Transcript 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=zzWtMNZzCjo
&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=w2Eertze
HjM
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=3fjquqXZvos
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=NbsgXKv
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=NbsgXKvT
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=y5WB2tbNxMQ
• 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=pWc
1e3Nbc2g
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?