time
Caregivers can implement storytelling time into the child’s day to day activities, to help them develop emotionally. Caregivers can enhance
children’s feelings vocabulary by reading books and pointing out “feeling words” such as sad, happy and angry etc. While reading a story, it can be
pointed out in a particular scenario how a character may have felt. The caregiver can pause the story and explain to the child what made the character
feel that particular way, how he or she dealt with it and ask the child what brings out that emotion in them. As they identify their own feelings, advise
them on ways to deal with those feelings. Also, instead of pointing out the feelings of the character, the children can be asked to identify the emotion
of the persons in the story.

Image depicting Caregiver and Children engrossed in a Storytelling Session

2. Playing Games and Art and Craft Activates.

Another method that can be used to help children develop their feelings and emotions is through playing games. There are a number or games that a
teacher or caregiver can create to focus on emotions. Mostly by helping them to identify and understand emotions.

Some of these games are:

 Cut out pictures of faces that represent various feelings and place them in a container. Pass the container around. Music can be played as the
container is circulating. When the music stops, the child that is holding the container takes out a picture. The picture must not be revealed to
others, but he or she has to demonstrate the emotion to others. This will show that the child can identify different emotions. The child can then
be asked to show how they look when they feel that way or talk about a time when he or she felt that way.

Image depicting Children playing a game with their Caregiver

 Children can look through magazines to find various “feeling faces”. They can cut them out and make feeling face collage. Caregivers can
help the children label the different feeling faces.

Image of Children and Teacher making a collage

 Children and adults can play “feeling face charades” by making a certain emotional expression and then letting others guess what the feeling
is. To extend this activity, ask the children to think of time they felt that way.
 Image depicting a Classroom engrossed in a game of charades

 In the morning have children “check in” by selecting a feeling face that best represents their morning moods. At the end of the day have
children select again, and then talk about why their feeling changed or stayed the same.
Image of a child identifying his emotion at the beginning of the day
 3. Singing songs
Caregivers teach songs to the children and then they sing together songs that talk about emotions. For example: the song “if you’re happy and you
know it clap your hands” can be sung with new verses such as “if you’re proud and you know it say ‘I did it’” and “if you’re disappointed and you
know it ‘tell a friend.’” A lot of variations can be made to songs that will assist young children in learning about their emotions and how to deal with
them.

Image showing a Caregiver encouraging singing with children

 4. One-On-One Session
Additionally, caregivers can allot fifteen minutes to half an hour sessions for the child or children within their care, while using shorter time for
younger children with shorter attention span. A specific area should be used which creates a pleasant environment that allows the child to be relaxed
and comfortable. This should be a routine session done with each child individually on a monthly basis depends on the situation, whether at home or
at school. The benefit of creating this special time for the child gives them assurance that they are important. Bonding is a necessary process for a
child’s emotional development. As caregiver, we should routinely give personal attention to each child. In that period allow the child to chat
undisturbed. Let them express their emotions and observe their reactions. This creates an opportunity for us to know how comfortable the child is
around us, learn about that child’s challenges so that we will be better equipped to attend to their individual needs. This will also greatly enhance the
child’s behavior. If a child is given personal time with the caregiver/s, the child gets better at expressing his or her feelings. Their self-confidence will
be boosted and it can promote a positive change in the child’s life. Quality time can even improve the child’s social skills, allowing them to interact
boldly with others.

Listing to children are important. Observing their behavior is equally important. Children experience so many emotions that they need guidance to
manage them. It’s through these two means that we can observe behavioral challenges, and seek the necessary treatment if a child has sighs of any
emotional disorder. Research has shown that depression exist in children, and can be expressed by behavior or verbally stated.

Depression is a mental illness marked by persistent feeling of sadness, irritability, loss of interest in activities, feeling hopeless and worthless and
sometimes, thoughts of suicide. It affects the way one feels, thinks, and acts. Often, a child who is depressed also experience changes in their sleeping
and eating habits and have trouble concentrating. It may also interfere with their social activities, interest, school and home life.

Depression is not a passing mood, nor is it a condition that will go away without proper treatment. It is often not diagnosed and treated because the
symptoms are passed off as normal emotional and psychological changes that occur during growth. Keep in mind that while depression is a serious
illness, it is also a treatable one. A diagnosis of depression is made when symptoms persist for two weeks or longer and interferes with a child’s
ability to function. Caregivers should contact a mental health professional if they have any concerns about changes in a child’s mood or behavior.

Some other emotional disorders are:

 Anxiety and Panic disorder- This a group of mental disorders characterized by significant feelings of worry and fear. These feelings may
cause physical symptoms, such as fast heart rate and shakiness.

 Bipolar disorder- This was previously known as manic depression, and is a disorder that causes periods of depression and periods of
abnormally elevated mood. Though someone can born with this disorder, a stressful life event and upbringing can trigger the onset of this
illness.
These disorders hinder a child’s emotional development. They can affect the child’s ability to function well.

There is treatment available for these disorders, such as, lithium, antipsychotic, mood stabilizer, sodium valproate, lamotrigine along with
counselling, which provides hope for children or persons that are affected.

Images depicting the benefits of routine one-on-one sessions

A sad child with no one to talk to can become introverted or destructive. He needs an ear.

Give him a one-on-one session routinely. Listen and learn. He needs to build your trust.
It gets easier for him to talk to you. Creating a comfortable environment allows him to feel safe. This is how he sees that you care. He feels
important. It makes him comfortable to communicate with you.

A little bit of your time gives him a pep in his step. He is a little more confident and ready to face the world. He knows he has someone that will
listen to him. He knows it is okay to feel sad or angry but talking about his emotions will make him feel better.
His entire world is influenced. He has gained confidence in his self and now is bold enough to interact with others. He has learnt to express his
feelings because of you.

He will laugh and cry but a healthy behavioral pattern would be seen in this child as he matures, because of the individual attentions he has continued
to receive from his caregiver/s. This would have paved a way to learn about the child’s strengths and weaknesses. Thus, developing strategies to help
him cope with challenges step by step.

Hence, his emotional development will lead towards one of a happy child.
 Bibilography
Paul M Insel & Walton T. Roth: Core Concept in Health Eight Edition

Steven. P. Shelov M.D & Robert. E. Hannemann M.D: Complete Authoritative Guide, Caring For Your Baby and Young Child
Birth to Age 5.
Michael Cole, The Development of Children Second Edition

Judith Palfrey, M.D, Irving Schulman, M.D, Samuel L. Katz, M.D, Maria I. New, M.D; The Disney Encyclopedia of a Baby Volume I Infant and
Child Development – Birth age to six.
Benjamin Spock, M. D and Michael B. Rothenbery, M.D; Dr. Spock’s Baby and Child Care The One Essential Parenting Book.