Sarah Stone

Prenatal Development The babys development during pregnancy

Physical Development

Eye-hand Coordination The coordinated control of eye movement with hand movement

Failure to Thrive

Social-Emotional Development Learning to relate to others involves feeling and expression of

feelings

Cognitive Development

Development Refers to change or growth that occur in children.

Involves the small muscles of the hands
and fingers

Involves improvement of skills using

large muscles in the legs and arms
Failure to thrive is slow physical
development in a baby or child. It's
caused by a baby or child not having
enough nutrition
MOTOR DEVELOPMENT cephalocaudal (from head-down) and
proximodistal (from center-out) direction.
 Babies develop control of the head and neck muscles first,

Development begins at the trunk of the body and moves outward to hands and
fingers.

control of muscles move down baby to end with legs and feet. near to far.
The frontal lobes are located directly behind the
forehead. The frontal lobes are the largest lobes
in the human brain and they are also the most
common region of injury in traumatic brain injury
The temporal lobes sit behind the ears and are
the second largest lobe. ... The temporal lobes
are also believed to play an important role in
processing affect/emotions, language, and
certain aspects of visual perception.J
The parietal lobes are located near the back and
top of the head. They are important for
processing and interpreting somatosensory
input.
The occipital lobes sit at the back of the head
and are responsible for visual perception,
including colour, form and motion.
 DENDRITE

NODE OF RANVIER

NUCLEUS

The cell body directs all activities of the neuron. Dendrites extend out
from the cell body and receive messages from other nerve cells. An
axon is a long single fiber that transmits messages from the cell body
to the dendrites of other neurons or to other body tissues, such as
muscles.
 INTEREST-

DISTRESS

PARENT OR CARE
GIVER

DISGUST

HAPPINESS
● Animal Walk. ...
● Keep the Balloon Up. ...
● Puddle Jumping. ...
● Wet Sponge Designs. ...
● Digging for Treasure.

● Hiding and finding objects.

● Nursery rhymes, stories, and sing-alongs.
● Letter and number games.
● Simple routines and procedures.

● playing and sharing with children of all ages.

● imaginative play with puppets, toys or old clothes – for example, your child could pretend to care for a baby doll
or bravely rescue toys from a tree.
hitting a ball off a T-ball stand. playing freeze dance or freeze tag.

● orting sizes, shapes, and colors.

● Matching games and puzzles.
● Arts and crafts.
● Playing outside and visiting places.
● S

● singing and dancing – for example, 'If you're happy and you know it, clap your hands'

Erikson's stage for the toddler is
autonomy versus shame and
doubt. Autonomy is having self-
control. Autonomy leads to pride
in oneself and is achieved, or the
child feels shameful and doubtful
in himself/herself and/or the
world.
This can cause a spike in anxiety, some typical symptoms of
which include crying, clinging during goodbyes. A toddler may
also feel anxious before and during bedtime, and experience a
common fear of the dark or a fear of being apart from parents.
For example, when they're angry, they might bite or hit; when
they're feeling loving, they kiss, cuddle and hug. Rinaldi adds:
“Toddlers are generally great at giving and receiving affection.
They're also at a stage when they are imitating things they see at
home or in other places—like on TV.
Between 8 and 12 months of age—around the same time they
understand the meaning of a fearful face—babies begin to
produce fearful expressions and other fear-based behaviors, like
clinging to a parent, making distressed sounds, or turning away
are unable to communicate wants, or are deprived of a basic
need. Some common triggers for angry outbursts or tantrums
may include: being unable to communicate needs or emotions.
playing with a toy or doing an activity that is hard to figure out
 Physical play
Physical play can include dancing
or ball games. This will help your
child build their muscles, bones
and physical skills.
Fantasy play
Using their imagination during play
is good for your child’s
communication skills. It is good for
them to create their own games.
Social play Constructive play
By playing with others, children Constructive play allows children
learn how to take turns, cooperate to experiment with drawing, music
and share. This also helps them to and building things.
develop their language skills.
Games with rules
Games with rules can teach
children about fairness.
You can play simple games like
“Simon says” or “Duck Duck
Goose” with younger children.
 ● playing games such as "Duck, Duck, Goose" or "Follow the Leader," then mixing it up with jumping, hopping, and
walking backward.
● kicking a ball back and forth or into a goal.

● Play simple board games like 'Snakes and ladders' with your child, or simple card games like 'Go fish' or 'Snap'.
● Read books and tell jokes and riddles.

Develop friendships. Express more awareness of other people's feelings. Enjoy imaginative play with other children,
such as dress up or house. Get better at sharing and taking turns with other children.
playing games such as "Duck, Duck, Goose" or "Follow the Leader," then mixing it up with jumping, hopping, and walking
backward. kicking a ball back and forth or into a goal. hitting a ball off a T-ball stand. playing freeze dance or freeze tag.

● Play simple board games like 'Snakes and ladders' with your child, or simple card games like 'Go fish' or 'Snap'.
● Read books and tell jokes and riddles.
● Encourage stacking and building games or play with cardboard boxes.

● Emotions Discovery Bottles. ...

● Feelings Check-in Chart. ...
● Stomping Out Big Feelings with Dinosaurs. ...
● Setting Up a Calming Corner. ...
● Make a Set of Worry Dolls. ...
● Making Emo Dolls. ...
● People Playdough Mats. ...
● Make Emotions Masks from Paper Plates.
the way a person or thing acts or reacts.

Behavior

the state something or someone is in or can also refer to a

specific illness.
Conditions

, the standard by which something is judged or assessed.

Criteria
GELDS Standard Objective Skill Taught
-State standards for -Goal statement -List topic of what you are
young children -Specific teaching the children
-Each lesson you teach -MUST contain 3 parts about
should be based on at (condition of -Ex: math, science,
least 1 standard. performance, behavior, letters, numbers, colors,
-Broad and level of performance) fine motor skills

Materials Needed Motivation/Introduction Procedures

-List ALL materials that -M - how are you going to -Very Detailed
you will need to teach keep the students -Step by step directions
your lesson engaged in the lesson for the lesson
- I - how are you going to -Tells exactly what to do
get the students
interested in the lesson

Closure Evaluation
-End of the lesson -Assessment
-Explain how you are -How you know what the
going to sum up the children have learned
lesson
-Think of it like the bow
on the top of the present