Twelve months to two years During the second year toddlers: Are developing a sense of self. Are focused upon developing autonomy and independence and may resort to non-verbal means of communicating their needs as they have limited language ability. Will demonstrate empathy by offering the type of comfort that the him/herself finds comforting. May understand that another child is distressed but may not understand that it was they who caused the distress. Are beginning to develop single friendships and to engage in reciprocal and complementary play. Still have little sense of time and find it difficult to wait. May develop fears of imaginary creatures and physical harm. Tend to be impulsive and do not ‘think’ before they act. Caregivers can: Expect toddlers to assert their autonomy and independence. Expect conflict caused by attempts to gain power and control over their lives. Help toddlers regulate their own emotions and to calm down after experiencing strong emotions. Expect toddlers to assert some control over their environment by saying NO and refusing to comply with requests. Provide space, support and guidance for toddlers during their interactions with other children. Expect toddlers to become frustrated with the limitations of own abilities which may result in anger and temper tantrums. Provide opportunities to make simple choices and decisions about what they want to do. Not expect toddlers to show remorse for hurting another child. Not expect toddlers to wait to have needs met. Two to years During the third year: Toddlers still need to assert their autonomy and independence but are developing a greater understanding of their social self. Their emerging cognitive skills enable them to delay gratification and begin to differentiate between acceptable and unacceptable behaviour. Their developing sense of self may lead to possessiveness and refusal to share. search for autonomy results in intense feelings that they are sometimes unable to control. Caregivers can: Now expect toddlers to be developing an understanding of the social rules for acceptable behaviour. Expect them to wait for short periods and to demonstrate limited amounts of self-control and concern for others. Expect toddlers to forget to follow limits and guidelines even though they may be able to recite them. Expect toddlers to imitate the behaviour of others and need plenty of opportunity to express their feelings. Not expect them to understand the difference between accidental or
What coordination is needed? What capacity does the family have to manage this recommended involvement and planning for the child/ren? What capacity do you have to follow through and coordinate plans for the family? Who do you believe should lead the advocacy and planning for the child/ren? How will outcomes be established and monitored? Who will be responsible for the monitoring and general coordination? General comments and recommendations Questions to ask if harm is suspected Examples of questions to use when asking children about possible harm: How are things at home? What happens when people disagree with each other in your house? What happens when things go wrong at your house? What happens when your parents / carers get angry with you? Who makes the rules? What happens if you break the rules? What makes you happy at home? What makes you sad or worried? Examples of questions for the parent / carer Do you ever fear for your children’s safety? Have you ever been worried that someone was going to hurt your children? Who looks after your children when you are not home?
Infants and their families (DHS) Some things to be aware of when making contact with families with infants include: Infant observations Is the infant alert when awake? Is the infant visually tracking people and/or objects? Is the infant making eye-to-eye contact (with you as a visitor/ and the care giver)? Is the infant responsive to faces? Is the infant seeking attention and care? Is the infant responding to sounds? Is the infant responding to physical closeness? Is the infant showing interest in movement and objects? Is the infant calm or emotionally agitated? Is the infant active or passive? Are the milestones at the anticipated stage? Parent observations: Does the parent use the Maternal and Health Service? Are the child’s MCH checks and immunisations up to date? Does the parent have a regular family doctor? How does the parent talk about/describe the infant? What is the parent able to tell you about the child’s development, health and general wellbeing? What do you see that enables you to consider the attachment the parent has with the infant? Overall, what do you see that enables you to consider the level of responses, care and nurturing given to the infant? What do you see that enables you to consider the of stimulation provided in the home? What do you see and hear that tells you whether the nutritional needs of the infant are being met? How will you know that all basic needs are being met? Does the parent appear to be available and attached to the infant? Does the parent look at her/his child and give gentle physical touches? Does the parent have an understanding that an infant’s cries are the way they get their basic needs met? Does the parent move and respond to the child’s vocalisations as well as cries?
We are generally very positive in our communication and play techniques. It has been found that a negative question can free the child to name a person who has caused them pain, fear, stress or confusion in their lives. When making playdough cakes/pizza’s/ice poles etc.- say: “Who could share your .....?” “Who couldn’t you your.......with you?” “Who would you invite to your birthday?” “Who wouldn’t you invite to your birthday?” Writing lists or drawing people (for children 4 years +) can assist children to express themselves in a playway approach to sensitive conversations. Use headings and “Tick (sign) or X”. People they like to be with/talk to/live with/ go under the tick sign, and people they don’t want to be with/talk to etc. go under the X sign. Engaging Younger Children This can be as simple as smiling, looking open, accepting and interested in them and positioning yourself to show availability. Sit on the floor or couch where they are. Look relaxed and comfortable in your closeness. It can be having something to show them...or finding something to attract them to in their environment or to talk about ...their pet...a photo...a toy on the floor...a magazine on the table...showing interest in their TV program...what they are eating. Have something in your pocket. Wear a colourful necklace, earrings, scarf, brooch or bright clothing. Be playful. ..play boo with a 1 year old. Sing to a child on a swing. Look at a flap book with a 2 year old. Play “Round and Round the Garden”. cups of tea and eat sand cakes! How can this help?