Environment: Accidents• High risk for accidental injury

▫ Structural hazards

▫ Toys

▫ Sports

▫ Drowning: Highest risk ages 1 to 3

▫ Burns

▫ Motor vehicles

1

Biological Agents & Poisoning• Poisoning—Greatest risk ages 1 to 2▫ Common household items can be a risk(Box 18-4)

▫ Suspected poisoning-contact Poison Control Center

▫ 1-800-222-1222

2

3

Social Processes

• Day care▫ Interview potential provider and observe setting▫ Check references▫ Make decision based on specific criteria▫ Get and stay involved▫ There are organizations that develop guidelines and

checklists on choosing childcare (what to look for, how to interview childcare worker, references, safety

• Culture and ethnicity▫ How does culture affect a toddler?

4Social Processes (cont’d)

• Legislation▫ State laws concerning abuse▫ Early Head Start programs▫ Education of the Handicapped Act Amendment of

1986 www.childwelfare.gov/systemwide/laws_policies/statut

es/manda.cfm

• Economics▫ Toddler mortality/morbidity rates increase in poverty▫ Medicaid, uninsured, SCHIP program

5Social Processes (cont’d)

• Health Care▫ Routine assessment needed

Growth/development

Immunizations

Discussion of developmental concerns

Anticipatory guidance

Toddlers need to explore their environment even during health care encounters. Allow child to inspect, manipulate and touch some safe equipment. i.e. tongue blade, mirror, suction tip

Psychological Processes

• Behavior▫ Erikson: focus is to gain self control and independence within their environment.

▫ Based on expression of values/beliefs

▫ Ritualistic

▫ Imitate behavior

▫ Egocentric: inability to put themselves in another person’s shoes

Kohlberg: Begins at the far end of toddlerhoodBehavior is motivated by fear of punishment and egocentrism ( concern for self)

Psychological Processes

• Behavior▫ Piaget:

Sensorimotor to Preoperational

Toddlers learn by touching and manipulating their environment. They begin to understand object permanence

Piaget’s sensorimotor stage ends when the toddler is able to use words to express themselves and solve problems. In the preoperational stage of Piaget, they begin to symbolize objects and thoughts. For example, a box could become a train or a race car.

▫ Sense of self:

Psychological Processes

• 2 YOA – parallel play

• 3-4 YOA – cooperative play

• Helps ego and development, cognition and socialization

• Structured playgroups common

• Imaginary playmates – normal – convenient “scapegoat”

Successful Discipline

• Toddlers model behavior

• Purpose: self control without taking away self esteem

• “time-out” response acceptable and effective▫ Remove child from situation – 1 minute for YOA

▫ Brief explanation of why

▫ Remind of cause at end of time-out

▫ Allows self-regulation – response will be anticipated and behaviors will become controlled

Successful Discipline

• Consistency in parental response

• Ignore whining, tantrums

• Divert attention to positive things

• Praise frequently when good behavior occurs

• Support groups, parenting classes, counseling for referrals if you witness consistent troubling behavior of parent