Grover - The Toddler Years: A Handbook Project
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Children between the ages of one and three are called toddlers. This new stage in the development of a toddler finds the child eager to be an independent person. With that search for freedom comes the challenges and struggles of acquiring new skills and obtaining an understanding of their surrounding world.
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Assignment:
Students will produce a handbook for parents and caregivers. The booklet is intended to provide helpful information about caring for toddlers.
Production of the handbook will be an individual project that will take place during class time and at home.
The required information for your handbook may be obtained from The Developing Child by Holly Brisbane, classroom handouts, and Internet resources (see below) as well as your own research.
The project will be a major portion of your grade, therefore, excuses about broken printers and work left at home will not be accepted. You must come to class prepared to work on the project each day. I will provide a folder that will help you to keep your work organized. If you work according to the schedule, the project should be an enjoyable activity that will give you a strong knowledge of toddlers.
The project will be broken down into four separate sections. For each section, you will receive a handout with the required information. I will also give you a calendar with due dates for each section, and you will be graded on daily progress checks. The completed handbook will count as classwork, homework, and a test grade. The rubric is attached at the bottom of this page.
Learning Outcome:
Students will produce a handbook for parents and caregivers that will help them analyze and describe the areas of physical, emotional, social and intellectual (cognitive) development during the toddler years.
The completed handbook will contain:
for parents and caregivers. Also, the introduction will have an example of physical, emotional, social and
intellectual (cognitive) development during the toddler years.
2. An alphabetical list of these terms and their definitions should be included in the glossary in the back of your handbook.
Here are the (4) sections of toddler development that you will be working on:
1. Physical Development of Toddlers:
After researching the following areas of Physical Development in Toddlers, address the following concepts:
Toddler Growth:
2. Emotional Development of Toddlers
After researching the following areas of Emotional Development in Toddlers, address the following concepts:
Emotional Development:
3. Social Development of Toddlers
After researching the following areas of Social Patterns in Toddlers, address the following concepts:
Social Development:
4. Intellectual Development (Cognitive Development)
After researching the following areas of Intellectual (Cognitive) Development in Toddlers, address the following concepts:
Methods of Learning:
Here are some recommended resources that you can use to find information.
WEBSITES
These sites offer a wide range of quality information. You are not limited to these webpages, but they are a good place to start.
1. Healthychildren.org
Clicking on this link will bring you to the Toddler page of the American Academy of Pediatrics Healthy Children website. In addition to the Toddler Growth & Development lists, take a look at the links under the Toddler Articles heading to find lots of terrific information.
2. Ages and Stages - Toddlers
The University of Illinois Extension created A Guide to the Business of Babysitting. Their toddler page offers a nice summary of why toddlers behave the way they do.
3. Developmental Milestones
The Center for Disease Control and Prevention (CDC) offers lots of sound information on child growth and development. Click on a link to see appropriate milestones for that age.
4. Developmental Charts
Scholastic has put together an Early Childhood Today website. This page offers developmental charts for children ages 2-6 in the areas of creativity, cognition, math & science, language & literacy, play, physicality, and social & emotional development.
5. MedlinePlus
The National Institutes of Health offers health information for all stages of life. Their Toddler Development page brings together many different resources. Under Start Here you will find the American Academy of Pediatrics and the Center for Disease Control's toddler pages that are already on this webpage. But continue to look further down the page for links under the subject headings of Related Issues, Specifics, Journal Articles, Reference Desk, Find an Expert and Patient Handouts. An added bonus? Many of the articles are also available in Spanish.
6. WebMD - Is Your Baby on Track? Here you will find a timeline of childhood milestones and also learn the signs of developmental delays.
BOOKS
There is a small collection of child development books available in the school library. They are now located in the IMC's open stacks near the Teacher Copy Center. Please ask the library staff if you cannot find the section. Here are a few titles as examples:
649.12 EIS What to Expect: The Toddler Years by Arlene Eisenberg, et al.
The comprehensive and reassuring guide that explains everything parents need to know about the second and third years of their child's life.
649.1 LEA Your Baby & Child: From Birth to Age Five by Penelope Leach
Provides information and advice on child care during each stage of development from birth to age five.
649.5 SEG Your Child at Play: Two to Three Years by Marilyn M. Segal
Provides a vivid description of how two-year olds see themselves; how they get along with others and make friends; and how they learn language, begin to play imaginatively, and explore their surroundings.
305.23 GRI Your Toddler from 2 to 3 Years by Harriet Griffey
A step-by-step guide about toddlers development from ages 2 - 3 years old.
RUBRIC - Toddler Years Handbook: Written Communication, Visual Communication & Technology
Goals: The student will write effectively for a variety of purposes.
The student is able to convey ideas through visual presentation skills.
The student effectively uses technology.
Students will produce a handbook for parents and caregivers. The booklet is intended to provide helpful information about caring for toddlers.
Production of the handbook will be an individual project that will take place during class time and at home.
The required information for your handbook may be obtained from The Developing Child by Holly Brisbane, classroom handouts, and Internet resources (see below) as well as your own research.
The project will be a major portion of your grade, therefore, excuses about broken printers and work left at home will not be accepted. You must come to class prepared to work on the project each day. I will provide a folder that will help you to keep your work organized. If you work according to the schedule, the project should be an enjoyable activity that will give you a strong knowledge of toddlers.
The project will be broken down into four separate sections. For each section, you will receive a handout with the required information. I will also give you a calendar with due dates for each section, and you will be graded on daily progress checks. The completed handbook will count as classwork, homework, and a test grade. The rubric is attached at the bottom of this page.
Learning Outcome:
Students will produce a handbook for parents and caregivers that will help them analyze and describe the areas of physical, emotional, social and intellectual (cognitive) development during the toddler years.
The completed handbook will contain:
- Cover Sheet
- Table of Contents
- Introduction:
for parents and caregivers. Also, the introduction will have an example of physical, emotional, social and
intellectual (cognitive) development during the toddler years.
- Separate sections with information on Physical, Emotional, Social and Intellectual (Cognitive) Development
- Glossary of appropriate terms from the Word Wall
2. An alphabetical list of these terms and their definitions should be included in the glossary in the back of your handbook.
- Graphs, charts and graphics
- Works Cited Page
Here are the (4) sections of toddler development that you will be working on:
1. Physical Development of Toddlers:
After researching the following areas of Physical Development in Toddlers, address the following concepts:
Toddler Growth:
- Create a Height and Weight Chart.
- Describe Toddler Proportion and Posture.
- Describe tooth development in toddlers and how to help a toddler with tooth care (daily care and foods).
- Define Large Motor Skills (Gross) and provide 2 examples.
- Define Small Motor Skills (Fine) and provide 2 examples.
- Plan appropriate foods and serving sizes for a Breakfast, Lunch, Dinner and 2 Snacks.
- Identify foods you should avoid giving to toddlers.
- Describe how you can make foods look appealing.
- Explain the phrase "Dress the child in easy to manage clothes."
- Identify 4 important clothing guidelines when purchasing toddler clothes.
- Define sphincter muscles.
- List some helpful ways to toilet train a toddler.
2. Emotional Development of Toddlers
After researching the following areas of Emotional Development in Toddlers, address the following concepts:
Emotional Development:
- Define emotional development and how it relates to the toddler years.
- Define negativism in toddlers and identify the age at which it occurs.
- Define temper tantrums and identify 6 factors that influence them.
- Define separation anxiety and how you can help to guide a child through this fear.
3. Social Development of Toddlers
After researching the following areas of Social Patterns in Toddlers, address the following concepts:
Social Development:
- Define social development and how it relates to the toddler years.
- Define Cooperative Play, Parallel Play and Solitary Play and give an example of each.
- Define empathy and how it relates to a toddler.
- Define sharing and explain how you can teach toddlers about sharing.
- Define autonomy and explain how and when toddlers begin to demonstrate signs of autonomy.
4. Intellectual Development (Cognitive Development)
After researching the following areas of Intellectual (Cognitive) Development in Toddlers, address the following concepts:
Methods of Learning:
- Define Incidental Learning, Trial and Error Learning, Imitation Learning and Directed Learning, and give an example of each.
- Identify (2) age-appropriate toys for toddlers in each of the following age groups: One to two year olds and two to three year olds.
- Describe some speech and language difficulties in toddlers.
- List the basic language development skills for a 12-month old, 24-month old, and a 36-month old.
- Identify the professionals who can help a child with speech and language problems and describe how they can help these children.
- Explain the importance of reading to children.
- Explain how to choose appropriate books for toddlers.
- Describe ways to read a story to a toddler.
- Describe ways to encourage participation while reading to children.
Here are some recommended resources that you can use to find information.
WEBSITES
These sites offer a wide range of quality information. You are not limited to these webpages, but they are a good place to start.
1. Healthychildren.org
Clicking on this link will bring you to the Toddler page of the American Academy of Pediatrics Healthy Children website. In addition to the Toddler Growth & Development lists, take a look at the links under the Toddler Articles heading to find lots of terrific information.
2. Ages and Stages - Toddlers
The University of Illinois Extension created A Guide to the Business of Babysitting. Their toddler page offers a nice summary of why toddlers behave the way they do.
3. Developmental Milestones
The Center for Disease Control and Prevention (CDC) offers lots of sound information on child growth and development. Click on a link to see appropriate milestones for that age.
4. Developmental Charts
Scholastic has put together an Early Childhood Today website. This page offers developmental charts for children ages 2-6 in the areas of creativity, cognition, math & science, language & literacy, play, physicality, and social & emotional development.
5. MedlinePlus
The National Institutes of Health offers health information for all stages of life. Their Toddler Development page brings together many different resources. Under Start Here you will find the American Academy of Pediatrics and the Center for Disease Control's toddler pages that are already on this webpage. But continue to look further down the page for links under the subject headings of Related Issues, Specifics, Journal Articles, Reference Desk, Find an Expert and Patient Handouts. An added bonus? Many of the articles are also available in Spanish.
6. WebMD - Is Your Baby on Track? Here you will find a timeline of childhood milestones and also learn the signs of developmental delays.
BOOKS
There is a small collection of child development books available in the school library. They are now located in the IMC's open stacks near the Teacher Copy Center. Please ask the library staff if you cannot find the section. Here are a few titles as examples:
649.12 EIS What to Expect: The Toddler Years by Arlene Eisenberg, et al.
The comprehensive and reassuring guide that explains everything parents need to know about the second and third years of their child's life.
649.1 LEA Your Baby & Child: From Birth to Age Five by Penelope Leach
Provides information and advice on child care during each stage of development from birth to age five.
649.5 SEG Your Child at Play: Two to Three Years by Marilyn M. Segal
Provides a vivid description of how two-year olds see themselves; how they get along with others and make friends; and how they learn language, begin to play imaginatively, and explore their surroundings.
305.23 GRI Your Toddler from 2 to 3 Years by Harriet Griffey
A step-by-step guide about toddlers development from ages 2 - 3 years old.
RUBRIC - Toddler Years Handbook: Written Communication, Visual Communication & Technology
Goals: The student will write effectively for a variety of purposes.
The student is able to convey ideas through visual presentation skills.
The student effectively uses technology.
| Criteria | 4-Exceeds the Standard | 3-Meets the Standard | 2-Working Towards Standard | 1-Does Not Meet Standard | Total Points |
| Organization and Mechanics | Logical and clear train of thought is apparent through well-written sentences with mostly correct grammar. Uses effective and smooth transitions. | Most parts of the response make sense and some errors interfere with communication. Uses introduction and conclusion effectively. | Some parts of the answer make sense or many of the grammatical errors interfere with communication. Does not use introduction and conclusion effectively. | Few parts of the answer make sense and grammatical errors impede communication. Omits introduction, body or conclusion. | |
| Creativity, Originality and Inventiveness | Demonstrates exceptional creativity, originality and inventiveness. | Demonstrates some creativity, originality and inventiveness. | Displays limited creativity. | Displays no evidence of creativity. | |
| Effective Choice of Visual Mode | Selects appropriate and innovative mode that effectively conveys the topic. | Selects appropriate mode that effectively conveys the topic. | Selects mode that is somewhat ineffective in conveying the topic. | Does not select an appropriate mode in conveying the topic. | |
| Contributions of Technology to a Final Product or Presentation | Consistently demonstrates an ability to link information from different applications to appropriately enhance the content of the assignment. | Demonstrates the ability to link information from different applications to appropriately enhance the content of the assignment. | Occasionally does not demonstrate an ability to link information from different applications to enhance the content of the assignment. | Does not demonstrate an ability to link information from different applications and does not enhance the content of the assignment. | |
| Content and Evidence | Sections of the handbook provide a thorough understanding of the material with detailed evidence provided to support the answer. | Sections of the handbook show an adequate understanding of the material and provides some evidence to support the answer. | Sections of the handbook show a limited understanding of the material as a whole and provides limited evidence to support the answer. | Sections of the handbook lack a general understanding of the material and provides inappropriate evidence to support the answer. | |
| Analysis | Information and analysis are insightful. | Information and analysis are correct. | Information and analysis are weak or limited. | Information and analysis are incorrect. | |
| Language Use | Uses spelling, grammar and punctuation with few to no errors. Word choice adds clarity and voice. | Uses spelling, grammar and punctuation with limited errors. Uses effective and appropriate word choice. | Uses spelling, grammar and punctuation with many errors. Uses word choice that is somewhat ineffective. | Uses spelling, grammar and punctuation that prevents understanding. Uses inappropriate, distracting word choice. | |
| Focus on Topic | Used time wisely. Focused on getting the assignment done and never distracted others. | Used most time well. There was some lack of focus on getting the assignment down. | Did not use class time to focus on assignment and/or often distracted others. | Did not attempt to use class time to focus on assignment. | |
| Sources | Careful and accurate records are kept to document the source of 100% of the facts and graphics in the handbook. | Careful and accurate records are kept to document the source of 85-100% of the facts and graphics in the handbook. | Careful and accurate records are kept to document the source of 75-85% of the facts and graphics in the handbook. | Sources are not documented accurately or are not kept on many facts and graphics in the handbook. |
Grade = Classwork, Homework, Test TOTAL POINTS_______
Using the MLA Format to Create Citations: Guidelines and Examples
Question #1: Citing sources - exactly what is this?
An important part of research is finding information to use in your project. When you cite this information, you are giving credit to the author and to the place where you found it.
Question #2: Why do I have to cite my sources for my project?
If you do not cite your sources, it would appear that you created them. You can't take credit for something you did not do. That is called plagiarism.
Question #3: What do I have to cite?
You have to cite any source that you use for your project.
Question #4: How do I do this?
You will create citations and list them on a Works Cited page (also known as a bibliography - see example below).
Question #1: Citing sources - exactly what is this?
An important part of research is finding information to use in your project. When you cite this information, you are giving credit to the author and to the place where you found it.
Question #2: Why do I have to cite my sources for my project?
If you do not cite your sources, it would appear that you created them. You can't take credit for something you did not do. That is called plagiarism.
Question #3: What do I have to cite?
You have to cite any source that you use for your project.
Question #4: How do I do this?
You will create citations and list them on a Works Cited page (also known as a bibliography - see example below).
CITATION EXAMPLES
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Book with 1 author
Website Database (most online databases provide citations at the end of each article.) Online Magazine |
Miller, Karen. Ages and Stages: Developmental Descriptions & Activities, Birth Through Eight Years.
Telshare, 1985. "Car Seats: Information for Families for 2015." HealthyChildren.org, 2017, www.healthychildren.org. Accessed 29 Oct. 2017. "Rear seat design - a priority for children's safety in cars." Space Daily, 9 May 2013. General OneFile, go.galegroup.com/ps/start.do?p=ITOF&u=mlin_n_salemhs&authCount=1. Accessed 29 Oct. 2017. "How to Select the Perfect Car Seat for Baby." Parents.com, 2017, www.parents.com/baby/gear/car-seats/how-to-select-baby-car-seat. Accessed 29 Oct. 2017. |
WORKS CITED PAGE USING CITATION EXAMPLES
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Works Cited "Car Seats: Information for Families for 2015." HealthyChildren.org, 2017, www.healthychildren.org. Accessed 29 Oct. 2017. "How to Select the Perfect Car Seat for Baby." Parents.com, 2017, www.parents.com/baby/gear/car- seats/how-to-select-baby-car-seat. Accessed 29 Oct. 2017. Miller, Karen. Ages and Stages: Developmental Descriptions & Activities, Birth Through Eight Years. Telshare, 1985. "Rear seat design - a priority for children's safety in cars." Space Daily, 9 May 2013. General OneFile, go.gale group.com/ps/start.do?p=ITOF&u=mlin_n_salemhs&auth Count=1. Accessed 29 Oct. 2017. |