developmentally appropriate practice for toddlers

1. Developmentally Appropriate Practice for Toddlers Candy Green and Chiquita Wilburn ECE 561 Summer II 2007

3. Toddlers Toddlers learn by experiencing the environment through their senses (seeing, hearing, tasting, smelling, and feeling), by physically moving around, and through social interaction. Adults play a vital socialization role with infants and toddlers. These interactions are critical for the development of the children�s healthy self-esteem. The most appropriate teaching technique for this age group is to give ample opportunities for the children to use self- initiated repetition to practice newly acquired skills and to experience feelings of autonomy and success.

4. Competencies Toddlers and 2-year-olds thrive on exploration and creativity. They enjoy fantasy, when props are selected to encourage productive play. When their needs have been met appropriately as infants, toddlers are experienced in making choices and implementing their own ideas.

5. Social Behaviors The social awareness of toddlers and 2-year-olds is vastly more complex than that of younger infants. Their past experiences in communicating with others enable them to refine their ability to read children�s and adult�s signals. Their feeling of empathy bloom as they continue to see that other people have feelings too.

6. Developmental Milestones Interest in others Shows increased awareness of being seen and evaluated by others. Sees others as a barrier to immediate gratification. Begins to realize others have rights and privileges. Gains greater enjoyment from peer play and joint exploration. Begins to see benefits of cooperation. Identifies self with children of same age or sex. Is more aware of the feelings of others. Exhibits more impulse control and self-regulation in relation to others. Enjoy some group activities.

7. Developmental Milestones cont. Self- awareness Shows strong sense of self as an individual, as evidenced by � NO� to adults request. Experience self as a powerful, potent, creative doer. Explores everything. Becomes capable of self-evaluation and has beginning notion of self. Makes attempts at self-regulation. Uses names of self and others. Identifies 6 or more body parts. Motor Milestones and eye-hand skills Scribbles with marker or crayon. Walks up and down stairs. Can jump off one step. Kicks a ball. Stands and walks on tiptoes. Handles scissors

8. Developmental Milestones cont Language development/ communication Combines words. Listens to stories for a short while. Speaking vocabulary may reach 200 words. Develops fantasy in language. Begins to play pretend games. Defines use of many household items. Uses compound sentences. Uses adjectives and adverbs. Recounts events of the day. Physical, Spatial, and temporal awareness Identifies a familiar object by touch when placed in a bag with 2 other objects. Uses � tomorrow.� �yesterday.� Figures out which child is missing by looking at children who are present. Asserts independence: � Me do it.�

9. Developmental Milestones cont Purposeful action and use of tools When playing with a ring-stacking toy, ignores any forms that have no holes. Classifies, labels, and sorts objects by group. Helps dress and undress self. Expression of feelings Frequently displays aggressive feelings and behaviors. Exhibits contrasting states and mood shifts. Shows increased fearfulness. Expresses emotions with increasing control. Aware of own feelings and those of others. Shows pride in creation and production. Verbalizes feelings more often. Expresses feelings in symbolic play. Shows emphatic concern for others.

10. Reference Bredekamp, Sue. Developmentally Appropriate Practice in Early Childhood Programs Serving Children From Birth Through Age 8. National Association for the Education of Young Children.1987