8080 Mod 2 Assignment 1

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Child Development: Infants and Toddlers

Child Development: Infants and Toddlers Program Transcript

NARRATOR: In this video, center director Mo Kelly and educational video host Jane Schall observe, reflect on, and discuss infants and toddler development. Together with them, you will observe unscripted situations, focusing on the developmental continuum, individual needs and growth, and the overlap of the biosocial, cognitive, and psychosocial developmental domains.

JANE SCHALL: Mo, thank you so much for having us at your center today. Really, it's just delightful. We've been able to see child development anywhere from three months old all the way through 10 years. We've been in different classrooms. We've watched all kinds of interactions. And I'm just so excited to look at the tape. I think today we're going to start with the three-month-old to the eight-months-old. So we're looking at very young infants. We want to make sure, as I always remind myself, that we don't assume anything about their development. We're here to observe what they're doing, and to hopefully get some insight into why or where they are developmentally, but to remember that this is just a slice of time in their lives. And I know with infants, or even older children, their development, or the way their development looks, can depend on if they're hungry or not, if they're feeling comfortable or not, if they're missing their close family member or not. So we'll keep that in mind as we look. I know you'd want me to do that.

MO KELLY: Absolutely.

JANE SCHALL: And we have to be mindful of the fact that children develop differently at different times. So let's start with the three-month-old to the eight- month-olds. And is there anything you'd like us to remember as we look at this age group?

MO KELLY: Well, I think in all age groups, children need and require individual attention, but boy, especially in our youngest children. So I think the one key is that children need adults who are looking after them, who are making relationships with them. We use a primary caregiving system here. So certainly having a primary caregiver, and having somebody who they're building a solid relationship with.

JANE SCHALL: And that can nurture development.

MO KELLY: Totally nurture development. Absolutely.

Notice there, with the baby, where she was looking at herself in the mirror. And she noticed herself, and was fascinated with her. And that's one of the things is, that babies at this age are really noticing faces. So not only noticing their mom's face, their dad's face, another significant person, but now noticing themselves.

Child Development: Infants and Toddlers

So here what we have is, we have one of our young infants. He is engaged with a toy. And he's reaching towards the toy. And he's also using his legs to hold the toy. And one of the things you notice in there is, he sees his hands at one point. So this is where he's really learning that he can control this, that this is the very beginning part of that.

JANE SCHALL: I can see that it's physical development, because he's physically using his muscles. It's cognitive development because he's reaching for something that he wants. So those different domains of development are working together.

MO KELLY: Absolutely. What we saw there is, boy, another thing, that the language is really emerging. The sound is emerging. And she was experimenting there with her voice. And you heard it kind of rise.

JANE SCHALL: I also notice that she was looking at another baby.

MO KELLY: Yes.

JANE SCHALL: You know, so that there was contact. There was, this is another person outside of myself.

MO KELLY: Absolutely. And you'll notice that sometimes they don't maybe pay much attention to each other, but they do, they do at times look at each other and notice each other.

JANE SCHALL: And have an awareness.

MO KELLY: And have a definite awareness.

JANE SCHALL: What comes to mind when I see this is that you're never too young for early literacy. And developmentally, this child can enjoy sharing a book.

MO KELLY: Absolutely. You know, and books are alive in any infant room, and any room with children, but certainly in the infant room. Lots of reading. And this one is actually-- it looks like she's even engaged in the pages.

JANE SCHALL: And so what we've got now is cognitive development, language development, and social-emotional, because it's a social-emotional experience as she shares this with her caregiver.

MO KELLY: Absolutely.

[SINGING]

JANE SCHALL: Well, something important just happened.

Child Development: Infants and Toddlers

MO KELLY: It did, very spontaneously. She just rolled over. And one of the things is she started on her tummy. She's on her tummy there. And she rolled all the way over, and that's a fairly new skill.

JANE SCHALL: Is it? And so no one helped her again.

MO KELLY: Nope.

JANE SCHALL: No one rolled her over. So because no one rolled her over and she's doing this herself, what's happening inside of her, do we think?

MO KELLY: Wow. What's happening is that real sense of accomplishment that she is in control, that she controls her body and that, yeah, that's exciting.

JANE SCHALL: I remember seeing a child roll over for the very first time and she just looked up like, "I did it. I did this."

MO KELLY: Yes.

JANE SCHALL: So we're building self-esteem and feelings of self-worth and competence.

MO KELLY: Absolutely. Let's talk a little bit about tummy time, because it goes along here. One of the things that, during this age group, you want to make sure that you have children on their tummies, that they have an opportunity to explore on their tummies. Many children don't like being on their tummies. They're not used to being on their tummies. But that really helps them to build a lot of skills. It helps them to learn more control of their bodies.

JANE SCHALL: Interesting.

[SINGING]

This child looks very wise to me.

MO KELLY: That is a very wise child. One of the things that she's doing is, she's making discoveries. And she's realizing that she can make that noise. So by moving that, she's making the noise. And you notice, she's practicing it over, and over, and over again. That is a wise child.

JANE SCHALL: And I notice that a child behind her at one point, was just lying on her back, looking up at the ceiling. And it seemed like she was discovering shadows and light, and listening to the sounds in the room. A very peaceful exploratory sense at the same time. You know, exploring but peaceful.

MO KELLY: It's such an important thing, just having that time, long periods of time to just interact with themselves. Or interact with their environment. One of

Child Development: Infants and Toddlers

the things that you notice a lot, like you mentioned, is that they do like looking up the lights. They'll stare for a long time at different things. I think it's just part of them coming into themselves, and just being a part of their world.

JANE SCHALL: And being grounded, I think, and developing from there.

MO KELLY: Absolutely.

JANE SCHALL: It's hard to leave this age group.

MO KELLY: I know.

JANE SCHALL: Because to me it's just such a fascinating time in children's lives. But we're going to move on--

MO KELLY: OK.

JANE SCHALL: --into our next age group, which is the 12-month-olds to 18- month-olds. These are our older infants. And they're just learning to walk. They're at varying degrees of learning to walk. And it seems to me also, I've seen toddlers this age moving to music. And we've got kids who are practicing their grasping and scribbling. So physical development is a real big deal right now.

MO KELLY: Absolutely.

JANE SCHALL: So socially and emotionally we're looking at kids who are kind of initiating some of their own play. Maybe playing a little by themselves. And I seem to remember children having very, very intense feelings about people they love.

MO KELLY: Absolutely.

JANE SCHALL: And how about cognitively what's happening and language-wise. Some emergent language.

MO KELLY: Oh, the language is just really emerging right now. And they're really understanding simple things that are being told to them. You know, simple directions. You want to wash your hands.

JANE SCHALL: Oh, yeah.

MO KELLY: And things like that. So they're really responding to those things.

JANE SCHALL: OK, well, let's look at the tape, and see what we see--

MO KELLY: OK.

Child Development: Infants and Toddlers

JANE SCHALL: --about development.

FEMALE SPEAKER: You making noises? You making noises?

JANE SCHALL: Now we see this child, and he's just really full of power, isn't he?

MO KELLY: He is.

JANE SCHALL: --making noises, he's-- it reminds me of a child who's just cause- and-effect, you know, he's trying to see, this is what I can do and this is what happens.

MO KELLY: And he's discovering that he's in control of that. He's discovered--

JANE SCHALL: Yes.

MO KELLY: --that he's making that noise.

JANE SCHALL: Mm-hm.

MO KELLY: Now if we watch, there's another little boy coming over there. And another thing that happens a lot in this age group is, they imitate each other.

JANE SCHALL: Oh, sure.

MO KELLY: So we'll see him imitate the behavior that he just saw.

FEMALE SPEAKER: Can you help him?

CHILD SPEAKER: No.

MO KELLY: There.

CHILD SPEAKER: It's mine. The boat.

FEMALE SPEAKER: You like that boat, huh?

MO KELLY: Another thing we see, if you notice with that child who went back to their caregiver, a lot of times children at this age, they want to venture out and they will venture out a little bit, but they usually go back and make a connection--

JANE SCHALL: So--

MO KELLY: --with somebody.

JANE SCHALL: --they're practicing their independence.

Child Development: Infants and Toddlers

MO KELLY: Absolutely.

JANE SCHALL: Then it's like, OK, let's go back and be secure.

MO KELLY: We're going to go a little bit, but we might come back and touch base a little bit. You'll notice that a lot in this age group.

FEMALE SPEAKER: Are you ready to wash hands? Do you want to wash hands? Want to wash? Wash? Can you say "wash?"

CHILD SPEAKER: Yeah?

FEMALE SPEAKER: Wash?

JANE SCHALL: So it looks to me like this child has been brave, and ventured forth pretty far away from his primary caregiver. And he's gone to the door. Is there something about that door that's important?

MO KELLY: There absolutely is. You know, one of the things that this age group- - they really like routines. And this is about the time of day when they go to wash their hands. And so he is showing that he's ready to wash his hands by going over there. And then when you heard the teacher ask if that's what he wanted to do, he responded. He knew exactly what that was.

JANE SCHALL: We can hear her saying "wash, wash." And I thought I heard him go, "Yes?" So he certainly was responding. There's emergent language.

MO KELLY: That's right.

FEMALE SPEAKER: Do we want to wash? Are you going to wash too?

FEMALE SPEAKER: Are you ready, too? Let's walk. Let's walk. Let's walk. Let's walk.

MO KELLY: As we mentioned earlier, this is an age where many of them, they're walking at different ages and different times. But this child that we're seeing here, is a new walker. So we've watched her grow as she's come to do this. And she will go out on her own a little bit. But you notice she's holding her hand. And she's very careful about her walking.

JANE SCHALL: And in learning to walk, did she first pull herself up?

MO KELLY: Absolutely. And one of things that's so important is to really let the children guide when they walk. We just watch for them to show the signs of walking, and just are there to guide them through that. But she certainly did, first by standing up on her own a little bit, and venturing out. And again, we see this.

Child Development: Infants and Toddlers

We see children walk as early as maybe nine or 10 months and as late as 15 to 16 months, all well within the developmental milestones.

JANE SCHALL: And all by themselves.

MO KELLY: And all by themselves.

JANE SCHALL: So that they have that feeling of accomplishments, rather than an adult holding them up--

MO KELLY: Absolutely.

JANE SCHALL: --or moving their feet.

FEMALE SPEAKER: Pretty necklace. Good job.

JANE SCHALL: Now, I saw this little girl be very silent and observant. The teacher put something on her-- the links-- and there wasn't a lot of interaction. She seemed to be more looking around the room at what was going on, than involved in the interaction between-- with her caregiver or with other children. Is that something worrisome or abnormal? Or what do you think?

MO KELLY: Well, one of the things I know with that child, is that child is fairly new to the group. And so she's really just getting to know the group. And so she's standing out towards the outside of the group. But notice she wasn't getting very far from a caregiver. But what was interesting is the caregiver used a toy or material to help, maybe, bring her into the group. And it looked like it was working, because she seemed to move closer after she had the necklace on.

JANE SCHALL: That gave her some security.

MO KELLY: Yeah.

JANE SCHALL: And it also then, it would seem to me, socially and emotionally, she needed time. She needs time just to get to know her space, and feel grounded, and be observant. And no one was forcing her to interact with anyone else. That's where she is developmentally right now.

MO KELLY: Absolutely.

JANE SCHALL: And then as she moves out of that-- and I'm sure people will welcome her into groups, but she's not being pushed.

MO KELLY: We need to-- and we do, we just need to look at each individual child, and let them have their time. And so we need to know when to step in and when to step back.

Child Development: Infants and Toddlers

JANE SCHALL: Mm-hm. You know it seems to me, there's so many things we can observe in every age group. And we've tried to point out just a few of them. And so now, we've looked at our 12 month to 18 months. And we're going to proceed to another set of children who are 19 months through 36 months. That's quite a span.

MO KELLY: Wow. Yes.

JANE SCHALL: OK. So we've got kind of older toddlers, almost preschoolers.

MO KELLY: Sure.

JANE SCHALL: Let's talk about what they're doing, what their development is like physically, and social-emotionally, and cognitively, knowing there's quite a span in there and many differences.

MO KELLY: Absolutely. Well, one of the things is, physically they're really coming into their bodies now. And they're really starting to use their bodies. They love to climb in this age. And they're beginning to dress themselves and try things on. And so that's a real exciting time.

Now, social-emotionally, it's an exciting time, because they're in and out of play with one another. And they also are starting to show empathy, which is really neat for each other. And just the very beginning of empathy. But if a child's crying-- maybe a drop off time or something-- they'll maybe go over, maybe pat them on the back, and really show some caring--

JANE SCHALL: Oh, yeah.

MO KELLY: --which is a really special thing. And from a cognitive standpoint, they're really starting to be problem solvers. Instead of going to an adult, maybe, to help them, they're trying to figure things out for themselves.

JANE SCHALL: And I think too, this seems like a time when they're starting to roleplay.

MO KELLY: Mm.

JANE SCHALL: And do some pretend play. And that's a little bit cognitive, a little bit social-emotional. But they're exploring what it's like to be dressed up, and to be in their heads maybe mommy or daddy or a doctor or whatever, depending on what they might choose to dress up in. And I guess physically that goes along too because they're now able to put their clothes on.

MO KELLY: Absolutely.

Child Development: Infants and Toddlers

JANE SCHALL: So not only do they want to role play, but they're able to put those costumes or those clothes on.

MO KELLY: And they've added some language to it. You see them talking on cell phones.

JANE SCHALL: Right.

MO KELLY: And so they're really imitating, you know, behavior that they see. And you'll see a lot of pretend eating, and sometimes in this age group you'll see them holding books and reading, like maybe an adult reads to them. So we see a lot of imitation.

JANE SCHALL: OK. Let's look at the tape and see what we see. So here we see children very involved with puzzles. Now, puzzles are cognitive. Also physical, because you've got to have some fine motor coordination, and eye-hand coordination, to be able to do the pieces. But what I'm noticing is the amount of time they're spending doing the puzzles.

MO KELLY: Isn't that amazing?

JANE SCHALL: And I don't think that we would have seen this in any of the age groups that we've looked at so far.

MO KELLY: You are so right. They're now able to spend longer periods of time engaging in activity. And you'll also see-- and they will take materials and use them in different ways. So for example, he's taking the puzzle, but he's actually using it. He's playing with it and making it meaningful to himself.

JANE SCHALL: So he's moved from concrete to abstract thinking.

MO KELLY: You got it.

JANE SCHALL: Right before our eyes.

MO KELLY: Yes. Right there.

JANE SCHALL: So these children have dressed up.

MO KELLY: Lots of good imitation there. You notice there's a little boy stirring there. And lots of-- Yeah. They're dressed up with all kinds of things.

JANE SCHALL: So that means they've made choices. Cognitively, they're making choices. And then they're assuming roles. And no one is making them be a certain role. And this little girl decided she wanted to wear this hat with this purse. And that little girl's wearing that hat with that conglomeration of materials.

Child Development: Infants and Toddlers

And it's just them being who they want to be, and exploring roles in their own ways.

MO KELLY: Yes.

FEMALE SPEAKER: Where does it go? Do you see an igloo?

JANE SCHALL: We see a child painting here. Tell me about children this age, and creative expression and painting, and developmentally what's happening with her.

MO KELLY: Well, this is such a great time for them to be exposed to paint, and markers, and crayons, and all those type of things, so they can experiment with it and use it any way they'd like. And so what she's doing here is, she's able to continue to put as much paint as she wants on there. And you know, many times you can do it on an easel. You can do it on a table. And that just even changes the experience for them.

JANE SCHALL: I noticed that. Because it's her experience. She's reflecting as she paints. And she's very involved with that particular painting. It's not somebody else's idea of what art needs to look like. As well, there is motor skills involved.

MO KELLY: Oh, yes.

JANE SCHALL: She's using fine motor skills. And to some extent, as her brush strokes get bigger, she's using gross motor skills as well.

MO KELLY: Yes. All those interchangeable.

JANE SCHALL: Yes.

[INTERPOSING VOICES]

MO KELLY: This little boy has decided to take off his shoes and socks, and to put on some shoes that he found in the classroom. He did it all by himself, which is a huge accomplishment. And now he is walking around in the shoes.

JANE SCHALL: And he has to balance.

MO KELLY: Yes.

JANE SCHALL: Because they're high heels.

MO KELLY: And notice, too, we have-- he's got some floor, and he's got carpet. And he does notice the differences. That's exciting to see. He's feeling how that feels different on both surfaces.

Child Development: Infants and Toddlers

FEMALE SPEAKER: Do you want to do this one? OK, well, let's finish this one first.

MO KELLY: You know, we talked about problem solving in the beginning. And wow, this is what we're seeing here, is a little girl who is trying to figure out-- it looks like that piece has fallen. And she's trying to figure out how to put it back on there.

JANE SCHALL: She's really trying to do it by herself. It hasn't upset her. She hasn't called for an adult. She's just trying and trying again, and trying a few different ways.

[INTERPOSING VOICES]

FEMALE SPEAKER: Be careful. You okay?

MO KELLY: Part of venturing out and getting more independent, sometimes they fall. Sometimes they get hurt, which is what we saw here. And you see the primary caregiver, you know, really, just a little bit of comfort. Making sure that he's safe. Just give him a little bit of comfort, so he's able to move on.

JANE SCHALL: And he can kind of collect himself. And the sky didn't fall.

MO KELLY: That's right.

JANE SCHALL: And he can go on back into the play on his own time.

[INTERPOSING VOICES]

FEMALE SPEAKER: Want my hand? One, two, three, jump! Whoa, good!

JANE SCHALL: Risk taking and physical development.

MO KELLY: Yes.

JANE SCHALL: So both of those are important to comment on their development. And also then the little boy who's watching, I see?

MO KELLY: Yeah, there's a little boy. He's watching what's going on here. What we're seeing here is, we're seeing some children that are wanting to try this. They're wanting to get up. They're wanting to jump. And this other little boy is just watching. He's not so sure that that's what he wants to do. But he's just watching to see what's happening.

FEMALE SPEAKER: All right, Addy.

CHILD SPEAKER: Bye-bye.

Child Development: Infants and Toddlers

FEMALE SPEAKER: Bye-bye.

FEMALE SPEAKER: There's the last one. Where does that one go?

JANE SCHALL: And then I see, we had a little child with language say, "Bye- bye." She was done. And we can see some of the boys are jumping off.

FEMALE SPEAKER: Are you ready? Jump! Good. Do you want to go? Your turn. Get ready, go! Do it again!

JANE SCHALL: And then all of the sudden, our boy who was needing to observe, or allowed the time to observe, developmentally, he was then allowed to do it himself at his own time. And that feeling again of accomplishment appeared in competency, "I can do this."

MO KELLY: And notice that he was so competent that he did it over and over again, which is another thing we see at this age. Once they grasp a concept, they want to practice it. We practiced that quite a few times.

JANE SCHALL: So we're seeing the overlap between physical development and social-emotional development. More cognitive. He thought about it, he did it physically and then socially, emotionally, it registered with him. You know, "I can do this." So as we look at this age group, we've seen physical development, social-emotional development, cognitive development. We've seen them overlap. We've seen a million examples. And I have the feeling, if we stayed in this room we'd see a million more.

MO KELLY: Oh, absolutely.