Infancy and Toddlerhood

Once babies are grown in test tubes, there would be no need for parents and therefore vanish the incredible bond between the mother, father, and child. The childhood of a child that was grown in a test tube would be completely unconventional, since that child would not have loving parents to teach them anything. Adults raised this way would grow up to be unusual as a result of not knowing what love is since people first know about love because of the love between them and their parents. The adults grown from test tubes would most likely be independent and isolated from the rest of the world because they would not have created a bond with anyone or even interacted with anyone as a child.

Today is my first day doing my practice observation in the Infant Room Classroom Number 3, my fears are how the infants go reaction to see me because I am new person for them that they never have seen before, how the teacher go feel to have a student in the classroom, if they will support me and cooperate with practice, and how the parents will response to see a new teacher in the classroom, I know for my teaching experience that parents are very special about the people who is round to their children.

Toddlers and preschoolers are at different developmental stages, and therefore require their teachers to use different approaches and techniques to further learning. I completed my observations at the Bright and Early Children’s Learning Center where I observed a toddler classroom and a preschool classroom. My observations took place from 8:00 a.m. – 11:00 a.m. on the 21st and 28th of September. The first day that I observed I was placed in the toddler classroom which had two teachers, Miss Ashlynn and Miss Miranda, and six students, most of whom were two years old. In the preschool classroom there was one teacher, Miss Stephanie, and eight students, each of whom were 3 years old or 4 years old. While the rooms were physically similar, the teachers used different strategies and activities to appeal to the different age groups.

The five principles that I choose to work with adults are: first is Principle 2: Invest in Quality Times that means that adults should be present in two ways one it is when caregivers pay attentions of the necessity of child and have a communication do not matter if the children speak or not, and the second is when caregivers only are present when children ask for something, basically children are who are in charge of the activities. Second is Principle 4: Invest Time and Energy to Build a Total Person that means that the environment influences children to explore and develop their senses, including the activities that adults do con children because children expand their creativity and knowledge. Third

Reading to an infant and toddler is very important for early development. However, reading to an infant is different than reading to a young child. In terms of an infant, you frequently do not get through the entire book. An infant won’t be able to fully comprehend what is being read. Infants may want to hold the book and chew on it or try turning pages themselves. All of these actions are appropriate and help your child become well-known with books and how to handle them. Reading out loud to your baby is an ac activity that can enhance their vocabulary among other skills.

The costs of this expansion will mostly go toward labor, as labor is the single largest component of costs for early infant and toddler care centers (Marshall et al., 2004). For teachers to stay invested in the children they teach and care for, they must be fairly compensated to maintain the high quality of care. According to a study in Massachusetts, 72 percent of typical full-time, full-year center expenditures go toward labor (Marshall, et al., 2004). In dollar amounts, “average expenditures per child care hour were $4.42 for centers serving infants and $4.28 for centers serving toddlers. These correspond to full-time care expenditures of $10,343 and $10,015 for the two groups of centers [infants and toddlers, respectively]”

only in terms of getting their own needs met, such as needing food and drink etc….

According to Pathways, at ten to twelve months your baby begins to reach different levels in their motor,sensory, communication and feeding milestones. For example, a baby motor milestones consist of pulling and standing on furniture, accomplishing independent steps, claps hands, and move throughout various environments. Their sensory milestones include listening to songs, responding to sounds or objects by crawling to or away, exploring toys with fingers and mouth. Their communication is using the phrases “mama”or “dada”, paying attention to where the parenting is pointing or looking, responding to “no” phrases, and produce longer strings of gibberish. Normally, a baby is starting to learn how to feed themselves by using their fingers and they develop a peak interest in certain foods, smells, and

Early developmental experiences can have dramatic effects on the child and can last well into adulthood. “Researchers have long considered early adverse experiences as having a great etiological significance in the development of depression” (Gotlib, & Hammen, 2014, Chapter 12, loc. 6420). There is a strong link between chronic depression and abuse or maltreatment from childhood (Gotlib, & Hammen, 2014). There are many differing theories as to why early adverse experiences can be linked to depression, including genetics.

The subject I observed name is Blake, a 6-month-old boy. His birthday is January 12, 2015. I would think his cognitive, physical, socio-emotional, gross motor and fine motor skills to around his age. Blake just turned 6 months so there is a high likely hood that he is not performing as a 6 month performs yet. I chose to complete the observation in his home in his living room. I thought there would be fewer distractions in his familiar environment.

In infancy and toddlerhood, individuals’ development are in the sensorimotor stage of development. They learn and respond to things by utilizing their senses, or seeing, hearing, touching, tasting, and feeling. Developing motor skills and sensory abilities are also important at this stage of development. This is also a crucial time when the bonds formed between the children and their primary caregivers can affect the development of their brains. Another important factor at this stage is their physical development.

Many years ago in a town called Nazareth, an angel named Gabriel appeared to Mary, a young Jewish girl. Gabriel proclaimed that Mary was to have God’s son and name him Jesus, he was the Messiah. Mary was bothered and confused because she was a virgin, but her faith was strong enough to accept this and follow God’s will. Joseph, Mary’s fiance, was approached by an angel in a dream that told him Mary was pregnant by the Holy Spirit so he should not leave her. After these events happened, Caesar Augustus issued a decree of a census stating everyone was to go back to their town to be registered, so the impregnated young girl and her soon to-be husband were off to Bethlehem. While they were in Bethlehem, Mary went into

Dark. No current of air. No lights. Just blackness that embraces like a cold blanket, a nasty odor, a strange odor resembling wet sand on a rainy day. Those memories though, of rain, sand, and what the sound of drops of water does when tinkling on the ground are merely impressions from a simple mind. Could be the thoughts from an infant, looking with curious eyes the world as trying to discover its mysteries, describing with sensations what he sees, for words are a mere concept not mastered yet.

Chapter 5 “Early Childhood: Body and Mind” section “Thinking during Early Childhood” teaches about the cognitive development of children during early childhood at around ages 2-6 years old, in which, children targeted at this age do not use logical operations (reasoning process). Such a term is called the “Preoperational Intelligence” conducted by Piaget. Furthermore, Piaget’s preoperational thought establishes that children have language but use symbolic thought where “words can refer to things not seen and that an item, like a flag, can symbolize something else (in this case, a country).” Symbolic thought proves Animism; the belief that young children have thinking that “natural objects are alive and nonhuman animals have the same characteristics of a child” (Berger, 173).

“As infants grows older, they form close and enduring emotional attachments with the important people in their lives”. Reference 1. This essay will discuss the developmental period of infancy. Infancy is categorised as the development stage of a human from birth to 2 years of age. Infancy is a time in the human life that involves rapid growth and extraordinary changes in the first two years of life. Infants not only grow dramatically physically, their brains develop, and there is the start of locomotor skill development as well as the start of reflexes and sensory growth. The essay will also discuss anxiety and the role it plays with infants in regards to physical, cognitive and psychosocial stages an infant experiences. This essay will argue that the attachment of an infant to its mother is highly important. It will discuss the different way in which attachment affects an infant. This essay will discuss typical development milsetones in the first year years of human life. It will then go to analysis the relationship between infants being in day care or at home with their mother. T The typical physical development of a babys starts at borth. When a Baby is born on average it will weigh 3.4 kilograms and measure to be around 51 centimeters. A baby is typically 25 percent of its final adult weight when it is born but by its