Child Development

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Child Development

• Chapter 5

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Two and Three Year Olds

• Describe the physical, cognitive, and
  social-emotional development of two year olds
• Explain how three years olds develop physically,
  cognitively, and social-emotionally
• Relate how the development of two and three year
  olds will affect your role as a teacher

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Twos the BIG picture

• Active
• Demanding
• Curious
• Terrible Twos

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Threes the BIG picture

• Calmer
• Try to please
• Conform

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Physical Development

• Two
• 2-3 inches
• 5 lbs
• Eyes, stomach, heart, and lungs become stronger
• Appetites vary from day to day
• Coordination improves as gravity center shifts
  downward

• Three
• Playing is exploring through moving , tasting,
  smelling and touching
• More streamlined bodies
• Walk more natural with toes pointed forward and
  feet closer together

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Gross Motor Skills

• Two
• Bend at waist and pick up toy (ball)
• Throw a ball without falling
• Walk up stairs (place both feet on each stair)
• Walk on their toes
• Jump off the ground with both feet

• Three
• Throwing, Jumping, Hopping
• Climb and descend stairs
• Leg coordination and balance
• walk heel to toe
• hop on one foot

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Fine Motor Skills

• Two
• Finger dexterity and control
• Turn book pages, insert keys into locks
• Open and close scissors
• String large beads
• Show hand preference
• Scribble- lines- circles
• Build with blocks

• Three
• Cutting more refined- cut squares but not along a
  line
• Draw simple shapes
• Draw faces
• Drawings not in proportion
• Construct simple puzzles
• Build towers with blocks

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Self Help Skills

• Two
• Begin to cooperate in dressing
• Can undress
• Snaps can be opened successfully
• Zippers
• Can put on socks
• Drink from a cup or glass
• May spill often
• Drink from a straw
• Spoon feed themselves
• May make a mess or eat with fingers if in a hurry
• Begin toilet learning
• May have nap or night accidents

• Three
• Increasingly self sufficient
• Turn water on and off
• Wash hands and face
• Brush teeth
• Can close large buttons
• Do best with labeled clothing (front or back)
• Put on shoes that do not tie
• Pour liquid from a small pitcher
• Toilet trained
• Enjoy moving toward independence

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Cognitive Development

• Two and three year olds areas of focus
• Language comprehension
• Expressive language
• Math readiness skills

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Language Comprehension

• Two
• Receptive or inner language
• Can understand and answer routine questions
• Follow Directions
• Understandon, under, out of, together, and away
  from..
• Examples
• While reading a story you point to a picture and
  ask what is that?? Child statesBaby
• You ask where is your nose?? Child points to
  their nose

• Three
• Remember three part instructions
• Understand pronouns such as you and they..
• Understand who, whose, why and how
• Space concepts are more cleartoward, up, top,
  apart, around, in front of, in back of, next to

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Expressive Language Skills

• Two
• Begin as two words and develop into three or
  moreJohnny hurtTom go home
• Feeding in
• Provide the childs language
• You are playing with blocks
• Expansion
• Reframe the childs sentence..
• Carteacher adds..you have a blue car.
• Vocab
• 50-200 words
• Do not use grammar rules

• Three
• 900 words
• Improved grammar
• Join sentences
• The bunny died and we do not have it
• Ad ed to the ends of words
• Wented or ranned
• Frequently talk aloud to themselves
• Begin to use cant
• Ask Questions..When Daddy is coming?

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Math readiness Skills

• Two
• Skills are developed through interactions with
  others and with objects
• Size concepts..bigger/ smaller
• Give me Just one of something
• Awareness of shapes, forms, and colors

• Three
• full, more, less, smaller, empty
• Counting skills begin
• Recite s in order higher than 3 but not count
  of objects
• Can distinguish between one and many

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Social and Emotional Development

• Two
• Show negative attitudes
• Desire instant gratification
• Find it difficult to wait

• Three
• Growing out of temper tantrums
• Begin to cooperate, be happy and agreeable
• Start to learn socially acceptable ways of
  dealing with emotions
• Begin to make friends with peers

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Social

• Two
• Possessive
• Parallel play
• Compete for toys
• Push, hit, shove
• Also hug and hold your hand
• Enjoy helping teachers, eager to participate

• Three
• Like to help
• pass out crayons, pour juice
• Learn positive ways to get attention
• Can handle more people at a time
• Adjust to new people easier
• Cooperative play
• Share
• Learn gender roles
• Learn to treat the opposite sex with respect

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Emotional

• Two
• Get frustrated and angry when they cannot control
  their surroundings
• Temper tantrums
• Kick, scream, cry
• Fear is common
• Afraid of being hurt
• Afraid of imagination ( cannot separate real and
  fantasy)
• Love and Caring are shown most
• Need to receive it in return as well

• Three
• Visible
• Excited, angry, discouraged
• Improved coordination leads to less frustration
  when learning new tasks
• Express emotions with words

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Teaching

• Twos
• Know what may cause a tantrum and try to avoid it
• They may use no and mean yes
• Dawdling
• They move at their own pace
• Egocentric
• They always want their own way
• Be prepared for
• Noise
• Curiosity
• Gross motor activity
• Routine

• Threes
• Happy, sociable, agreeable
• Eager to please
• Accept your suggestions
• Cooperative and parallel play
• Themes of healing and treating others
• Need supplies
• Cookware, tools, phones, suitcases, etc.
• Increasingly independent
• Let me do it they may say
• Be encouraging You can do it