Growth And Development During Early Childhood[1].ppt

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1. Growth And Development
During Early Childhood

2. Growth And Development During
Early Childhood( Toddler)

4. The toddler years are characterized by struggleحافك for autonomy
as the child developed a sense of self separation from the parent ,
toddler explore the environment and master new skills .
Toddler egocentric and demanding behavior , often marked by
temper tantrums and negativism, have given this age the label the
terrible twos. بضغلا تابونب مستي ام ا
ًبلاغ ،بلطتملاو ينانلأا لفطلا كولس
علا اذه ىطعأ ،ةيبلسلاومةبيهرلا تايئانثلا ةيمست ر
Parental guidance is needed to handle the negativism, temper
tantrums, بضغلا تابون، and sibling rivalryءاقشلأا سفانت that are
characteristic of this age group.
The preschooler becomes increase independent mastering many
self care and motor skills And developing greater social and
emotional maturity , imagination , creative. عدبم

5. Physical Growth and Development
•The Toddler:-

•Weight gain is 2.5 kg /year .
•Body mass index (BMI) screening is completed at 24 months
to identify toddlers who are overweight or underweight.
•A child birth weight has quadrupled by age 2 to 3 years .
•Height (12 cm) a year during the toddler period
•Height average 7.5 cm /years .
•Head circumference increase 2 cm during the toddler
years ,compared with the growth of 12 cm in the first 12
month .
•, chest circumference should have grown greater than that of
the head.

6. •Body contour:
•Immature abdominal musculature give the toddler a
potbellied appearance نطب رهظم. Toddlers tend to have a
prominent abdomen.
•With an exaggerated lumber curve the child short legs
appear slightly bowed, and the feet seem flat because of
a plantar fat pad that disappears around the age of 2
years .
•They also have a forward curve of the spine at the sacral
area (lordosis). As they become more experienced at
walking, this will correct itself naturally.

7. Toddler a potbellied appearance . Toddlers tend to have a
prominent abdomen because their abdominal muscles are not yet
strong enough to support abdominal contents as well as they will
be able to do later

8. Bowes legs in toddler

9. Lordosis in toddler (have a forward curve of the
spine at the sacral area (lordosis).

10. •Body Systems:
•Body systems continue to mature during this time.
• Respirations slow slightly but continue to be mainly
abdominal.
• Heart rate slows from 110 to 90 beats/min.
• Blood pressure increases to about 99/64 mmHg.
• The brain develops to about 90% of its adult size.
• In the respiratory system, the lumens of vessels enlarge
progressively so the threat of lower respiratory infection
lessens.

11. • Stomach secretions become more acid; therefore,
gastrointestinal infections also become less common.
• Stomach capacity increases to the point a child can eat
three meals a day.
• Control of the urinary and anal sphincters becomes
possible with complete.
myelination of the spinal cord so toilet training is possible.
• Immune globulin (Ig)G and IgM antibody production
becomes mature at 2 years of age.
The passive immunity obtained during intrauterine life is
no longer operative.

12. Teeth:
Eight new teeth (the canines and the first molars) erupt during the
second year. ةيناثلا ةنسلا للاخ
)ىلولأا سارضلأاو باينلأا( ةديدج نانسأ ةينامث رهظت
All 20 deciduousةطقاستملا teeth are generally present by 2.5 to 3
years of age.
Deciduous teeth play an important role in the growth and
development of the jaws and face and in speech development ,
premature loss of the deciduous teeth complicated eruption of the
permanent teeth. ةمئادلا نانسلاا

13. All 20 deciduous teeth are generally present
by 2.5 to 3 years of age.

14. Growth spurts تارفطare
 
short periods of time when the
child experiences quick physical growth in height and
weight.
 Growth spurts are a normal part of child's development and
occur at different stages of their childhood until they reach
physical maturity.

15. Acceleration : عراست

16. Developmental milestones: are a set of functional skills or age-
specific tasks that most children can do at a certain age range.
 Some children achieve their developmental milestones earlier
and some later than other children. Some are able to speak earlier
than others, but walk later.
Most developmental delays in children are not serious, and
children eventuallyً
ارخؤم
catch up with their peers. However, if a
more serious delay or a disability is present, providing help early
is important in helping the child reach his full potential. لمتحم
 

17. Knowing the developmental milestones for different ages
helps parents, teachers, and healthcare professionals
understand normal child development and also aids in
identifying potential problems with delayed development.
Developmental delays :exist when a child does not reach
his/her milestones at about the same time as other children the
same age.

18. •The developmental milestones of the toddler years
are less numerous but no less dramatic than those of
the infant year because this is a period of slow and
steady, not sudden, growth.
لقأ تسيل اهنكلو
ًاددع لقأ راغصلا لافطلأا تاونس يف ةيومنتلا ملاعملا نإ
ءيطب ومن ةرتف هذه نلأ عيضرلا تاونسب ةصاخلا كلت نم ةيكيتامارد
ا
ًئجافم سيلو ،تباثو
•Toddler development is influenced to some extent by
the amount of social contact and the number of
opportunities children have to explore and experience
new degrees of independence

19. DEVELOPMENTAL MILESTONES for toddler
•15 months Fine Motor:
•Puts small pelletsتايركلا into small bottles.
•Scribbles voluntarily with a pencil or crayon. نيولت ملق وأ صاصر ملقب ةيعاوط ةطبخشلا
• Holds a spoon well but may still turn it upside down on the way to mouth.
•Binocular vision is well established by age 15 months. Visual acuity is
about 20/40 by 2 years of age.
•Gross Motor:
•Walks alone well;
•can seat self in chair; can creep up stairs .
•Learning to walk well is the crowingحايص achievement of the toddler, take a
few steps, fall, and repeat the process over and over obliviousلفاغ to bumps
and bruises. تامدك
•Language :
•4-5 words.
•Play.
•Can stack two blocks; enjoys being read to; drops toys for adult to recover
(exploring sense of permanence
•ةموميدلاب روعشلا فاشكتسا
( يفاعتلل رابكلل باعلأ طاقسإ ؛هل ةءارقلاب عتمتسي .نيتلتك سيدكت نكمي

20. Puts small pellets into small bottles.

21. Can stack two blocks

22. Scribbles voluntarily with a pencil or crayon.

23. 18months fine motor :
No longer rotates a spoon to bring it to mouth .
Gross motor :
Can run and jump in place.
can walk up and down stairs holding onto a person’s hand or
railing; typically places both feet on one step before
advancing.نيزبرد

25. •Language development :
•7–20 words; uses jargoningتاحلطصملا ; names one body
part.
•Urge parents to encourage language development by
naming objects (e.g., ball, block, زجاح music box, doll) as
they play with their child or when they give the toddler
something (“Here is your drink of water,” “Let’s put on
these pajamas,
•Play:
•Imitates household chores such as dusting; begins
parallel play (playing beside, not with, another child)
يزاوتملا بعللا أدبي ؛رابغلا ةلا
?زإ لثم ةيلزنملا لامعلأا دلقي
)
هعم سيلو ?رخآ لفط بناجب بعللا(

26. parallel play (playing beside, not with, another
child)

27. 24months fine motor:
Can open doors by turning doorknobs; unscrew lids . ةيطغلأا كف .
Gross motor :
Walks up stairs alone, still using both feet on same step at same time.
By 24 months can put on simple items of clothing but cannot differentiate front to
back, also can zip large zippers ةريبكلا ةتسوسلا put on shoes ,and wash and dry their
hands.
Two years old brush their teeth but need help in adequately removing plaque.
Feeding, dressing and play provide opportunities for the child to development
autonomy.
Language:
50 words; two word sentences (noun or pronoun and verb), such as “Daddy
go,” “Dog talks” .
Play:
Parallel play evident
حضاو يزاوملا بعللا

28. Can open doors by turning doorknobs;
unscrew lids .

29. Child proof door

30. 30 months:Fine motor :
Makes simple lines or strokes for crosses with a pencil.
صاصر ملق مادختساب نابلصل
?ل ةطيسب تابرض وأ اًطوطخ مسري
Gross motor:
Can jump down from chairs
Language:
Verbal language increasing steadily; knows full name; can name one color
and holds up fingers to show age
Play:
Spends time playing house, imitating parents’ actions; play is
“roughhousing” or active
طشن وأ "نشخ" بعللا ؛نيدلاولا تافرصت ديلقتو ،لزنملاب بعللا يف ا
ًتقو يضقي

31. Jump from chairs

32. Emotional Development
•1-Autonomy: Erikson.
•The developmental task of the toddler years according to Erikson
is the development of a sense of autonomy versus shame or doubt.
كشلا وأ لجخلا لباقم ةيللاقتسلااب روعشلا
•Children who have learned to trust themselves and others during
the infant year are better prepared to do this than those who have
not learned to trust themselves or others.
•To develop a sense of autonomy is to develop a sense of
independence.
• A healthy level of autonomy is achieved when parents are able to
balance independence with consistently sound rules for safety..
•The senses and motor abilities of the toddler do not function
independently of one another
ضعبلا اهضعب نع لقتسم لكشب لفطلا ىدل ةيكرحلا تاردقلاو ساوحلا لمعت لا
•Tow year-old toddlers reach, grasp, كسمي inspect, smell, taste, and
study objects with their eyes.

33. •Socialization:
Once toddlers are walking well, they become resistant to sitting
in laps نضحand being cuddled.نضتحي This is not lack of a desire
for socialization but a function of being independent
At 15 months, children are still excited سمحتمabout interacting
with people, providing those people are willing to follow them
where they want to go.
ىلع صاخشلأا ءلاؤه نوكي نأ طرشب ،سانلا عم لعافتلل نيسمحتم لافطلأا لازي لا
باهذلا نوديري ثيح مهتعباتمل دادعتسا
By 18 months, toddlers imitate ديلقتلاthe things they see a parent
doing, such as “study” or “sweep,” طيشمت so they seek out
parents to observe and imitate.
. By 2 or more years of age, children become aware of gender
differences and may point to other children and identify them as
“boy” or “girl

34. 3-Play Behavior:
Play is the work of a toddler. Through play, toddlers learn how
to manipulate and understand their environment, socialize, and
explore their world.
All during the toddler period, children play beside other
children, not with them. This side-by-side play (parallel play)
is not unfriendly but is a normal developmental sequence that
occurs during the toddler period.
Toddlers prefer pots and pans from the kitchen, supervised
water play, dancing to music, and crayons or finger paint and
paper.

35. •The toys toddlers enjoy most are those they can play with by
themselves and that require action. Trucks they can make
go, rocking horses they can ride, ةزازه لويخو ،اهليغشت مهنكمي تانحاش
اهبوكر مهنكمي،
•These are all toys children can control, giving them a sense
of power in manipulation, ةعراب ةجلاعم which is an expression
of autonomy

36. The best play potsيناولأا and pans يلاقملاfrom the
kitchen

37. At 15 months of age, children are still continue to enjoy stacks
of boxes that fit inside each other. They enjoy throwing toys
out of a playpen or from a high chair tray as long as someone
will pick them up and return them again and again.
By age 2 years, when toddlers begin to spend time imitating
adult actions in their play such as wrapping a dollةيمد فيلغت
and putting it to bed or “driving the car,” they begin to use fewer
toys than before.
 By the end of the toddler period, both boys and girls begin to
like roughhousing and spend at least part of every day in this
very active, stimulating type of play Encouraging parents to
schedule this type of play outdoors,
نشخلا بعللا بح يف تانبلاو دلاولأا نم لك أدبي ،ريغصلا لفطلا ةرتف ةياهن لولحب
زفحملاو طشنلا بعللا نم عونلا اذه يف موي لك نم لقلأا ىلع ا
ًءزج نوضقيو
قلطلا ءاوهلا يف بعللا نم عونلا اذه ةلودج ىلع ءابلآا عيجشت .ةياغلل،

38. Imitating adult actions

39. Psychosexual development
At18 months toddler enter Freud's anal stage , that as children
focus on mastery of bowel and bladder function , also directed
to the genital area .
By 2year child aware gender .
By 3year can correctly identify anatomic pictures of boys and
girls .
Encouraging parent to make traditional gender typed toys
available to both boys and girls .
In most cultures boys and girls are treated differently and thus
are taught male and female behaviors .
Sex play and masturbation ءانمتسلاا are common in toddler .

40. Nursing can reassure parent that self exploration or exploration
of another toddler body is normal behavior during early
childhood.
When parent discover children involved in sex play casually
telling them to dress and directing them to another activity can
limit sex play without producing feeling of sham or anxiety
مهرابخإ نإف ،سنجلا نوسرامي مهلافطأ نأ لهلأا فشتكي امدنع
نكمي رخآ طاشن ىلإ مههيجوتو مهسبلام ءادتراب يضرع لكشب
?
قلقلا وأ لجخلاب روعشلا نود يسنجلا بعللا نم دحي نأ

41. Cognitive Development
As a toddler, a child enters the final stages of Piaget’s sensorimotor thought
and the beginning of the preoperative period at approximately 12 months
Toddlers are described as “little scientists” because of their interest in trying
to discover new ways to handle objects or new results that different actions
can achieve. , toddlers need supervision for these types of scientific
investigations because they can lead to errors or injury.
Learning in this stage occurs mainly by the trial and error.
Most of day is busy to see what will happen as they dump fillا ءلملرفاغ ,
empty and explore every accessible area of their environment
Object permanence is firmly establish by this age
علا اذه يف ةوقب نئاكلا ةموميد سيسأت متيمر
Object permanence 
describes a child's ability to know that objects
continue to exist even though they can no longer be seen or heard.
اهتيؤر نكمملا نم دعي مل ول ىتح ةدوجوم لازت لا ءايشلأا نأ ةفرعم ىلع لفطلا ةردق ءايشلأا ءاقب فصي
اهعامس وأ.
Example. if you place a toy under a blanket, the child who has achieved
object permanence knows it is there and can actively seek it.

42. Characteristic of preoperational thinking
–Egocentrism ;- ةينانلااviews everything in relation to
self is unable to consider another point of view.
ةهجو يف رظنلا عيطتسي لاو هتاذب قلعتي ام لك ىري - :تاذلا لوح زكرمتلا
ىرخأ رظن
–Animism :- believes that inert objects are alive
and have wills of their own .
اهب ةصاخ تادارإ اهلو ةيح تانئاك ةلماخلا ماسجلأا نأب نمؤت -:ةيناحورلا
–Irreversibility :- cannot see a process in reverse
order
–Magical thought :- believes that magical thought is
the cause of event.
–Centration :- tend to focus on only aspect of an
experience ignoring other possible alternatives.
ةنكمملا ىرخلأا لئادبلا ةلهاجتم ةبرجتلا نم ديحولا بناجلا ىلع زيكرتلا ىلإ ليمت

43. Egocentrism example
• if you wake up late and go to school in a stained sweater,
you may think that everyone noticed. This occurs primarily
due to the egocentric bias: we are so focused on ourselves
that we forget others are also occupied with themselves or
whatever they are doing

44. Animism example
• include water sprites, vegetation deities, and tree spirits,
among others. Animism may further attribute a life force
to abstract concepts such as words, true names, or
metaphors in mythology.
حاورلأا بسنت دق .اهريغو راجشلأا حاورأو تاتابنلا ةهلآو ةيئاملا تيرافعلا لمشت
وأ ةيقيقحلا ءامسلأا وأ تاملكلا لثم ةدرجم ميهافم ىلإ ةايحلا ةوق ا
ًضيأ
ريطاسلأا يف تاراعتسلاا

48. Children at this stage have a type of faulty reasoning (prelogical
reasoning) that can lead them to wrong conclusions and faulty
judgment
At the end of the toddler period, children enter a second major
period of cognitive development termed preoperational thought
and begin to use a process termed assimilation. باعيتسلاا
Piaget believed that there are two basic ways that we can adapt
to new experiences and information: assimilation and
accommodation.
Assimilation is the easiest method because it does not require a
great deal of adjustmentليدعت. Through this process, we add new
information to our existing knowledge base, sometimes
reinterpreting these new experiences so that they will fit in with
previously existing information.

49. Language Development
 The Toddler :-
Between 15 and 24 months language ability develops rapidly
Toddler understand many more words then they can say
because receptive language.
Sometime after 18 months many children experience a sudden
spurt ةعرسin speech production and comprehension , resulting
in a vocabulary of 300 or more words at 24 months.
By 2 year roughly 60% to 70% of toddlers speech should be
understandable .

50. Parent can promote language development by talking to their
child and incorporating جمد teaching into daily routines .
Feeding, bathing, dressing, and going on outing to both new
and family placed offer opportunities for verbal interaction
and the practice of growing language skills.
The child should be encouraged to express needs rather than
the parent anticipating عقوت and providing what the child wants
before the child asks for it

51. PROMOTING TODDLER SAFETY
Accidents (unintentional injuries) are the major cause of death in
infants through late adolescents in the United States (CDC, 2012a).
Unintentional ingestions (poisoning) and auto accidents are the types
of unintentional injuries that occur most frequently in toddlers.
poisoning can involve medicine such as acetaminophen ,.
Aspiration or ingestion of small objects such as watch or hearing aid
batteries, pencil erasers, or parts of crayons نيولت ملاقأ is also a major
danger for children of this age .
Urge parents to childproof their homeنم مهلزنم ةيامح ىلع نيدلاولا ثح
فطلأالا by putting all poisonous products, drugs, and small objects out
of reach by the time their infant is crawling, and certainly by the
time their infant is walking, to avoid these problems.

52. Other unintentional injuries that occur frequently in toddlers
include
motor vehicle accidents,.
 burns,.
Falls.
 drowning, and playground injuries.
These occur because toddlers’ motor ability jumps ahead of
their judgment. To prevent serious injury, teach parents to be
alert as to what their toddler is doing at all times.
For safety in automobiles, parents should keep their toddlers in
rear-facing seats until age 2 years, or until the child reaches the
maximum height and weight for their particular seat.

53. Falling safety from stairs

55. Should be prevent toddler from falling

56. Should be prevented from aspiration

57. Toy safety for toddler should be large
to prevent aspiration

58. Motor vehicle safety

59. Bathroom hazards should be kept in closed
cupboard

60. Buckets ;ولد

61. Drowning safety for toddler its family
responsibility

62. children need to ride in a car seat with a five-point restraint
Car seats should be placed in the back seat so the child is not
struck by the passenger seat airbag.
 Remind parents that it is unsafe to leave a toddler alone in a
car.
One way for a parent to be reminded that the child is in the
back seat is to always place a purseدعقم or briefcase in the
back seat alongside the child’s car seat.
Toddlers need to wear a helmet as soon as they begin riding a
tricycle.
UNINTENTIONAL INJURY PREVENTION MEASURES
FOR TODDLERS chapter (box) 30 page 1791

64. Toddler Nutrition Requirements
 Parents may become frustrated طبحمwhen trying to provide
adequate nutrition for their toddler because of a toddler’s
varying and unpredictable appetite and food preferences.
Sedentary (inactive ) children ages 1 to 3 years should
consume 1,000 kcal daily; active children in this age group
may need up to 1,400 kcal daily.
Adequate calcium and phosphorus intake is important for bone
mineralization. Milk should be whole milk until age 2 years.
Calories are best supplied by a variety of foods spaced into
three meals a day.
fat coming from sources of polyunsaturated and
monounsaturated fatty acids, such as fish, nuts , تارسكملا and
vegetable oils, the same as adults.

65. By age 1 year most children are eating the same food as the rest
of the family , toddler should be offered three meals and two
health snacks ةفيفخ تابجو each day , most 2 year old's can drink
from a cup and use a spoon well if given the opportunity to
practice.
•After 2 year, low- fat (2%) milk may be given , milk intake
should be limited to 2 or 3 cups /day, yogurtيدابز and cheese are
other milk group sources , .
•poultry, fish, and lean meat are good sources of iron , low sugar
breakfast cereals are sources of iron and vitamins.
• snacks of fruits and vegetables assist in meeting the child
nutritional requirements.
• Food jags :
•The volume of food the child eats may vary from day to day ,
the child may want the same food at every meal for several days
and then suddenly reject the food completely, they may not like
mixing food , many children prefer juices to milk and water.

66. PROMOTING TODDLER DEVELOPMENT IN DAILY
ACTIVITIES
A toddler’s new independence and developing abilities in self-
care, such as dressing, eating, and to a limited extent hygiene,
present special challenges for parents.
Learning how to promote autonomy yet maintain a safe,
healthful environment should be a major goal for the family.
1- Dressing :
By the end of the toddler period, most children can put on
their own socks and underpants .
Some may also be able to pull on trousers, pullover shirts (the
sleeves of a shirt often confuse a toddler), or simple dresses.

67. By 24 month can put on simple items of clothing but cannot
differentiate front to back, also can zip large zippers, ةتسوسلا باحس نكمي
ةريبكلا put on shoes ,and wash and dry their hands. they habitually put
shoes on the wrong feet.
 If they feel they must change the child’s clothes, urge them to begin
with a positive statement, such as “You did a good job,” before
making the switch.

68.  2- Sleep:
The amount of sleep children need gradually decrease as they
grow older.
They may begin the toddler period napping twice a day and
sleeping 12-14hours each night and end it with one to two
nap .
If a child has difficulty falling asleep at night, it may be time
to omit or shorten an afternoon nap.
Some toddlers begin having night terrors or awake crying
from a bad dream and so may receive little sleep because they
are reluctant لساكتم to fall back asleep.

69. Other toddlers resist naptime as part of their developing
negativism.
The parent can state simply, “It’s naptime now,” and then give
a secondary choice: “Do you want to sleep with your teddy
bear or your rag doll. كب صاخلا ةقرخ ةيمد وأ كب صاخلا بد ةيمد عم
Toddler often resist going to bed , using dawdling or even
temper tantrums to postpone separation from loved ones and
the exciting events of the day.
ىتح وأ مهؤطابت نيمدختسم ،ريرسلا ىلإ باهذلا راغصلا لافطلأا مواقي ام ا
ًبلاغ
مويلا يف ةريثملا ثادحلأاو مهئابحأ نع لاصفنلاا ليجأتل بضغلا تابون.
Children of this age often have trouble relaxing and falling
asleep, warm bath before bed time promotes relaxation.

70.  a toddler loves a bedtime routine: bath, pajamas, a story,
toothbrushing, being tucked يوطمinto bed, having a drink of
water, choosing a toy to sleep with, and turning out the lights.
toddlers like to see parents as firm, consistent people.
نيقستمو نيمزاح صاخشأك مهيدلاو ةيؤر راغصلا لافطلأا بحي
Remind parents to stress that sleeping in a regular bed does not
give children the right to get in and out of bed as they choose.
This arrangement gives them a feeling of independence but still
keeps them safe.
Put side rails for crib to prevent sleeping on floor or Dressing
the child in warm pajamas or putting a blanket on the floor to
protect child be solutions to help parents accept this.

71. Tips for dealing with a toddler who's
resisting bedtime:
Promote relaxation. Before bed, consider a warm bath or
quiet reading. .
Set a routine. Performing the same steps every night
helps your child to get used to a sleep routine. ...
Keep him active during the day.
Cuddle child .
Read story
Emphasize time together. ..
Transition object, such as a favorite blanket or stuffed
animal, are often an important part of child bed time
routine.

72. 3-Bathing:
The time for a toddler’s bath should depend on the parents’
and the child’s wishes and schedule.
Toddlers usually enjoy bath time, and parents should make an
effort to make it fun by providing a toy, such as a rubber duck
or plastic fish.
Bath time is usually so enjoyable for toddlers that parents can
use it as a recreational activity.
Remind parents toddlers can sit well in a bathtub, it is still not
safe to leave them unsupervised.
Parents shouldn’t add bubble bath to the water because its use
is associated with vulvovaginitis and possibly urinary tract
infections, especially in girls

74. Parallel play is important for toddler development

75. Dental care for toddler (pediatric dentist )

76. 4- Dental Care:
Toddlers often need between-meal snacks. To help prevent
dental caries from frequent snacking. ةفيفخ تابجو لوانت
 encourage parents to offer fruit (e.g., bananas, pieces of apple,
orange slices) or protein foods (e.g., cheese, pieces of chicken)
for snacks rather than high carbohydrate items such as cookies
to limit exposure of the child’s teeth to carbohydrate.
Calcium (found in large amounts in milk, cheese, and yogurt)
is especially important for the development of strong teeth and
so are other good snack foods.

77. Remind parents not to put a child to bed with a bottle of milk
or juice to help prevent the development of caries.
Toward the end of the toddler period, they can begin to do the
brushing themselves under supervision. Because toddler like
to imitate, watching parent brush their teeth can be motivating,
small soft, nylon bristle brush works best.
مهنانسأ نوفظني مهو نيدلاولا ةدهاشم نإف ،ديلقتلا نوبحي راغصلا لافطلأا نلأ ا
ًرظن
نم ةعونصملا نشخلا رعشلا تاذ ةريغصلا ةاشرفلاف ،ا
ًزفحم نوكي نأ نكمي
لضفأ لكشب لمعت نوليانلا
Fluoride makes tooth enamel انيملاresistant to acid attack
preventing decay.
A diet that is low in sweets and high in nutritious food
promotes dental health.
 Remind parents that it is better for a child to brush thoroughly
once a day, probably at bedtime.

78. Urge parents to schedule a first dental visit with a dentist
skilled in pediatric dental care by 12 months of age.
Screenings and assessment of dentition can begin as early as 6
months of age but should occur no later than 24 months of age

79. Tooth decay may be due to wrong practices
during infant period

80. PROMOTING HEALTHY FAMILY FUNCTIONING:
Because learning self-confidence is the primary goal of a child
during the toddler period,
Help parents to understand their responses to these attemptsتلاواحم
at independence are crucial مهم to the healthy development of their
child.
 Although the child still needs firm limits to feel secure, a child
must be given room to make independent decisions in areas the
parents feel they do not need to control.
At bedtime, naptime, or anytime they are tired, toddlers may
become much more like their old selves, wanting to sit on a
parent’s lap and be rocked or picked up and carried. This does not
signal babyish behavior or regression in a toddler; it is a natural
state between infant and preschool ages.

81. PARENTAL CONCERNS فواخم ASSOCIATED WITH THE
TODDLER PERIOD
•1-Toilet Training:
•Toilet training is one of the biggest tasks a toddler tries to
achieve.
•You can explain to parents that toilet training is an
individualized task for each child.
•It should begin and be completed according to a child’s ability
to accomplish it, not according to a set schedule .
•Toilet training need not start this early, however, because
cognitively and socially, many children do not understand what
is being asked of them until they are 2 or even 3 years old.

82. • Before children can begin toilet training, they must have
reached three important developmental levels, one physiologic
and the other two cognitive:
•1- They must have control of rectal and urethral sphincters,
usually achieved by the time they walk well.
•2-They must have a cognitive understanding of what it means
to hold urine and stools until they can release them at a certain
place and time.
•3-They must have a desire to delay immediate enjoyment for a
more socially accepted action.

83. Myelinization of the spinal cord which usually occurs between
12 to 18 months.
The average toddler is ready for toilet training to begin until 18
to 24 mo.
If the child resist it is helpful to stop training and wait 30 to 60
day and begin .
Bowel control is usually achieved before bladder control .
Daytime bladder control occurs before nighttime bladder
control.
Punishment and coercive يرهق techniques cause feeling of
shame and lead to power struggles تاعارص.
Many children cannot remain completely dry until the age of 3
year .

84. Sign redness for toilet training

87.  The markers of readiness for toilet training :
children are ready for toilet training when they begin to be
uncomfortable in wet diapers.
 They demonstrate this by pulling or tuggingبحس at soiled
diapers,
or they may bring a parent a clean diaper after they have soiled
so they can be changed of autonomy.
child can remove own clothing
child is willing to let go of a toy when asked
كلذ هنم بلط
ُي امدنع ةبعل نع يلختلل دادعتسا ىلع لفطلا نوكي
child is able to sit , squat صفرقتي and walk well

88. Ritualismسوقط And The Importance Of
Routine
Ritualism help the child ventureرماغي out and away from the
safety of the parents by ensuring uniformity and security .
 they also enjoy ritualisticسوقط patterns. They will use only
“their” spoon at mealtime or only “their” blanket at bedtime. .
They will not go outside unless a mother or father locates their
favorite cap.
Ritualism allow the toddler to have a sense of control, the
child feels more confident with a secure home base.

89. Negativism

90. Negativism :-
As part of establishing their identities as separate individuals,
toddlers typically go through a period of extreme negativism.
One of the most dramatic expressions of independence is show
in a variety of way the toddler favorite word seems to be no.
قرطلا نم ةعونتم ةعومجم راهظإ وه للاقتسلاا نع ةيكيتامارد رثكلأا تاريبعتلا دحأ
لا" يه راغصلا لافطلأا ىدل ةلضفملا ةملكلا اهب ودبت يتلا"
The toddler seems to feel that saying yes .
Negativism may result in screaming , kicking , hitting, biting, or
breath holding .
The nursing should given support and encourage the parent to
deal with the toddler trying behavior with patience and a sense
of humor, حازم to much pressure and forceful method of control
often lead to defiance tantrum بضغ ةبون and prolonged negative

94. Discipline:بيدأت
Discipline means setting rules or road signs so children know
what is expected of them.
Punishment is a consequence ةبقاعthat results from a
breakdown in disciplineبيدأت or the child’s disregard of the
rules that were learned.
Discipline بيدأتfor the toddler should be designed to teach
rather than punish.
Two general rules to follow include:
1. Parents need to be consistent. نيقستم اونوكي نأ ءابلآا ىلع بجي
2. Rules are learned best if correct behavior is praised rather
than wrong behavior punished.

95. One goal of disciplineبيدأت and limit setting is to teach self-
control .
Toddler need and want discipline to feel secure ,they have little
control over their behavior and need limits to learn how to
behave and how to follow the rules and expectation of society.
Effective discipline techniques for children of this age include a
time out , diversion, and positive reinforcement, physical
punishment, such as spanking , is one of the least effective
discipline techniques.
،ةلهملا رمعلا اذه يف لافطلأل ةلاعفلا طابضنلاا تاينقت لمشت
لثم ،يدسجلا باقعلاو ،يباجيلإا زيزعتلاو ،ليوحتلاو
،برضلاةيلاعف لقلأا طابضنلاا تاينقت دحأ وه

96. Separation Anxiety
Separation anxiety is a fear of being separated from parents begins
at about 6 months of age and persists throughout the preschool
period.
Toddlers who have separation anxiety have difficulty accepting
being separated from their primary caregiver to spend the day at a
day care center or if they or their primary caregiver is hospitalized
Separation Anxiety peaks`ةورذ again in the toddler period .
Children at this stage have difficulty differentiating their own
feeling from those of their parents , although the children
experience a strong desire to be independent and leave their
mother.
Leave taking and brief separation are acceptable to a toddler if they
are the toddler idea .
They become aware of cause and effect

97. Games such as hide and seek ةضيمغلا لثم باعلأhelp the child
master fears of separation child can control.
Toddler should be told honestly and clearly about a separation
shortly before it occurs.
Transition objects such as favorite blanket or toy provide
comfort to the toddler .
Affection and attention are needed to help the toddler cope
with the stress of separation.

98. Temper tantrum for toddler

99. TEMPER TANTRUMS:بضغلا تابون
(uncontrolled anger reactions)
Almost every toddler has a temper tantrum at one time or another.
The child may kick; scream; stomp feet; shout, “No, no, no”; flail
arms and legs; bite; or bang his or her head against the floor.
Temper tantrums occur as a natural consequence of toddlers’
development.
 temper tantrums occur most often when children are tired, just
before naptime or bedtime, or during a long shopping trip or visit.
 parental practices such as inconsistency, permissiveness
excessive strictness a over protectiveness increase the probability
of tantrums.
ةطرفملا ةيامحلاو ،ةطرفملا ةمارصلاو ،حماستلاو ،قاستلاا مدع لثم ةيوبلأا تاسرامملا
بضغلا تابون ةيلامتحا نم ديزت
Some children hold their breath as part of a temper tantrum until
they become cyanotic.

100. suggestions for managing temper tantrums.:بضغلا تابون
1-Do assessment to determine the reason for tantrum
2-The best approach is for parents to simply tell a child that they
disapprove of the tantrum and then ignore it.
مث بضغلا ةبون ىلع قفاوي لا هنأ ةطاسبب لفطلا نادلاولا ربخي نأ وه بولسأ لضفأ
اهنلاهاجتي
3-Safety isolate and ignore the child.
4-The child should learn that nothing is gained from a
tantrum not even attention.

102. Sibling riveraly ءاقشلأا سفانت
Parent love and attention difficult for most toddler .
راغصلا لافطلأا مظعمل ةبسنلاب بعص رمأ مهمامتهاو نيدلاولا بح
Toddler egocentrismةينانلأا makes it difficult for them to
understand that a parent can love more than one child..
The toddler has limited resources to cope with such stress and
may react by treating the baby roughly damaging property or
harming pets .
ةلماعم للاخ نم لعافتي دقو طغضلا اذه لثم عم لماعتلل ةدودحم دراوم لفطلا ىدل
ساق لكشب ةفيللأا تاناويحلا ءاذيإ وأ تاكلتمملا فلاتإب لفطلا

103. Sibling rivalry

104. Strategies to Decrease Sibling Rivalry
- Including the toddler in preparation for the new baby .
- Explaining to the toddler what new babies are like .
- Letting the child feel the fetus move .
- Reading picture books about new sibling .
- Talking about changes that the newborn might create.

- Referring to the baby as ours.

105. How to deal with sibling rivalry keep under
supervision of parents

106. Characteristics of Preoperational
Thinking
–Egocentrism ;-ةينانلااviews everything in relation to
self is unable to consider another point of view.
–Animism :- believes that inert objects are alive
and have wills of their own .
–Irreversibility :- cannot see a process in reverse
order
–Magical thought :- believes that magical thought is
the cause of event.
–Centration :- tend to focus on only aspect of an
experience ignoring other possible alternatives.

107. Play :-
Four year tend to be more argumentative and less generous
with playmates, and feel more secure in a group and are
testing their roles and communication skills.
ءلامز عم
ًءاخس لقأو ًلادج رثكأ اونوكي نأ ىلإ تاونس عبرلأا ووذ لافطلأا ليمي
تاراهمو مهراودأ نوربتخيو ةعومجملا يف ناملأا نم ديزمب نورعشيو ،بعللا
مهب ةصاخلا لصاوتلا.
The 5 year enjoys playing with other children .
Children between the age of 3 to 5 year enjoy parallel and
associative. ةيطبارتو ةيزاوم
During play preschooler learn simple games and rules ,
language concepts, and social roles.
Preschooler enjoy dress-up clothes , housekeeping, toys, doll
houses, and other toys that encourage pretending , tricycles
and climbing toys help to develop muscles and coordination.
preschooler also enjoy materials for cutting, pasting, and
painting.

108. Physiologic Anorexia:-
•Teach parent appropriate ways to approach the
child who is experiencing physiologic anorexia.
•Parent not to allow their child to fill up with
snacks, milk, and juices, small portion should be
offered so that the child does not feel
overwhelmed لقث
ُم
by the amount of food , meal
time should be pleasant and not time to discuss
discipline بيدأتproblems , children should not be
made to sit at the table after the rest of the
family has left.

109. Preventing Poisoning :-
Children younger than 5 year are the most common victims of
poisoning and children 1 to 3 year are at the highest risk.
Small children who are thirsty or hungry will ingest poisons
that look or smell inviting .
Medication should never be called candy تايولح and because
young children often mimic their parent, adults should be
discouraged from taking medicine in the child's presence.

110. Preschooler Safety
car safety
Fire and Burn Safety
firearm safety :- many guns are kept in the home loaded and
readily accessible to young children
personal safety basic guideline that a child need to know
about personal safety include saying no, getting away and
telling an adult.
 Children need to know how to access emergency help if they
need it
 Children learn to identify safety officials نيلوؤسملا and how to
dial emergency numbers.

111. •Sexual Abuse
•Preventing sexual abuse begins with teaching
children the normal
healthy
boundaries of their bodies and what constitutes
inappropriate Behavior .
• If some one is touching their body in an
inappropriate way , they should Always tell an adult.

112. •Physical readiness

113. •Selected Issues Related to the Preschooler
Stuttering
ةأتأت ةسردملا لبق ام ةلحرمب قلعتت ةراتخم اياضق

•Is a disturbance in the flow and time patterning of
speech. This may include repeating words or
phrases
•Dysfluency ةقلاطلا للخtend to be more common during
time of excitement ةراثلإا .reaction to stuttering can
increase the dysfluency. ةقلاطلا للخ
•Child is expressing not on the way the child is
speaking, parent should not complete their child
sentences or draw attention to their child speech.

114. What are the different types of stuttering? ةأتأت
•Developmental stuttering
As their speech and language processes are developing,
they may not be able to meet verbal demands.
•Neurogenic stuttering
Neurogenic stuttering is also a common disorder that
occurs from signal problems between the brain and
nerves and muscles.
•Psychogenic stuttering
This type of stuttering may occur in people with a mental
illness, or those who have experienced excessive mental
stress or anguish. ةاناعم Although stuttering may cause
emotional problems, it is not believed to be the result of
emotional problems.

115. •How to Help the Child Who Stutters
•listen closely when your child soeaks. ثدحتي
•Speak slowly
•Provide opportunities for the child to talk
without distraction
•Reduce pressure to communicate by limiting
the number of question.
•Do not ask a second question before the first
question is answered.
•Repeat or rephrase what your child says to
verify that you have understood it.

116. •Preparing the Child for school
•Child physical health and strong .
•Child attends to own toileting need and washes hand
independently .
•Child can separate from parent
•Child attention span is long
•Child can listen to and follow tow or three part instruction
•Child can restrict talking to appropriate time
•Child is able to tolerate the frustrationطابحإ of not receiving
immediate attention from the teacher.
•Child can hold a pencil properly and turn pages one at a time
•Child counts 10
•Child recognizes the colors of the rainbow. حزق سوق