Toddler Development
Entry-Level Training
Module II
Lesson Two
1
Understanding Toddlers







2
Sensorimotor learners moving towards preoperational
Dramatic increase in language skills
For optimum development, they need to “learn how to
learn” before they’re three
Behaviors are more experimentation than malicious
misbehavior
Becoming separate, capable individuals that can
function independently (autonomous)
Built-in desire to test out their abilities
Want adults to act as a secure base from which to
explore
Toddler Property Laws







3
If I want it, it’s mine.
If I give it to you and change my mind later, it’s mine.
If I can take it away from you, it’s mine.
If I had it a little while ago, it’s mine.
If it’s mine, it will never belong to anybody else, no
matter what.
If we are building something together, all the pieces are
mine.
If it looks just like mine, it’s mine.
Developmental Milestones
12 - 18 Months







4
Follow simple directions
Enjoy being with other children
Walk alone a few steps
Use single words
Drink from a cup
Show sympathy for others
Walk well; run
Developmental Milestones
18-24 months





5
Stack blocks
Show sympathy for others
Walk well; run
Use words to name familiar objects/ people
Eat with a spoon
Developmental Milestones
24-30 months





6
Points to 4-5 body parts
Imitate behaviors of adults and peers
Use crayons
Use short sentences
Help in dressing
Developmental Milestones
30-36 months





7
Engage in pretend play
Play cooperatively with other children
Walk up and down stairs
Say first and last name
Show interest in toilet training
Developmental Alerts

If, by 36 months, a child DOES NOT:
–
–
–
–
–
–
–
–
–
8
Eat a fairly well-rounded diet
Walk confidently with few stumbles or falls
Avoid bumping into objects
Carry out simple 2-step directions
Point to/name familiar objects
Enjoy being read to
Show interest in other children
Indicate a beginning interest in toilet training
Sort familiar objects according to a single characteristic (color,
size, etc.)
Developmental Needs




9
Opportunities to develop a sense of
autonomy (self-help skills, separation)
Space to explore and develop
motor/movement skills (sense of power,
competence)
Opportunities for challenging sensory-motor
exploration (mobility)
Exposure to language, opportunities to listen
and express themselves
Toddler Environment






10
Child-proofed*, arranged for movement
Toddler-sized furniture, equipment, private
spaces
Choices, consistency/routine, self-help
Enough materials and cozy spaces for each
Supervision always, intervention only when
necessary
Active play, dramatic play
* Child-proofing for Toddlers






11
Install safety plugs in all outlets
Keep poisonous substances in locked
cupboards as high as possible
Lock drawers and cupboards with
sharp/dangerous objects
Eliminate choking hazards
Remove unsteady furniture
Use gates, locks to block access to
dangerous areas
Appropriate Materials/Activities






12
Realistic toys and props, dramatic play/selfcare
Unbreakable mirror
Non-stereotypical pictures and picture books
Multi-ethnic dolls
Sensory play (water table, etc.)
Art activities
Appropriate Schedules/Routines



Consistent, predictable, yet flexible
Ample blocks of time, few transitions
Carefully planned transitions
–
–



13
Advance warnings
Non-verbal cues
Allow for individual variations
Balance of quiet and active times
Caregivers interact positively during routines
Hope NOT to see…







14
Restrictive; playpens, high chairs, too much equipment to
move around
Not child-proofed/overprotection/underprotection
Large group activities/area
Too many fine motor activities, few large motor activities
Rigid schedule, imposed activities
Impatient, unresponsive, or disrespectful caregivers
Caregivers involved in power struggles, scolding, and/or
punishing toddlers
PLAY…
Early childhood teachers must understand
the significance of PLAY to children's
educational development and develop
skills in facilitating enriching play in early
childhood classrooms.
15
Play Builds Brain Connections

Play…
–
–
–
–
–
–
–
–
16
Is a framework for learning
Helps a child discover what is possible
Gives a child a sense of control and power
Encourages a child to express him/herself
Helps a child deal with feelings
Provides the foundation for later academics
Helps a child integrate all areas of development
Is the most effective teacher of social skills