PlayPlay magnifies toddlers’ physical and psychosocial development. Interaction with people becomes increasingly important. The solitary play of infancy progresses to parallel play (i.e., toddler play alongside, not with, other children). Although sensorimotor play is still prominent, there is much less emphasis on the exclusive use of one sensory modality. Toddlers inspect toys, talk to toys, test toys’ strength and durability, and invent several uses for toys. Imitation is one of the most distinguishing characteristics of play and enriches children’s opportunity to engage in fantasy. With less emphasis on gender-stereotyped toys, play objects such as dolls, carriages, dollhouses, balls, dishes, cooking utensils, child-size furniture, trucks, and dress-up clothes are suitable for both genders (Fig. 32-4); however, boys may be more interested than girls in activities related to trucks, trailers, action figures, and building blocks, and girls may prefer doll-related activities. Show
Increased locomotive skills make push-pull toys, straddle trucks or cycles, a small gym and slide, balls of various sizes, and riding toys appropriate for energetic toddlers. Finger paints; thick crayons; chalk; blackboard; paper; and puzzles with large, simple pieces use toddlers’ developing fine motor skills. Interlocking blocks in various sizes and shapes provide hours of fun and during later years are useful objects for creative and imaginative play. The most educational toy is the one that fosters the interaction of an adult with a child in supportive, unconditional play. Toys should not be substitutes for the attention of devoted caregivers, but they can enhance these interactions (Glassy, Romano, and AAP Committee on Early Childhood, 2003). Parents and other providers are encouraged to allow children to play with a variety of simple toys that foster creative thinking (e.g., blocks, dolls, and clay) rather than passive toys that the child observes (battery-operated or mechanical). Active play time should also be encouraged over the use of computer or video games, which are more passive (Ginsburg and AAP Committee on Communications, 2007). Certain aspects of play are related to emerging linguistic abilities. Talking is a form of play for toddlers, who enjoy musical toys such as age-appropriate compact disk (CD) players, “talking” dolls and animals, and toy telephones. Children’s television programs are appropriate for some children over 2 years of age who learn to associate words with visual images. However, total media time should be limited to 1 hour or less of quality programming per day. Parents are encouraged to allow the child to engage in unstructured playtime, which is considered much more beneficial than any electronic media exposure (AAP Council on Communications and Media, 2011). Toddlers also enjoy “reading” stories from a picture book and imitating the sounds of animals. Tactile play is also important for exploring toddlers. Water toys, a sandbox with a pail and shovel, finger paints, soap bubbles, and clay provide excellent opportunities for creative and manipulative recreation. Adults sometimes forget the fascination of feeling textures such as slippery cream, mud, or pudding; catching air bubbles; squeezing and reshaping clay; or smearing paints. These types of unstructured activities are as important as educational play to allow children the freedom of expression. Selection of appropriate toys must involve safety factors, especially in relation to size and sturdiness. The oral activity of toddlers puts them at risk for aspirating small objects and ingesting toxic substances. Parents need to be especially vigilant of toys played with in other children’s homes and those of older siblings. Toys are a potential source of serious bodily damage to toddlers, who may have the physical strength to manipulate them but not the knowledge to appreciate their danger (Stephenson, 2005). Government agencies do not inspect and police all toys on the market. Therefore adults who purchase play equipment, supervise purchases, or allow children to use play equipment need to evaluate its safety, including toys that are gifts or those that are purchased by the children themselves. Adults should also be alert to notices of toys determined to be defective and recalled by the manufacturers. Parents and health care workers can obtain information on a variety of recalled products and report potentially dangerous toys and child products to the U.S. Consumer Product Safety Commission* or, in Canada, the Canadian Toy Testing Council.† Printable tips on toy safety are also available from Safe Kids Worldwide (www.safekids.org). Table 32-1 summarizes the major features of growth and development for the age-groups of 15, 18, 24, and 30 months. TABLE 32-1 GROWTH AND DEVELOPMENT DURING TODDLER YEARS
 Which is the first action of the nurse when a parent expresses concern about a childs diet?Which is the first action of the nurse when a parent expresses concern about a child's diet? 1. Perform a nutritional assessment.
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When caring for a toddler with epiglottitis the nurse should first?If the medical team suspects epiglottitis, the first priority is to ensure that your or your child's airway is open and that enough oxygen is getting through. The team will monitor your or your child's breathing and blood oxygen level. If oxygen saturation levels drop too low, you or your child may need help breathing.
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What is the most important factor that a nurse should emphasize in teaching a mother regarding toilet training?
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