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Understanding two and three year olds

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.

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Understanding two and three year olds

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  1. Understanding two and three year olds Ms. Perez

  2. Bell ringer • Which of these drawings was made by a two year old?

  3. Physical Development of a two year old • Top heavy • Center of gravity is focused downwards • Can usually run and jump without falling

  4. 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

  5. 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

  6. Fine motor development • Children will scribble at this age • Build about six-seven block tall towers

  7. 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

  8. 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

  9. Cognitive Development • Expressive language • Ability to produce language forms • Express thoughts to another • Speech usually involves simple sentences • “Bobby hurt” • “I go home”

  10. At your table create an example of expressive language a two year old would say.

  11. 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

  12. 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”

  13. At your table create an example using expansion

  14. 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

  15. http://www.youtube.com/watch?v=w2EertzeHjM What else was this parent doing??

  16. 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

  17. 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=NbsgXKvTGCQ

  18. 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=NbsgXKvTGCQ • What is being demonstrated during this video?

  19. Affectionate towards adults • Need to receive in return • Enjoying helping adults

  20. 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

  21. 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

  22. Need to build trust and security • Routines help develop this

  23. 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

  24. Need lots of transition time • High noise levels • Gross motor activity is their favorite

  25. Like to act out of life experience or imitating • What area of pre-school is best for this?

  26. Routines are important • Story time daily

  27. Watch • “Not-so-terrible-twos”

  28. 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

  29. 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

  30. 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

  31. Gross Motor Development • Better coordination • They can throw, jump, and hop without any difficulty • They now can climb • Can ride tricycles

  32. 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

  33. 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

  34. 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

  35. 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

  36. Understand words like up, down, apart, Who, whose, why, how -Understand ideas like around, in front of, in back of, next to

  37. Construct a sentence using the vocabulary words that three year olds would understand

  38. 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.”

  39. Create a sentence that a three year old would say using a conjugation

  40. Understand possessive nouns • My toy, Mommy’s car • Understand the difference between past and present tense • Daddy walked, Mommy went,

  41. Understand negatives • Can’t, don’t, nothing • I can’t go outside • Start to question things • Why does the dog bark

  42. Constantly talk out loud to themselves • “Susie is taking a walk, I see a dog, I am tired, lets go home” • Narrate their lives

  43. 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

  44. Can distinguish between one and many • Pick out one piece of candy

  45. Social Development • Like to help others • Learning positive ways to get attention • Adjust to new people more easily • Not as possessive

  46. Start to learn gender roles • What behavior is expected of boys and girls • http://www.youtube.com/watch?v=pWc1e3Nbc2g

  47. 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

  48. 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

  49. 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

  50. 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

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