Growth Changes Toddler

8/8/2019 Growth Changes Toddler

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GROWTH CHANGES Toddler(1-3yrs old)

Physiologic changes:

Abdominal breathing, respiratory rate slows

Heart rate slows further 110-90 per minute

Blood pressure increases 99/64 mmHg

Brain develops to 90% of its adult size

Middle ear infections still common

Stomach secretions become more acidic


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Urinary and anal sphincter control becomes

possible with complete myelination of the spinalcord

Gains weight only about 5 lbs. appetite

decreases accordingly Tends to have prominent abdomen since his

abdominal muscle are not yet strong to support

abdominal contents.

Has lordosis because he is a beginning walker. Ashe walks longer, this will correct itself naturally.


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2 years

Doubles birth height Chest circumference greater than HC

New teeth

1/2-3 years

All 20 deciduous teeth are generally present

Subcutaneous tissue or baby fat begins to disappearas child changes from a plump baby to a leaner,more muscular child.


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Age Physical Mental Emotional

1214 mos.

Walk alone well.

Drink from a cup(poorly).

Turn pages ina book (a few at atime).

Play ball by rollingor tossing it.

Uses one or twosyllable wordssuch as "ball" or"cookie

Can follow asimple commandwith anassociatedgesture, such as:bringing a cup to

you when youpoint at it and say"Please bring methe cup".

Use gestures orwords to conveyobjects, such as:

Pointing at abook, raising armsto be picked up, orsaying "cup".

Mimic actionssuch as

covering eyeswhileplaying Peekaboo.


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1518 mos

Hold a crayon wellenough to scribble.

Lift cup upto mouth for drinking.

Climb onto furniture.

Uses 1020 words.

May be able to followa command without agesture.

Stack two blocks.

Address others withgreetings.

Mimic parentalactivities such ascleaning upor talking ona tel

ephone.


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1924 mos

Feed self with aspoon.

Run.

Climb into a smallchair.

Walk up steps.

Helps withdressing: Likes to

dress and undressself.

Speaks 2050

words; understandsmany more

Stack six blocks

Understands non-physical

relationships suchas turning on lightsor pushing buttons.

Sorting toys.

Searching for

hidden objects. Problem solving

throughexperimentation.

Wants to beindependent attimes.Will throw atantrum or possiblysay no.

Mimicssocial behavior such ashugging a teddy

bear or feeding

a doll.

Self recognition.

Displays attachment.

Separation anxiety.

Can play turn-taking games.

Begins to be readyfor toilet learning


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2536 mos

Advancedmobility andclimbing skills.

Increaseddexterity withsmall objects,puzzles.

Able to dressoneself.

Speakingin sentences

Ability to beindependent toprimary care giver.

Easily learns newwords, places and

people's names.

Anticipates routines.

Toilet learningcontinues

Plays with toys inimaginative ways.

Attempts to sing in-time with songs.

Knows boysfrom girls.

Shows

preferences,such as clothesandentertainment.

Knows how toplay different

games.


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The 20 Commandments of Toddler

Discipline1. Expect rough spots.

2. Pick your battles.

3. Use a prevent defense.

4. Make your statements short and sweet.

5. Distract and redirect.


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6. Introduce consequences.

7. Don't back down to avoid conflict.

8. Anticipate bids for attention.

9. Focus on the behavior, not the child.

10. Give your child choices.

11. Don't yell.

12. Catch your child being good.


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13. Act immediately.

14. Be a good role model.

15. Don't treat your child as if she's an adult.

16. Use time-outs -- even at this age.

17. Don't negotiate with your child or make promises.

18. Shift your strategies over time.

19. Don't spank.

20. Remind your child that you love her.


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Philippine Values Spanking

According to a BabyCenter poll, 85 percent of you werespanked as kids, and 69 percent of you do the same to yourown children. A typical comment: "I was spanked when I

deserved it. I think it kept me in line, and I spank my 2-year-old, too." Many parents say they only hit their child fordownright dangerous behavior, like when a toddler runsinto the street.

Some parents say a swat on the bottom is an effective

discipline tool when all else fails others call it child abuse."I remember what I was wearing, how much she hit me,how I resisted, and the crying, pain, anger, and fear," writesone mom. "I do not remember the lesson or the deed.


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What the experts say...

Toss it Spanking mostly shows that when you'rebigger than someone it's okay to hit to show youranger or to hit to get your own way. The hurt, notthe learning opportunity, becomes the message.

There are three good alternatives: isolation (like atime-out), deprivation (taking away a privilege), andreparation (where a child works to right a wrongbefore doing anything else). The goal is to get your

child to think twice before making the same mistake. Carl Pickhardt, The Everything Parent's Guide toPositive Discipline


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Toss it Spanking is a temporary solution thatdoes more harm than good. It "works" because

it's external control over a child, but it doesn'tpromote internal decision-making. It simplyteaches children to behave or else. Spankingcauses many children to focus on thepunishment rather than on their poor decision.

Spanking also has side effects. It's embarrassing,and that causes children to get angry or thinkabout retaliation. Children who are frequently hitfeel insecure. Many have poor self-esteem. Some

withdraw. Others become excitable, overactive,and aggressive. Sal Severe,How to Behave So Your ChildrenWill, Too!


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Toss it How are we going to teach our childrenit's not okay to hurt others when we keep hurting

them? For 2- to 4-year-olds, lots of supervisionalong with distraction and redirection are bettertools. All the spanking in the world won't teach achild it isn't safe to run into a busy street untilhe's developmentally ready to learn that lesson.

Some children will push and push until they get aspanking and then settle down. They've beenconditioned not to settle down or cooperate untilthey're spanked. Instead, try holding a

disobedient child firmly on your lap. No matterhow much she struggles, don't let go until shecalms down or agrees to cooperate. Jane Nelsen, the Positive Discipline series


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Yelling If you grew up in a house of screamers, chances are you turn up the

volume on your kids too. And that describes most of us: 98 percent of 7-year-olds have been shouted at by their parents, according to the FamilyResearch Lab at theUniversity of New Hampshire.

While no one is suggesting that the occasional angry outburst isdamaging for life, there's evidence to suggest that constant yelling is as

emotionally harmful to children as physical abuse.

So why do we bellow instead of staying mellow?We yell because wecan, because we feel our children don't listen, because we're angry andlack other tools to call on in the moment, says Devra Renner, coauthorofMommy Guilt,which calls yelling the number one guilt-inducer inmoms of school-age children.

"A growing frustration is not being heard because our families areaffixed to a screen of some sort," says Renner. "Parents are moreinclined to yell if they're trying to talk to a distracted, screen-gazing kid."


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Toss it If you resort to yelling on a regular basis, you've created a

cycle that's a trap. Your kids will wait for the yelling to make sureyou mean business. Yelling actually reduces your influence bypushing you to more emotional intensity than the situationwarrants say, trying to convince your child to pick up his toys.It empowers your child: He knows he can upset you by delaying.It's self-defeating.

Instead, be relentless but not emotional. If you find yourselfabout to yell, take a break or have your partner step in. Backingoff to cool off doesn't mean you're giving up for good. Carl Pickhardt

Toss itUpping the volume isn't the way to get what you want.W

orse yet, the more frequent the yelling, the more often it has tobe used to do the job. Your kid builds up a tolerance for yelling, soyour pitch has to get louder, the frequency longer and sooneveryone is yelling just to be heard. Michele Borba


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Toss it A raised, irritated, or angry voice sendsthe wrong message loss of control. That's

when kids are most likely to test you, becausethey realize you're hooked and beginning todance. Instead, your tone should convey thatyou're firm, in control, respectful, and resolute.State your expectations in a matter-of-fact way

with your regular speaking voice.

Your actions will convey your message morepowerfully than words spoken loudly, so beprepared to take action immediately if your child

continues to misbehave. Instead of hollering"turn the TV off" for the third time, simply switchit off yourself. Robert MacKenzie, the Setting Limits series


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Forcing an apology

You want your child to be polite, but does agrudgingly muttered "sorry" really help? Or doesit just serve to shame and embarrass your child

in public? Still, who among us wasn't proddedinto apologies for sparring with siblings, insultingfriends, and being just a little too honest aboutthat boring gift from Grandma? If you've spentany time hanging out near a sandbox lately, you

know that the forced apology is still muchmumbled on playgrounds nationwide.


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Toss it A forced apology isn't appropriate at any age. All aparent is doing is teaching a child to lie. If a child isn't sorrybut a parent forces him to apologize, that's just aboutmaking a parent feel better it has nothing to do with achild learning empathy.

Instead, parents need to help a child make a connectionbefore a correction. First ask, "What happened?" Then,"How do you think Sammy felt when you took his toyaway?" Once the child has had a chance to consider theconsequences of his actions and empathize with the otherperson, follow up with, "What could you say to make him

feel better?" You want the idea to come from the child. Jane Nelsen


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Toss it Forcing an apology is like begging for a compliment.Both are worthless unless sincerely given. Sincere apologiesare important because at issue are two vital parts of

discipline: conscience and self-correction. Apologies needto be modeled for a child to learn to express genuineremorse. Parents who refuse to admit wrongdoingencourage children to follow that example.

Try setting this example with your child instead: "I'm sorry

for what I said and if it hurt your feelings. My anger is noexcuse. I won't say it again." Carl Pickhardt

Toss itWith a forced apology, genuine sentiment is lackingand the lesson is lost. Plus, some kids may have a hard time

offering a true apology verbally. But they can write a note,do a drawing, or make a small gift, all acceptable ways tohandle a situation that requires an apology. Michele Borba


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Time-outs

Our parents may not have called it a time-out, but make nomistake, they used it. Does "Go to your room" ring a bell? Thetime-out continues to be a favorite for parents of2-year-olds, 3-to 4-year-olds, kindergartners, and grade-schoolers. (Parents ofyounger children may discover the technique doesn't work wellyet.)

But not all time-outs are created equal. Some readers reportusing gentler methods than their parents did. "I was locked in myroom fairly often and pounded on the door for attention. I didn'tfind that particularly educational," says one mom.

Another says, "After a warning, my son is put on the bottom stepand is told why he's in time-out. The idea is for him to think aboutthe choice he made.When it's over, we discuss why he was put intime-out and what he could do differently."


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Keep it Time-outs are effective if the child

calms down, then thinks and talks about

what happened and what he could do

differently from now on. The purpose ofisolation is not to ostracize or reject a child

but to separate him from a problem situation.

Carl Pickhardt


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Keep it Time-out is recommended when thepurpose is positive: To give a child a chance to

take a break for a short time and try again assoon as he feels better. This cooling-off periodallows a child to "do" better because it gives hima chance to "feel" better. Since the term time-outhas so many negative associations, you might

ask your child to rename it, something likecooling-off spotorfeel-good place.

For very young children, try taking a time-outtogether in a place that encourages calm and

quiet. It may include cushions, a favorite stuffy,or a book to read. Jane Nelsen


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Keep it Time-outs are appropriate when a child isimmediately removed for misbehavior and asked to sitalone quietly to think about her actions. It can be veryeffective at helping aggressive kids calm down.

One caveat: Time-outs should be customized to the ageand temperament of your child and the severity of themisbehavior. The simplest rule for kids 3 to 7: Time-out isone minute for each year of the child's age. Set a timer sothe child knows how long she's expected to remain.

To be effective, you must teach a replacement behavior.After the time-out, ask your kid to draw or write what shedid wrong or simply talk it out, asking her, "What will youdo next time?" Older kids can make a statement of intent a drawing, sentence, or a few lines explaining how theyplan to change their behavior. Michele Borba


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Losing privileges

Taking away something fun is a widely used tool for today'sparents, many of whom picked up the habit from their ownparents. "When I was naughty, my parents were quick totake away TV time or outings with friends," says one mom,

who now does the same with her own son. "He loses screentime, ice cream, or sleepovers for repeated misbehavior.But I often think he just gets mad, and I wonder if he reallylearns anything from the experience."

For today's parents, the idea of redemption plays an

important role. "I almost always give my children theopportunity to earn back a privilege easily and quickly ifthey acknowledge their error," says another mom of three.


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Keep it Revoking privileges is helpful when used sparingly.

Choose a restriction that's easy to enforce like taking toysaway or sending your child to bed early so you follow through.Pick a restriction that impacts the offender and no one else.Don't punish yourself!

Tell your child why you're taking something away, and choose apunishment that fits the crime: If your child turns on the TV afteryou tell him not to, unplug it for the night.

A common mistake is taking away privileges for too long. A weekor two can feel like forever to a child. And it can backfire: Kids canget angry and resentful, seek revenge, and a cycle of retaliationbegins. Remember: You want to encourage your child to do

better next time. The best way is with positive reinforcement."Great job, you finished all your chores. Now you can play outsideuntil dinner."Sal Severe


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Keep it Removing privileges is an appropriate consequence forrepeatedoffenses, so long as it's something your child really caresabout. Otherwise, it's fruitless. Make sure to choose somethingyou have control over watching TV, playing video games, orriding a bike. Avoid choosing something where your child'sabsence negatively affects others, such as soccer practice or aband performance. Michele Borba, NoMoreMisbehavin'

Toss it Punishment just invites defiance, rebellion, or low self-

esteem. If your child breaks something during a tantrum, youcould take TV away for a week. But that won't teach himanything.

Instead, find a way for him to replace or repair the item. Thatmight mean earning the money even small children can dosimple chores or taking the money out of his piggy bank orallowance. Or perhaps he can sit with you and glue the item backtogether. This and many other nonpunitive methods arerespectful and teach a child important life skills. Jane Nelsen

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