During this period a child's motor skills develop at a rapid rate. Everything seems attractive and worth touching, smelling, and tasting. Toddlers are full of energy, active and curious. A great change that occurs between 12 and 24 months is the child's ability to begin to express him/herself. Find out more about developmental milestones and learning goals associated with brain development for young toddlers one to two years of age in each area below:
Physical
Characteristics
- Learning to walk; always on the move
- Learns to squeeze, slide, push and pull objects
- Depth perception and ability to focus on near and far objects increasing
- Holds pencils or crayons to scribble
- Climbs steps one at a time
- Throws and retrieves objects
Most children are not ready for toilet training until after 24 months of age
- Learning Goals (Brain Development)
- Begin to develop hand/eye coordination
- Develop self-confidence as motor skills improve
- Learn by discovering and through trial and error
Suggested Activities/Materials
- Time for walking, climbing, dancing, etc.
- Playing with puzzles, blocks, stacking and nesting toys, lacing materials, etc., to develop fine motor skills
- Playing with musical instruments
- Finger painting, using crayons, and large markers
- Playing catch with a ball
- Dump and fill activities
- Riding cars and other toys with no pedals
Cognitive/Language
Characteristics
- Can follow simple directions, names familiar objects, understands relationships between objects
- Clearly sees cause-effect relationships
- Increasing desire to experiment and explore
- Develops speaking vocabulary; two-word sentences common
- Plays with sounds, asks questions, imitates speech of others
- Enjoys repetition
Learning Goals (Brain Development)
- Find meaning in events, objects and words
- Begin to understand concept of parts and wholes
- Learn the importance of the written word
- Vocabulary development
- Suggested Activities/Materials
- Books, pattern making materials, matching and interlocking toys that can be taken apart and put back together
- Shape or color sorting toys
- Matching cards, smelling jars
- Introduce sand and water play, other sensory activities (with close supervision)
- Expand on children's words, play word games, read, sing, use gestures to communicate
- Flannel board stories, records, tapes, nursery rhymes, puppets
- Realistic pictures of animals, people and familiar objects to draw their attention and encourage conversation
- Encourage exploration, maintaining safety
Social/Emotional
Characteristics
- Experiences stranger anxiety, and looks for caregiver's response in uncertain situations
- Imitates others' behavior
- Has simple interactions with others but prefers to play beside other children
- Tests limits, strives for independence
- Egocentric, does things for self and claims everything ("mine")
- Temperament becomes more obvious
- Limited ability to express frustrations may result in negative behaviors (biting or tantrums)
- Learning Goals (Brain Development)
- Develop identity and sense of self
- Realize self is separate individual from caregivers and environment
- Develop more independence
Suggested Activities/Materials
- Provide multiples of popular toys, materials so children don't have to wait
- Create opportunities to make choices (store playthings at child's level)
- Help child sort their feelings by naming the times child is scared, angry or proud
- Praise appropriate behavior and set limits consistently
- Allow time for dramatic play (dress up clothes, dolls, etc.)
- Nurture child verbally and non-verbally (hugs are helpful!)
- Listen carefully and with interest to what child says, expanding on child's message
- Model good behaviors
Self-Help
Characteristics
- Still working on self-feeding with fork/spoon and drinking from cup
- Can finger feed easily
- Begins to want to do things independently (Feeding, dressing)
Learning Goals (Brain Development)
- Develop self-esteem, independence and positive attitude
- Develop fine motor skills
- Suggested Activities/Materials
- Allow child to feed self, selecting appropriate foods
- Sit with child during meals and encourage conversation
- Provide child-size eating utensils and cups with lids
- Allow child to practice independence, being tolerant of mistakes
- Show child how to clean up after self, praising child when child does clean up
Environment
- Classrooms should contain a sleeping area, eating area, play area, and diapering area, as well as bathroom
- Play area should be divided into a quiet area with books, areas for dramatic play, manipulatives (blocks, puzzles), large motor area for active play, and art/music. Toys and play equipment should be accessible to teach children to make choices
- Outdoor area should include shady and sunny areas, with resilient ground cover. Infant/toddler swings; climbing structures and areas for sand play should be available
- Individual attention, close supervision, and responsive caregiving are critical to future development. Caregivers should wash hands often. Always wash hands before meals and snacks and after each diaper change
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