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DEVELOPMENTAL TASKS
TODDLERS
(18 MONTHS- 3 YEARS OLD)
ERIK ERIKSON’S THEORY
OF PSYCHOSOCIAL
DEVELOPMENT
AUTONOMY VS SHAME AND DOUBT
AUTONOMY VS SHAME AND DOUBT
 During the toddler period (1-3 years old),
children accomplish a wide array of
developmental tasks and change from largely
immobile and preverbal infants who are
dependent on caregivers for the fulfillment of
most needs to walking, talking young
children with a growing sense of autonomy
(independence).
AUTONOMY VS SHAME AND DOUBT
TODDLERS?

 Work to master physical environment while


maintaining self-esteem

 Main Question: "Can I do things myself or


must I always rely on others?“

 Virtue: Will
AUTONOMY VS SHAME AND DOUBT
 The child shows independence by controlling eliminative
functions and motor abilities
 They begin to explore their surroundings and direct own

motor activity.
 “NEGATIVISM”- Saying “NO”

 PARENTS should:
 provide a strong base of security from which the child can

venture out to assert their will.


 Showcase patience and encouragement which helps foster

autonomy in the child. Highly restrictive parents, however,


are more likely to instill the child with a sense of doubt and
reluctance to attempt new challenges.
AUTONOMY VS SHAME AND DOUBT
 As TODDLERS gain increased muscular coordination
and mobility, they become capable of satisfying
some of their own needs. They begin to feed
themselves, wash and dress themselves, and use the
bathroom. If caregivers encourage self-sufficient
behavior, toddlers develop a sense of autonomy- a
sense of being able to handle many problems on
their own. But if caregivers demand too much too
soon, refuse to let children perform tasks of which
they are capable, or ridicule early attempts at self-
sufficiency, children may instead develop shame and
doubt about their ability to handle problems.
SIGMUND FREUD’S THEORY OF
PSYCHOSEXUAL
DEVELOPMENT
Anal Stage
18 months to 3 years old
PSYCHOSEXUAL DEVELOPMENT
 ANAL STAGE:
Task: Bladder and Bowel Control or Toilet
Training
-In this stage, the focus of drive energy
(erogenous zone) moves from the upper
digestive tract to the lower end and the anus.
-Bowel control is achieved FIRST before Bladder
control--- Complete bowel and bladder control is
at 4-6 years old but readiness for toilet training is
as early as 18 months.
PSYCHOSEXUAL DEVELOPMENT
 The major experience during this stage is toilet
training that may result to conflict of the id, which
asks for immediate gratification of its drives that
involves elimination and activities related to it
(such as handling feces) and the demands of their
parents. The resolution of this conflict can be
gradual and non-traumatic, or intense and stormy,
depending on how the parents handle the situation.
 Earlier Pleasure– for the relief of tension
 Later Pleasure- for the approval of the parent
PSYCHOSEXUAL DEVELOPMENT
The resolution of this conflict can be gradual and non-
traumatic, or intense and stormy, depending on how the
parents handle the situation. The ideal resolution comes
if the child tries to adjust and the parents are moderate,
so that the child learns the importance of cleanliness and
order gradually, which leads to a self-controlled adult. If
the parents put too much emphasis on toilet training
while the child decides to accommodate, this may lead to
the development of compulsive personality, over
orderliness and over cleanliness. On the other hand, if
the child decides to heed the demands of the id and the
parents give in, the child may develop a messy and self-
indulgent personality.
PSYCHOSEXUAL DEVELOPMENT
Consequences of Fixation:

Anal retentive:
- Obsession with organization or excessive
neatness, selfish, meticulous

Anal Expulsive:
- Reckless, careless, defiant, disorganized/
messy
LAWRENCE KOHLBERG’S
THEORY OF
MORAL DEVELOPMENT
Pre-conventional
MORAL DEVELOPMENT
 Level 1 (Pre-Conventional)

 1. Obedience and punishment orientation


 (How can I avoid punishment?)

 2. Self-interest orientation
 (What's in it for me?)

 ---- toddlers focus on punishment and


reward for certain activities done
MORAL DEVELOPMENT
 The pre-conventional level of moral reasoning is
common in children, though adults can also exhibit this
level of reasoning.

 In this level, the toddlers judge the morality of an


action by its direct consequences. This consists of the
first and second stages of moral development, and is
solely concerned with the self in an egocentric manner.
A child with pre conventional morality has not yet
adopted or internalized society's conventions regarding
what is right or wrong, but instead focuses largely on
external consequences that certain actions may bring.
MORAL DEVELOPMENT
 Stage one : Obedience and Punishment
◦ individuals focus on the direct consequences of
their actions on themselves.

◦ Example: an action is perceived as morally wrong


because the child is punished. "The last time I did
that I got spanked so I will not do it again." The
worse the punishment for the act is, the more "bad"
the act is perceived to be. – focus on PUNISHMENT
MORAL DEVELOPMENT
Stage two: Self-interest Orientation

- this suggests a "what's in it for me" position wherein


right behavior is defined by whatever is in the
individual's best interest. Stage two reasoning shows a
limited interest in the needs of others, but only to a
point where it might further the individual's own
interests. As a result, concern for others is not based
on loyalty or respect, but rather a "you scratch my
back, and I'll scratch yours" mentality. –-- focus on REWARD

MORAL DEVELOPMENT
 Parents should:

◦ A. know that activities elicit affection and approval

◦ B. recurrence of certain rituals, such as repeating


phrases from prayers also elicit approval

◦ C. by 2, toddlers are learning what attitudes their


parents hold about moral matters
JEAN PIAGET’S THEORY
OF COGNITIVE
DEVELOPMENT
Sensorimotor
Pre-operational
COGNITIVE DEVELOPMENT
 SENSORIMOTOR PERIOD:

◦ - learning occurs through the senses and


movements
◦ - sense of touch is the most developed at this stage
so providing sensory stimulation promotes
development.
◦ -development progress from reflex activities
towards solutions to problems
◦ - “object permanence”
SENSORIMOTOR PERIOD
 At 12 to 18 months:
◦ Stage of Tertiary circular reactions, novelty, and curiosity

- solves problem by TRIAL AND ERROR


◦ - active experimentation
◦ - beginning of rational judgment and intellectual
reasoning
- associated primarily with the discovery of new means
to meet goals
◦ - Piaget describes the child at this juncture as the
"young scientist," conducting pseudo-experiments to
discover new methods of meeting challenges example:
throwing a ball
SENSORIMOTOR PERIOD
 At 18–24 months:
◦ INVENTION OF NEW MEANS THROUGH MENTAL COMBINATIONS

◦ - solves problems MENTALLY


◦ - They develop the ability to use primitive symbols
and form enduring mental representations. This
stage is associated primarily with the beginnings of
insight, or true creativity:
◦ - They utilize memory through simple repetitive
acts, as well as imitation or domestic mimicry
◦ Example: varied uses of blocks
PREOPERATIONAL PERIOD

- there is sparse and logically inadequate


mental operations. During this stage, the child
learns to use and to represent objects by
images, words, and drawings. The child is able
to form stable concepts as well as mental
reasoning and magical beliefs. The child
however is still not able to perform operations;
tasks that the child can do mentally rather than
physically. Thinking is still egocentric: The child
has difficulty taking the viewpoint of others.
PRECONCEPTUAL PERIOD

 - When a toddler is given a toy, he/ she will


not immediately handle the toy to see how it
works but will instead look at it carefully to
think about how it works.
 -Symbolic thought: example: chair

symbolizes safety and blanket for comfort


 - Magical thinking: thinking equals

happening :
PRECONCEPTUAL PHASE (2-4 YEARS OLD)

 Although there is an advancement in progress, there are


still limitations such as egocentrism and animism.

Egocentrism occurs when a child is unable to distinguish


between their own perspective and that of another
person's.
- Children tend to pick their own view of what they see
rather than the actual view shown to others.

Animism is the belief that inanimate objects are capable


of actions and have lifelike qualities or assigning human
trace to non-humans. An example is a child believing
that the sidewalk was mad and made them fall down.
PARENTING
A TODDLER
PARENTING A TODDLER

 Parenting a toddler means exploring sensory


experiences
PARENTING A TODDLER
 When parenting a toddler, you should include
exposing your child to a wide variety of healthy
sensory experiences. Very young children are little
sponges, learning from every experience they
encounter, good or bad. They are constantly learning,
often things we as parents are not even aware of.
Research shows that up to the age of ten, the parents
are the biggest influence in their little lives, even if
the children are in daycare or kindergarten.
 It is good to remember when parenting a toddler that
each child is unique and that children all grow and
develop at different rates and times
PARENTING A TODDLER
 Do not get too worried if other children start
walking at a specific age and your child does
not walk at exactly the same age. Your
concerns are valid and you need to monitor
your baby, yes, but keep the big picture in
mind if your child seems well and the doctor
finds nothing wrong. Avoid focusing on only
one negative concern of your child try to keep
the whole child in mind and keep building on
their strengths. This will help to keep matters
in some kind of balance.
PARENTING A TODDLER
 When parenting a toddler, some who want
their children and especially their firstborn to
be super clean, may in the process limit their
children from important exploration
development. This might be playing outside,
playing with mud, crawling around or feeding
themselves. Crawling on different textures
such as carpets, tile floors, wooden floors
and of course, on the grass outside, is a very
important developmental aspect for toddlers.
EXPLORING THEIR ENVIRONMENT
PARENTING A TODDLER
 When young children are free to explore their surroundings,
far more is happening than just making a “mess”. They are
building their own reference library that can only become
very useful later on in life. This exploration is the foundation
for understanding more advanced concepts later on in life
starting at school and going right through to university.
 Through these experiences, the foundation for association is
made. “This feels like …” “This makes me think of …..” This
is especially important when children are studying.
Creativity is also connected when all the senses can be
incorporated in the learning process. The memory is also
activated to a greater extent, as the right and left sides of
the brain are both required to participate.
PARENTING A TODDLER
 When we have experienced something fully,
we can match our learned vocabulary to that
experience more easily than trying to learn a
new word without an experience to act as a
hook for new words. Once we have touched,
smelled, seen and heard a dog, it is much
easier to link the word ‘dog’ to our
experience. More parts of the brain are active
in the learning experience.
BE ONE WITH IT
PARENTING A TODDLER
 Developing a sense of humor can also be
beneficial in connecting and retaining new facts
and new learning. Developing the ability to see
the funny side is an important skill in coping
with life and living. Learning to laugh has many
benefits.
 When studying for exams, it is amazing how
much easier it is to remember a difficult fact or
concept if we associate that with a funny,
strange or unusual experience and involve as
much of our sensory memory as possible.
PARENTING A TODDLER
 Some tips and ideas to support the young child’s sensory
development:

 From about 12 months you can:

 Play games and songs to establish a healthy body awareness. Songs


such as “Head, shoulders, knees and toes”. You can also play them
while looking in a mirror. This aids with visual identification and
understanding as well as getting the child used to how they look.
 Point out in an age appropriate book the different pictures and how

they relate to the story.


 Visit touch and feel farms or places where touching is encouraged.

More and more places are becoming aware of the importance of


touching.
PARENTING A TODDLER
 Sandpits and mud are important textures to explore: Make sand
castles and mud cakes together. You can decorate your cakes
with seeds, stones and other things you find in the garden.
Remember to capture their artwork by a taking a photo. These
picture records later on become favorites to look back on.

 Blackboard and chalk can be a fun experience for scribbling. You


can also scribble on paving bricks and driveways with chalk as it
washes off quite easily. One of the important things here is the
size of the drawings you can do: The bigger the better!

 Paint a wall together. Show your child how to use your shoulder
movements as you paint. It is great to paint on the outside of
glass sliding doors with water paint that can easily be washed off.
PARENTING A TODDLER
 Invest in a building block set with various shapes. Name the
shapes as you play with your child.
 Cardboard boxes make wonderful toys and put the fun into
parenting a toddler. Children love to play with boxes, smaller
boxes for making a box train to pull their soft toys along and
bigger boxes to making a play house with blankets and
cushions.
 It is great fun for boys and girls to play with a ball. Start by
rolling soft balls of various sizes to each other and later
kicking and throwing various sized ball outside.
 Play games where you put things in various positions. For
example; “The teddy is on top of the table”, or, “The teddy is
now under the table.” Later you can ask “Where is the teddy
now?”
PARENTING A TODDLER
 Talk about things in descriptive language.
“That is a big, noisy truck” “Look how small
the red kite is in the sky.”
 Big building blocks or counting blocks are

great for explaining how things fit into each


other.
 Fun books with touch and feel pieces are

great fun.
PARENTING A TODDLER
 From about 18 months:

 Read basic stories that apply to their daily lives in a positive way: Such
as, washing dishes and other chores, bicycles, bath time, bedtime,
seasons, swimming, animals, pets, gardening, road safety and books
that encourage imagination.
 Use finger puppets to tell stories with the puppets talking to each
other.
 Play under the lawn sprinkler on a hot, sunny day.
 Use play dough as much as possible. Feeling the textures and learning
to understand the basics of developing shapes is very important.
 Make a point of complimenting and encouraging your children on a
daily basis just for who they are.
 Invest in a jungle gym and swings or visit a safe play park where
possible
PARENTING A TODDLER
 From about 24 months:

 Use old cardboard boxes to make an obstacle course. Remember to


include that all important activity of crawling when you set out your
obstacle course.
 A big box can also make a good front for a puppet theatre. Ask
your children to help paint designs or pictures on the outside of the
box. Use cardboard boxes to design and build a race ramp for toy
cars.
 Practice standing on one leg at a time. This stimulates and
promotes good balance.
 Use an exercise ball and bounce softly on it while holding your
child in your lap or in the air. Be aware to not bounce too wildly;
avoid too much stress on the neck muscles and back, (yours as well
as those of your child!)
PARENTING A TODDLER
 Dance and swing side to side or forward and back
while listening to music.
 Allow your child to do simple tasks on his/her own. A

good one is allowing them to carry a plate of cookies


to offer to your guests.
 Work towards building puzzles with 9 pieces.
 Make a point of complimenting and encouraging your

toddler on a daily basis.


 Use fun bath toys that pour, turn, squirt, float and

sink. Tell or ask the child what the toy is doing.


 You can use a few drops of food coloring in the bath to

have fun while learning about different colors.


PARENTING A TODDLER
 Point out opposites. “That car is far away. This car is
close to us.” Wider, lighter, emptier, and so on.
 Imitate animal sounds; “The sheep goes Baaa, baaa.”
 Sing along with songs. Practice sing high and low. “Let
sing high” or “Let sing low”.
 Work together when making cookies. Kneading, rolling
and pressing out the shapes.
 Crunch pieces of tissue paper and throw them into a
basket.
 Even collecting rough and smooth stones will enrich
parenting a toddler. Chat about their textures and
where you would find them.
PARENTING A TODDLER
 Make a collage using different objects and
fabric textures. Name the different textures.
 Finger painting is a great idea when parenting

a toddler. You can also add a few drops of


safe Aromatic Essential oils, such as orange,
mandarin, apple, peach, vanilla, lavender.
This will give the room and the artwork a
beautiful aroma.
SENSORY STIMULANT

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