MY PERSONAL RESEARCH

MY PERSONAL THOUGHTS, RESEARCH AND HANDS ON EXPERIENCE WITH THE INFANT/TODDLER

Colleagues, my chosen topic for week 1 was infant/toddler development. My subtopics were the importance of understanding infant/toddlers/ development, the vital aspect of their development and behaviors that are portrayed by infants/toddlers. However, I am fascinated with them one, because they are so easy to teach, most learn very quickly, three, because I love to watch the expressions on their faces after they have been successful with an activity. They keep doing it over and over again and are elated with happiness, while engrossed in accomplishing their task. Its’ like the infant or toddler is saying (“I like this, let me keep doing it until someone notices I have succeeded in the task)”.  It is just so adorable once they are aware of their success. Nevertheless, when a task is conquered by an infant/toddler I can almost see their confidence, and competence escalate to levels unknown.  I enjoy watching infants explore the environment that surrounds them, discover new things, forming, bonds with their caregivers, teachers and other members working at the daycare.

Another area of Infants/toddlers development that has me captivated is that some infant/toddlers may fight over a toy. Another may offer the toy to another toddler without even giving it a second thought. However, this is called playing side by side, in which I feel because the child offered the toy, the other child smiled, and tried to give it back. Both children dropped down to the floor and both children began to play with object together. An interaction such as this should be noted as playing together, and not side by side. I would really like to know more about this area of infant/ toddler development.

In fact, I watch infants and toddlers play every day and more and more, I see less, and less of side by side play as early as 15 months. Although, my husband and I own the home daycare I work with infant/toddlers all day as well at night. I see more playing together interaction as early as 15 months with some toddlers especially those infants that can walk and say a few words. It is enchanting to hear the gurgling chatter, but some toddlers you can actually understand their verbiage. It is redundant, yet exciting because this could soon be a new development.

Before coming to North Carolina, I was born and bred in New York City. I completed a Bachelors in Business Administration in 1985. However, at the time, I was not sure what I really wanted to do with my education. While, in college I was always helping with some type of children’s’ event, the college was sponsoring. when you get to college, one meets many people of all ages, and from all walks of life. 

To make a long story short, one of my professors used to say “Someone has a calling for children.” I would reply’ “not me! I said, I am the oldest of twelve siblings, and that’s’ probably why I work well with children. She continued with I had a calling.  After graduation, I ran into this same professor she said, “There is a Job opening at the Early Head Start, and I think that would be a great fit for you.”  I just gave her a side look and laughed.

I did apply for the job and was hired. As a matter of fact, for six months I worked in the office of The Early Head Start Program. In fact, while working in the office children gravitated to me for everything a Band-Aid, a Hug, or bringing me a picture. After working in the office for six months, the administrator thought I would do well in a position titled Home Visits Liaison.

I trained on the does and don’ts of this position for five weeks. On the sixth week, I learned to conduct an evaluation and how to avoid making assumptions. I and the parent because parents during Home visits for infant/toddlers, and there in low-income areas of New York. Early Head Start had a guideline sheet with different categories of where an infant or toddler should be at a certain age. I visited only people that were on the Early Head Start program. The first few times the parent consultant accompanied me on the visit. Just watching them move their arms and legs or kicking legs outward.  Some infants reminded of doll made years ago, that was called Thumberlina.

It was so amazing to see them coo with excitement the second time that infants saw me he/she gave a welcoming reaction which really made me feel welcome. Early Head Start gave me my very first job and I have been working with infant toddlers since I was hired. I work for The Head Start Program 10 years. Before moving to First Williamston North Carolina, then  Edenton North Carolina, and finally, I have made roots in Elizabeth City NC where I live now. If anyone has something to add about the development of infants and toddlers. Please feel free to add to my Blog

  January 15, 2017  Yolanda responded to a post I wrote last week I thought so much of it I added to my blog because there are many post like this that need to be read. Yolanda Alexander your post was extraordinary.

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Written by

Yolanda Alexander and response to my written post

      Infants and toddlers thrive in places where they can feel secure, express their drive to learn, and build their competence. They rely on adults for nurturance and guidance as they learn. When infants and toddlers receive care in a relationship that consistently meets their physical and emotional needs, that relationship becomes a base for exploration and discovery. Scores of infants all over the nation are spending long hours in early care and education settings, many of which are of poor quality.  NAEYC stated: “Children benefit from research when it is used appropriately and thoughtfully, combined with the insights of experienced practitioners to create what has been called "evidence-based practice." Although there are obstacles to finding and using research effectively, much can be done to move toward "evidence-based professional practice” (naeyc.org). Regarding your research on infant and toddler development, will it be based upon their physical development? Alternatively, Development while under the care of childcare professionals? discussion posting

Yolanda's response to Sheila

Reference: 

National Association for the Education of Young Children. (n.d.). Using early childhood research. NAEYC. Retrieved from http://www.naeyc.org/research/using

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In order to follow rules and understand limits, children need to develop self-control. Self-control is the ability to cope with strong feelings and stop one’s self from doing something that is not allowed. Developing self-control begins at birth and continues throughout childhood. Young children learn self-control through interactions with peers, parents and other loving adults.

Babies and Self-Control

Babies are not born with self-control. However, they begin developing self-soothing skills—the beginning of self-control—in their first months. For example, many babies learn how to soothe themselves by sucking on a pacifier or finger. This helps them cope with waiting while a loved one gets ready to feed them. Babies are also learning that they can’t always have everything they want:

A 9-month-old grabs the television remote. He is happily pushing buttons when his caregiver gently removes it from his hand and puts it on a bookshelf. She says: “The remote control is not a toy, sweetie. But how about this instead?” She gives him a toy with buttons to push and doors to open.

This baby is learning about self-control because he has to accept a substitute toy—although his caregiver made sure he could still explore with his hands.

What You Can Do to Nurture Early Self-Control

• Help babies learn to soothe themselves. Babies have different ways of calming down. Some need lots of physical contact, such as rocking or hugging, while others like being swaddled or put down for a minute to get a break from interaction. Some babies are soothed by your singing while others need to suck to calm themselves. By trying different things to help babies calm down you help them learn to soothe themselves. You also teach them that they can rely on you, which makes them feel safe and secure.
• Find ways to keep yourself calm. Hearing babies cry can be very stressful and frustrating. It can make you feel worried or even powerless when you want to help a baby feel better but nothing is working. When you feel this way, it’s best to put the baby down somewhere safe (like a crib) and take a few moments to calm down. When you are feeling calm, the baby is more likely to feel calm too.
• Teach babies what they can do, not just what they can’t. If a 10-month-old is throwing a toy car in the house, gently take it from his hand and give him a soft ball instead and show him a place where he can throw it. Over time, experiences like these help him learn right from wrong. And remember, at 10 months, babies are not able to remember rules so you will probably have to keep doing a lot of distracting and redirecting in the months to come.
• Comfort babies. Sometimes caregivers are concerned about spoiling a baby—doing more for her than she needs. If a baby is crying, it is often because she needs you to help her calm down because she is having a hard time coping. Babies need your love and comfort. This helps them grow up to be secure and confident children.

Research is also clear about what constitutes quality early learning experiences: ones that build skills, character, and the ability to be successful in school, relationships, and life. These experiences engage children’s minds and bodies; encourage exploration, experimentation, problem solving, and creative thinking; and build “academic” skills such as cognitive, language, executive functioning, and social–emotional skills. Language-promoting experiences including storytelling, reading, and pretend play are three such activities that take place with parents, other caregivers, and peers that have been extensively studied and have demonstrated these positive impacts.

These rich, multidimensional experiences typically take place in the real, three-dimensional (3-D) world through hands-on exploration and interactions with peers and adults. Picture a 5-month old learning about the back-and-forth of communication and the joy of interaction as his mom shakes a rattle and then hands it to him when he reaches his hands out to show that he wants to take a turn. Or the 20-month-old who is learning about problem solving and persistence as her dad guides her to test where the pieces fit into the shape sorter. Or, imagine two 3-year-olds building a home out of blocks for their stuffed animals, using their language, imagination, and growing social skills to develop a story together.

Two-dimensional (2-D) screen experiences—whether via TV, tablets, smartphones, or computers—do not inherently provide these rich opportunities for whole mind-body learning or the type of social interaction and shared exploration that real-world experiences offer so seamlessly. The reality is that young children now grow up in a world of technology. Not only are screens enticing, but children see their parents, caregivers, and teachers using them, so naturally they are drawn to them. Parents should be provided with the guidance and tools they need to become “media literate” so that if they choose to make screen media a part of their children’s lives, they can do so in a way that enhances learning and development as much as possible. ZERO TO THREE ONE OF MY FAVORITES RESOURCES

https://www.zerotothree.org/resources/95-how-babies-learn-self-control-from-birth-to-12-months

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  AUTHOR

  Claire Lerner

  Senior Parenting Advisor

Walden University M.S. in Early Childhood Studies

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