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    Objectives:
    • Identify typical cognitive developmental milestones from birth to age three.
    • Discuss what to do if you are concerned about an infant’s or toddler’s development.

    Learn

    Learn

    Know

    Infants and toddlers are born ready to learn. They learn through cuddling with a caregiver, listening to language, trying out sounds, stretching on the floor, reaching for objects, tasting foods, and exploring their environments in countless ways everyday. Their brains go through amazing changes during the first three years of life. This lesson will highlight cognitive developmental milestones for infants and toddlers.

    Milestones

    Infants' and toddlers' thinking skills grow as they interact with the world and people around them. As you learned in the first lesson, early experiences matter. Consistent, nurturing experiences help infants and toddlers make sense of the world. Those experiences literally build brain architecture. As infants and toddlers develop, they begin to understand and predict how things work: they open and close a cabinet door over and over, they fill and dump a cup of water in the water table, they bang a spoon on a high chair to hear the sound.

    观看婴儿或幼儿使新发现真正令人兴奋。想想是多么令人兴奋的是第一次婴儿堆栈（并将它们击倒）或第一次假装“读”一本书给您。下面的图表突出显示婴儿和幼儿的认知发展，因为它们成长。请记住，在涉及婴儿和幼儿符合这些里程碑的特定年龄，每个婴儿和幼儿都是独一无二的，存在各种差异。正如您可能已经在其他课程中学到的那样，里程碑为何时期望出现某些技能或行为的何时提供指南。将里程碑视为帮助您理解和确定增长和发展的典型模式的指导方针，或帮助您了解何时以及以何时何地寻找幼儿成熟。作为一个婴儿和幼儿照顾者，您可以使用这些信息，您在为婴儿和幼儿为您创建的互动，体验和环境中获取家庭和您自己的知识。

    Chart: Cognitive Developmental Milestones

    2 months
    • Pays attention to faces
    • Begins to follow things with eyes and recognize people at a distance
    • Begins to act bored (cries, fussy) if activity doesn't change
    6 months
    • Looks around at things nearby
    • Brings things to mouth
    • Shows curiosity about things and tries to get things that are out of reach
    • Begins to pass things from one hand to another
    12个月
    • 探讨了在不同t ways like shaking, banging, throwing
    • Finds hidden things easily
    • Looks at the right picture or thing when it's named
    • 复制手势
    • Starts to use things correctly (like drinks from a cup, brushes hair)
    • Bangs two things together
    • Puts things in a container, takes things out of a container
    • 让事情没有帮助
    • 用索引（指针）手指戳
    • 跟随简单的方向，如“拿起玩具”
    18个月
    • Knows what ordinary things are; for example telephone, brush, spoon
    • 要引起他人的注意
    • Shows interest in a doll or stuffed animal by pretending to feed
    • 指向一个身体部分
    • Scribbles on his own
    • Can follow 1-step verbal commands without any gestures; for example, sits when you say "sit down"
    24 months
    • 即使隐藏在两个或三个封面下也会找到东西
    • 开始排序形状和颜色
    • Completes sentences and rhymes in familiar books
    • Plays simple make-believe games
    • 建造4个或更多块的塔
    • Might use one hand more than the other
    • Follows two-step directions like, "Pick up your shoes and put them in the closet."
    36 months
    • Can work toys with buttons, levers, and moving parts
    • Plays make-believe with dolls, animals, and people
    • Does puzzles with 3 or 4 pieces
    • Understands what "two" means
    • 用铅笔或蜡笔复制一个圆圈
    • 一次翻书一页
    • Builds towers of more than 6 blocks
    • Screws and unscrews jar lids or turns door handles

    Source: Centers for Disease Control and Prevention (2013).发展里程碑。提供电子资源：http://www.cdc.gov/NCBDDD/actearly/pdf/checklists/All_Checklists.pdf

    It's important to know that how infants and toddlers are assigned to classrooms may not reflect the age spans listed above. There are programs that regroup children every six months and those that use multi-age or family-style groupings, which keep children and their teachers together for a longer period of time. It is best practice to minimize the number of times infants and toddlers have to transition from one age group to the next.

    认知发展是一个独特的过程，是每个婴儿，幼儿和家庭的特定过程。许多因素影响认知发展，包括基因，产前事件（即出生前或出生期间）以及儿童环境的方面。一个家庭可能想知道他们的幼儿的认知发展，并不确定他们观察到的东西，以及想象的。作为婴儿和幼儿照顾者，您有机会首先从家庭中学习，并考虑提供额外的发展信息，包括可能的警告标志。包括在一起的孩子可以成为您的有价值的资源（http://www.kitonline.org），以及发展里程碑和行为，位于疾病控制和预防中心的中心，http://www.cdc.gov/ncbddd/actearly/milestones/index.html. The table below also highlights possible warning signs for infants and toddlers:

    用于婴儿和幼儿的认知发展问题的可能警告标志

    年轻婴儿
    • Doesn't watch things as they move
    • Doesn't bring things to mouth
    Mobile Infants
    • Doesn't try to get things that are in reach
    • 难以让事情变得嘴巴
    • Doesn't play any games involving back-and-forth play (i.e., Peek-a-Boo)
    • 似乎没有认识到熟悉的人
    • 看起来不看
    • Doesn't transfer toys from one hand to another
    • 没有学习挥动或摇头一样的手势
    • Loses skills he once had
    • 不搜索她看到你隐藏的东西
    Toddlers
    • 不复制他人
    • Doesn't point to show things to others
    • Doesn't know what to do with common things, like a brush, phone, spoon
    • 不遵循简单的方向
    • 不扮演假装或制作 - 相信（3年）
    • Loses skills she once had

    See

    正如儿童的身体在整个婴儿和蹒跚学步的身体上升，他们的大脑也在增长。您将在孩子的思维技能中看到出生和三岁之间的重大变化。观看此视频，了解婴儿和幼儿的里程碑.

    婴幼儿和幼儿的认知发展

    Watch the range of cognitive development from birth to age three.

    Do

    As an infant and toddler teacher, do the following to support developmental milestones:

    • 给婴儿和幼儿他们需要运动和发现所需的安全空间（攀爬，爬行，拉起等区域）。
    • 提供与每个婴儿和幼儿的一致，培育关系。
    • 阅读所有您可以在开发的阶段，特别是对于您所服务的孩子们的年龄。
    • Post developmental milestone charts for reference.
    • Recognize that children need different things from you as they move through the developmental stages.
    • 定期观察儿童，以确定他们在发育的地方，以便您可以支持和挑战他们的新兴技能。
    • Remember that children are unique and progress at different rates and that one area of development may take longer than other areas.
    • Consult with your上市supervisor, trainer, or coachif you feel that there might be a concern with how a child is developing.

    探索

    探索

    Observing infants and toddlers can help you see where they are developmentally which is important as you plan learning experiences for them. Download, print, and complete theStages of Development Observation活动。与您的主管，培训师或教练分享。

    Apply

    Apply

    了解和记住发展里程碑很重要。您可以下载并打印Milestones Postersand use them as a reference in your work. You will find separate posters for infants and toddlers.

    Glossary

    Term 描述
    Cognitive skills 帮助孩子访问信息，解决问题，原因和得出结论的心理技能或行为
    Developmental delay This may be suspected when children do not meet developmental milestones at the expected times; delays can occur in any area of development
    发展里程碑 大多数孩子在某个年龄范围内可以做的一套技能或行为
    发展筛选 A tool used to help identify children who are not developing as expected and who may need supports; screening can be completed by pediatricians, teachers, or others who know both the child and child development well

    Demonstrate

    Demonstrate
    Assessment:

    第一季度

    对或错？认知发展里程碑让您知道某些技能和行为是否会发展。

    第二季

    Which of the following is a possible warning sign concerning an infant’s or toddler’s cognitive development?

    第三季

    您的同事们询问她如何支持教室的发展里程碑。你通过说......

    参考资料:

    Albrecht, K., Miller, L. (2001), Innovations: Infant & Toddler Development. Beltsville, Gryphon House

    疾病预防与控制中心。（2013）。发展里程碑。从...获得http://www.cdc.gov/ncbddd/actearly/milestones/

    Early Head Start National Resource Center. Retrieved from www.ehsnrc.org.

    National Association for the Education of Young Children. Retrieved fromhttp://www.naeyc.org.

    Track Your Child's Developmental Milestones. (2011). [Brochure]. Missouri First Steps, Early Intervention.http://www.cdc.gov/ncbddd/actearly/pdf/parents_pdfs/MO-Wic%20Broch_2_English_508.pdf

    零到三。从...获得www.zerotothree.org..