1. C HILD G ROWTH AND D EVELOPMENT Unit 2 Parenting Mrs. Dollard

2. FW 2.1: Define terms related to child growth and development. 2.1.1: Apply terms in correct context. FW 2.2: List basic types off development with the definition of each. FW 2.2.1: Define the 5 basic types of development. FW 2.3: Select the stages in the individual life cycle with the correct age ranges from birth through adolescence. FW 2.3.1: Chart the stages in the individual life cycle with the correct age ranges from birth through adolescence. FW 2.4: Identify ways parents can promote physical development. (N.S.15.2) 2.4.1: Use current resources to identify milestones of physical development for children from birth through adolescence. 2.4.2: List ways parents can promote physical development. (N.S. 4.2.5) FW 2.5: Identify ways parents can promote intellectual development. (N.S. 15.2) 2.5.1: Use current resources to identify milestones of intellectual development for children from birth through adolescence. 2.5.2: List ways parents can promote intellectual development for children from birth to adolescence.(NS 4.2.5) 2.5.3: Identify ways children learn. 2.5.4: Describe the role of play in learning. FW 2.1-2.9

3. FW 2.6: Identify ways parents can promote social development. (N.S. 15.2) 2.6.1: Use current resources to identify milestones of social development for children from birth through adolescence. 2.6.2: List ways parents can promote social development for children from birth through adolescence. (N.S. 4.2.5) FW 2.7: Identify ways parents can promote emotional development. 2.7.1: Use current resources to identify milestones of emotional development for children from birth through adolescence. 2.7.2: List ways parents can promote emotional development for children from birth through adolescence. (N.S. 4.2.5) FW 2.8: Identify ways parents can promote moral development. (N.S. 15.2) 2.8.1: Use current resources to identify milestones of moral development for children from birth through adolescence. (N.S. 12.2.1) (N.S. 4.2.5) FW 2.9: Describe the influences of heredity and environment on child development. 2.9.1: Analyze the impact of heredity and environment on child development. FW 2.1-2.9

4. Bonding: forming strong emotional ties between individuals. Child Development: the study of how children grow and change physically, intellectually, emotionally, socially, and morally. Classification: the process of mentally grouping objects of ideas into categories or groups based on some unique feature. Cooperative Play: activity in which children actually play with one another. Directed Learning Experiences: learning experiences that are planned with a specific goal in mind. Environment: a person’s surroundings and everything in them, including both human and non-human factors. FW 2.1

5. Failure to Thrive: a condition in which the baby does not grow and develop properly. Imitation: learning that occurs by watching and copying the actions of others. Individual Life Cycle: a series of stages a person passes through during his or her lifetime. Large Motor Skills: the use and control of the large muscles of the back, legs, shoulders, and arms. Moral Behavior: to behave in ways that are acceptable to society and family. Object Permanence: the concept in which an infant learns that people or things exist even when they are gone. Parallel Play: activity in which children play side by side without interacting. Puberty: the set of changes that gives a child a physically mature body able to reproduce. FW 2.1

6. Reversibility: capable of going backward or forward through a series of actions or changes. Role Model: a person that someone admires and wishes to pattern his or her behavior after. Separation Anxiety: a child’s fear of being away from parents, familiar caregivers, or the normal environment. Seriation: the ability to arrange items in an increasing or decreasing order based on weight, volume, number, or size. Grouping by a common property. Small Motor Skills: an ability that depends on the use and control of the finer muscles of the wrist, finger, and ankles. Stranger Anxiety: a baby’s fear of unfamiliar people. Temper Tantrum: a sudden outburst of anger in which children may kick, scream, cry, or hold their breath. FW 2.1

7. P. I. E. S P- Physical I- Intellectual E- Emotional S- Social FW 2.2

8. Physical Development a developmental process that refers to the physical growth of a person’s body. FW 2.1

9. At Birth: Very little control of body movements. Most movements are reflexes. Nervous system is not yet developed. Can only see about 10 inches away from birth-3 months. Colic (Doesn’t occur in all babies) Can start around 2 ½ to 3 weeks of age and is gone by 4 months of age. Tiny Tummies Holds about 2 ounces. (2 ounces=4 Tablespoons) More frequent feedings at first. Fontanels Fontanels are soft spots on a baby's head. Close by 18 months. 6 Fontanels 1. Anterior (frontal) - single and largest 2. Posterior (occipital) - single 3. Anterolateral (sphenoid) - paired 4. Posterolateral (mastoid) - paired 2 Purposes: 1. During birth, enable the bony plates of the skull to flex, allowing the child's head to pass through the birth canal. 2.To expand to allow rapid growth of the brain during infancy. FW 2.2.1

10. 0 -3 months: Sucking, grasping reflexes Lifts head when held at shoulder Moves arms actively Is able to follow objects and to focus By 4 Months: Infants have some control of their muscles and nervous system. Can sit up with some help. Can roll from their side to their stomach. Can hold head up for short periods of time. 3- 6 months Rolls over Holds head up when held in sitting position Lifts up knees, crawling motions Reaches for objects By 5 Months: Most babies can rollover by this age. FW 2.2.1

11. 6-9 months: Sits unaided, spends more time in upright position Learns to crawl (7-9 months) Climbs stairs Develops eye-hand coordination Cuts their first deciduous teeth (non- permanent teeth or "baby teeth“). FW 2.2.1

12. 6-12 Months: Infants can sit alone. They start to eat and sleep at regular times. Reach for and hold objects. (8 Months) They eat three meals a day and drink from bottles at various times. They start using a cup and spoon to feed themselves. Infants still take a nap in the morning and in the afternoon. They pull up to stand, they stand holding onto furniture, and they can walk when led. They can pick up objects with their thumb and forefinger and let objects go (drops things). They start to throw things. By the time they are 12 months old, most babies weigh three times what they weighed at birth and are two times as long as they were at birth. FW 2.2.1

13. ONE-YEAR-OLD CHILDREN They may grow less quickly than during infancy. They may eat less, but they tend to eat frequently throughout the day. Most walk without support by 14 months. Most walk backward and up steps by 22 months. They get better at feeding themselves, although spills should still be expected. They drink from a cup with help. They can stack blocks. They can scribble. FW 2.2.1

14. TWO-YEAR-OLD CHILDREN Children are generally more active than at any other point in their lives. They walk, run, climb, walk up and down stairs alone, and dig. They throw balls and kick them forward. They jump with two feet together. They stand on tip toes. They take things apart and put them back together. They like to screw and unscrew lids. They feel discomfort with wet or soiled diapers. They start to show an interest in toilet training. FW 2.2.1

15. Three Year Olds weight: 25-44 pounds height: 34-43 inches develops a taller, thinner, adult-like appearance develops a full set of baby teeth needs approximately 1,300 calories daily sleeps 10-12 hours at night sleeps through most nights without wetting the bed (occasional accidents are still quite common) uses the toilet with some help (many boys may not be ready for toilet learning until sometime during their third year) puts on shoes (but cannot tie laces) dresses self with some help (buttons, snaps, zippers) feeds self (with some spilling) tries to catch a large ball Throws a ball overhead hops on one foot climbs up and down a small slide by self FW 2.2.1

16. Be patient with toilet training toddlers. Look for cues from the child that they may be ready. Cues Include: Interest in toilet, potty chair, or wearing underwear. Understands and follows basic directions Stays dry for periods of two hours or longer during the day Waking up from naps dry Fairly predictable bowel movements Child tell you when they needs to use the bathroom. Is uncomfortable in wet or dirty diapers Can pull down pants and pull them up again Many show interest in toilet training by age 2. If you start to early it may take longer to get them fully toilet trained. Boys may potty train later. All children are different. Accidents will happen for a while Be calm when accidents occur. Avoid shaming a child.

17. Infant Birth to Year Old Toddler 1-3 Years Old Preschool 3-5 Years Old School Age 5-12 Years Old Adolescence 12-18 Years Old FW 2.3

18. Provide nutritious foods Provide appropriate health care Encourage physical activity Establishing sleeping patterns FW 2.4

19. Talk to the child Meet physical needs Food, clothing, shelter Cuddle and provide emotional support Encourage new skills FW 2.5

20. Show love and affection Model behavior within the family unit Encourage interactions Provide opportunities for children to interact with others FW 2.6 and 2.7

21. The sum of all the qualities a person inherits from his or her parents at birth. Example: eye color and shape hair and skin color height and bone structure gender (XX girl, XY boy) A person’s surroundings and everything in them, including both human and non-human factors. Example: family and friends home and community life experiences HeredityEnvironment FW 2.9

22. Appearance resembles family members. Body Type Height Weight Overweight/Obese Possible health problems that have genetic link. Impact of Heredity on Child Development FW 2.9.1

23. Home Environment Strong Families Ties Loving Environment Family Traditions Abuse in the Home Family Structure Ex: Nuclear, Blended, Single Parent, etc. Health Risks Associated with Environmental Factors Urban-Pollution, Motor Vehicle Accidents, Stress, Violence. Rural-Illiteracy, barriers in health care availability, lower socioeconomic means. Safe/Unsafe Neighborhood Gang Involvement Drug Involvement Impact of the Environment on Child Development FW 2.9.1