1 / 26

Understanding Children

Understanding Children. Two and Three Year Olds. Terms to Know. Language comprehension Expressive language Egocentric Gender roles Self – concept. 2 year olds. Physical Development. Gross motor development Improved coordination and body control

elam
Download Presentation

Understanding Children

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. Understanding Children Two and Three Year Olds

  2. Terms to Know • Language comprehension • Expressive language • Egocentric • Gender roles • Self – concept

  3. 2 year olds

  4. Physical Development • Gross motor development • Improved coordination and body control • Can walk up and down stairs if they place both feet on each stair • Can jump several inches off the floor • Can sit on a riding toy and move it by pushing with their feet

  5. Physical Development • Fine motor development • Can insert keys into a lock and turn pages in a book one at a time • Can hold scissors properly • Hand preference is fairly developed • At 24 months, kids can scribble • Hold the crayon or pencil in their fist • Can build with blocks

  6. Physical Development • Self – help skills • Undress self • Dress self by pulling on simple garments • Zipper usage • Drink from a cup or glass • Can use a spoon • Potty training

  7. Cognitive Development • Language Comprehension Skills • Understanding of language • 2 year olds can understand and answer routine questions (e.g. What is that?) • Can tell difference between soft/heavy, big/tall

  8. Cognitive Development • Expressive Language Skills • The ability to produce language forms • The child’s experiences affect the rate and content • Important to provide an environment that stimulates language development • Two language strategies • Feeding – in: you provide child’s language • Expansion: reframing child’s word into a sentence

  9. Cognitive Development • Express language skills • 50 to 200 word vocabulary • Girls generally develop language skills faster than boys • Often use the word “no”

  10. Cognitive Development • Math Readiness Skills • Developed as children interact with others and with objects • Begin to sort objects by shape and color

  11. Social – Emotional Development • Social development • Children play next to each, but not with each other • More interested in adults than other kids • Act out adult experiences as they play (driving, talking on the phone) • Possessive; do not want to share • Affectionate

  12. Social – Emotional Development • Emotional development • 2 year olds like to be able to control their surroundings • Doing a task too difficult for them may cause anger • Commonly develop fears (most often of being harmed or hurt, or stem from their imagination) • Need regular routines to build trust and security • Need love and caring, despite their temper

  13. When teaching 2 year oldsbe prepared for: • The word “no”… A LOT • Egocentricity … they think you feel the same way they day • Dawdling … they go at their own pace • Curiosity … especially with toys. Add new items a few at a time. • Temper tantrums … be calm and composed.

  14. 3 year olds

  15. Physical Development • Gross motor development • Throwing, jumping and hopping improve due to better coordination • Can climb and descend stairs easily • Can ride and steer tricycle • Fine motor skills • Cutting skills more refined • Can reproduce simple shapes as they draw • Can trace • Enjoy drawing faces that include a mouth, eyes, nose and ears that are not proportional

  16. Physical Development • Self – help skills • Daily care routines require little assistance from adults • Open buckles on clothes • Put on shoes (without strings) • Have trouble telling front from back of clothing • Most have almost full control of toilet routines

  17. Cognitive Development • Able to solve simple problems • Still egocentric • Learn quickly • Language comprehension, expressive language, and math readiness skills continue to improve

  18. Cognitive Development • Language comprehension skills • Can remember and follow 3 part instructions • Understand pronouns such as you, they • Space concepts become clearer

  19. Cognitive Development • Expressive language skills • Children may use more than 900 words • Start to use question words (why/when) • As children play, they frequently talk out loud to themselves

  20. Cognitive Development • Math Readiness Skills • Understand more/less/smaller/empty • Like to compare objects • Counting skills begin at this age • Distinguish between one and many

  21. Social – Emotional Development • Social development • Eager to help others, especially adults • Adjust to new people more easily • Begin to play with other children • Will share some • Begin to learn gender roles • Behaviors that are expected of girls and boys

  22. Social – Emotional Development • Emotional development • Strong, visible emotions • Eager to act in ways that please others • Likely to become angry when things do not go their way, but direct anger toward object instead of person • Developing a self – concept: the way they see themselves • Not as frightened by objects that they know, but afraid of imagined dangers (dark) • Fearful of pain • Affectionate

  23. Teaching 3 year olds: • Eager to please • Enjoy playing alone and in groups of 2 or 3 • Enjoy pretending to cook, shop • Become increasingly independent • Need encouragement to be independent

  24. Task Rotation • You will be visiting 4 different stations. You will have approximately 10 minutes at each station. • After you complete the task at each station, you will answer the following questions on your own paper: • Which station are you at? • What task did you complete? • Does this task work on fine or gross motor development?

More Related