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CHDV C105 Infant and Toddler Development

This is a remixed text of the Infant and Toddler Care and Development 2e, focusing only on Infant and Toddler Development for use at Cerro Coso Community College CHDV C105 course.

Social Sciences

Author: Frank Guevara
Publisher: Cerro Coso College
Source: LibreTexts
Language: EN
Category: Basic Sciences

Read online Download PDF (open licence)

Contents· 234 sections

01: Infants and Toddlers An Introduction
1.01: Introduction
1.02: Who are Infants and Toddlers
1.03: Care and Education of Infants and Toddlers
1.04: Guiding Principles of Infant and Toddler Care and Education
1.05: Helping Parents Understand Childs Developmental Milestones
1.06: Why is Care and Education with Infants and Toddlers Important
1.07: Talking with Parents about Developmental Delays
1.08: Conclusion
1.09: References
02: Overview of Physical Development
2.01: Introduction
2.02: Growth in Body Weight
2.03: Growth in Body Length Height
2.04: Growth in Head Circumference
2.05: Worldwide Variation
2.06: Conclusion
2.07: References
03: Health and Nutrition
3.01: Introduction
3.02: Breast Milk- Composition Benefits and Rates
3.03: Complementary Foods
3.04: Concerns for Underconsumption and Overconsumption
3.05: Parent and Family Influences on Infants and Toddlers food.
3.06: Beverages
3.07: Healthy Dietary Patterns During a Toddlers Second Year of Life
3.08: Supporting Healthy Eating
3.09: Sleep
3.10: Sudden Unexpected Infant Death (SUID)
3.11: Physical Activity
3.12: Conclusion
3.13: References
04: Overview of Brain Development
4.01: Introduction
4.02: Brain Development- Volume Growth
4.03: Structures of the brain
4.04: Lobes of the Brain
4.05: Other Areas of the Forebrain
4.06: Cerebral Lateralization
4.07: Neurons
4.08: Development of brain networks
4.09: Growth Patterns of Brain Matter
4.10: Brain Systems Underlying Development
4.11: Conclusion
4.12: References
05: Infant and Toddler Mental Health
5.01: Introduction
5.02: Mental Health in Infancy and Toddlerhood
5.03: Adverse Childhood Experiences
5.04: Adversity and Toxic Stress
5.05: Resilience
5.06: Trauma-informed Care
5.07: Conclusion
5.08: References
06: Motor Development
6.01: Introduction
6.02: Reflexes
6.03: Developing a Sense of Peripersonal Space
6.04: Pikler and Gerber
6.05: Motor Development Trends
6.06: Motor Milestones
6.07: Gross and Fine Motor Development
6.08: Individual Differences- The Role of Cultural Childcare Practices
6.09: Motor Development- Relation with Other Areas of Development
6.10: Conclusion
6.11: References
07: Sensory and Perceptual Development
7.01: Introduction
7.02: What is Perception
7.03: Sensory Development
7.04: Perceptual Development
7.05: Perception and Action
7.06: Studying Sensory Development
7.07: Sensory Processing Differences
7.08: Conclusion
7.09: References
08: Overview of Cognitive Development
8.01: Introduction
8.02: Studying Cognition- Jean Piaget
8.03: How is Infant and Toddler Cognition Studied
8.04: Cognitive Milestones
8.05: Cognitive Development Concerns
8.06: Cognitive Processes
8.6.01: Imitation
8.6.02: Categorization
8.6.03: Numerical Cognition
8.6.04: Executive Functions
8.6.05: Self-Regulation
8.6.06: Persistence
8.6.07: Spatial Skills
8.6.08: Mindset and Praise
8.07: Conclusion
8.08: References
09: Theories of Cognitive development
9.01: Introduction
9.02: Jean Piaget
9.03: Applying Piagets Sensorimotor Stage
9.04: Vygotskys Sociocultural Theory of Cognitive Development
9.05: Theory of Core Knowledge
9.06: Information Processing
9.07: Conclusion
9.08: References
10: Overview of Language Development
10.01: Introduction
10.02: Communication and Language Milestones
10.03: Early Communication with Eye Gaze
10.04: Stages of Language Acquisition
10.05: Infant Vocal Development
10.06: Gesture Development
10.07: Statistical Learning
10.08: First Words
10.09: Charting language growth in infants and toddlers
10.10: Native Language Development in Non-English Languages
10.11: Development in Language Processing Efficiency
10.12: Book reading and why it matters for childrens development
10.13: Conclusion
10.14: References
11: Theories of Language Acquisition
11.01: Introduction
11.02: Behaviorism
11.03: Nativism
11.04: Cognitive Theory
11.05: Interactionist Social Theory
11.06: Statistical Learning
11.07: Native Language Magnet Theory Expanded (NLM-e)
11.08: Conclusion
11.09: References
12: Multilingualism
12.01: Introduction
12.02: Defining Multilingualism
12.03: Demographics of Multilingual Children
12.04: Multilingualism- Beliefs and Misconceptions
12.05: How Multilingualism is Different
12.06: The Science of Multilingualism Development
12.07: Effects of Multilingualism on Development
12.08: Strategies for Caregivers Working with Multilingual Infants and Toddlers
12.09: Conclusion
12.10: References
13: Emotional Development
13.01: Introduction
13.02: Theories of Emotion
13.03: The Biology of Emotions
13.04: Emotional Beginnings
13.05: Emotion and Self- Regulation
13.06: Caregiver Role in Emotional Regulation
13.6.01: Mind-Mindedness
13.07: Emotional Competencies
13.08: Development of Sense of Self
13.09: Empathy
13.10: Emotions and Cognition
13.11: The Role of Language in Emotion
13.12: Knowing What They Can Do
13.13: Impulse Control
13.14: Expression of Emotion
13.15: Social Understanding and Self-Awareness
13.16: Facial Expression and Recognition of Emotions
13.17: Pulling the Pieces Together
13.18: Cultural Elements of Emotional Development
13.19: Emotional Competence and Self-Regulation- A Strategy to Support Emotional Development
13.20: Conclusion
13.21: References
14: Social Development
14.01: Introduction
14.02: What is Social Development
14.03: Theories of Social Development
14.04: Overview of Social Cognitive Learning Theory
14.05: The Early Months of Social Development
14.06: Relationships
14.07: Social Development Through Play
14.08: Conclusion
14.09: References
15: Attachment and Reciprocal Relationships
15.01: Introduction
15.02: Attachment Theory
15.03: Attachment Behavior vs. Attachment Bond
15.04: Ainsworth Strange Situation
15.05: Contact Comfort
15.06: Internal Working Models of Attachment
15.07: Support for Caregivers
15.08: Attachment and Culture
15.09: Attachment and Separation Anxiety
15.10: Attachment Disorder
15.11: References
16: Temperament
16.01: Introduction
16.02: Overview of Temperament
16.03: Temperament Dimensions
16.04: Temperament Styles
16.05: Goodness of Fit
16.06: Temperament Culture and Environment
16.07: Temperament and Language Development
16.08: Temperament and Later Personality
16.09: Family Childcare and a Child's Temperament
16.10: Parenting and Temperament
16.11: Conclusion
16.12: References
17: Introduction to Observation
17.01: Introduction
17.02: Observation
17.03: Guidelines when Observing Children
17.04: Accurate Observations for Accurate Documentation
17.4.01: Objective vs. Subjective
17.4.02: Recognizing and Removing Bias
17.4.03: Labeling vs. Describing Behaviors
17.4.04: Interpreting Mood
17.05: Observation and Documentation Dos and Dont's
17.06: Setting Up Systems for Ongoing Observations
17.07: Family and Observation
17.08: Conclusion
17.09: References
18: Documentation
18.01: Introduction
18.02: Getting Started
18.03: Observation and Documentation While Participating
18.04: Types of Documentation
18.05: Technology for Documentation
18.06: Key Concepts in Creating Documentation
18.07: Storing Documentation
18.08: Documentation and Families
18.09: Reviewing and Reflecting on Documentation
18.10: Documentation as a Tool for Planning
18.11: Documentation for Assessment
18.12: Conclusion
18.13: Reference
19: Assessment
19.01: Introduction
19.02: Purpose of Assessment
19.03: Sources of Information
19.04: Types of Commonly Used Assessments
19.05: Assessment of Dual Language Learners
19.06: Supporting Assessment
19.07: Concerns with Assessment
19.08: Conclusion
19.09: References