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Pride in Parenting: Training Curriculum for Lay Home Visitors
Linda T. Diamond, M.S. and Marion H. Jarrett, Ed.D., editors.
Unit 19
Child Growth and Development:
One to Two Years
In this unit, participants will review developmental milestones from 1 to 2 years of age, learn how to help parents understand stages of development and interpret baby-toddler behavior, share activities that both parents and their babies or toddlers will enjoy, recognizing possible problems in babies or toddlers growth and development and identify available resources for babies/toddlers and parenting families.
| Objectives | By the end of this unit, participants will be able to:
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| Time | 35 hours |
| Outline | A. Developmental Milestones |
| Materials |
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| Advance Preparation |
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A. Developmental Milestones (7 hours)
| Rationale: | Give the PSSs a framework into which they can fit the detailed information which is to follow by introducing the toddler, one to two years, based on information in Caring for Your Baby and Young Child, pp. 249-251 (15 minutes).
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| Procedure: | Ask participants. What do you think are the biggest problems parents face during the second year? Write these on a flipchart. What are some ways they usually handle these problems? Process the discussion by writing responses next to the problems listed. What do you think are the best ways to handle problems with toddlers? Discuss. 1. AppearanceS Rationale: Mothers will continue to notice changes in their baby's physical appearance during the second year. PSSs can help mothers know what to expect (15 minutes). Procedure: Mini-lecture. Growth slows by end of first year. During the second year, the child will gain a total of only 3 to 5 pounds. At 15 months:
By 2 years:
2. Skill Areas (6.5 hours) Procedure: 1. Timeline Activity. Review the timeline posted on the wall to get a clear picture of the child at one year of age. Ask the trainees to write characteristics of the two-year old child on post-it notes and place them under the timeline under "2 Year Old". 2. Mini-lecture. (6 hours) Review the developmental milestones in the following areas: Movement, Hand and Finger Skills, Language, Cognitive and Social Development presented in Caring for Your Baby and Child, pp. 251-262 and other developmental information. Note that social and emotional development will be discussed in greater detail in a later section of this training unit. Give each participant a copy of the Developmental Milestone Charts (Handout #1). 3. Live Observation and Discussion. Number 1: Have a mother bring her child of 12 to 14 months to the training and play and interact with him as the trainees observe. Do this through an observation window if one is available. Videotape this interaction so that trainees may review it on their own to reinforce learning. Divide the trainees into small groups of 2 or 3 and ask them to write behaviors they observed in each of the developmental areas using the Observation Guide: Developmental Milestones and Behaviors (Handout #2). Give them 15-20 minutes to complete the worksheet and then lead a discussion of the whole group. Process the discussion on flip charts with one page for each development area. Connect present skills to development during the preceding months. Number 2: Repeat the observation and discussion with an 18-month old child and his mother. Number 2: Repeat the observation and discussion with a 2-year old child and his mother. 4. Activity: Review of Timeline. Ask participants to look at the placement of the developmental tasks on the timeline at 2 years. Based on the lectures, discussions and demonstrations, ask them to move any of the milestones back to the 18-month stage or at other points during the second year as they see them developing before 2 years. Discuss any differences of opinion stressing the individuality of each child and the range in which skills normally develop.
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B. Language Development (7 hours)
| Rationale: | Language development is an important developmental accomplishment of the child during the second year of life. The language environment provided by the parent and other adults is critical to the child's developing communication. This section discusses receptive and expressive language development during the second year. Importantly, it ties the obvious skill of the child saying words and beginning to speak in sentences to the development of communication and the communicative environment during the first year of life. |
| Procedure: | 1. Mini-lecture. Review the developmental milestones for the first year and introduce them in more detail for the second year using the Language Development Chart (Handout #3). Based on the information in Caring for your Infant and Young Child and other books on child development, review the definition of receptive and expressive language, discuss progression of speech and language development, and discuss and demonstrate ways parents can facilitate language development. Emphasize the importance of a balanced, responsive interaction between parent and child at each stage of development. Ask the trainees to give examples of how parents can encourage communication at each stage. 2. Demonstration. Demonstrate the techniques of self-talk and parallel talk by demonstration by two trainers using the "Two Men and a Baby" technique. One trainer should be the adult playing with the child who is the other trainer. The child should speak her thoughts as the adult plays, but does not speak. For example, as they play with a ball, the child says, "I wonder what that is? Look at that--what is it doing?" Next, the same play interaction is repeated and the adult names the objects and actions involved and the child repeats words or word combinations. For example, the adult says, "Ball. Ball. Roll the ball. You got it-you got the ball. Roll it-roll the ball." And the child says "Ball. Ball!" 3. Video. Show the video "Talking is Sharing". Process the video by discussing ways parents/adults facilitated communication, including turn-taking, self talk and parallel talk. Ask trainees what kinds of things might make it difficult for parents to use these techniques. 4. Video Exercise (optional). Show videotapes of parent-infant play situations with the sound turned off. Ask a trainee to demonstrate the use of self talk and parallel talk they would use in the play situation. Move from one trainee to another asking each to "talk over" the action until each has had an opportunity to participate.
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C. Social and Emotional Development (6 hours)
| Rationale: | During the second year, the child works to establish himself as an independent person. He recognizes that he is separate from his mother, he has "a mind of his own" and tries hard to get his own way. He is possessive and finds it difficult to share. He often is aggressive with his parents and with other children. All of these characteristics make it difficult for parents to interact with the child in a positive way. Questions about tantrums and discipline are frequent during this period. The PSS can help the parent prepare for this stage which will come when she no longer is there to help and support the parent. This information is also useful for supporting the parent in her interactions with older siblings. |
| Procedure: | 1. Mini-lecture. Discuss the emotional development of the child during the second year using Caring for Your Infant and Young Child, Chapter 10, pp. 263-264 Greenspan's First Feelings and other developmental information. Focus specifically on the period of the second year, but discuss both the periods before and after. Point out the tasks of the child and of the parent at this stage (reference Galinsky's Chapter 3, The Authority Stage). Ask trainees to share their experiences of dealing with the issues at this stage with their own children and/or with children in their family or work situations. 2. Video. Introduce the concept of temperament by showing the videotape, Flexible, Feisty and Fearful. Encourage trainees to personalize the information by asking if they have known a child who is feisty? fearful? flexible? Discuss the impact temperament can have on parenting. What might parents have to do differently depending on their child’s temperament? |
D. Developmental Alerts (1 hour)
| Procedure: | 1. Discussion. Remind participants that each baby is an individual and will develop at his own rate. However, there may be times when the PSS is concerned about a baby during this time of one to two years. Ask participants to tell you what they would consider warning signs for medical or developmental problems during this period. Process their answers by writing them on the flip chart. 2. Activity. Refer each participant to their copy of the Developmental Health Watch (Handout #4) from p. 264 of Caring for Your Baby and Child. Ask them to match any warning signs that were listed by the trainees to the ones included on the chart. Discuss each of the developmental health watch points. Answer any questions they have about what is normal or typical development and when they should be concerned. Be sure to include health and emotional issues in discussing why a child's development might be delayed at this age. Briefly mention the following and note that these are discussed more fully in other sections of the training: inadequate nutrition, chaotic or violent environment, child abuse, and prenatal exposure to drugs or alcohol. 3. Activity. Safety and Discipline. Refer each participant to their copy of Safety Check and Immunization (Handout #5). Discuss each item. Ask participants why they think it might be difficult for the mothers with whom they are working to follow these safety rules? How might they encourage them to follow the rules? Ask them to be specific. 4. Review Handout #6, Toilet Mastery. Discuss why this might be difficult with the clients with whom you will be working. Be sure to address cultural expectations. |
E. Site Visits (7 hours)
| Procedure: | 1. Review "Working with Toddlers (Handout #7) to focus participants on appropriate interaction with toddlers. Participants should visit day care centers, day care homes, or other programs to observe typically-developing infants from 12 to 24 months old. Participants should focus on developmental milestones, social/emotional behavior, and appropriate toys and play interactions. Participants should fill out Site Visit Observation Form (Handout #8) after/during their observation. 2. Participants may all visit one center or go to more than one center. A member of the Pride in Parenting training staff should be present for part of the time or should ensure that on-site staff are able to guide trainees in observation and interaction with infants. 3. After the visits, ask each participant to discuss the child(ren) she observed and the developmental milestones she observed. How did the parent/caregiver facilitate the child's development? Did they observe any developmental alerts. What else did they observe that they considered important? |
F. Providing Guidance and Support (7 hours)
| Rationale: | In this part of the training, participants will examine ways to interact with infants and with parents around child development issues. As pointed out in the Resource Mothers training, it is important for PSSs to learn how to support and encourage without undermining the self-esteem of the parents. |
| Procedure: | 1. Review of Development Milestones. Briefly review the milestones from one to two years by writing each developmental area (Movement, Language, Cognitive, Social/Emotional) on a flip chart and asking the participants what they remember the baby is doing in this area during the period. Complete each area. 2. Role Play Scenarios. Ask each participant to select a partner or assign partners. One will play the PSS and the other the mother. Then they will change. Have each pair draw a card from your hand with a Child Development Scenario written on it (Handout #9). Remind the trainees that like the child you get in real life, the Scenario you get is "luck of the draw". It may or may not match with your own temperament or with the type of child behavior you are comfortable with. Give each team 15 to 20 minutes to jot down responses to the question asked at the end of the scenario. Bring everyone back together and ask each team to play out its scenario with the mother introducing the scenario to the PSS. The PSS should talk to the mother as she would on a home visit. Following each scenario, process the activity by asking the participants doing the role play, then the rest of the participants the questions on role play/feedback (Overhead #1). After all pairs have had an opportunity to role play the scenarios, take a break, then repeat the entire role play scenarios activity with the partners switching roles. |
G. Summary and Review (15 minutes)
| Procedure: |
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Unit 19 Handout #1
Developmental Milestones
One to Two Years
By the End of This Period
Movement
- Walks well and begins to run
- Walks up and down stairs holding on
- Climbs into and out of an adult chair
- Throws ball overhand
- Pulls toys behind him while walking
- Imitates scribbling
- Works puzzles of 4-5 pieces
- Activates simple toys (jack-in-the-box, musical box)
- Combines actions in play (puts person in car and pushes car)
- Engages in pretend play (feeding doll, fixing car)
- Looks at pictures when someone talks about them
- Follows two directions at one time
- Uses words accompanied by gestures to communicate
- Asks for "more"
- Refers to self by name
- Answers questions
- Combines words into simple sentences (more juice, Daddy bye-bye)
- Has a will of his own and a need for independence
- Episodes of separation anxiety increase toward midyear, then fade
- Plays alone in a group, but watches others
- Shows intense positive and negative reactions
- Becomes easily frustrated
- Pays attention to other children
- Imitates behavior of adults and especially older children
Unit 19 Handout #2
ObservationGuide: Developmental Milestones and Behaviors
Movement
Language: Receptive
Language: Expressive
Cognition
Social/Emotional
Unit 19 Handout #3
Speech and Language Development:
One to Two Years
12 to 18 Months
- Has a vocabulary of 3 to 20 words (e.g., bye, more, no, juice)
- Communicates with gestures, pointing and vocalizations
- Jabbers or jargons, sounding like adult speech
- Answers questions, such as "What’s that?"
- Imitates new words
- Has a vocabulary of 50 to 200 words
- Uses words more than gestures to communicate
- Combines words into simple phrases (go bye-bye, Daddy shoe)
- Imitates sounds of animals, car, airplanes, etc.
- Declares ownership by using "mine"
- Calls self by name
- Frequently uses "no"
12 to 18 Months
- Knows the name of familiar objects, people and actions
- Points to a few body parts when named
- Looks for and finds familiar objects when requested
- Likes to listen to music and rhymes
- Points to pictures in a book
- Follows familiar one-step commands (Get your bear)
- Knows the name of many objects, people and actions
- Understands the differences in personal pronouns (me, you)
- Understands the prepositions "in" and "on"
- Follows two or three related commands with the same object
- Understands complex sentences (When Daddy comes home, you can go for a walk)
Unit 19 Handout #4
Developmental Health Watch
Because each child develops at his own particular pace, it's impossible to tell exactly when yours will perfect a given skill. The developmental milestones listed in this book will give you a general idea of the changes you can expect as your child gets older, but don't be alarmed if he takes a slightly different course. Alert your pediatrician, however, if he displays any of the following signs of possible developmental delay for this age range.
- Cannot walk by eighteen months
- Fails to develop a mature heel-toe walking pattern after several months of walking, or walks exclusively on his toes
- Does not speak at least fifteen words by eighteen months
- Does not use two-word sentences by age two
- By fifteen months does not seem to know the function of common household objects (brush, telephone, bell, fork, spoon)
- Does not imitate actions or words by the end of this period
- Does not follow simple instructions by age two
- Cannot push a wheeled toy by age two
Unit 19 Handout #5
Safety Check Sleeping
- Keep crib mattress at lowest setting
- Keep the crib free of any objects that your toddler could stack and climb on to get out
- If your toddler can climb out of his crib, move him to a low bed
- Keep the crib away from all drapery and electrical cords
- Be sure all cradle gyms and hanging toys have been removed from the crib
- Do not give your toddler any toy that has to be plugged into an electrical outlet
- Do not give him a motorized riding toy
- Never leave your toddler, even for a few seconds, in or near any body of water without supervision. This includes a bathtub, wading pool, swimming pool, fish pond, whirlpool, hot tub, lake, or ocean
- Never let your toddler climb out of his car seat while the car is moving
- Never leave him alone in the car, even if it is locked and in your driveway
- Protect any open windows with screens or barriers that your toddler cannot possibly push out
- Make sure all electrical outlets have caps on them and all cabinets that contain cleaning fluids or other dangerous items have safety locks on them
- If you have guns (which are not recommended to be kept in a house occupied by children), keep them unloaded and locked up out of sight. Store ammunition in a separate location
- Hold on to your toddler whenever you're near traffic
- Set up fences or other barriers to make sure he stays within his outside play area and away from the street, pools, and other hazards
- Make sure there is grass, sand, wood chips, or other soft surfaces under outdoor play equipment.
Immunization Alert
- Measles, mumps, rubella vaccine (MMR)
- Vaccine against Haemophilus influenzae bacteria (HBCV). (This may cause a slight fever and some soreness where it's injected.) The vaccine helps prevent meningitis, pneumonia, and joint infection caused by Haemophilus influenzae bacteria.
- The fourth dose of the DTP vaccine
- The third dose of oral polio vaccine
Unit 19 Handout #6
Toilet Mastery
Mastering toileting is like any other learning. It takes time, practice, and considerable patience from parents. Setbacks are normal.
Help parents by comparing toilet mastery (or toilet learning) to walking or any other learning. Would anyone expect a baby to walk before his muscles are strong enough to allow him to sit up and stand? Similarly, children need to be READY to learn to use a toilet. Before parents begin toilet teaching they need to ask themselves:- Can my child walk? Does he have good muscle control?
- Is my child almost two years old?
- Does my child have episodes where his/her diaper stays dry for long periods?
- When wet or soiled, does my child seem uncomfortable?
- Is my child able to tell me or let me know when she needs to use the potty?
- Can my child follow simple directions?
- Does my child show any interest in using the toilet or imitating his parents or older brothers and sisters?
- Teach words for body parts and functions.
- Name and point out wet and dry diapers.
- Talk about how good it feels to be dry.
- Choose a good time. The arrival of a new baby, moving homes, or starting day care can be very stressful for a child. Wait a few months till things settle down.
- Give the child a low potty seat. She/he will feel safer and be able to get on and off as she/he pleases. She/he can then be in charge of putting the BM’s and urine in the toilet, and flushing.
- Tell the child what you expect him/her to do.
- Praise attempts. Try to ignore accidents.
Remember that children first develop control during the day. It may be much later before the child has the ability to stay dry through the night.
Source: Weitzberg, B. (1992). Exploring the World of Infants and Toddlers, A Training Manual About Infants, Toddlers and Their Parents. Baltimore, Maryland: Friends of the Family.
Unit 19 Handout #7
Working with Toddlers
Some guidelines for working with toddlers are:
1. Realize that toddlers want to be "grown up". Let them help around the house or classroom. Toddlers can dust, put away groceries, and help with simple food preparation.
2. Toddlers love routines and often hate when their routines are changed. Try to develop simple routines to help them with difficult times such as going to bed, getting up in the morning, and getting dressed. Routines are also very helpful in childcare (i.e., clean up song and five-minute warning before clean up time).
3. Allow toddlers to make simple choices. Providing choices can help avoid power struggles. For example, rather than telling toddlers to get dressed, give a choice between two options. (Would you like your red shirt or your blue one?)
4. Don’t give toddlers choices if you don’t mean it. For example, don’t ask them if they want to go to bed if they have no choice in the matter.
5. Don’t let toddlers fool you into thinking they are more mentally and socially mature than they really are. Toddlers:
- are focused on themselves (egocentric). Don’t expect toddlers to share easily. In childcare it is often better to have duplicates of favorite toys over a variety (three red firetrucks instead of three different vehicles).
- have unpredictable attention spans. Don’t expect them to be able to wait for long periods of time.
- are rigid and conservative. Slowly introduce new things or changes in their routines. Expect them to resist change.
6. Toddlers often respond better to physical rather than verbal guidance, such as, guiding them gently with your hand, picking them up, or restraining them.
7. Whenever possible, allow toddlers to be independent. Dress them in clothes that they can easily put on or take off. Install low hooks to enable them to hang up their coats by themselves.
8. Limit your requests to as few as possible. Choose your fights carefully. Decide what the important issues are and stick to them. Other fights are probably not worth fighting.
9. Ignore as much of the negative behavior as possible.
10. Try to allow tantrums to run their course, and do your best to say calm.
Source: Weitzberg, B. (1992). Exploring the World of Infants and Toddlers, A Training Manual About Infants, Toddlers and Their Parents. Baltimore, Maryland: Friends of the Family.
Unit 19 Handout #8
PIP Training
Site Visit Observation
Name of Setting:
Age of Child Observing:
Number of Children:
Number of Adults:
1. Observe the environment carefully; look at facilities, materials and personnel. In what way(s) is it appropriate for:
a. Children’s play and interaction:
b. Daily caretaking:
c. Safety:
Are there ways it is inappropriate?
a. Children’s play and interaction:
b. Daily caretaking:
c. Safety:
2. Describe the personality or interaction style of the baby you observe.
3. What do the caregivers do to encourage the baby’s development?
4. For the specific baby you observe, what skills do you see s/he has?
a. Motor:
b. Cognitive:
c. Emotional:
d. Social:
e. Communication:
5. Do you notice that the child has preferences?
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What the Child Prefers |
How Do You Know |
For Toys or People? |
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For Specific Toys?
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Unit 19 Handout #9
Child Development Scenarios
How can the PSS help in the following situations?
- Anya is frustrated with her 18 month old because all she seems to want to do is run around the apartment. She will not stay still in a seat or happily in a play pen.
- Nikesha gets angry at her 2 year daughter for always pulling the pots and pans out to play with. She keeps giving her stuffed animals and rattles to try to get her away from the pots and pans.
- Tracy feels like she is "going crazy" because Jalen, who is 20 months old, always wants to be right near her. She thinks there is something wrong with him and doesn’t know what to do.
- Brenda’s daughter Jamia is 22 months old. When Brenda takes her to church playgroup, which has children from 2 - 4 years, Jamia stands and watches the other children or plays alone and does not play with others. Brenda keeps trying to get her to play with the children but is not having any success.
- Trena is embarrassed by Antoine’s screams when they are in the supermarket. He seems happy but makes very loud sounds. She tries to cover his mouth but this only makes him upset.
Unit 19 Overhead #1
Role Play Feedback
- What do you think you the Parenting Support Specialist did well?
- What could the Parenting Support Specialist have changed or done differently?
- What other things do you think the Parenting Support Specialist might say or do to help a mother in this situation?
Unit 19 Post-Unit Test
_____ b. Give a brief explanation for stopping the behavior.
_____ c. Remove the child from danger.
_____ d. Correct and reprimand strongly.
_____ e. Isolate the child.
_____ f. Redirect with another toy or activity. 3. From the description of a toddler’s behavior listed below, write the following in columns one and two: a. Describe a reason for the behavior.
b. Describe an appropriate adult response that will support the child. I. James grabs toy trains from Marcus and insists on putting them where he wants them.
a. Reason
b. Appropriate Response
a. Reason
b. Appropriate Response
Unit 19 Handout for use at end of each unit
Post-Unit Evaluation
Date: _____
- Do you feel we covered all the information in this unit that we said we were going to?
- What did you like best about the unit?
- What did you like least about the unit?
- Was the information in this unit presented clearly? If not, please explain.
- In which skill areas do you feel you need more practice or help?
- How can we make this unit better?
- Any additional comments?
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University of Illinois at Urbana-Champaign