A

Dozen Ways to Grow

Child Development 2-3years

Introduc>on to course
This course is designed with experienced educators in
mind who need to be made up to speed on the
importance of the developmental milestones typical of
and appropriate prac>ce necessary for the growth and
learning of 2 to 3 year children. With this course,
educators will be able to rediscover the fundamentals
of early childhood ages and stages that are easily
overlooked in the hustle and bustle of the early care
classroom. Educators will also be reminded of their
role in promo>ng healthy development through
ac>vi>es, prac>ces, and environmental factors.

Course Objec>ves
Par>cipants will be able to:
Iden>fy the developmental milestones of learning for a 2-3 year old
in the essen>al domains: sense of self, social-emo>onal, language-
communica>on, cogni>ve, crea>ve and physical development.
Evaluate the 3 stages of toile>ng and suggested methods for poLy
training a toddler.
Compare the mul>ple inuences of temper tantrums and assess
strategies to redirect said behavior.
Compare the warning signs of developmental challenges with the
prac>ces and environmental changes appropriate for promo>ng
healthy development.
Create a developmental chart that demonstrates knowledge of the
developmental milestones, developmental challenges, and
developmentally appropriate prac>ces and ac>vi>es for a 2-3 year
old learner.

Sense of Self
Characteris*cs
Constantly swings back and forth between independence and clinginess.
Becomes increasingly aware of herself as separate from others.
Con>nues to engage in the mine stage but begins to understand the
concept of sharing and taking turns.
Can feed self, dress self, and wash and dry hands with help.
Begins to be toilet-trained.
Brain Development
Develop posi>ve self-esteem.
Become more condent of abili>es.
Become more independent.
Suggested Ac*vi*es/Materials
Encourage children to serve self, help set the table, wash own hands, put
on own shoes/socks and clothing.
Provide soap and towels, child-size utensils.
Sit with children during meals, encouraging conversa>on.
Give simple responsibili>es, which can be accomplished.
Adapted from BeLer Brains for Babies. (2015). Learning and development: Toddlers 12 to 24 months. Georgia Division of family and children services.
Retrieved from hLp://www.bbbgeorgia.org/childDev_12-24.php#social

Sense of Self: PoLying

This age is o^en a great >me to begin poLying, as
the childs growing sense of self-awareness and
independence will compliment their desire to
achieve diaper free underwear wearing big
girl or big boy poLying success.
Please click the link on the webpage or copy and
paste the link below in your web browser to view
the 3 minute video How to PoLy Train a
Toddler. A^er you have watched the video,
please return to the PPT and answer the essen>al
ques>on on the next slide.
hLps://youtu.be/_hiMo7C8xSM

How to PoLy Train a Toddler

EQ: What are the 3 stages of poLying for a
toddler and why is each stage important for a
toddlers growing sense of self?

Social-Emo>onal
Begins to show deant behavior and increased temper
tantrums. 1
O^en imitates behavior of adults and other children.1
Copies others, especially adults and older children. 1
Laughs at funny things.4
Gets excited when with other children. 1
Shows more and more independence. 1
Shows deant behavior (doing what he has been told not to). 1
Plays mainly beside other children, but is beginning to include
other children, such as in chase games. 1
She begins make-believe play; she loves to copy what adults do
and the way you look, such as making houses out of boxes and
rugs, dressing up, or digging in the garden. 2

Social- Emo>onal Development

Your two year old is learning about rela>onships.

how other people feel, but most

They are some>mes able to imagine
of the >me their own feelings of jealousy and loving passion for the
people in their family are so strong that they don't have room for
imagining other people's feelings. They are star>ng to try and keep
their feelings inside and can feel very bad if they think they have done
a wrong thing.
She knows what she wants and may appear quite bossy and become
upset when she cannot do something or is stopped from doing
something, because she hasn't really learned to manage feelings yet.
A 2-3 year old may play with other children for a short while but he
cannot share and a^er a short period, gets easily irritated. He acts in
response to what he wants and may grab and push. He also nds it
hard to wait or make a choice, as he cannot yet understand reason or
control his impulses - he may know what you want him to do but he
can't yet make himself do it if he wants to do something else.
Adopted from Women and childrens health network. (April 2014). Child development 2-3 years. Paren>ng and child health: Child and youth health. Retrieved
from hLp://www.cyh.com/HealthTopics/HealthTopicDetails.aspx?p=114&np=122&id=1886#3

Language and Communica>on

Points to things or pictures when they are named; knows
names of familiar people and body parts; and repeats words
overheard in conversa>on. 1
By 2 many children are naming lots of things such as dog, ball,
drink, and by the end of this year most are saying sentences
with 2 to 4 words. 2
Around two many children are able to follow an instruc>on
such as 'bring your shoes here' and by 3 most children can
follow more complex instruc>ons such as 'go and get your
shoes from your bedroom and bring them here'. 2
They will s>ll get 'you' and 'me' mixed up some >mes. 2
Most children of this age will not be able to say all of their
words clearly. Some sounds are much harder to say than
others. 2

Development and Tantrums

As your 2-3 year olds growing sense of self, social
emo>onal development, and language-communica>on
skills clash with the wants, rules, expecta>ons or
instruc>ons of another, a tantrum is almost always
sure to follow. It is very easy to give in to a child
throwing a tantrum but much more benecial to
discourage the behavior.
Please click the link on the webpage or copy and paste
the link below in your web browser to view the 4
minute video How to Deal with Toddler Tantrums.
A^er you have watched the video, please return to the
PPT and answer the essen>al ques>on on the next
slide.
hLps://youtu.be/zqKv6g9GBtE

How to Deal with Toddler Tantrums

EQ: How should a childs tantrum due to her
frustra>on with zipping her jacket be dealt
with dierently then her outburst or protests
against siqng down for lunch?

Cogni>ve: Problem Solving and Technology

Finds things even when hidden under two or three covers.

Figure out what objects do and how things go together.4
Plays simple make-believe games.
Responds to simple direc>ons 3 or follows two-step
instruc>ons such as Pick up your shoes and put them in the
closet. 2
Can use their memories to apply past experiences to the
present.4
Has limited aLen>on span. 3
Turns puzzle pieces in dierent direc>ons to complete the
puzzle.4
Can o^en use a mobile device, tablet, or PC, navigate child-
friendly games and puzzles via the internet, play videos or
open applica>ons with liLle or no assistance.

Cogni>ve: Math
Begins to count, put things in order (sequence)
and match objects. 3
No>ce paLerns and begins to sort and categorize
by shape, color or size.4
Builds towers of four blocks or more and dumps
contents of containers on the oor.
Organizes objects in a logical way (plate next to
cup; car next to dollhouse). 4
Asks ques>ons like how many? or when? 4
Takes things apart, stacks, and sorts objects.4

Cogni>ve: Literacy
Scribbles spontaneously.
Tells you her age. 4
Makes up words and songs. 4
Completes sentences and rhymes in familiar books or
songs. 1
Uses words to describe feelingshappy or sad. 4
Points to and names items in a picture book such as a cat,
bird, or dog. 1 or recognizes and names feelings in pictures
from books (sadness, fear, anger). 4
Children can be taught to use new words, respond logically
to others ques>ons, sequence the events of a story in
order, and hold or handle a book properly. 4

Cogni>ve: Science and Sensory

At this age children are more likely to engage in
sensory ac>vi>es that incorporate diverse textures,
smells and colors; sensory table should be used
frequently with items such as sand, clay, water, ice,
dried foods, cups, cooking utensils, tools, etc.
Children can collect natural items on nature walks and
use magniers to observe various natural objects such
as leaves, shells, rocks, bugs (in bug catchers) or s>cks.
Simple interac>ve cooking projects, science
experiments, or sensory games promote coun>ng,
cause and eect awareness, following steps to make a
recipe, making predic>ons, taking turns, etc.

Crea>ve Development
Please view the chart on the webpage
Crea>ve Development in a Nutshell to learn
more about the milestones of a 2-3 year olds
Crea>ve Development as well as strategies
and ac>vi>es to encourage healthy
development. A^er you have viewed the
chart, return to the PPT.

Physical Development
Small Motor Skills

Fold paper in half.

Draw straight lines and circles.
Imitate you drawing a cross.
Turn single pages in a book.
Snip the edges of paper with scissors (by 30 months).
Hold crayons using the thumb and ngers.
Use one hand more o^en than the other for most ac>vi>es.
Build a tower of up to 9 large blocks.
Put together large linking blocks, such as Megablocks.
String inch sized beads.
Cut across a piece of paper (by 3 years).
Use a fork to eat.
Manage large buLons.

Adapted from Childrens therapy and family resource center. (2011). Toddler developmental milestones: Fine motor skills. Retrieved from
hLp://www.kamloopschildrenstherapy.org/ne-motor-skills-toddler-milestones

Physical Development
Large Motor: learning by using the whole body.
Begins to run, stand on >ptoes and kick a ball. 1
Climbs onto and down from furniture without help. 1
Walks up and down stairs while holding on. 1
Throws ball overhand 1 or throws objects using
forearms. 3
Jumps from low objects. 3
Climbs, runs, but can't change direc>on quickly. 3
Sits on riding toys and pushes with feet; may ride
tricycle. 3

Warning Signs!
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.

Doesnt use 2-word phrases (for example, drink milk). 1

Doesnt know what to do with common things, like a brush, phone, fork, spoon. 1
Doesnt copy ac>ons and words. 1
Doesnt follow simple instruc>ons. 1
Doesnt walk steadily 1 or runs with a limp. 2
Loses skills she once had. 1
Is having tantrums very o^en. 2
Does not play with adults or older children. 2
Is not playing imagina>on games or using toys the way they are 'meant' to be used. 2
Is mostly 'in his own world' rather than interac>ng with others. 2
Is not able to safely climb stairs or onto low furniture. 2
Is not using words to let others know what he wants or is not talking clearly enough
for the primary caregiver to know what he wants most of the >me. 2
13. Is far more ac>ve or less ac>ve than other children of the same age. 2
14. Is not yet managing to feed himself most of the >me. 2
15. Is not able to run as smoothly as other children of the same age or climb easily. 2

Promo>ng Healthy Development

Try to watch your own use of language, par>cularly the use of nega>ve
words like "no" and "don't", as it will have a powerful eect on your
toddler's view of herself and the world. You don't want to paint a
picture of a world where nothing is allowed but rather a posi>ve picture
where many things are possible. 2
Suggest alterna>ves and explain dangers as simply as you can. You will
know the words you use most to them and whether those are posi>ve
or nega>ve words because those are the words you will hear most o^en
when they are speaking to you! 2
Encourage your 2-3 year old in his aLempts to explore the world while
keeping a rm eye on what is safe for him. Remember that they are only
liLle, talk about feelings and give them individual aLen>on for some
>me every day. If we want them to believe that the world is a posi>ve
place to live in and they can live in it successfully, we need to create
small opportuni>es for their success and no>ce when they achieve - no
maLer how small these achievements might be. 2

Developmentally Appropriate
Learning Environment
Media/Sensory Tables open daily .
Pictures of real objects and people and mul>-
cultural materials incorporated throughout the
environment.
Self-help skills and independence encouraged;
children employing problem-solving skills.
Learning areas that are well-dened and invi>ng.
Woodworking experiences available and u>lized.
Cabraham. (2005). Developmentally appropriate prac>ces with young children. Retrieved from 123child.com/website-share/D.A.P.pdf

Developmentally Appropriate
Learning Environment
Children oered choices, given opportuni>es to make
decisions, and are ac>ve par>cipants.
A print-rich environment with many opportuni>es for
children to interact and explore the wriLen word
(including a wri>ng area).
Open-ended art materials available as a choice
throughout the day; Art displayed at the childrens
eye-level.
A s>mula>ng, interac>ve science area, with real
objects.
Pain>ng at the art easel available daily, as an on-going
choice.
Cabraham. (2005). Developmentally appropriate prac>ces with young children. Retrieved from 123child.com/website-share/D.A.P.pdf

Footnotes and References

BeLer Brains for Babies. (2015). Learning and development: Toddlers 12 to 24 months. Georgia Division of
family and children services. Retrieved from hLp://www.bbbgeorgia.org/childDev_12-24.php#social 3
Cabraham. (2005). Developmentally appropriate prac>ces with young children. Retrieved from
123child.com/website-share/D.A.P.pdf
Center for disease control and preven>on. (March 2014). Important milestones: Your child at 2 years. US
Department of Health and human services. Retrieved from hLp://www.cdc.gov/ncbddd/actearly/
milestones/milestones-2yr.html 1
Childrens therapy and family resource center. (2011). Toddler developmental milestones: Fine motor
skills. Retrieved from hLp://www.kamloopschildrenstherapy.org/ne-motor-skills-toddler-milestones
Poulos, E. (July 2009). How to deal with toddler tantrums. Gurgle pregnancy and paren>ng. [Video]
Retrieved from hLps://youtu.be/zqKv6g9GBtE
Poulos, E. (April 2013). How to poLy train a toddler: Fast and easy. Gurgle pregnancy and paren>ng.
[Video]. Retrieved from hLps://youtu.be/_hiMo7C8xSM
Women and childrens health network. (April 2014). Child development 2-3 years. Paren>ng and child
health: Child and youth health. Retrieved from hLp://www.cyh.com/HealthTopics/
HealthTopicDetails.aspx?p=114&np=122&id=1886#3 2
Young Children on the Web. (July 2004). Childrens developmental benchmarks and stages: A summary
guide to appropriate arts ac>vi>es. Beyond the Journal. Retrieved from hLp://journal.naeyc.org/btj/
200407/ArtsEduca>onPartnership.pdf
Zero to Three. (2014).School readiness: Birth to 3. Na>onal Center for Infants, toddlers and families.
Retrieved from hLp://main.zerotothree.org/site/PageServer?pagename=ter_par_1224_language 4