HOME HELP CONTACT US SUBSCRIPTIONS CME ARCHIVE SEARCH TABLE OF CONTENTS		QUICK SEARCH:   [advanced] Author: Keyword(s): Year:  Vol:  Page:

This Article Full Text Full Text (PDF) Take the CME quiz: Vol. 18 No. 8, August 1997 Rapid Responses: Submit a response Alert me when this article is cited Alert me when Rapid Responses are posted Alert me if a correction is posted Services E-mail this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to My File Cabinet Download to citation manager Citing Articles Citing Articles via HighWire Citing Articles via CrossRef Citing Articles via Google Scholar Google Scholar Articles by Colson, E. R. Articles by Dworkin, P. H. Search for Related Content PubMed PubMed Citation Articles by Colson, E. R. Articles by Dworkin, P. H. Related Collections Growth and Development

(Pediatrics in Review. 1997;18:255-259.)
© 1997 American Academy of Pediatrics

Toddler Development

Eve R. Colson, MD^*
Paul H. Dworkin, MD

^* Clinical Instructor and Fellow, General Academic Pediatrics.

Professor of Pediatrics; Head, Division of General Pediatrics, University of Connecticut School of Medicine, Farmington, CT.

	IMPORTANT POINTS

 

1. Physical growth in toddlers occurs more slowly than in infants, but at a predictable rate.
   
2. The temper tantrum is a common manifestation of the toddler's struggle for autonomy and independence.
   
3. A toddler's behavior style, or temperament, is highly visible and influences all interactions.
   
4. Toddlers make the important transition from sensorimotor to preoperational thinking, as described by Piaget.
   
5. Language development, which occurs very rapidly during the toddler years, is a classic example of the preoperational use of symbols.
   

	Introduction

 
The toddler years (1 to 3 years of age) are ones of rapid change and can be among the most exciting and challenging for parents and pediatricians. The most dramatic advances occur in language and interpersonal skills, but progress is evident in all areas as development proceeds along the traditional lines of affective, motor, cognitive, and physical growth (Fig. 1 )

View larger version (16K): [in this window] [in a new window]   Figure 1. Developmental themes during the toddler years. Modified from Telzrow RW. Anticipatory guidance in pediatric practice. J Cont Educ Pediatr. 1978;20:14–27.

Themes in affective development include the toddler's striving for autonomy and independence from caregivers, the continuing importance of attachment to family, and the initial work on achieving impulse control. In addition, the child's behavior style, or temperament, is highly evident and shapes all social interactions.

Cognitively, the toddler makes the transition in the second year from sensorimotor to preoperational thought, as defined by Piaget. The transition is characterized by the acquisition of language and the development of pretend play. The young toddler may know only a few words and relies primarily on motor skills to manipulate the environment. In contrast, the 3-year-old can speak in sentences and uses these verbal skills to communicate and achieve goals.

Physical growth continues more slowly than during infancy, but at a predictable pace. In contrast, fine motor and gross motor skills progress quickly. The . . . [Full Text of this Article]

This article has been cited by other articles:

				M Schmertmann, A Williamson, and D Black Stable age pattern supports role of development in unintentional childhood poisoning Inj. Prev., February 1, 2008; 14(1): 30 - 33. [Abstract] [Full Text] [PDF]