TODDLER

PRESENTED BY: AGAWIN, CANJA, CADELINA,

ENRIQUEZ
 • Introduction →TODDLER
During the toddler period, the age
span from 1 to 3years, enormous
changes take place in a child and,
consequently, in a family. During
this period, 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).
ASSESSMENT OF
TODDLER →TODDLER
• SPEAKS IN TWO-WORD
SENTENCES
• 20 DECIDOUS TEETH
PRESENT AT 2.5 YEARS
• “BABY FAT” BEGINS TO
DISAPPEAR
• HEART RATE OF 90 to 110 BPM
• “POUCHY” ABDOMEN FROM WEAK
ABDOMINAL MUSCLE
• WIDE-BASED GAIT

• CHEST CIRCUMFERENCE
BECOMES BIGGER THAN
HEAD CIRCUMFERENCE AT
2 YEARS
• NOTICEABLE LORDOSIS
PHYSICAL GROWTH
→TODDLER
Weight,
Height, and
Head
Circumference
• Child gains only about 5 to 6
lb (2.5 kg) and 5 in (12 cm) a
year during the toddler period,
much less than the rate of
infant growth.
• As subcutaneous tissue, or baby fat, begins
to disappear toward the end of the second
year, the child changes from a plump baby
into a leaner, more muscular little girl or
boy. A toddler’s appetite decreases
accordingly, yet adequate intake of all
nutrients is still essential to meet energy
needs
• Head circumference increases only
about 2 cm during the second year
compared to about 12cm during the first
year. Head circumference equals chest
curcumference at 6 months to 1 year of
age
BODY
CONTOUR &
TEETH
• They also have a forward
curve of the spine at the sacral
area (lordosis). As they
become more experienced at
walking, this will correct itself
naturally.
• Eight new teeth (the canines
and the first molars) erupt
during the second year. All 20
deciduous teeth are generally
present
by 2.5 to 3 years of age
BODY
SYSTEMS
• The heart rate slows from 110 to 90
beats per minute;
blood pressure increases to about 99/64
mm Hg.
• IgG and IgM antibody production becomes
mature at 2
years of age. The passive immunity obtained
during intrauterine life is no longer operative.
In the respiratory system, the lumens of
vessels enlarge progressively so the threat
of lower respiratory infection becomes
less.
The brain develops to about 90%
of its adult size.
Stomach secretions become more acid;
therefore, gastrointestinal infections also
become less common.
Developmental Milestones
PUTS SMALL • WALKS ALONE WELL; CAN SEAT SELF IN
15 PELLETS INTO CHAIR
BOTTLES •4- 6 WORDS
NO LONGER ROTATES
• CAN STACK 2 BLOCKS; DROPS TOY FOR
• CAN RUN AND JUMP IN PLACE
18 ADULT TO DISCOVER
A SPOON TO BRING IT •7-20 WORDS USES JARGONING; NAMES 1
CAN OPEN DOORS BYBODY PART
TO MOUTH • IMITATE HOUSEHOLD CHORES,
TURNINGDUSTING •WALKS UPSTAIRS ALONE STILL USING
24 DOORKNOBS,
BOTHETC.
FEET ON THE SAME STEP AT THE
SAME TIME
MAKES SIMPLE • 50 WORDS, 2-WORD SENTENCES SUCH AS
LINESUNSCREWED
OR STROKESLIDS “DADDY
• CAN JUMPGO” , “ MEFROM
DOWN COME”CHAIRS

30 FOR CROSSESS WITH

•KNOWS FULL NAME; NAME ONE
COLOR AND HOLDS UP FINGERS
A PENCIL TO SHOW AGE
EMOTIONAL DEVELOPMENT
01 • The developmental 02
task of the toddler
years according
to Erikson (1993) is
the development of a
sense of
autonomy versus
shame or doubt.
Children who have
learned
to trust themselves and
others during the infant
• Once toddlers are walking
well, they become
03 • All during the
resistant to sitting in laps and toddler period,
being cuddled. This is not lack
children play
of a desire for socialization but a
function of being independent. beside children next
At 15 months, children are still
enthusiastic about interacting to them, not with
with people, providing those
people are willing to
them. This side-
follow them where they want to byside
go. By 18 months, toddlers
imitate the things they see a play (called parallel
parent doing, such as “study” or play) is not
“sweep,” so they seek out
parents to observe and initiate unfriendly but is a
interactions.
normal

AUTON SOCIALIZ
year are better By 2 or more years, children
become aware of developmental

prepared to do this
than those who cannot
trust themselves
or others.
PLAY
gender differences and may
point to other children and sequence that occurs
identify during the toddler
them as “boy” or “girl.”
period

OMY ATION BEHAVIOR

COGNITIVE AND SOCIAL
DEVELOPMENT
Piaget referred to stage 5 (between 12 and 18
months) as a tertiary circular reaction stage,
describing a toddler in this stage as “a little
scientist” because of the child’s interest in trying to
discover new ways to handle objects or new results
that different actions can achieve
For instance, by trial and error, toddlers
discover that cats do not like baths and that
cookies on the center of a table can be
reached by crawling up onto the table or
pulling on the tablecloth.
COGNITIVE AND
Obviously, this type of scientific
investigation can lead to errors or injury. Toddlers
AND SOCIAL
DEVELOPMENT
have also advanced beyond what they could do as infants in
terms of dropping objects and watching where they roll.
By stage 6 (between 18 and 24 months),
toddlers are able to try out various
actions mentally rather than having to
actually perform them—the beginning
of problem solving or symbolic thought.
Children at this stage are also able to remember
an action and imitate it later (deferred
imitation);
they can do such things as pretend to drive a car
or put a baby to sleep because they have not
seen this just previously but at a past time.
Object permanence becomes complete.
At the end of the toddler period, children enter
a second
major period of cognitive development:
preoperational
thought. During this period, children deal much
more constructively with symbols than they did
while still in the sensorimotor period of
cognition. They begin to use a process termed
assimilation.
PROMOTING TODDLER DEVELOPMENT
IN DAILY ACTIVITIES
DRESSING

SLEEP

BATHING

CARE OF TEETH
PARENTAL CONCERNS ASSOCIATED
WITH THE TODDLER PERIOD
TOILET TRAINING
SEPERATION
ANXIETY
RITUALISTIC
BEHAVIOR
NEGATIVISM

DISCIPLINE
 Almost every toddler has a temper tantrum at one
Temper Tantrums time or another. The child may kick, scream, stamp
feet, shout “No, no, no,” lie on the floor, flail arms
and legs, and bang the head against the floor.
Children may even hold their breath until they
become cyanotic. If breath holding, the child
develops a distended chest (a halt after inspiration),
often air-filled cheeks, and increasing distress as
the child’s body registers oxygen want. This is
harmless breath holding; ignoring it will make it
ineffective and the child will give it up. True breath
holding is a neurologic problem in which children,
under stress, appear to “forget” to breathe in or halt
breathing after expiration, usually at the peak of
anger. They become so short of breath that they
slump to the floor. Breath holding can be mistaken
for seizures because of the fall to the floor
Concerns of the Family With a Physically
Challenged or Chronically Ill Toddler
It may be difficult for children with handicaps or disabilities
to achieve a sense of autonomy or independence because they
may never be totally independent. It is important for these
children to develop as strong a sense of autonomy as possible,
though, so they see themselves as independent and can work
to become increasingly self-sufficient as they grow older. It
takes courage for an adult to do such things as move a wheelchair
through a busy airport or a concert crowd. Nursing
actions designed to help the challenged or chronically ill
child develop a sense of autonomy are outlined in Table
30.6.