TODDLER TOPICS: 2003

“Let’s look at development issues of young children, ages 2 to 4.”

During the early years of a young child’s life, all areas of development – social, emotional, and physical - relate to each other.  Parents need an understanding of the normal development of the child. This issue of Toddler Topics identifies some of the developmental changes that a normal child, ages two to five experiences.

This issue includes topics on:      

• Gross Motor Development
• Fine Motor Development
• Speech Development
• Cognitive Development
• Toilet Training  

Sincerely,
Nancy E. Wallace
Extension Agent/Family Living

 

WHAT EXACTLY IS GROSS MOTOR SKILL DEVELOPMENT? 

During the second year of life, a child develops “gross motor” skills. Gross means “total or whole” and motor means “producing motion.” The two year old develops these skills through actions that involve the child’s whole body. They include: walking, pulling a toy, kicking and balancing. The child wants to move his/her whole body to get what he/she wants. This means the two year old is more active. 

Toys are not thrown quite as often. Now he/she moves around and pulls toys with a string. The toddler is more mobile and interested in practicing his or her motor skills. Ride-on equipment, push/pull toys and low climbing structures intrigue the child. He/she wants to play with balls and large light weight blocks which support development of gross motor skills.

Have fun with your child.

Movement is challenging. See what the toddler can do in response to the following challenges.

Ask the toddler to…

• Walk quietly across the room
• Jump over a line on the floor
• Toss a large ball
• Walk backward
• Push a toy across the room

Think up some other activities.

Have your toddler think some up, too.

THE SUBTLETY OF FINE MOTOR DEVELOPMENT

Gross motor development is easy to see. The movements are larger. However, the subtle changes of fine motor development – like the child’s ability to pick up small items or his/her hand-eye coordination - are easy to overlook. Fine motor development allows for greater control and precision as a child explores the world. Now the child can use his/her thumb and forefinger to pick up objects. During the early years, a child will begin to pick up small balls, turn knobs, put pegs in holes, scribble and paint. The two or three year old will build towers of four blocks. He/she will enjoy knocking down the tower. As the child’s eye/hand coordination develops, the toddler will begin to feed him/herself better without making a mess.

Fine motor activities help the toddler develop hand skills. They also teach spatial concepts like “in,” “under,”  “on,” and “around.”

During these years, the child may begin to show a tendency toward right or left handedness. However, the preference takes a few more years to fully develop. Let the child practice his/her handedness. Don’t pressure the child to use one hand or the other.

Two and three year olds are beginning to dress themselves. When shopping, look for clothes with roomy sleeves and openings. Check for medium-sized buttons and buttonholes rather than loops. Elastic waistbands are a good choice. Playing dress up also gives the child a chance to practice these skills.

ITEMS THAT PROMOTE PHYSICAL DEVELOPMENT

• Foam, rubber and plastic balls of all sizes
• Plastic or foam bats and hockey sticks
• Beanbags
• Carpet squares for pretend islands, jumping
• Plastic traffic cones
• Crawl-through shapes, such as empty large appliance boxes
• Mats to develop rolling skills
• Scoops, clean, empty plastic milk jugs
• Target boards that children can throw items both overhand and underhand.
• Hoops
• For three and four year olds, balance boards and beams

TALK, TALK, TALK

-Speech & Language Development-

After the second birthday, a child begins to develop his/her language and comprehension skills. Announce “Lunch Time” and your child will come to the high chair.  Parents begin to spell words such as “Should we stop for I-C-E-C-R-E-A-M?”  The toddler responds to his/her parent’s voice. As speech and language develop, the toddler leaves the infant stage of babbling. They begin to understand and reason.

This is the time to sit down and talk with the child.   Begin slowly and clearly. Use simple sentences. Use the correct names of objects and body parts; e.g. “toes” instead of “piggies.”  Take time to explain things. Two and three year olds ask lots of questions that don’t demand detailed answers. Two and three year olds want to answer questions, too. Ask the child what he/she thinks.  Smile and nod as the child talks so he/she knows you are listening.

It is important not to make fun of words that are mispronounced. Boys generally develop language skills more slowly than girls.   Two and three year olds may substitute sounds they can pronounce, like d for b for more difficult ones. Combination sounds like th or sh can also be tough for the child. Let the child finish talking and then answer with the correct pronunciation. Be patient. The child will gradually improve.

Here are a few activities to promote speech and language development.

1. I see something ....

Pick out an object in the room (yard). Take turns with your child and say “When I look around the room I see (then name the object).” Then describe what it is – the shape, color, size, etc. This activity helps toddlers learn to observe and identify objects.

2. Sing together.

Sing songs with your child rather than playing a CD or tape. Songs can be nursery rhymes, silly songs, made-up songs or old favorites. The repetition of the song helps the child say the words.

3. Read together. Tell stories.

Read to your child. Ask questions about the story. Talk about what happened. Reading stories is a good way to teach your child about what you believe and think is important. Have the child point while you name the items in the picture. Talk about the story. Relate the story to the child’s own experiences.

DEVELOPMENTAL MILESTONES FROM BIRTH TO THREE YEARS

ª                  Combines words.

ª                  Listens to stories for a short while.

ª                  Vocabulary may reach 200 words.

ª                  Develops fantasy in language.

ª                  Begins to play pretend games.

ª                  Defines use of household items.

ª                  Uses compound sentences.

ª                  Uses adjectives and adverbs.

ª                  Recounts the events of the day.

Source: Bredekamp, Sue; Developmentally Appropriate Practice in Early Childhood Programs Serving Children From Birth Through Age 8, National Association for the Education of the Young Child  

COGNITIVE DEVELOPMENT

Current research affirms that learning begins at birth. Two and three year olds have much to explore and learn. The toddler’s brain is growing. He/she begins to solve problems and learn how the world works. The toddler draws on past learning to make decisions and find answers to play related challenges. For example; the toddler will work on simple puzzles and shape toys. When playing with a ring stacking toy, he/she ignores any forms and shapes  that have no hole. He/she recognizes only the shapes that relate to the stacking toy.

What is the parent’s role? Supply the toddler with a range of activities. Let the toddler judge what he/she can or can’t do. Not surprisingly, he/she will select the ones that are challenging.

At this age, a toddler’s memory is improving. Hide and seek games can now begin. This toddler remembers where objects are located after they leave his/her sight. These games also begin to teach the concept of separation. Just as he/she knows the location of a hidden object, he/she begins to learn that a parent, sibling or caregiver will return. Show the toddler pictures of where you are going such as the supermarket, office, etc.

Even though the toddler understands how certain objects work, he/she can’t see how one object affects another. He/she does not yet understand the concept of consequences. The toddler may know a door opens and closes, but he/she has not learned to keep his/her hand from being caught in the swinging door. Until he/she learns common sense, parents must keep their toddler safe. 

ART HELPS TODDLERS THINK

 

As toddlers draw, paint, and make collages, they begin to learn about the world around them. While they paint, glue or draw, they plan, experiment and problem solve. When theymix colors, they start to learn about cause and effect. They learn that red and yellow makes orange – a different color. Toddlers also learn from experience that they can make poor choices, too.

Drawing with crayons or markers help children develop fine motor skills that will be used in later life for writing. Art also gives toddlers a way to express themselves and to cope with the natural stresses of growing up. 

By age three, most children can:

$     Scribble with a marker or crayon

$     Draw a circle

$     Handle scissors

$     Tear construction paper

$     Imitate a horizontal crayon stroke.

“ONE POTATO, TWO POTATO” and OTHER COUNTING GAMES

Counting and number games promote cognitive development in young children. Before children actually experience the counting of objects, let them play number games, sing number songs and chants, and do counting finger games. From such games, toddlers begin to learn the names of numbers and their sequence rather than how to count. Actual counting comes in later years. A good song is “One Potato, Two Potato.” A good source of songs and chants is Knick, Knack, Paddywack (Moss, 1992), about the old man who not only plays 1 through 10, but also builds his own spaceship.  Let children help make up number chants and songs.

Once toddlers are familiar with rote counting to 10, they are ready to count objects. Begin with concrete objects. Toddlers enjoy counting their fingers and toes. “How many shoes are you wearing?” Put peel off numbers on the child’s shoes.

As toddlers reach preschool age, parents can begin to play find the numbers games. Put numbers on objects in the preschooler’s bedroom. Give preschoolers three-dimensional numbers for play.

Counting books in rhyme can help. Look for a Feast for 10 by Falwell, 1993 about family members going to the store to buy ingredients, then cooking, serving, and eating the feast.

WHEN WILL SUZY USE THE POTTY?

With great delight, the toddler actively explores the environment. Her willingness to learn often misleads parents into thinking that Suzy should be ready to use the toilet. Parental expectations run high. Parents and toddler get frustrated.

How can a parent tell when it is time to begin toilet training? Check for a few signs. First, see if the toddler can pick up a raisin or regular size crayon between the thumb and forefinger. Control of the small muscles located in the hand is an indicator that the bowel and bladder muscles are developing. Toddlers cannot control their bowels and bladder if they do not have this type of finger control.

How can a parent prepare a child for toileting?

F     Teach the toddler to dress and undress. She must be able to pull down her underwear and pants then pull them back up again.

F     Toddlers learn through imitation. Let your toddler watch you, brothers or sisters use the bathroom. The toddler will learn that toileting is a natural, grown-up action. She will also learn that flushing the toilet is not scary.

F     So she learns the process of hand washing, have the toddler wash her hands when you do.

F     To let the toddler become familiar with how it feels to sit on the toilet, let her sit on the toilet with her clothes on.

When parents are casual and relaxed, everything will be easier.

Rain or Sun

It’s always fun to…

Build Towers

Lean a yardstick against the wall or back of a cabinet with the 1 inch mark touching the floor.  Tape it.  Cut lots of individual egg carton sections.  Put them in a large bucket.

Encourage the child to stack the cartons as high as they can.  Count the sections with your child.  You might have the child stand next to the tower.  Where does the tower reach? Does it reach up to their ankles?  Or up to their knees?

Paint the World

Give the toddler a paintbrush and a pail of water outside.  Sing to the tune of “Here We Go Round the Mulberry Bush.”

This is the way we paint the house, Paint the house, paint the house.

This is the way we paint the house, every single day.

Let your child paint the house with water.  They can also paint the sidewalk, porch, car or patio tables or whatever else can be painted with “water.”

In the wintertime you can fill spray bottles with colored water and let the child spray paint the snow.

Adapted from “Games to Play with Toddlers,” Jackie Sillberg

This issue of Toddler Topics was developed by Nancy E. Wallace, Extension Agent, Pennsylvania State University Cooperative Extension, Westmoreland County.

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