Healthy Female Toddler in Developmental Dimension, Research Paper Example

Introduction

The development of toddlers is a complex process and unique to each individual although there is a conventional sequence that is common to all developing toddlers with respect to steps as well as milestones. The purpose of this task is to describe a healthy female toddler in each developmental dimension. The dimensions that this paper will focus on are physical (fine motor, and gross motor skills), cognitive, and psychosocial dimensions. The paper will focus on my interactions and observations of a 2 year old whom I met for the first time a week ago. My observations of her actions will be applied to Piaget’s cognitive developmental theory and Erikson’s stages of development. The paper will describe the setting in which we met, and then discuss my observations of her before concluding with a discussion of how her behavior coincides with or differs from Piaget’s and Erikson’s theories.

According to Erikson (1977), an individual develops continually through the course of his or her lifespan. Each person undergoes eight stages of development. Erikson’s eight stages of development are: (1) trust v. mistrust, ages birth to one; (2) autonomy v. shame and doubt, ages one to three; (3) initiative v. guilt, ages three to six; (4) industry v. inferiority, ages seven to 11; (5) identity v. role confusion (adolescence), ages 12 to 17; (6) intimacy v. isolation (young adulthood), ages 18 to 30; (7) generatively v. stagnation (middle adulthood; and (8) integrity v. despair (late adulthood) (Stevens, 1983).

Observations

It was early afternoon when a friend of mine sent a message asking if I would like to join them in a park where they were taking their leisure. Him and his daughter (whom I had never met) were having a father-daughter day and were headed to the park. I had never met the 2 year old child before.  I observed the 2 year old toddler, as we interacted in the park as she played with a bottle containing juice. At the park there was another couple with a child almost the same age as my subject and I could see them exchange warm gestures and waiving at each other. The child was able to utter words like juice, milk, mom, daddy and apple. I also learnt that the child could comprehend some words that the father spoke which was a clear demonstration of a clear receptive speech.

Comments

Physical Developmental Dimensions

Healthy two year old toddler makes use of their motor skills as well as senses in exploring the natural surrounding and show a high degree of curiosity on events, phenomena as well as objects that appear to be strange. Their approach to solution of simple problems is “trial and error” through repeated practice until an activity has been mastered. The eyes of a toddler are expressive and play an important role in observing the occurrences in the environment. In most cases, the toddler maintains a direct eye contact to the older adult specifically the mother while at the same time plays with the nose and the mouth by pulling and twisting it.

A secure attachment to the mother is exercised by the toddler through the efforts of maintaining eye contact. The secure attachment also facilitates the toddler with enthusiasm to approach critical problems with an indication of positive emotions coupled with a reduced amount of frustration. The toddler is highly persistent, cooperative to the mother as well as flexible in identifying a solution to any arising problem. Play and use of common objects is a marked feature for the toddler. At this point, it is the duty of the mother to be supportive to the securely attached toddler to facilitate success of this problem solving phase of development of the toddler. The toddlers are left to make the best progress possible to the highest limit of available resources (Dehart, et al, 2004, p. 283). It is common for a toddler to carry common objects such as rocks, stuffed animals, books which are relevant as well as sentimental to the child.

Cognitive Developmental Dimensions

According to Jean Piaget (1972) cognitive developmental theory, individuals progressively acquire knowledge, and then construct and utilize it. The theory is based on the nature and growth of human intelligence. Piaget (1972) suggests that cognitive growth comprises the very foundation of human existence. As such, language is reliant on intellectual development.

Healthy toddler in 24 months developmental stage has cognitive development at a normal level. It is important to consider assimilation and accommodation for healthy toddler in 24 months developmental stage. Assimilation refers to an individual’s aptitude to observe and adjust to new information. In other words, the individual takes new information and applies it to pre-existing cognitive representations. Accommodation refers to the process of altering one’s pre-existing representations to adapt to new information (Greenfield, 1966). Healthy toddler in 24 months developmental stage can successfully followed the process of accommodation such as applying pre-existing information to adapt to a new environment. Piaget (1972) posits that intelligence is an active and constructive process.

The child also tries to acquire speech skills through practicing in telegraphic speech with non essential words in the sentence being omitted. By so doing, the toddler is in the process of making discoveries in language skills prompting several questions of “why,” “what” as well as “how”. At this stage, the child tries to pick conspicuous speech sections that facilitate in the formation of complete sentences. The toddler is also able to comprehend and recite most of the words that are uttered by the adult but for other words, translation by the adult is essential so that the immature skills of pronunciation can be adequately perfected. The toddler is also able to comprehend majority of the common phrases that are applicable in regular situations.

The foundation for writing as well as reading is laid by the toddler at this age. In regular occasions, the toddler carries and pretends to read books and tries to accustom themselves with familiar books. It is also a common practice for the 24 months toddler to practice singing the A-B-C song although they hardly understand the correspondence of the letters to particular graphic designs. It is also a common occurrence among the toddlers of this age to make some scribble marks at random times and in diverse places and also make attempts of writing the letters that start their names.

In the process of the daily routines of the toddlers of this tender age, they acquire significant skills in math. A notable practice among the toddlers as they strive to acquire these skills is representation of objects with the use of toys. Patterns are also allied to daily activities and the concepts of time are understood as “tomorrow” and “yesterday.” Logical reasoning forms an important part of developmental dimension in a healthy toddler as they try to solve daily problems.

Physical Developmental Dimensions

With regards to the physical developmental dimension, Healthy toddler in 24 months developmental stage is able to perform simple self-care skills, such as showing no apparent signs of moving difficulty. Erikson, (1977) states that toddlers in 24 months developmental stage are able to move with agility and speed. He adds that they are capable of tying their own shoelaces and of jump roping. She made eye contact during our conversations, and responded with intelligent answers. She was able to use her spoon to eat her ice cream. These are indications that her fine motor skills are fully functional.

Gross motor development refers to physical skills that utilize large body movements, such as walking, that involve the entire body. Healthy toddler in developmental dimension will climb stairs by placing both feet on the same step, before advancing to the next step. However, as their leg muscles become stronger, they are able to place one foot in front of the other, in sequence, to climb the stairs. Additionally, children at this age gradually develop improved upper body mobility. The result is that their ball throwing and catching skills improve accordingly (Stevens, 1983).

Fine motor development refers to smaller, more accurate movements, which typically involve the hands and fingers. In other words, fine motor skills require more precision to perform than gross motor skills (Stevens, 1983).  Healthy toddler in developmental dimension employs fine motor skills that involve the movements of hands and fingers.

The physical developmental dimension of the toddler is marked by an exploration of ways of travelling from one point to the other. The possible means of travel used by the toddler are creeping, walking, rolling, crawling, running, jumping as well as climbing. The toddler also attempt to kick to roll forward, inaccurately catching a ball that is rolling and throwing it overhead and involvement in activities of finger play such as the “The Itsy, Bitsy, Spider”). Attempts of scribbling, shaking of rhythm instruments as well as squeezing of clay are common with the toddler. The toddler also learns improved skills in the use of feeding utensils unscrew lids and turn the doorknobs

The motor skills of the toddler also play a crucial role in the exploration of creative art. The toddler will in most occasions bang and shake some instruments as well as some household items so that they can produce some sound. On request, the toddler will dance, sing, perform some finger plays and act out some chants. The control of the voice of the toddler is at its best at this age which is achieved through singing songs that they find to be appealing to them. The healthy toddler in developmental dimension also makes use of art materials sensory pleasures in focusing at the creation of art.

Psychosocial Developmental Dimensions

Healthy toddler in 24 months developmental stage also derives fun in playing with other children although in some cases, a conflict may arise. In this situation, the intervention of their parents is necessary in the prevention of the aggression and teaching of the best behavior. This stage is also associated with labeling of prominent feelings of the toddler and others, the toddler can hardly control emotions at this stage but emotional meltdown is triggered by frustrations. Coping with strong emotions and new situations is aided by the use of comfort objects such as teddy bears and blankets.

The toddler in 24 months developmental stage is able to use one hand to grasp an object or a toy offered to her. The object or toy grasped is manipulated by being transferred from the right to the left hand. The toddler also pokes the object with a finger in an attempt of exploring it. It is however difficult for the toddler to place down the object intentionally but rather the conventional method is by throwing or dropping it down. At this stage, the toddler also makes frantic efforts to stand independently, using furniture for support and moving from one obstacle to the other by side-stepping. The toddler has also achieved a perfect sitting balance and is able to change sitting positions comfortably. The toddler uses knees and the hands to creep and crawl when ascending and descending the stairs. The toddler is also keen in observing objects, activities and other people in the surrounding. It is also common for the toddler to appreciate distant objects in the range of 4-20 feet through pointing them with a finger. It is also practical for the toddler to act in response of hearing tests although her interest disappears rather quickly in this regard. The toddler is also able to follow and respond simple instructions.

Piaget (1972) labels the symbolic function sub-stage as the appropriate stage for toddlers aged between in their 24 months age bracket. He adds that children in their 24 months age are unable to successfully transform information in a logical manner. However, they are able to reason in symbols and images. In addition, this is also the phase where the concept of conservation enters. In other words, a toddler will learn that certain objects are conserved, even after it undergoes a physical transformation. Thus, it challenges the child’s ability to recognize what parts of an object changes and what parts remain the same, after that object is altered aesthetically (Piaget, 1972). This concept challenges the child’s understanding of reversibility.  Reversibility, in this case, refers to the observation of physical transformation as well as the actual process of transformation. The toddler in 24 months developmental stage never exhibit advanced conservation skills, thereby indicating that she does not have a comprehensive understanding of certain concepts. For example, she did not understand the concept that placing the exact amount of crepes, although be it in smaller proportions that one whole, on a smaller plate would make it appear more in volume. Piaget (1972), states that children in 24 months developmental stage are only in the beginning stages of developing conservation skills. As such, her thought is predominantly focused on perception, rather than logic. As she grows older, the toddler will begin to develop a clearer distinction between perception and reality (Piaget, 1972).

Conclusion

Based on my brief encounter with the toddler in 24 months developmental stage used to study this case, and the comparative analysis between her behaviors and Piaget’s and Erikson’s theories of development, it is safe to say that she is a healthy toddler. She presents a confident little girl, who is able to administer basic self-care tasks with little difficulty. She is also able to communicate intelligently with adults by pronouncing her words correctly and making eye contact. She also appears to have a sense of humor, because when I acted a tad silly to elicit a response from her, she giggled. As such, the toddler has well-developed gross and fine motor skills, has developed appropriately with regards to cognitive skills, and exhibits fitting psychosocial developments for her age.

References

Erikson, E. H. (1977). Childhood and society. New York, NY: Triad.

Greenfield, P. M. (1966). On culture and conservation. New York, NY: Wiley.

Gross, F. L. (1987). Introducing Erik Erikson: An invitation to his thinking. Lanham, MD: University Press of America.

Piaget, J. (1972). Memory and intelligence. London: Routledge and Kegan Paul.

Stevens, R. (1983). Erik Erikson, An Introduction. New York, NY: St, Martin’s Press.