Understanding two and three year olds Ms Perez

Understanding two and three year olds Ms. Perez

Bell ringer • Which of these drawings was made by a two year old?

Physical Development of a two year old • Top heavy • Center of gravity is focused downwards • Can usually run and jump without falling

Gross motor development of two year olds • Can sit on a riding toy and push by moving their feet • Enjoying playing with balls – Can kick without falling – Sometimes they fall when they throw them

Fine motor development • Hand preference is a new concept – Will eat with right but play with left • Rapidly developing – Can insert keys into locks – Turn book pages one at a time

Fine motor development • Children will scribble at this age • Build about six-seven block tall towers

Self Help Skills • Can drink from a cup or a glass • Use spoon to feed themselves – However they may spill often – Can revert back to using hands • Begin to cooperate in dressing – Snap pants okay

Cognitive Development • Language comprehension – Understanding of language – Can usually identify six body parts – Can provide appropriate answers to yes and no questions – Can answer “where” and “what is this” questions – http: //www. youtube. com/watch? v=zz. Wt. MNZz. Cjo &feature=related

Cognitive Development • Expressive language – Ability to produce language forms – Express thoughts to another – Speech usually involves simple sentences • “Bobby hurt” • “I go home”

• At your table create an example of expressive language a two year old would say.

How to aid in expressive language • Feeding in – Strategy where you provide the child’s language – “You are playing with the blocks” – Kind of like narrating their life

How to aid in expressive language • Expansion – Adding to their vocabulary by reframing what they say – If they say “cars” you say “that is a blue car”

• At your table create an example using expansion

Expressive language • Around 27 -30 months children may start to use prepositions “Cookies in jar” • Average vocabulary is 50 -200 words – Often they use words without fully understanding them – Girls generally develop language skills faster then boys

http: //www. youtube. com/watch? v=w 2 Eertze Hj. M What else was this parent doing? ?

Math Readiness Skills • Developed as children interact with each other and objects • Begin to sort by color and shape • Understand size concepts – “big vs. small” http: //www. youtube. com/watch? v=3 fjquq. XZvos

Social development of a two year old • parallel play – Play next to each other • Like instant gratification – What does that mean? http: //www. youtube. com/watch? v=Nbsg. XKv TGCQ

• Physical in their responses – May hit, push, or bite a child who approaches their child • Possessive – Use body language to let people know how they feel about their possessions • http: //www. youtube. com/watch? v=Nbsg. XKv. T GCQ – What is being demonstrated during this video?

• Affectionate towards adults – Need to receive in return • Enjoying helping adults

Emotional development of two year olds • Like to control their surroundings • Trying to do a task that is to difficult may frustrate them and cause anger • Anger not usually directed at one person or object

• Fear is common • Often are scared of getting hurt • Some fear has to do with their imagination – Even imagined fears are REAL to toddlers http: //www. youtube. com/watch? v=y 5 WB 2 tb. Nx. MQ

• Need to build trust and security – Routines help develop this

Teaching two-year olds • When guiding be firm but gentle • “No” is their favorite word – May say “no” but mean “yes” • They are egocentric – They think everyone thinks, feels, and thinks like them

• Need lots of transition time • High noise levels • Gross motor activity is their favorite

• Like to act out of life experience or imitating – What area of pre-school is best for this?

• Routines are important – Story time daily

Watch • “Not-so-terrible-twos”

Bell ringer: • • • Put these three year old milestones in order: Hold crayon between thumb and finger Magical Thinking occurs Imaginary friend Aware of differences between themselves and others

Imaginary friend 3 years Aware of differences between themselves and others 3 1/4 years Magical Thinking occurs 3 1/2 years Hold crayon between thumb and finger 3 3/4 years

Three Year Olds • Physical Development • Much better at body coordination – Less top heavy – The are more streamlined – Walking appears more natural because they can walk without their legs spread apart

Gross Motor Development • Better coordination • They can throw, jump, and hop without any difficulty • They now can climb • Can ride tricycles

Fine Motor Development • Block towers are nine to ten blocks high • Can draw simple shapes – Demo • Cutting skills become more refined – Can cut across paper, but not follow lines

Self help skills • • Turn on water facet by themselves Can transfer water to a pitcher MOST should be potty trained Better at dressing themselves – Open buckles, put on shoes that do not tie – Still not able to do small buttons and hooks – Have issues telling the front of clothing from the back

Cognitive Development • Don’t fully understand time concepts • Solve simple problems – Ex. Put an object under a cup and nothing under another cup the child will be able to tell you which object the cup is under

Language comprehension skills • Begin to understand pronouns – You, they • Can remember three part instructions – Go to the bathroom, wash your hands, and dry them on the towel

• Understand words like up, down, apart, Who, whose, why, how -Understand ideas like around, in front of, in back of, next to

• Construct a sentence using the vocabulary words that three year olds would understand

Expressive language skills • Know 900 words • Make a sentence of 4 -5 words • May even put a sentence together using a conjunction – “I went to the store and bought candy. ”

Create a sentence that a three year old would say using a conjugation

• Understand possessive nouns – My toy, Mommy’s car • Understand the difference between past and present tense – Daddy walked, Mommy went,

• Understand negatives – Can’t, don’t, nothing – I can’t go outside • Start to question things – Why does the dog bark

• Constantly talk out loud to themselves – “Susie is taking a walk, I see a dog, I am tired, lets go home” – Narrate their lives

Math readiness skills • Counting skills begin at this age – A lot of the songs have to do with counting • Understand the concept of full, more, less then, empty, largest (by month 42) – Like to compare objects asking if things are bigger or smaller

• Can distinguish between one and many – Pick out one piece of candy

Social Development • • Like to help others Learning positive ways to get attention Adjust to new people more easily Not as possessive

Start to learn gender roles • What behavior is expected of boys and girls • http: //www. youtube. com/watch? v=p. Wc 1 e 3 Nbc 2 g

Emotional development • Strong and visible emotions – When they are happy, you can tell – When they are upset you can tell – However they are beginning to understand ways to control emotions • Won’t hit as music as two-year olds, will use words to tell them that is their toy or to stop it

• Self concept is developed • Affectionate and seek affection in return • Still scared of imagined fears, not scared of things they know – The dark • Likely to become angry when things do not go their way – However they direct their anger at objects, not people

Teaching three-year olds • • Happy, social agreeable Easy to please Enjoy playing alone and with others Becoming independent “I can do it” – Need to show them you value their independence

Create a venn diagram of two and three year old’s • Include at least five things that are different about each age • Include at least four things that are similar • This is an individual assignment

• When done, discuss similarities and differences at your table.

• At your table come up with a scenario describing a way a two year olds would act in pre-school and the way a three year old would act • We will share and guess which is which as a class.

Example: • Jeremy get’s angry when Ladonna is playing with a toy, he walks over and grabs the toy from her. Is Jeremy two or three? • Which category of development does this fall under?

Example: • Cindy is done with her art project, she walks over to the sink to turn it on and wash her hands. Is Cindy two or three? • What area of development does this fall under?