COGNITIVE
DEVELOPMENT
OF INFANTS AND
TODDLERS
LANGUAGE
(RECEPTIVE LANGUAGE)
0-6 months
Watches primary caregiver intently as she
speaks to him/her
7-12 months
Understands “No”
13-18 months
Points to 5 body parts on him/herself when
asked to do so
19-24 months
LANGUAGE
(EXPRESSIVE LANGUAGE)
0-6 months
Makes gurgling, cooing, babbling or other
vocal sounds
7-12 months
Repeat sounds produced by others
13-18 months
Says “yes” and “no” appropriately
19-24 months
Uses pronouns
PRE-READING
AND
PRE-MATH
(MATCHING)
7-12 months
Able to match 2 identical objects
19-24 months
Matches identical pictures
PRE-READING
AND
PRE-MATH
(ROTE SEQUENCING)
19-24 months
Counts from 1-5 with errors,
gaps or prompts
ATTENTION
AND
ACTIVITY LEVEL
0-6 months
Looks steadily at novel stimuli
7-12 months
Able to sit through an entire meal without
fusing
13-18 months
Resists interruption while engaged in play
HIGHER-ORDERED
MENTAL ABILITIES
(CONCEPT FORMATION)
0-6 months
Experiments with new onjects or toys by banging or
putting them in his/her mouth
7-12 months
Looks for partially hidden objects
13-18 months
Can tell whether something is hot or cold
19-24 months
Can tell which is shorter of 2 items
HIGHER-ORDER
MENTAL ABILITIES
(CAUSE-EFFECT RELATIONSHIP)
0-6 months
Acts on an object to achieve an objective
7-12 months
Uses an object to get something he/she wants
19-24 months
Asks “Why?” questions
MEMORY
(MEMORY FOR EXPERIENCES:
EPISODIC MEMORY)
0-6 months
Child reacts, like smiling, in recognition of
someone he/she has met several times but who
does not live in his/her home
13-18 months
Child reacts, like smiling, in recognition of a
familiar place besides his/her home
19-24 months
Child is brought somewhere and correctly
recalls having been there before
MEMORY
(MEMORY FOR CONCEPT-BASED
KNOWLEDGE:SEMANTIC MEMORY)
19-24 months
Memorizes some gestures of action
songs
HIGHER-ORDERED
MENTAL ABILITIES
(LOGICAL REASONING)
19-24 months
HIGHER-ORDERED
MENTAL ABILITIES
(PLANNING AND
ORGANIZING)
19-24 months
HIGHER-ORDERED MENTAL
ABILITIES (CREATIVE THOUGHT)
19-24 months
Enjoys constructing objects or
structures out of manipulative toys
ATTENTION
AND
ACTIVITY LEVEL
0-6 months
Looks steadily at novel stimuli
7-12 months
Examines properties of toys for several
minutes by handling these
13-18 months
Resists interruption while engaged in play
HIGHER-ORDERED
MENTAL ABILITIES
(CONCEPT FORMATION)
0-6 months
Looks in the direction of falling objects
7-12 months
Looks for partially hidden objects
19-24 months
Can tell which is shorter of 2 items
HIGHER-ORDERED
MENTAL ABILITIES
(CAUSE-EFFECT RELATIONSHIP)
0-6 months
Acts on an object to achieve an objective
7-12 months
Uses an object to get something he/she wants
19-24 months
Asks “Why?” questions
MEMORY
(MEMORY FOR EXPERIENCES:
EPISODIC MEMORY)
0-6 months
Child reacts, like smiling, in recognition of
someone he/she has met several times but who
does not live in his/her home
13-18 months
Child reacts, like smiling, in recognition of a
familiar place besides his/her home
19-24 months
Child is brought somewhere and correctly
MEMORY
(MEMORY FOR CONCEPT-BASED
KNOWLEDGE:SEMANTIC MEMORY)
19-24 months
Memorizes some gestures of action
songs
HIGHER-ORDERED
MENTAL ABILITIES
(LOGICAL REASONING)
19-24 months
HIGHER-ORDERED
MENTAL ABILITIES
(PLANNING AND ORGANIZING
19-24 months
HIGHER-ORDERED
MENTAL ABILITIES
(CREATIVE THOUGHT)
19-24 months
Enjoys constructing objects or
structures out of manipulative toys
Socio-emotional
Development of
Infants and
Toddlers
The
Formative Years

The first three years in human
development are so called formative
years that is why, parents and other
caregivers at this stage of human
development play a significant role in the
development of infants and toddlers.
ELEMENTS
1. ATTACHMENT
Dr.John Bowly(Father of Attachment
Theory)
The beginnings of attachment occur
within the first 6months of a baby's life w/ a
variety of built-in signals that a baby uses to
keep her caregiver engaged.
The key to a good start in the social
dev't of the baby is a lot of responsive
interaction with the baby (K.Pasek and
R.Golinkoff, 2003).
OTHER RELEVANT & INTERESTING
RESEARCH FINDINGS
-Absolute central to babies' emotional wellbeing is not so much feeding but the
consistent involvement of caregivers.
-Having a good attachment in infancy
gives you a great start but can't carry you
through life.
-Parents & caregivers help children
regulate their emotions by working w/
them and by serving as their model
2.TEMPERAMENT
Every baby expresses personality
traits we call temperament.
NURTURING INFANT -TODDLER
ATTACHMENTS IN EARLY CARE SETTING
A). ACTIVITY LEVEL
Some babies are placid or
inactive.Other babies thrash aboutba lot
and, as toddlers, are always on the move.AT
this stage, they must be watched carefully.
B). THE MOOD
-Some babies are very smiley and
cheerful. Although securely attached
emotionally to their teachers, others have
a low-key mood and look more solemn or
unhappy.
C). CHILD'S THRESHOLD FOR DISTRESS
Some babies are very sensitibe.They
become upset very easily when
stressed.Other babies can more comfortably
wait when they need a feeding or some
attention.
D). THE RHYTHMICITY OF CHILDREN
some babies get hungry or sleepy on a
fairly regular and predictable basis. Other
babies sleep at varying times, urinate or
have bowel movements at unpredictable
times, and get hungry at different times.
They are hard to put on a "schedule".
E). THE INTENSITY OF RESPONSE IN EACH BABY
-when
a baby's threshold for distress has
been reached, son babies act restless.
Others act cranky or fret just a little. Still
others cry w/ terrific intensity or howl w/
despair when they are stressed .They shriek
w/ delight & respond w/ high energy when
reacting to happy or challenging situations.
F). APPROACH TO NEW SITUATIONS
Son infants are very cautious. They are
wary and fearful of new teachers, being
placed in a different crib, or being taken to
visit a new setting. Other infants approach
new persons, new activities, or new play
possibilities w/ zest and enjoyment.
G). DISTRACTION
son children can concentrate on a toy
regardless of surrounding bustle or noise in a
room. Others are easily distracted.
H). ADAPTABILITY OF EACH CHILDREN
some children react to strange or
difficult situations w/ distress, but recover
fairly rapidly. Others adjust to new
situations w/ difficulty or after a very long
period.
I). CHILD'S ATTENTION SPAN
some children have a long attention
span. They continue w/ an activity for a
fairly long time. Others flit from one activitu
to another.
-
ALEXANDER THOMAS & STELLA
are psychiatrists who studied babies
temperament and clustered into 3.
THREE BASIC TYPES
1.EASY CHILD -easily readily establishes
regular routines, is generally cheerful &
adapts readily to new experiences.
2). DIFFICULT CHILD
-i qirregular in daily routines, is slow to
accept new experiences and tends to
react negatively and intensely to new
things.
3). SLOW- TO WARM-UP-CHILD
-shows mil, low-key reactions to
enviromental changes, is negative in
mood and adjusts slowly to new
experiences.
3).THE EMERGENCE OF THE
MORAL SELF
-Moral behavior cannot ocvir when
children do not recognize themselves as
a social beings whose behavior can be
evaluated against son standard .
MILESTONES OF THE BABY & TODDLER'S
EMOTIONAL & SOCIAL DEV'T
1.EARLY INFANCY(Birth-Six Month)
- Not clear whether infants actually
experience emotions or if adults, using adult
facial expressions as the standard, simply
super impose their own understanding of the
meaning of infant facial expressions.
2.LATER INFANCY MONTHS(7-12mos.)
- During the last half of the first year, infants
begin expressing fear, disgust and anger
bec.ofthe maturation of cognitive abilities.
FEAR-one the most common is the presence
of an adult stranger, a fear that begins to
appear at about seven months.
-second fear is called separation anxiety.Infants
7-12mos.old may cry in fear if the mother or
caregiver leaves them in an unfamiliar place.
TODDLERHOOD YEARD(1-2)
EMOTIONAL UNDERSTANDING
-Toddlers acquire language and are learning to
verbally express their feelings .
-In infancy, children largely rely on adults to help
them regulate their emotional states.
-In toddlerhood, children begin to develop skill to
regulate their emotions w/ the emergence of
language providing an important tool to assist in this
process.
*EMPATHY, a complex emotional response to a
situation, also appears in toddlerhood, usually by
age 2.
ERIKSON'S PSYCHOSOCIAL THEORY
The first two stages(of the 8 stages of a
person's psychosocial dev't)apply at the
periods of infancy & toddlerhood.
1.HOPE:TRUST VS. MISTRUST(Infants, 0-1yr)
-PSYCHOSOCIAL CRISIS:Trust vs. Mistrust
-VIRTUE:HOPE
The infant depends on the parents. The
child's relative understanding of world and society
come from the parents and their interaction with
the child.
2.WILL: AUTONOMY VS. SHAME & DOUBT
3yrs)
(Toddlers, 2-
-PSYCHOSOCIAL CRISIS:Autonomy vs. Shame and Doubt
MAIN QUESTION:Can I do things myself or must I always
rely on others?"
VIRTUE:WILL
-The parents' patienve & encouragement help foster
autonomy in the child.
SOCIAL AND
EMOTIONAL
DEVELOPMENT
SUB-DOMAIN: EMOTIONAL
(EMOTIONAL DEVELOPMENT)
STANDARDS 1.1
0-6 MONTHS
• Cries in different ways to express
different needs
• Shows excitement or pleasure by
moving arms, kicking, moving the
entire body and the face lighting up
• Smiles or laughs in response to a
pleasant experience
• Amuses self by ssimle repetitive muscle
with objects
• Likes playing with water
• Enjoys going to park
• Shows fear and hesitation towards
unfamiliar persons
7-12 MONTHS
• Has a favorite toy
13-18 months
• Smiles /laughs when happy or
amused
• Cries when sad, angry or scared
• Shows varying degrees or intensities
of various emotions
STANDARDS 1.2
0-6 MONTHS
• Stops crying almost immediately
when needs is met
• Eventually gets used to an irritating
experience and calm down
13-18 MONTHS
• Able to stop an undesirable behavior
or activity when instructed to do so
• Can calm down or stop tantruming with
help from adults
• Can follow simple rules
19-24 MONTHS
• Can wait his/ her turn
• Shows ability to contain his/her expression of
anger or frustration when source is removed
• Shows ability to contain one’s expression of
anger or frustration in a public place when
asked by parent /caregiver
• Tries to control his tears when in pain or
scared
STANDARDS 1.3
7-12 MONTHS
• Smiles or clap his hands when she/ he
displays a learned behavior
13-18 MONTHS
• Recognizes and is able to label self
appraisal emotions such as shame,
pride, guilt, envy, jealousy
• Will do something that gets him/her
praised
19-24 MONTHS
• Shows interest in doing things that are
his/her own creaton
• Says “sorry” when she/he has made a
mistake or has hurt someone
SUB-DOMAIN: EMOTIONAL
(RECEPTIVELY TO OTHER’S
EMOTIONS)
STANDARD 1:
7-12 MONTHS
• Can mimic people’s facial expressions
13-18 MONTHS
• Demonstrates
appropriate/acceptableresponses to other
peoples emotion
19-24 MONTHS
• Identifies feelings in others
• Show respect for rights and properties of
others
SUB-DOMAIN:
SOCIAL(EMERGING SENSE OF
SELF)
STANDARD 1:
0-6 M0NTHS
• Explores own body, often smiles and vovalizes
• Looks at self in the mirror
• Responds to own name by turning to look or
reaching to be picked up when called
7-12 MONTHS
• Identifies self in the mirror or phothograph via
patting or pointing to his/her image
13-18 MONTHS
• Identifies what part of his/her body hurts by
pointing to this
• Refers to self by first or nickname
• Calls family members by their name/role
• Asks for what she/he needs without hesitation
• Expresses dislike or disagreement but in a
manner that remains respectful and polite
19-24 MONTHS
• Identifies self by first and last name
• Identifies what part of his/her body hurts by
naming this
SUB-DOMAIN: SOCIAL
(INTERACTIONS WITH OTHER
CHILDREN)
STANDARD 1:
0-6 M0NTHS
• Plays with toys by himself
• Smiles in response to the facial
expressions of other children
• Looks at other children with interest;
watches them play
• Displays amusement interacting with
other children
7-12 MONTHS
• Engages in play alongside but not necessarily
with other children
• Plays with other children
13-18 MONTHS
• Plays cooperatively with other children
• May hugs/kiss or hold hands with other
children
• Shows or shares food, books, and toys with
other children
• Asks to play with other children or invites
them to play with him/her
19-24 MONTHS
• Talks to other children, asks them
questions
• Shows preference for some children and
interacts more with them
SUB-DOMAIN: SOCIAL
(INTERACTIONS WITH ADULTS)
STANDARDS 1:
0-6 MONTHS
• Will look at adults faces and make eye-toeye contact
• Listen to verbalizations by adult
• Coors or smiles when talked to by a
familiar adult
• Plays peek-a-boo interactively with others
7-12 MONTHS
• Hugs, pats, kisses, ‘familiar’” person
13-18 MONTHS
• Friendly with strangers but initially may
show slight anxiety or shyness
• Asks adults for help or to indicate what
he/ she wants or needs
• Willingly does what familiar adults asks
him/her to do
• Appropriately uses cultural gestures or
greetings without prompting
STANDARD 1:
0-6 MONTHS
• Is shy or more quite with strangers
• Refers to caregiver for cues about novel situations,
people or objects
13-18 MONTHS
• Usually quiets down or stops when caregiver
shushes him/her
• Takes notice when there is a sudden change in
mood of caregiver or people around him/her