More Related Content Similar to Swim ppt ch16 (20) Swim ppt ch161. Chapter 16
The Child from Thirty to Thirty-Six
Months of Age
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2. Materials and Activities
• Two year olds like large muscle activity
• They are developing fine muscles for controlled
manipulation of objects
• Children represent their ideas in play and
language, and they recognize pictures
• They listen to stories and enjoy participating in
rhymes, fingerplays, music, and singing
• Materials may be homemade or commercially
made
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3. Materials and Activities
• Activity Ideas
– Emergent curriculum is created for each specific
child within a group based upon current
knowledge of what a child can do, is interested in,
and is ready for
– Holistic curriculum addressed the development of
the whole child
– Ongoing projects result in challenges and
problems to be solved
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4. Physical Development
• The older two-year-old is increasing stability in
walking and running
• Older toddlers ride tricycles
• They jump up and down, they jump off
objects, and they jump forward
• Handedness is established
• Fine motor skills for dressing are developed
• Self-help skills help older toddlers to prepare
for nap, toilet independently and dress with
some assistance
©2014 Cengage Learning.
All Rights Reserved.
5. Suggestions for Implementing Curriculum--
Physical Development
• Provide space and materials for active play
• Play games and sing songs that involve
movement and jumping
• Play music for dancing, include scarves, etc.
• Allow children to hold book and turn pages
• Plan a routine that allows time for children to
use self-help skills
• Be available to assist as needed
©2014 Cengage Learning.
All Rights Reserved.
6. Cognitive and Language Development
• Cognitive Development:
– Older toddlers use observing, questioning,
manipulating, classifying and measuring to learn
about their world
– Children construct physical knowledge by moving and
observing
– Children construct logico-mathematical knowledge by
discovering relationships between objects
– Children learn social-arbitrary knowledge from other
people
©2014 Cengage Learning.
All Rights Reserved.
7. Cognitive Development Curriculum
Implementation
• As you solve problems together, talk through your
own questions
• Listen to child’s explanation of classification
• Provide choices
• Encourage child to use art materials to represent
objects and ideas
• Use words labeling quantity, number, positions in
space
• Use time related words during daily experiences
©2014 Cengage Learning.
All Rights Reserved.
8. Cognitive and Language Development
• Language Development:
– The labeling process is part of children’s construction of the
identity of objects
– Older toddlers speak in more complete sentences and are
able to express several ideas in a sequence of sentences
– Play provides opportunities to combine language with
imagination
– Reading aloud provides language patterns, reading pictures
encourages self-expression, reading fosters larger
vocabularies and story-telling abilities
– The ability to produce or express language during the toddler
years has been associated with larger vocabularies and
better reading outcomes during the early elementary years.
– Scribbling continues to involve children in writing
©2014 Cengage Learning.
All Rights Reserved.
9. Suggestions for Implementing Curriculum--
Language Development
• Provide dramatic play opportunities to combine
language with imagination.
• Read aloud to provide examples of language patterns
and expression
• Use correct tense and plurals when responding to
children’s language
• Partner with families to support language and
literacy development with literacy bags
• Write children’s names, sentences on their artwork
papers, and dictated sentences on their pages of
scribbling
©2014 Cengage Learning.
All Rights Reserved.
10. Emotional Development
• Older toddlers express a wide variety of feelings
• They are beginning to express feeling in a socially
acceptable manner
• There are variations in cultural expression of feelings
• Toddlers express negativism and aggression in
different ways
• Dispositions such as discipline and persistence
enables success
• Toddlers can be encouraged to display caring
behaviors and responsibility through class pets
©2014 Cengage Learning.
All Rights Reserved.
11. Suggestions for Implementing Curriculum--
Emotional Development
• Be aware of and respect the cultural differences
that children bring with them to school
• Support caring behaviors with a class pet
• Provide opportunities for challenging,
developmental and content-rich learning
experiences
• Provide opportunities for children to work out
strong feelings and the need for control through
play and classroom responsibilities
©2014 Cengage Learning.
All Rights Reserved.
12. Social Development
• During the pre-conceptual stage, toddlers continue
to work on perspective-taking
• Infants and toddlers are capable of building enduring
friendships
• Children are increasingly aware of others as
individuals
• They use adults as resources
• Self-control is increasing, with some ability to delay
gratification
• Adults who use the 3 As consistently help children to
learn how to interact socially
©2014 Cengage Learning.
All Rights Reserved.
13. Suggestions for Implementing Curriculum--
Social Development
• Provide enough toys and materials so child
can control use of some of them
• Allow toddlers to use you as a resource
• Praise the child’s spontaneous helping
• Encourage sharing by providing opportunities
to share
• Use daily routines to demonstrate turn-taking,
etc.
©2014 Cengage Learning.
All Rights Reserved.
14. Learning in Content Areas
• Traditional methods of instruction for preschool or
elementary-age children should not be used with
toddlers
• Use engaged, active exploration that is child-led for
content learning as well as supporting development
• Integrate content across developmental domains
• Projects designed for toddlers illustrate how
scientific and mathematical knowledge can be
explored
©2014 Cengage Learning.
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15. Spotlight on Research
• Toddlers and Media
– AAP recommends elimination of screen time for
children under 2 years of age
– Comprehension is less from video than from real-
life (video deficit) unless parents are engaged in
shared focus
– Time spent viewing takes away from time spent
on reading, playing and interacting
©2014 Cengage Learning.
All Rights Reserved.
16. Checkpoint Discussion Questions
• Compare how children learn physical
knowledge, logico-mathematical knowledge,
and social-arbitrary knowledge
• Explain the role adults play in toddler’s
acquisition of oral and written language skills.
©2014 Cengage Learning.
All Rights Reserved.
17. Checkpoint Discussion Questions
• What are the benefits to children of having a
class pet?
• Provide two examples of cultural differences
in expressing emotions. Describe which
aspects of emotional expression those
differences reflect.
• Describe how you would assist a child in
demonstrating ownership of toys or security
items.
©2014 Cengage Learning.
All Rights Reserved.