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Infant and Toddler Development and Programming

During preschool age children demonstrate it throughout their world, where as the enfant/toddler have the desires to be initiative in their environment. This KID is different in preschoolers because , a preschooler demonstrates their desires throughout the opportunities that are given to them and act upon it quickly and go with it. Difference: Reflection is only shown in Preschool development Kid’s Reflection is not shown in Infants and Toddlers because they are not at the stage where they can express their experiences in language.

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An Infant or Toddler has not yet development extensive language to perform a reflection. Social & Emotional Development Emotions Similarity: Emotions is listed in both Pre-school and Infant Kid’s. It is clear, that both age groups display their emotions in their environment. Boredom, sadness, frustration etc. ). Difference: Preschoolers “recognize, label, and regulate their feelings” whereas Infants and Toddlers only “express” it. This means that Infants are not developmentally capable to identify or distinguish certain feelings.

Emotions are different in both because an infant is not developmentally capable of identifying their feelings using their language. They have no yet developed the engage that will help them express their feelings. Physical Development and Health Infant/ Toddlers KID: (13) Moving the whole body Preschool KID: (16) Gross Motor skills similarity: These Kid’s are similar because both age groups are using their large muscles (legs, arms etc). Both involve movement with the body.

This KID is similar because both age groups have the desire to move their body muscles to achieve a goal. Difference: The difference between these Kid’s is that they are named differently. Preschoolers only demonstrate the “strength, flexibility balance, and timing in using heir large muscles”. Infants are not developmentally ready to demonstrate their large muscle skills because they are still working on their basics of movement (balancing head, lying down on tummy).

Preschoolers have already achieved the basics of movement and are now expanding what they know in basics of movement they learned in toddlers. Classroom strategies Choose one Infant-Toddler KID from the first three categories and describe two specific things that you could say, do or provide as an Educator to support learning in he classroom. You must provide two specific, developmentally appropriate strategies are provided that relate to the selected KID Key Developmental Indicator For “Children playing with others” Strategy 1: Look at children’s actions from their viewpoint. Two people often see the same situation from differing viewpoints, depending in their individual experience, culture, problem-solving approach, and temperament. ” So when they are playing with others imagine how they are thinking and what the other children are thinking o better understand their reactions, or lack of reactions Strategy 2: Focusing on children’s strengths and interests is a great way to reduce favoritism and reduce playing for competition, or sport.

Which is often brought from home and can carry over to simple games where fun is the primary goal (or one of the many things play brings). Child A says “l finished before B I’m better!!! ” you can say “l see you’re able to do X quickly, is this your first time doing it? ” then approach the other child and express something they are doing well. Part 2

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