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TODDLER PERIOD

Common Description
• 1 to 3 years of age
• Stubborn little persons (egocentric)
• 1st word is learned & continue to improve
• “No” and “Want”
• “terrible twos” / “terrific twos”
• The “explorer”; “ little scientist”
• Best imitator
• Developmental Task – Autonomy Vs. Shame
and Doubt
* temper tantrums
Nursing Assessment of
Growth and Development of
the Toddler
Physical Development
• Slowed growth
• Rapid mental & emotional development
• Weight – 5 to 10 lbs, each year (2.26-4.53kg)
• Height – 3 inches (7.62cm each year)
• Learn to stand alone & walk
• Rate of development varies
• Body contour
- prominent abdomen
- forward curve of the spine at the
sacral area (lordosis)
- waddle or walk with wide stance
• Body systems (continue to mature)
- Respirations steady to
- Heart rate slower
- brain (90% of adult size)
- stomach capacity = 3 meals/day
- control of urinary and anal sphincter
- IgG & IgM antibody production
becomes mature
Growth of deciduous teeth
Lower Teeth Upper
6-10 mon. Central Incisor 8-12 mon.
10-16 mon. Lateral Incisor 9-13 mon.
17-23 mon. Cuspid 16-22 mon.
14-18 mon. 1st Molar 13-19 mon.
23-31 mon. 2nd Molar 25-33 mon.
Psychosocial Development
Developmental task
“Autonomy Vs. Shame & Doubt”
• Behavioral Characteristics of
the Toddler:
- Negativism
- Ritualism
- Dawdling
- Temper Tantrums
- Separation Anxiety
Developmental Milestones

- less numerous
- period of slow and steady
- not sudden growth
- influenced by social contact
- to explore & experience
- new degrees of independence
Language Development
• Critical time
• 2 yrs = two-word, noun-verb simple
sentences
• Autonomy – “No”
• Explore to conversation
• To be read often
• Always answer question
• Name object as they play
• Some toddlers do not develop
language because they are not
called on to use it
• Assessment – ask parents what happened if
they want something

• Reading the exact words in a book


is not as important as pointing to
the pictures that accompany them
• Comprehensive Vocabulary
• Expressive Vocabulary
• Re enforce language by rewording a
question
• Learn language from imitating what
they hear
• Pronouns are difficult for them to use
correctly
(I, me, him and her)
• Bilingual children interchange words
from both languages
Emotional Development
a) Developmental task
“Autonomy Vs. Shame & Doubt”
• Sense of autonomy
• Sense of trust to self and others
• Sense of independence
- sense of doubt (confidence)
- felling of shame (autonomy)
-maintain consistent sound rules for
safety
• Negativistic, obstinate & difficult to
manage (period of differentiation)
• Parents’ misinterpretation of child’s
independent activities
b) Socialization
• Resistant to sitting in laps & being
cuddled
• Enthusiastic in interacting people
• Best imitator (18 mon)
• Becomes aware of gender differences
c) Play behavior
• Parallel – playing side by side
- avoid argument over one toy
• Toys that require action
• Toys should be checked for loose parts &
sharp edges
• Toys that gave them power of manipulation
– an expression of autonomy
• Toys that represents household activities
*rough out-door play
Cognitive Development
• Stage of Tertiary Circular Reaction
(Piaget,1969)
• Toddlers – little scientist
• Problem solving or symbolic thought
• Deferred imitation
• Preoperational thought
- constructive symbol
- use of assimilation process
Planning & Implementation
for Health Promotion of
the Toddler & Family
PROMOTING
TODDLERS’ SAFETY
• Health maintenance visit
- 15, 18 & 24 mon.
- immunizations
- assessment of any health problems
or development delays
- parenting skills
- toilet training
- caregiver-toddler relationship
- guidelines for health promotion for
toddlers *
• Prevention of Accidents
- Motor vehicles
- falls
- aspiration
- drowning
- animal bites
- poisoning
- burns
- (general)
Promoting Nutritional
Health of the Toddler
• Eating problems
- slow growth rate
- sense of autonomy
- appetite varies – kind of food offered
- “food jags”
-”messiness”
• 15 mon. old = prefers finger feeding
- self feed
• 18 mon. old = appetite; able to use
spoon & cup but may throw them;
spills less often
• 24 mon. old = appetite is fair to moderate;
- clearly defined dislikes and food jags;
- accepts NO help; still spills
• 30 mon. old = refusals & preferences are less
evident; can hold spoon like an adult;
- tilts the head back to get the very last drop
of food from a cup
Teaching Tips on Feeding
Toddlers
• Serve small portion at a time
• Allow substitution for dislike food
• Simply prepared food; warm or cool
• Provide social atmosphere
• Allow to use spoon and fork
• Plan regular mealtimes w/ small
nutritious snacks between meals
• Suggested nutritious snacks:
- milk - cheese cubes
- crackers - pieces of fruit
- peanut butter
• Promote adequate intake of vegetarian diet
(pieces of oranges, peaches, raisins,
chickpeas, tomatoes & crackers)
• Mealtimes should not exceed 20 min.
• Dawdling is common – ignore unless
stretches to unreasonable time
• Do not make desserts as a reward for
good eating habits.
• Reminder: The total amount
eaten each day is more
important than the amount
eaten at a specific meal
Promoting Toddler Development

in Daily Activities
• Dressing
- clothing easy for the toddler to
handle (roomy w/ easy buttons,
large smooth running zippers,
velcro)
- putting on underpants, shirts or
sacks may end up backwards*
- avoid hard soled shoes; high top is
unnecessary
• Sleep
- gradually decreases
- 1 nap/day; 8 hrs. sleep at night*
- routines prior to sleeping
- feel secured
• Bathing
- timing depends on established routine
- should be fun but w/ caution
- avoid bubble baths (girls)
• Care of Teeth
- dental caries is a major problem
- good dentition promotes sound
nutrition
- avoid sugar/ sweets (can be
neutralized by other food)
- Age 2 – should be taught to brush*
teeth, rinse mouth after eating
- water should be used if not able to
spit out tooth paste.
• Use of fluoride toothpaste is recommended
• Visit to the dentist
1st = 2yrs. Of age, to get acquainted*
2nd = preliminary examination
subsequent visits = 2x/ yr. check up
• Tooth extraction (6-7 y.o.)
– No other temporary teeth will replace the
deciduous teeth
• Encourage fruits and protein foods rather
than high carbohydrates for snacks.
• Calcium is especially important
– strong teeth
Promoting Healthy Family
Functioning with the Toddler
• Discipline – to train or
instruct to produce a
particular behavior pattern,
especially moral or mental
improvement & self control
*NEVER punishment –
penalizing for a wrong doing
How to Impose Discipline
in Toddlers
• Consistency and timing
• Firm but friendly approach
• Methods:
- explaining (informing the result of bad
action)
- “time out chair” (isolation)
- Extinction (ignoring undesirable behavior,
but give compliment for a child's
growing up behavior)
How to manage Toddler
Characteristics
• Temper Tantrums
• Negativistic
• Ritualistic
• Separation Anxiety
• Dawdling
•Toilet Training
• Guidelines for assessment for
READINESS:

- Physical readiness
- Mental readiness
- Psychologic readiness
- Parental readiness
Suggestions for toilet
training:
• Potty chair
• Caregivers’ availability
• Good hygiene practices
• Approval or no comment
• Appropriate dressing
• Positive role model
• No comment on messiness
* potty should be emptied
unobtrusively
• Do not flush the toilet while
the child is sitting on it
• Should not be teased*
• The caregiver should not
expect perfection*
• Sharing with a New Baby
• Stressful
• Rival for mother’s affection
• Regression
• Preparation:
- Moving to a larger bed (pride as grown –up)
- Involve child in activities as preparation
for the coming of the new baby
(“our baby, not just mommy’s baby”)
- let the other members of the family take
care of the new baby*
Toddler in a Health Care Facility
• Goal – continue to establish a sense of
autonomy
- Nutrition
- Dressing Changes
- Medication
- Rest
- Hygiene
- Pain
- Stimulation
- Elimination
CRITICAL THINKING
EXERCISES
• A mother of a toddler told you
that her child refuses to do
anything she tells him to do.
What are the three questions
you would want to ask his mother
to help her explore the problem?
• A parent told you that her
toddler eats “almost nothing”.
What is the best way to
evaluate if the child's’ intake
is adequate? Why does the
intake of toddlers decrease
from what it was during the
infant year?
Good Luck!

Grow up!

Aim High!!!

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