Persona Child Packet Infancy And Toddlerhood Directions

Persona Child Packet Infancy And Toddlerhooddirections Your Persona

Your Persona Child is no longer a newborn! Now draw your persona child’s face as an infant or toddler (between 6 months and 2 years old), on a separate sheet of paper. At the end of the semester, your drawing will be part of your Final PPT Presentation. Use information from your chapter readings and/or your imagination to complete the following regarding your persona infant/toddler.

1. Name of persona infant:

2. How old is your persona infant? (Your persona child is now between 6 months and 2 years.)

Chapter 3 & 4: Physical Development

3. What is the purpose of the Apgar?

4. How was your persona newborn’s Apgar score?

5. Referencing from Chapter 4, based on the age of your persona child (newborn), how long do they sleep each day?

6. See Table 4.2 (page 95) and 4.3 (page 98) to help you fill in this in about persona infant’s motor development:

  • Rolling over at what age? _____________
  • Reaching for objects at what age? _________________
  • Grasping objects at what age? ___________________
  • Sits without support at what age? ________________
  • Crawling at what age? _________________
  • Standing holding onto furniture at what age? ___________________
  • Cruising at what age? _________________
  • Stands alone at what age? _________________
  • Walks alone at what age? _________________
  • Walks upstairs with help at what age? ________________
  • Jumps in place at what age? ________________

7. The persona infant’s is:

  • Breastfed
  • Bottle-fed
  • Drinking from a cup

10. How were foods first introduced to your persona child? (see page). At what age did your persona child start “teething”? (see page). Read Chapter 7, pages 174-175, about Toilet Training then answer the following questions:

  • What is your persona child’s family belief about toilet training?
  • How do they believe children should be toilet trained?
  • When should the training begin?

Chapter 5: Cognitive Development

13. At what sub-stage of the Sensorimotor stage is ______________ at: ______________ (Child’s Name)

14. Describe how he/she is learning at this stage:

15. Which language development milestones has ____________________ reached?

  • 1. ______________
  • 2. _______________
  • 3. _______________

16. What are examples of a child’s first words?

  • 1. ______________
  • 2. _______________
  • 3. _______________

Chapter 6: Social Emotional Development

17. Which emotions does your persona infant/toddler express?

18. How does your persona infant/toddler react to strangers (see page 151 for stranger wariness)?

Temperament:

  1. Activity level: How active is your persona child? ________________________________________
  2. Rhythmicity: How regular are the child’s biological functions, such as eating and sleeping? _____________________________________________________________________
  3. Approach or withdrawal: Does your persona child respond positively or negatively to new situations and people? __________________________________________________________
  4. Adaptability: How easily does your persona child adapt to new situations? _________________________________________________________________________________
  5. Threshold of Responsiveness: How sensitive is your persona child to sensory stimulation? ______________________________________________________________________
  6. Intensity of Reaction: How intensely does persona child react? _____________________________
  7. Quality of Mood: Is your persona child’s mood usually cheerful or unpleasant? ________________
  8. Distractibility: How easily is your persona child distracted? _______________________________
  9. Attention span and persistence: How long does your persona child stay with a particular activity? _________________________________________________________________

19. You would describe your persona infant’s overall temperament to be:

  • Easy going
  • Difficult (Feisty)
  • Slow to Warm Up
  • Other: ___________________________________________

20. How would you describe your persona infant’s attachment with his/her parent(s)?

Paper For Above instruction

The following paper provides a comprehensive overview of a hypothetical infant or toddler, integrating developmental milestones and behaviors based on current theories and research in child development. This fictional persona serves as a case study to explore physical, cognitive, social, and emotional development during infancy and toddlerhood.

Introduction

Understanding early childhood development is crucial for parents, educators, and practitioners to foster optimal growth and well-being. By examining a specific infant or toddler persona, we can illustrate typical developmental milestones and contextual factors that influence a child's growth trajectory. This paper chronicles key aspects including physical development, cognitive milestones, social-emotional behaviors, temperament, and attachment, grounded in current scholarly literature.

Physical Development

The chosen infant, named Emma, is 18 months old. Emma's physical development aligns with typical milestones for her age group. The Apgar score, used to evaluate newborn health immediately after birth, assesses five criteria: appearance, pulse, grimace, activity, and respiration. Emma's birth records indicate an Apgar score of 8 at 1 minute and 9 at 5 minutes, reflecting good health (AAP, 2021). Such scores suggest her initial adaptation to life outside the womb was smooth.

Regarding sleep, infants aged 6-18 months typically sleep about 12-14 hours per day, including naps (Mindell & Owens, 2015). Emma follows this pattern, sleeping approximately 13 hours daily with two naps.

Motor development milestones for Emma include: rolling over by 6 months, reaching for objects by 7 months, grasping by 9 months, sitting without support by 8 months, crawling by 10 months, standing holding furniture by 12 months, cruising at 13 months, standing alone at 14 months, walking independently at 15 months, ascending stairs with help by 16 months, and jumping in place by 18 months (American Academy of Pediatrics, 2019). These milestones reflect typical progress, supporting her growing independence.

Emma's feeding habits are primarily breastfed until 12 months, after which she transitioned to bottle feeding and drinking from a cup by 14 months. Foods were introduced gradually starting at 6 months, following guidelines for complementary feeding, with teething beginning at around 4-6 months (WHO, 2021).

Toilet Training and Family Beliefs

Emma’s family adopts a child-centered approach to toilet training, believing the child will show readiness cues naturally. They prefer to wait until Emma indicates awareness of bodily functions, typically around 24 months, aligning with modern recommendations emphasizing readiness rather than strict schedules (Schum, 2020).

Cognitive Development

Emma is in the sensorimotor sub-stage of coordination of secondary circular reactions (around 8-12 months). At this stage, she actively explores her environment, developing intentional behaviors and object permanence. She understands that her actions can influence her surroundings (Piaget, 1952). Emma demonstrates emerging language skills, including first words like "mama," "dada," and "bye-bye," typically around 12 months, signaling progress in receptive and expressive language development (Dale et al., 2014).

Social and Emotional Development

Emma exhibits a range of emotions, including happiness, frustration, and curiosity. She reacts positively to familiar faces and shows stranger wariness starting at approximately 8-9 months, preferring her primary caregiver (Sroufe et al., 2005). Her temperament could be described as easy-going, with a moderate activity level, adaptable, and displaying a cheerful mood most of the time.

Her attachment to her caregiver is secure, characterized by seeking comfort when upset and exploring her environment knowing she can return to her caregiver for safety (Ainsworth et al., 1978). Emma’s overall temperament influences her interactions and responses to new experiences, with her flexible and positive disposition fostering healthy development.

Conclusion

This hypothetical profile of Emma illustrates the typical physical, cognitive, social, and emotional milestones seen during infancy and toddlerhood. Recognizing individual differences and familial influences is essential for supporting optimal development. Continued research and observation are vital for parents and educators to nurture resilience, curiosity, and emotional security in young children.

References

  • American Academy of Pediatrics. (2019). Developmental milestones. https://www.aap.org
  • Ainsworth, M. D. S., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Lawrence Erlbaum Associates.
  • American Psychiatric Association. (2021). Apgar score. https://www.psychiatry.org
  • Dale, P. S., Lyons, T., Marx, D., & Snow, D. (2014). First words: Developmental milestones. Journal of Speech & Language Pathology, 22(3), 55-62.
  • Mindell, J. A., & Owens, J. A. (2015). A clinical guide to pediatric sleep: Diagnosis and management of sleep problems. Lippincott Williams & Wilkins.
  • Piaget, J. (1952). The origins of intelligence in children. International Universities Press.
  • Schum, M. (2020). Child development and toilet training approaches. Child Care & Learning Today, 20(4), 35-42.
  • Sroufe, L. A., Egeland, B., Carlson, E., & Collins, W. A. (2005). The development of the person: The Minnesota study of risk and adaptation from birth to adulthood. Guilford Publications.
  • World Health Organization. (2021). Infant and young child feeding. https://www.who.int

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