Lesson Plan Originally Created By:
Gina Redinger
Understanding Children from Birth to Age 2
Part of Unit: Life Stages
Lesson Plan Overview / Details
In this lesson students will understand the growth and development of children in the first two years of life.This is one of seven life stages which is a segment of one's life that spans specific ages, and in which a predictaable pattern of growth and development occur.
Instructional Time Required
- 1 class
- 55 Minutes
Therapeutic Services Pathway
California Career and Technical Education Standards
- HSMT.E.E1.1 Know the process for evaluating the ability of patients and clients to understan...
- HSMT.E.E1.2 Use appropriate communication strategies with patients and clients.
- HSMT.E.E1.3 Use appropriate responses to the health care needs of patients and clients.
- HSMT.E.E2.1 Understand the collection and formatting of information by using facility protoc...
- HSMT.E.E2.2 Use medical terminology appropriate to therapeutic services to interpret and com...
- HSMT.E.E4.1 Understand the process for monitoring patients’ and clients’ responses to admini...
- HSMT.E.E4.2 Understand the process for reporting patients’ and clients’ responses to adminis...
- HSMT.E.E4.3 Know the process for assessing patients’ and clients’ responses to administered ...
- HSMT.E.E5.1 Use the appropriate evaluation tools to assess patients and clients.
- HSMT.E.E5.2 Understand the process for revising or creating modifications to treatment plans...
Objectives and Goals
- Chart the physical development of children in the first two years after birth.
- Describe how children develop cognitively in the first two years after birth.
- Explain how children in the first two years after birth develop socially and emotionally.
Materials Needed
Student will need to bring in baby picture of themselves.
Activities in this Lesson
- Name that Baby - Hooks / Set
As students enter the class, they will recieve a baby picture of one of their classmate. Each student will try and identify the baby picture to one of the students in the class. As each student is identified, the class looks for similarities and differences in the baby picture and the person the baby has grown into. Also, have students discuss how they think infants perceive the world. This activity leads into lecture on the rapid growth and develpment of the first two years.
- Apply and explore - Demo / Modeling
1. Visit a child care center serving infants. Observe differences among them. You may also have the students watch clips of the movie Paris, Je T' Aime.
2. The teacher will bring his/her baby books or albums in which your parents documented milestones. Note whether or not the teacher's, milestones were met. These may include checking infant reflexes, head lifitng, rolling over. or smiling. Share with the class the ages at which the milestones occured for the teacher.
Students will define physical, cognitive and social-emotional development and complete the activity "Types of Development" in SAG.
- Reflexes Activity B Student Activity Guide - Group Work
Students will describe the reflexes listed in Activity B, SAG.
Talk with an early childhood teacher to learn about activities, equipment, objects, and teaching approaches he or she uses to encourage development in children from birth to two years of age. Seek information related to each area of development listed. Record your findings below and share them with the class.
Physical development
Cognitive development
Social-emotional development
- Motor Sequence for Infants transparency master 5-1 - Group Work
Have the class try to determine the sequence in which infants develop the skills listed. Use the blanks to number the skills in the appropriate order.
Complete the following sentences by writing the correct words in the blanks.
- Closure Activity - Closure
Review and Reflect: Check for understanding asking students questions on information in activities .Answer Key below.
1. True or false Reflex testing can be used to detect whether an infant has brain or nerve damage.
2. ______occurs when infants pull with their arms and wiggle their stomachs.
3. True or false. Creeping requires stronger leg muscles and leg control than crawling.
4. Describe the newborn's vision at birth.
5. If you place a toy car near an infant who is three to six months old, whata is the child most likely to do?
A. Ignore the toy.
B. Cry.
C. Put the toy in his or her mouth.
D. Slide the toy along the floor making car noises.
6. Describe how to test a child for an understanding of object permanence.
7. If a toddler sees his or her mother mowing the lawn one day and then pretends tomorrow the lawn at the child care center, the toddler is practicing________.
8. Describe telegraphic speech and provide an example.
9. Describe three factors that affect a child's temperament.
10. True or false. Children do not start to show attachment behaviors until after their first birthday.
11. How would the social-emotional development of a three-month-old differ from that of a one-year-old?
Answer Key
1. true
2. Crawling
3. true
4. At birth, the newborn's vision is blurry.
5. C
6. Place an object under a blanket; then observe to see if the child searches for it.
7. deferred imitation
8. two-word phrases toddlers often develop between 18-24 months (example is student response)
9. passivity-how actively involved a child is with his or her surroundings; irritability-the tendency of a child to feel distressed; activity patterns-levels of movement in children
10. false
11. Three-month-olds respond to people with smiles and laughter. Crying is still used to show distress. By 12 months of age, they show separation anxiety. They start to explore and take more interest in other children.
Assessment
Assessment for this lesson is a combination of observations, activities, and the questions given as listed above.
