There is no one like your childEvery child's development is unique and complex. Although children develop through a generally predictable sequence of steps and milestones, they may not proceed through these steps in the same way or at the same time. A child's development is also greatly influenced by factors in his or her environment and the experiences he or she has. The information in this guide explains what child development experts consider to be "widely-held expectations" for what an average child might achieve within a given year. Please consider what you read in the context of your child's unique development.Below is a snapshot of this year. For more in-depth information click on the specific areas of development in the menu at the left.How your child may develop this year

Everything is new and interesting to one-year-olds. They enthusiastically use their five senses to actively explore the world around them. They find pleasure in causing things to happen and in completing basic tasks. And once a discovery is made, one-year-olds want to make it happen again and again and again!

Emotionally, one-year-olds are just learning to recognize and manage their feelings. They experience a wide range of emotions and have tantrums when they are tired or frustrated. They may also respond to conflict by hitting, biting, screaming, or crying. One-year-olds seek autonomy and may say, "No!" to adult suggestions or insist that they, "Do byself!" Then, moments later, they might cling to an adult's leg or ask for help.

During this year, language skills typically progress from grunting and pointing to speaking single words and experimenting with simple word combinations. Pronunciation is quite difficult, however and familiar adults almost always need to "translate" for others. One-year-olds steadily build their vocabularies by absorbing the language around them. They are able to understand common phrases and simple directions used in routine situations.

Even though one-year-olds have no awareness of print at this age, they take pleasure in nursery rhymes and books with single pictures of familiar and related items. They may apply their growing vocabularies by naming pictures in books read to them. Children this age also have no understanding of true "writing," but many enjoy experimenting with marks and scribbles on a surface.

As one-year olds play, they start to build their mathematical thinking by recognizing patterns and understanding shapes. For example, they notice that night is followed by day and that socks go on feet before shoes. They begin to sort familiar objects by one characteristic, such as whether they are "hard" or "soft." They may enjoy filling and emptying containers. They know that when an object is hidden, it is still there. Many can also do simple insert puzzles when the puzzle pieces show whole objects.

One-year-olds are just discovering their creative abilities. Their interest in art is focused on the sensory exploration of art materials, such as paint and clay. With music, they can respond with their whole bodies to rhythm, beat and melody. Children this age make an important developmental leap by beginning to pretend during play, often by imitating adult movements.

Some of the most obvious changes that you will notice in your child this year are in the area of physical development. Most one-year-olds typically move from crawling to running by about 20 months. They hold their hands out to the side or poke their bellies out for balance. Their gait is a bit awkward and clumsy and falls are common. They use their new mobility to push and pull toys, dance and climb. One-year-olds also improve in hand and finger coordination, but skills at this age are still immature, so they fumble and drop objects frequently.

Research shows that if children start school with a strong set of attitudes and skills that help them "learn how to learn," they will be better able to take advantage of educational opportunities. While some learning skills come naturally to children, others can be developed through a supportive environment. 

Tips for building learning skills: Let them choose. 

Give kids a chance to make simple choices, such as what to wear or what to eat for a snack. Help them finish what they start. 

Children experience great satisfaction when they try and finish new things. Give them a bit of support when they need it, but be careful not to take over completely.

Nurture creativity. Encourage children to ask questions, try different ways of using materials, or offer them a wide range of new experiences.

Don't rush activities. Whether at home or in preschool, children need extended periods of time to really get involved in activities and to experience the "engagement" that is such an important foundation for learning.

Provide encouragement. All children start life eager to learn, but if adults are critical, that eagerness may disappear by the elementary grades. Look for achievements to praise and acknowledge your child's progress whenever possible.

One-year-olds are in the act of discovering the world. They enthusiastically use their senses to purposefully explore everything they can. They find pleasure in causing things to happen and in completing basic tasks. They also enjoy sharing interesting learning experiences with adults, and may use gestures and simple sounds or speech to ask adults questions. Since language skills are still developing, one-year-olds rely more heavily on nonverbal, physical strategies to reach simple goals.Initiative, Engagement, and Persistence

Indicates preferences non-verbally or with simple language (e.g., points to an apple and pushes banana away).

Focuses attention on interesting sights or sounds, often in shared experiences with adults (e.g., sits on father's lap looking at a picture book).

Shows pleasure in completing simple tasks (e.g., drops clothespins into a bucket and smiles and claps when all are inside).

Increasingly tries to help with self-care activities (e.g., feeding, undressing, grooming). When reading with adults, may want to hold the book or try to turn the pages. Collects information about the world using the senses.

Curiosity and Eagerness to Learn

Actively participates in a variety of sensory experiences (e.g., tastes, touches, pats, shakes). May seek information from adults by pointing to an interesting object, and then giving a

questioning look, making a vocal sound, and/or saying a single word. In the second half of the year, children will be able to combine words to ask simple questions (e.g., says, "What that?" or "Who coming?").

Shows physical and vocal pleasure when exploring objects and other things. Finds pleasure in causing things to happen (e.g., picks up bells and rings them, then smiles broadly when each one sounds different).

Reasoning and Problem-solving

Tries a variety of physical strategies to reach simple goals (e.g., when a cart gets stuck while being pushed through a door, he or she turns the cart a different way and tries again).

Uses gestures and (toward the end of the year) simple language to get help when "stuck" (e.g., extends arms toward grandfather and says, "Up Up!" when trying to get into large chair).

Discovers aspects of the physical world using early language skills and purposeful exploration with the senses (e.g., turns a plastic bucket over and over, raising and lowering the handle thoughtfully).

Invention and Imagination

Pretends one object is really another with simple physical substitutions (e.g., picks up a wooden block and holds it to his or her ear like a phone).

Uses objects in new and unexpected ways (e.g., puts saucepan on head, laughs uproariously).

One-year-olds recognize different qualities in music, and respond with their whole bodies to rhythm, beat and melody. Their interest in art is focused on the sensory exploration of art materials, such as paint and clay. The options for art projects at this age are limited by a one-year-old's undeveloped hand dexterity. Children this age make an important developmental leap by beginning to pretend during play, often by imitating adult movements.Music

Reflects the overall mood of music (e.g., claps hands and moves body to a happy-sounding song).

Enjoys making own music and noise (e.g., shakes a maraca, mimics the sounds that adults make).

Uses musical sounds to aid in communication prior to the advent of language (e.g., babbles in a sing-song manner).

Explores musical instruments to see how they work (e.g., shakes bells, bangs piano keys). Begins to understand that sounds and music affect behavior (e.g., can be startled by loud

music, comforted by a musical stuffed animal).Art

Uses senses to explore what art materials can do (e.g., scribbles with jumbo crayons, uses fingers to swirl finger paint or shaving cream, squeezes oily molding dough).

Takes pleasure in exploring the textures of art materials (e.g., finger paints with abandon, squeezes play dough through fingers and squeals).

Explores basic art tools and materials (those that do not demand great manual dexterity) to see how they work (e.g., scribbles with chalk, finger paints on a tray, makes crayon dots on paper).

Shows a preference for particular textures and art experiences (e.g., delights in squeezing slick doughs).

Movement

Responds to music with full body movements (e.g., holds adult's hands and sways to music). Uses body to communicate needs before language skills are developed (e.g., extends arms

upward and toddles toward an adult to indicate a desire to be picked up).Dramatic Play

Plays interactive games with adults to explore concepts (e.g., learns that objects are still there when they aren't visible by playing "peek-a-boo").

Uses gestures to communicate feelings and actions (e.g., blows a kiss and waves "bye-bye").

Relates to dolls and stuffed animals in real ways (e.g., holds and burps a baby doll, sits stuffed animals at the table for lunch).

One-year-olds are building a foundation for language. They absorb the language around them and are steadily building their vocabularies. They understand common phrases and simple directions used in routine situations. They have great difficulty with pronunciation, and familiar adults almost always need to "translate" for others. During this year, communication skills typically progress from grunting and pointing to speaking single words and experimenting with simple word combinations.Receptive Vocabulary (words recognized when heard or seen)

At 12 months, understands 50 words; at 15 months, 120 words; at 16 months, 170 words; at 18 months, 200 or more words.

Between 12 and 15 months, acquires about one word every other day. During a "spurt" between 16 and 23 months, children typically acquire one or two words per day.

At 12-14 months, learns words when adults name objects that are nearby or in hand. By 14 or 15 months, points to objects further away for adults to name.

Vocabulary words include many nouns (names of things), some verbs (e.g., kiss, kick, open, sleep), some descriptive words (e.g., cold, full, all gone, broken), some pronouns (e.g., he, me, mine) and some location words (e.g., down, in).

Language Comprehension

Understands a few common phrases used in routine situations (e.g., "Do you want more?", "Give me a kiss.", "Let's go bye-bye.").

Understands simple directions used in routine situations (e.g., "Stop that.", "Spit it out.", "Please hold still.", "Sit down.", "Stand up.")

Understands only the simplest explanations in routine contexts.Speech Sound Perception

Perceives individual speech sounds in native language. Is less able now than at 6 months of age to discriminate individual sounds in other languages, and this sensitivity will continue to decrease.

Distinguishes between commenting and questioning intonation (patterns of pitch changes in speech), and between a positive and negative tone of voice.

Expressive/Productive Vocabulary (words used when speaking or writing)

At 12 months, the average child says up to three words and may also communicate by grunting, nodding, pointing, etc. At 15 months, the average child says 14 words. At 16 months, the average child says 40 words. At 18 months, the average child says 68 words. At 23 months, the average child says about 200 words.

Over- and under- extends meanings. For example, a child calls a cow "horsie" or does not use "shoe" to label footwear that is not a common shoe (i.e., boot or sandal).

Pronunciation

From 12 months to 24 months, words are rarely spoken correctly in the adult manner. Has great difficulty with pronunciation. Parents and caregivers almost always need to "translate" for others

Grammatical Development

Up to about 18 months, children express themselves with single words, using different vocal sound changes to show what they mean. Around 18 months, children typically experiment with combining words to form phrases and sentences. Such communications consist of a few

words, and are lacking parts of speech (e.g., "Mommy sock?" for "Is this Mommy's sock?", "Daddy go." for "Daddy is going bye-bye.").

One-year-olds enjoy nursery rhymes and books with single pictures of familiar and related items. They may name pictures in books read to them. They have no awareness of print at this age, and no specific knowledge of alphabet letters as a distinct group of graphic patterns. They enjoy experimenting with marks and scribbles on a surface, but have no understanding of the use of marks as "writing."Phonological Awareness (awareness of sounds)

Enjoys nursery rhymes and imitates various sounds made by adults (e.g., boo-boo; goo-goo; moo-moo; beep-beep). Also, makes sounds associated with animals and vehicles (e.g., moo-moo, baaa baaa, beep beep, choo choo).

Developing an awareness of sounds can be stimulated by face-to-face language play with adults during infancy.

Book Knowledge and Appreciation

Looks at books and inspects pictures. Holds a book right side up based on knowledge of the proper positions for objects pictured.

Most children this age have a short attention span for stories and are easily distracted. They enjoy books of nursery rhymes, and books with single pictures of familiar and related items (e.g., toys, clothes, animals). By the end of this year, many children interact with simple picture books by naming pictures that have been named repeatedly for them.

By late in this year, some children may jabber, as if reading, while they turn pages in a familiar book. Their "reading" style accurately captures the tone of voice and stress on words that adults have when reading the book.

May name pictures as adults come to these in books they share. By the end of this year, many children label pictures when asked, "What's that?" Some

children may comment when asked, "What happened?" or "What is _______ doing?" Interest and enjoyment of books is highly variable, depending on availability of books and

whether adults spend time sharing these with children in positive ways.Print Awareness and Concepts

Does not show awareness of print at this age.Writing

Makes circular, continuous scribbles, with occasional straight lines added. Draws straight lines at times that stand by themselves, beside and/or on top of one another. Experiments sometimes by drawing a mixture of lines, often with each placed on top of those placed earlier.

Has no understanding of use of marks as "writing." Children simply experiment with making marks on a surface, such as paper. At this age, what and how children write is limited by the immature fine motor skills in the hand, and a lack of knowledge of letter shapes.

Makes marks anywhere and everywhere. Has no awareness of the organization of writing vs. drawing (i.e., linear versus amorphous).

Has no understanding of the uses and formats of writing at this age. Has no written word creation strategies.

Alphabet Knowledge

Has no specific knowledge of alphabet letters as a distinct group of graphic patterns. How quickly a child acquires this knowledge is influenced greatly by how much experience the child has with looking at and examining graphic patterns in the world around him or her. This

experience lays the foundation for learning later that some of these patterns have symbolic functions that communicate meaning.

As one-year olds play, they start to recognize patterns and understand shapes. They begin to sort familiar objects by one characteristic, such as whether they are "hard" or "soft." They may enjoy filling and emptying containers. They notice that night is followed by day, and that socks go on feet before shoes. They know that when an object is hidden, it is still there. Many can also do simple insert puzzles when the puzzle pieces show whole objects.Numbers

Between 18-24 months, some children will begin to use a few number words without understanding quantity (e.g., imitates a simple counting rhyme). Some children may also begin to understand the words "one" and "two" (e.g., distinguishes "one" or "two" from many; identifies pairs of items as "two;" identifies three or more items as "many" rather than as "one" or "two;" asks for "one" or "two" of something; knows age; responds appropriately to the request, "Take just one," or "Give me two.").

Operations on Numbers

Between 18-24 months, a few children will begin to nonverbally and mentally determine that one item added to another makes "two," and that one item taken away or subtracted from "two" makes "one."

Geometry and Spatial Sense

Between 12 and 18 months, the average child understands that when an object is completely hidden, it is still there ("object permanence"), and can be recovered. (Some children may understand this between 18-24 months.)

During the first half of this year, some children will even be able to recover an object that has been hidden in one place, and then visibly moved to a second position and re-hidden. (The average child will establish such "object permanence" during the second half of this year.) During the first half of this year, the average child will also be able to recover an object that has been covered with one item, and then covered with something else while remaining in the same position

Between 18 and 24 months, some children will informally identify and play with solid objects (e.g., picks out a familiar object by touch when that object is placed in a bag with two other objects).

Between 12-24 months, children are typically able to work simple "insert" puzzles (e.g., completes a three-piece simple puzzle where pieces are whole objects). Also, children can remove a part from a toy (e.g., a wheel) and replace it. Finally, children can build three-dimensional structures using one type of item (e.g., a cube).

Measurement

Between 12-18 months, children adjust their reach based on the distance and size of an object (e.g., accurately reaches and closes hand around an item instead of missing the object or closing hand before contact). Children also adjust their grasp of an object based on its weight (i.e., no longer grasps all items tightly or allows arm to drop when given heavy items).

Some children at 12-18 months believe that a cracker broken into many pieces is more food than the same type of cracker that is whole. (The average child believes this between 18-24 months.)

Some children during the second half of this year will explore objects by filling and emptying containers (e.g., with sand or water).

During the second half of this year, a few children begin to develop a sense of time through participation in routine daily activities (e.g., knows about when it is time to eat, nap time, etc.). Children's sense of time develops gradually over the next several years.

Patterns, Reasoning, and Algebra

Between 12-18 months, some children recognize that there is an order to the day (e.g., Mommy comes to get me after storytime). The average child sees daily patterns by the second half of this year. In the second half of the year, some children show a greater understanding of daily time sequence (e.g., time to eat, nap time, etc.).

During the second half of the year, some children notice patterns in the environment (e.g., day follows night, patterns in carpeting or clothing, etc.). They also use the terms, "tomorrow," and "yesterday."

In the second half of this year, some children show interest in patterns or sequence (e.g., attempts to follow patterns with stringing beads, magnetic shapes, peg boards).

Between 18-24 months, some children can classify, label and sort familiar objects by a known group (e.g., hard v. soft, large v. small, heavy v. light).

During the second half of this year, some children can pick up blocks in the order of size.One-year-olds make dramatic physical progress, typically moving from crawling to running by about 20 months. They hold their hands out to the side or poke their bellies out for balance. Their gait is a bit awkward and clumsy, and falls are common. They use their new mobility to push and pull toys, dance and climb. One-year-olds also improve in hand and finger coordination, but skills at this age are still immature, so they fumble and drop objects frequently.Motor Skill Development

Progresses from crawling to "cruising" (moves on feet from place to place while holding on to a support) to walking by 15 months, and runs by 20 months.

Kneels, creeps up stairs (walks up them by the end of the year), and pushes and pulls toys (e.g., toy lawnmower, train with pull-string).

Locomotor skills can be stimulated by providing an open area where balls, push and pull toys, wagons and other equipment encourage free movement. Also, by providing low climbing structures, ramps and steps.

Around the thirteenth month, can pull self up to a standing position. Learns to move hands and body off of the support and stand alone by the fourteenth month. Steadily improves balance through "cruising" (moves on feet from place to place while holding on to a support), then walking (by 15 months), and running (by 20 months). Gait is a bit awkward and clumsy, and falls are common.

By fifteenth month, can typically bend down from a standing position and pick up an object. Can maintain balance while sitting and manipulating toy. Also, can stay balanced in a

kneeling position while rotating head. Can grasp and release a ball. By the end of the year, can kick a small ball forward. Skills related to tracking a ball can be stimulated through watching a mobile as an infant, and

as a toddler through activities that encourage the tracking of moving objects (e.g., following the path of bubbles blown in the air by parents).

Explores various ways to move body (e.g., climbing, dancing). Many children this age have a keen interest in tiny particles, such as crumbs. They may use

their "pincer" grasp (thumb and forefinger working together) to pick them up and bring them to mouth. (A few children can use their fingers in this way to pick up small objects when they are eight months old, but many aren't able to accomplish this until nearly 15 months.)

Makes progress in abilities to use hands and fingers effectively, but skills at this age are still immature, and children fumble and drop objects frequently.

Children use their hands to experiment with objects by turning them in all directions, banging them, and bringing them to the mouth. They enjoy feeling different textures (e.g., bricks, walls, tile, wood, twigs, rocks, water)

During this year, children are typically able to scribble with oversize crayons on a large sheet of paper taped down to a table. Often, children this age shift drawing and painting tools from hand to hand and draw strokes.

Can use a spoon and fork. Handles a cup well with minimal spilling. Feeds self crackers and other finger foods.

Is able to turn the pages of books and magazines, but may not turn them one at a time. Claps hands. Can build a block tower of six cubes. Can put rings on a peg. Early in the year, children start to push their feet into their shoes and their arms into their

sleeves. Over time, they are more actively involved in dressing and undressing (e.g., removes pants with elastic waistband, takes off shoes).

Health Status and Practices

Depends on grown-ups for most aspects of care. May be able to put on and/or take off one article of clothing. Pushes arm into sleeve and foot

into shoe. Tries to brush own teeth, but requires adult follow-up. Resists nail trimming. Around 20 months old, may stay dry for longer periods of time and begin to have bowel

movements at predictable times each day. May also become curious about the bathroom habits of others. Can learn to wash and dry hands.

Driven to explore. Typically doesn't take into account hazardous circumstances.The overall goals of children's development in science are to deepen their conceptual understandings of the world around them, to increase their comprehension of how science is practiced and to develop their abilities to conduct scientific investigations. Adults can help children achieve these goals with a supportive environment.Everything is new and interesting to one-year-olds. They want to use their five senses to actively explore the world around them. The process of shaking, tasting, banging, dropping and otherwise manipulating objects teaches children important scientific properties. Experiencing cause and effect is exciting too. And once a discovery is made, one-year-olds want to make it happen again, and again, and again!Inquiry Skills

Learns primarily through sensory exploration of the world. Explores objects in many different ways (e.g., shaking, banging, throwing, dropping). Repeats an action to make it happen again, experiencing cause and effect (e.g., dropping items off highchair tray).

Uses all five senses (touching, tasting, hearing, seeing, and smelling) to collect information about the world.

May use motion or sound to represent observations (e.g., shows with hands how big or fast, makes sounds of animals).

Enjoys playing next to others and sharing the same experiences.Knowledge of Physical Sciences

Actively explores objects and experiences their properties (e.g., color, texture, weight, taste). Begins to develop his or her vocabulary for describing properties.

Notices sounds and light and responds to their variations. Enjoys playing with water (e.g., pouring, splashing). Enjoys creating movement in toys (e.g., pushing, pulling).

Knowledge of Life Sciences

Shows interest in own body.

The significance of social and emotional development is seen in every area of a child's life. A child will have a strong foundation for later development if he or she can manage personal feelings, understand others' feelings and needs, and interact positively with others. Differences in social and emotional development result from a child's inborn temperament, cultural influences, disabilities, behaviors modeled by adults, the level of security felt in a child's relationships with adults, and the opportunities provided for social interaction.One-year-olds are just learning to recognize and manage their feelings. They experience a wide range of emotions and have tantrums when they are tired or frustrated. They may also respond to conflict by hitting, biting, screaming, or crying. One-year-olds seek autonomy and may say, "No!" to adult suggestions or insist that they, "Do it byself!" Then, moments later, they might cling to an adult's leg or ask for help.Emotional Development

Shows pleasure when familiar adults are nearby. Has developed close attachments with parents and other frequent caregivers; uses these relationships as a secure base to explore (e.g., digs in the sandbox but runs back to dad for a cuddle from time to time).

Knows own name. Uses "my" and "me" often, and with pride (e.g., says, "MY mama!"). Shows beginning signs of self-consciousness (e.g., hides behind a chair and looks ashamed after breaking an ornament).

Is keenly observant of others' emotional reactions. Checks parent's facial expressions (e.g., considers climbing up a ladder at the playground, but first looks back at mother's face for encouragement or warning).

Experiences a wide range of emotions (e.g., affection, frustration, fear, anger, sadness). Tends to express and act on impulses; has tantrums when tired or frustrated. With adult help, begins to use strategies to control emotional expression (e.g., goes to get teddy bear or another comfort object when upset so he or she can calm down).

Social Development

Is aware of others. Enjoys exploring objects with adults as a basis for establishing relationships (e.g., plays "peek-a-boo" over and over again with grandfather).

May make simple overtures to familiar children (e.g., looks for and smiles at children at the store, offers a toy or hug to another child whether or not the gesture is welcome).

Shows "contagious distress" when others are unhappy (e.g., at child care, starts to cry when he or she sees another child crying).

When a conflict occurs with another child or adult, he or she often acts out physically or emotionally (e.g., another child grabs Sara's shovel, so she pushes the child and screams). Calms down when an adult helps resolve the conflict.

There is no one like your childEvery child's development is unique and complex. Although children develop through a generally predictable sequence of steps and milestones, they may not proceed through these steps in the same way or at the same time. A child's development is also greatly influenced by factors in his or her environment and the experiences he or she has. The information in this guide explains what child development experts consider to be "widely-held expectations" for what an average child might achieve within a given year. Please consider what you read in the context of your child's unique development.Below is a snapshot of this year. For more in-depth information click on the specific areas of development in the menu at the left.How your child may develop this year

Two-year-olds enjoy using their senses and motor skills to explore the world and are highly curious about unfamiliar objects, events and phenomena. They can solve simple problems

with the "trial and error" method and will practice an activity many times to master it. Children this age also pretend more during play, using familiar objects and situations to process their daily experiences.

New discoveries are also facilitated by a two-year-old's blossoming language skills that prompt many "why," "what" and "how" questions. During the year, children this age pick up most parts of speech to form more complete sentences. They can understand and say hundreds of words, but familiar adults may need to "translate" for others due to immature pronunciation skills. They also understand simple directions and many common phrases used in routine situations.

Children this age are laying the groundwork for reading and writing. They enjoy having books read to them and may pretend to "read" as they independently look through familiar books. Two-year-olds can sing the A-B-C song, but they don't yet understand that the letter names correspond to specific graphic designs. They also make a variety of scribble marks anywhere and everywhere and may even attempt to write the first letter of their name.

As they play and complete their daily routines, two-year-olds learn important math skills. They can use a toy to represent another object, recognize patterns with daily activities and understand concepts of time like, "tomorrow" and "yesterday." Two-year-olds are just beginning to use logical reasoning to solve everyday problems. They can sort shapes, complete puzzles with eight pieces or less and stack a set of rings on a peg by size. They also understand addition and subtraction with the numbers "one" and "two."

Physically, two-year-olds explore all the ways to travel from here to there, including rolling, crawling, creeping, walking, running, jumping and climbing. They can also kick a small ball forward, catch a rolled ball and throw a ball overhand (but with little accuracy). Two-year-olds love finger play activities (e.g., "The Itsy, Bitsy, Spider"), pounding and squeezing clay, shaking rhythm instruments and scribbling. They can turn doorknobs and unscrew lids and have improved their skills using eating utensils.

Two-year-olds also use their motor skills to explore the creative arts. They make sounds by banging and shaking instruments and household items. They enjoy dancing upon request, doing finger plays and acting out chants and songs. Children this age are also gaining control over their voices and will join in singing the refrains of their favorite songs. With art, they enjoy the sensory pleasures of the art materials and focus on the process of creating art, rather than the final product.

Two-year-olds enjoy playing alongside other children, but usually keep to themselves. When conflicts arise, adults need to step in to prevent aggression and teach appropriate behaviors. Children this age are beginning to label feelings that they recognize in themselves and others. Controlling emotions is still difficult, however, so frustration may trigger emotional meltdowns. Comfort objects like blankets or teddy bears help two-year-olds cope with new situations or strong emotions.

Research shows that if children start school with a strong set of attitudes and skills that help them "learn how to learn," they will be better able to take advantage of educational opportunities. While some learning skills come naturally to children, others can be developed through a supportive environment. 

Tips for building learning skills: Let them choose. 

Give kids a chance to make simple choices, such as what to wear or what to eat for a snack. Help them finish what they start. 

Children experience great satisfaction when they try and finish new things. Give them a bit of support when they need it, but be careful not to take over completely.

Nurture creativity. Encourage children to ask questions, try different ways of using materials, or offer them a wide range of new experiences.

Don't rush activities. Whether at home or in preschool, children need extended periods of time to really get involved in activities and to experience the "engagement" that is such an important foundation for learning.

Provide encouragement. All children start life eager to learn, but if adults are critical, that eagerness may disappear by the elementary grades. Look for achievements to praise and acknowledge your child's progress whenever possible.

Two-year-olds enjoy using their senses to explore the world, and can solve simple problems with the "trial and error" method. They will practice an activity many times to master it, and can complete short-term, concrete tasks. Their budding language skills and desire to learn prompt many "why," "what," and "how" questions. This year typically marks the beginning of pretend play, where two-year-olds experiment with familiar objects and situations to process their experiences.Initiative, Engagement, and Persistence

Makes choices (e.g., food, clothes, toys, activities) based on preferences, sometimes in opposition to adult choices (e.g., child says, "No jacket. Want hat!").

Increases ability to sustain attention, especially when it directly influences an activity (e.g., repeatedly stacks blocks and knocks them down).

Completes self-chosen, short-term, concrete tasks. Practices an activity many times to gain mastery (e.g., repeatedly moves magnetic letters on and off the refrigerator).

Has a growing interest in and ability to perform routine tasks independently (e.g., puts napkins on the table before dinner).

Curiosity and Eagerness to Learn

Is able to participate in a broader array of experiences (e.g., exploring outdoor playground equipment, climbing on rocks, investigating contents of kitchen cabinets, paging through books), thanks to increased physical and cognitive skills.

May ask many "why," "what," and "how" questions about a variety of sights, sounds, and experiences (e.g., asks, "Why mommy cry?").

Continues to show enthusiasm and pleasure in daily explorations. Enjoys solving simple problems (e.g., successfully puts on own hat after several tries, then happily jumps up and down).

Reasoning and Problem-solving

Becomes more systematic in using language and physical approaches to solve problems, but may become stuck on one solution (e.g., tries numerous strategies for nesting a set of cups of graduated sizes, but may keep pushing harder to get a large cup to fit into a smaller one).

Continues to expand use of language to get help, but may refuse assistance even when needed (e.g., may say, "I need help!" when trying to get a little car into the garage, but then says, "Do it myself!" when help arrives).

Grows in abilities to recognize and solve problems through active exploration, including trial and error (e.g., tries to get a large pillow into a small container by turning it this way and that; eventually folds up pillow so it fits).

Invention and Imagination

Engages in simple pretend play with familiar objects and situations (e.g., puts doll to bed and lays blanket over her).

Expands use of objects, art materials, and toys in new and unexpected ways (e.g., takes bath towels out of a closet and drapes them over chairs, crumples up paper in interesting shapes when pasting onto cardboard).

Two-year-olds explore the sounds made by banging and shaking instruments and household items. They are gaining control over their voices and will join in singing the refrains of their favorite songs. They also enjoy dancing upon request, doing finger plays and acting out chants and songs. With art, they enjoy the sensory pleasures of the art materials and focus on the process of creating art, rather than the final product. Children this age also pretend more during play.Music

Responds with body movements to changes in music's tempo, loudness, and style (e.g., starts flapping arms and stomping feet as music increases in loudness and pace).

Enjoys singing aloud (e.g., hums simple tunes, initiates singing with an adult). Echoes the feelings of others expressed in voice and song (e.g., imitates the vocal

characteristics of adults in conversations and singing). Seeks out favorite songs (e.g., requests to hear favorite music over and over again). Understands that shaking, banging and plucking instruments causes them to make various

musical sounds (e.g., bangs on piano keys repeatedly to make musical sounds).Art

Creates nonrepresentational art (e.g., makes random marks and scribbles on paper using crayons, markers, pencil or chalk).

Uses art media to manage feelings (e.g., enjoys making holes in clay when frustrated, scribbles on paper and part of the table top when excited).

Uses a variety of art tools to draw, paint, sculpt and make collages, concentrating on the process rather than the product (e.g., scribble paints on butcher paper).

Shows a preference for "favorite" colors and styles of art (e.g., child chooses orange markers or paint at nearly every artistic opportunity).

Movement

Participates in finger plays and body plays (e.g., tries to act out hand motions to "Itsy Bitsy Spider").

Uses gestures and hand movements to convey meaning (e.g., slaps hands against knees during a finger play to represent feet marching).

Dramatic Play

Imitates roles of family members to underscore the importance of these relationships (e.g., gently tucks baby doll in crib and says "Night. Night.").

Uses dramatic play actions to express and regulate feelings (e.g., rocks in a chair and hugs a doll to comfort self after mother leaves).

Extends doll play with props representative of daily life (e.g., puts doll in high chair and feeds her with a spoon).

Language skills for two-year-olds are blossoming. They can understand and say hundreds of words, but familiar adults may need to "translate" for others due to immature pronunciation skills. During the year, they pick up most parts of speech to form more complete sentences. They understand simple directions and many common phrases used in routine situations. Children this age rarely initiate conversations, but they answer adult questions more readily and need less prompting.Receptive Vocabulary (words recognized when heard or seen)

At 24 months, understands 500 to 700 words; by 30 months, as many as 800 or 900.

The average child has the capacity to acquire one or two words per day, given access to new words in his or her daily experiences.

Learns a considerable number of words when adults name objects. During this year, begins to also infer word meanings from their context in adult conversations.

Vocabulary words include many nouns (names of things, such as common objects and familiar people), and an increasing number of action words, descriptive words, pronouns and location words. Children also typically learn quantifiers (e.g., more, all, some) and question words (e.g., why, where, who, when).

Language Comprehension

Understands a lot of common phrases used in routine situations. Follows one- and two-step directions involving very familiar objects and actions (e.g., "Get

your hat." "Put your book back on the shelf.", "Take off your mittens and tuck them in your hat.", "Pick up the book and bring it here.")

Understands simple explanations in routine contexts.Speech Sound Perception

Perception of speech sounds that aren't used in native language continues to decrease. Exposure to a second or a third language helps children to continue to perceive a wider range of speech sounds, making learning a second language easier.

Begins to mimic the spoken language styles of familiar adults.Expressive/Productive Vocabulary (words used when speaking or writing)

At 30 months, the average child says about 570 words. Continues to over- and under-extend the meanings of words (e.g., a child calls a cow

"horsie"), but to a lesser degree for more frequently occurring items.Pronunciation

From 24 to 36 months, pronunciation improves considerably, although certain sounds in certain positions in words are still hard for many children. Parents and caregivers may need to "translate" for others. Children at this age often enjoy chanting, repeating syllables over and over in a sing-song way to explore language sounds.

Grammatical Development

For the first half of this year, children continue to communicate in sentences that lack parts of speech. By the end of the year, children have picked up most of the parts of speech that make for full and grammatical sentences (e.g., says, "Mommy is getting her purse," instead of, "Mommy purse.").

Sharing Personal Experiences

Adults must continue to provide guidance when helping a child share a personal experience. Children can increasingly provide more in response to initial questions, but many details still need prompting (e.g., "And where did we eat ice cream? Where were we?")

Conversational Skills

Rarely initiates conversations. Takes turn in conversations when slot is left open by an adult's question. Child answers more

readily now, but adult still must answer some of the questions asked.

Two-year-olds are laying the groundwork for reading and writing. They enjoy reading books with adults, and may independently look through familiar books and pretend to read. Two-year-olds can sing the A-B-C song, but they don't yet understand that the letter names correspond to specific

graphic designs. They also make a variety of scribble marks anywhere and everywhere, and may even attempt to write the first letter of their name.Phonological Awareness (Awareness of Sounds)

Delights in hearing nursery rhymes, and begins to recite familiar phrases of songs, books and rhymes. May chime in on rhyming words when adult reads aloud a familiar, predictable text book. Acquiring an awareness of sounds can be nurtured by frequent exposure to nursery rhymes and songs, in both infancy and toddlerhood. Other stimulation can come from adult interaction and frequent exposure to simple predictable text books.

Book Knowledge and Appreciation

Looks at books and inspects pictures. Holds a book right side up based on knowledge of the proper positions for objects pictured. By the end of this year, goes from front to the back of familiar books, and page by page.

During the first half of this year, most children have short attention spans for stories and are easily distracted. Simple event "stories," such as The Snowy Day and Goodnight Moon, as well as predictable text books, such as Brown Bear, Brown Bear and I Went Walking, are of interest to many children.

By late in this year, many children retell simple, predictable text books, while turning the pages and using the pictures to prompt recall. Also, many children look through picture books, magazines, catalogs, etc. as if reading.

May turn pages to find a favorite picture in a familiar book. May name items pictured in books and repeat comments about events and actions depicted.

Children ask "What's that?" and "What's he/she doing?" Children answer some "what" and "who" questions posed by adults.

Interest and enjoyment of books is highly variable, depending on availability of books and whether adults spend time sharing these with children in positive ways. May choose books from among toys to entertain self.

Print Awareness and Concepts

Begins to recognize some frequently-seen signs and symbols in the environment that contain print (e.g., stop signs, logos, product packaging, fast food signs), but does not pay attention to the actual print in these displays.

Writing

Continues to make scribble marks, but a larger variety of marks is used. Zig-zag scribbles may appear by the end of this year, and might be labeled by the child as "a letter" (not an alphabet letter, but a type of written document). Separated, tight scribble marks might be created on paper, along with continuous looped scribbles or zig-zag scribbles.

By the end of this year, some children may try to write the first letter of their name. The mark for this letter may resemble the actual letter with respect to a basic feature (e.g., closed, such as when "O" is made for "D"), but rarely is completely conventional in form.

A child's fine motor skills, knowledge of letter shapes and his or her basic understanding of the characteristics of writing vs. drawing (linear arrangement) will determine whether writing is produced during this year, and the features it will have. Attempts at writing letters are typically large for most children and fill most of a piece of paper.

A child's immature grasp (rigid hand grasp) of a marking tool requires that its movement be made by moving the muscle of the upper arm. This type of movement causes writing to be quite large, given the distance from the point of movement to the end of a writing tool.

Makes marks anywhere and everywhere. For most of this year, has no awareness of the organization of writing vs. drawing. By the end of this period, a few children have begun to

place their scribble writing linearly, often in rows, which captures an essential general feature of writing vs. drawing.

Has an emerging understanding of the uses and formats of writing. By the end of this year, some children make marks, present these to an adult, and say, "A letter for you," or "My name."

Has no written word creation strategies. With considerable adult guidance, children begin to relate information verbally. The adult

fills in many details, and organizes these into more coherent communications. Development of this skill is influenced by verbal interactions with adults that support the telling of recent personal experiences.

Alphabet Knowledge

May become familiar with the A-B-C song and sing it, but without knowing that the letter names recited label individual graphic designs. By the end of this year, some children (20%) recognize and label a few letters, especially the first letter in their own name, and perhaps other letters in their name. By the end of this year, many children (70%) do not know the names of any letters. Also by the end of this year, a few children (10%) know most uppercase letters.

Acquisition can be stimulated by repeated exposure to the alphabet song and alphabet letters in books and play materials (e.g., magnetic letters), interactions with adults who name the letters, exposure to one's name, and having an adult name the letters in one's name.

Two-year-olds learn important math skills from their play and routines. They show symbolic thinking with pretend play, and recognize patterns with daily activities. They also understand what "tomorrow" and "yesterday" mean. Two-year-olds are just beginning to use logical reasoning to solve everyday problems. They can sort shapes, complete puzzles with eight pieces or less, and stack a set of rings on a peg by size. They also understand addition and subtraction with the numbers "one" and "two."Numbers

Around 24 months, the average child uses a few number words without understanding quantity (e.g., imitates a simple counting rhyme). Some may not do so until later this year.

On average, an older two-year-old understands the words "one" and "two" (e.g., distinguishes "one" or "two" from many; can identify pairs of items as "two"; identifies three or more items as "many" rather than as "one" or "two"; asks for "one" or "two" of something; knows age; responds appropriately to the request, "Take just one," or "Give me two."). A few two-year-olds may also begin to understand the word "three," and a very few may grasp the concept of "four."

At the beginning of this year, some children will be able to verbally count by ones up to "three," and sometimes beyond, but not necessarily in the correct order. The average child will be able to do this later this year. A few two-year-olds may even be able to count in the correct order up to "five."

In the second half of this year, a very few children will be able to determine the number of items in a collection of up to five items by using one-to-one counting, or "enumeration" (i.e., the child labels each item in a collection with one and only one number word from the counting sequence to determine the total number of items in the collection).

At 24 months, some children can correctly use the size terms "many" and "same" when making comparisons. Some children will also begin to appropriately use the size word, "more," to identify the larger of two obviously different-sized collections.

Operations on Numbers

At 24 months, some children will begin to nonverbally and mentally determine that one item added to another makes "two," and that one item taken away or subtracted from "two" makes "one." The average child, however, will be able to do this during the second half of this year.

In the second half of this year, a few children may also be able to use informal knowledge gained from everyday experiences to nonverbally estimate sums up to "five" (e.g., for "3 + 2," puts out four to six items to estimate the answer) and their subtraction complements (e.g., for "5 - 2," puts out around three items to estimate the answer).

Throughout this year, some two-year-olds intuitively recognize that if you change the size of a part of a collection, then you also change the size of the whole collection.

Geometry and Spatial Sense

Throughout this year, some two-year-olds will be able to match shapes, first with same size and orientation, then with different sizes and orientation (e.g., matches simple shapes in form boards and puzzles, sorts simple shapes in a sorter box, etc.).

During the first half of this year, some children will still be learning how to recover an object that has been hidden in one place, and then visibly moved to a second position and re-hidden. At the same time, some children may still be learning how to recover an object that has been covered with one item, and then covered with something else while remaining in the same position.

Between 24 and 30 months, the average child can informally identify and play with solid objects (e.g., picks out a familiar object by touch when that object is placed in a bag with two other objects). Some children will learn to informally identify objects in this way during the second half of this year. During the first half of this year, some two-year-olds will be able to sort, order and build with solids (e.g., when playing with a ring-stacking toy, ignores any forms that have no hole and stacks only rings or other objects with holes; can stack rings on a peg in order of size). The average child can do this during the second half of this year.

Between 24-36 months, children are typically able to work simple "insert" puzzles (e.g., completes a three-piece simple puzzle where pieces are whole objects). Also, children can remove a part from a toy (e.g., a wheel) and replace it. Throughout the year, children can complete increasingly complex puzzles (e.g., four-piece interlocking to eight- or ten-piece puzzles) and progress in their abilities to put together and take apart shapes (e.g., understands that a whole object such as a pizza can be separated into parts). Children also build three-dimensional structures using one type of item (e.g., a cube).

At age two, some children create pictures using one shape, but don't yet use shapes in combination.

Throughout this year, a very small number of two-year-olds will understand and use words representing physical relations or positions (e.g., "over," "under," "above," "on," "beside," "next to," "in front," "behind," "in," "inside," "outside," "between," "up," "down," top," "bottom," "front," "back," "near," "far," "left," "right").

Throughout this year, a few two-year-olds will be able to informally create two-dimensional shapes and three-dimensional buildings that have symmetry.

Measurement

Between 24-30 months, some children still believe that a cracker broken into many pieces is more food

During the first half of this year, the average two-year-old explores objects by filling and emptying containers (e.g., with sand or water). Such explorations continue for some children throughout the year. Some children will also fill a shape with solids or liquids (e.g., ice cubes or water), and know that different sized containers will hold more or less.

Throughout this year, a few two-year-olds will recognize, informally discuss, and develop language to describe attributes such as "big" or "small" (height/area/volume), "long" and "tall" or "short" (length/height), "heavy" or "light" (weight), and "fast" or "slow" (speed).

In the second half of this year, some children understand the concepts of "same" and "different," and describe how items are the same or different.

Throughout the year, children continue to develop their sense of time through their participation in daily activities (e.g., knows about when it is time to eat, time to go home, nap time, etc.). Children's sense of time continues to build gradually over the next year.

Patterns, Reasoning, and Algebra

Between 24-30 months, some children will still be learning that there is an order to the day (e.g., Mommy comes to get me after storytime). In the first half of the year, some children show a greater understanding of daily time sequence (e.g., time to eat, nap time, etc.). The average child develops this understanding during the second half of this year.

During the first half of the year, some children notice patterns in the environment (e.g., day follows night, patterns in carpeting or clothing, etc.). They also use the terms, "tomorrow," and "yesterday." The average child understands these patterns and terms during the second half of this year.

In the first half of this year, some children show interest in patterns or sequence (e.g., attempts to follow patterns with stringing beads, magnetic shapes, peg boards). The average child develops this interest during the second half of the year.

Between 30-36 months, a small number of two-year-olds will be able to use deductive reasoning (using what we know to logically reason out a conclusion about what we do not know) to solve everyday problems (e.g., figures out which child is missing by looking at children who are present).

Between 30-36 months, some children can classify, label and sort familiar objects by a known group (e.g., hard v. soft, large v. small, heavy v. light). The average child logically sorts and classifies during the second half of this year.

Two-year-olds explore all the ways to travel from here to there, including rolling, crawling, creeping, walking, running, jumping and climbing. They can also kick a small ball forward, catch a rolled ball and throw a ball overhand (but with little accuracy). Two-year-olds love finger play activities (e.g., "The Itsy, Bitsy, Spider"), pounding and squeezing clay, shaking rhythm instruments, and scribbling. They can turn doorknobs and unscrew lids, and have improved their skills using eating utensils.Motor Skill Development

Rolls, crawls, creeps, walks, jumps, runs, and climbs. Can crawl through tunnels, go over and under low obstacles, and move swiftly up and down ramps. Climbs low steps, pushes boxes and pulls toys.

Loves to move on hands and knees pretending to be animals (e.g., barking like a dog, pouncing like a cat on a mouse).

Falls frequently when running. Begins to understand leading with one foot in order to gallop. When climbing, may get stuck and need help getting down. Can get into a chair independently. While holding a hand rail, walks up and down stairs with one foot on each step. Can jump off

of one step, but may lose balance when landing. Needs opportunities for active, large-muscle play both indoors and out. May want to hold hands with an adult when walking on a low beam or stepping over the

rungs of a ladder. Likes to climb and balance on higher objects like tabletops and chairs, which may not always be safe.

Bends over easily without falling.

Picks up toys from a standing position. Stands on one foot with assistance. Stands and walks on tiptoes. Rides a tricycle using pedals some of the time. Kicks a small ball forward. Likes to toss or drop a ball or beanbag into a bin. Can throw a ball overhand, but with little

accuracy; flings a ball in any direction. Catches a rolled ball by trapping it with arms and hands and body. Attempts to catch a thrown

ball by extending arms directly in front of body; may or may not be able to catch the ball. Explores various ways to move body (e.g., climbing, dancing, rolling). Typically knows a

number of body parts. Loves finger play activities (e.g., "The Itsy, Bitsy, Spider"), including those where children

identify and touch different parts of the body (e.g., "Head, Shoulders, Knees, and Toes"). Enjoys shaking and manipulating rhythm instruments. Increasingly participates in dressing and undressing (e.g., removes pants with elastic

waistband, takes off shoes). Scribbles with marker or crayon. Can make vertical, horizontal, and circular strokes with pen

or crayon. Threads big beads. Refines use of eating utensils. Can turn rotating handles (e.g., doorknobs) and screw and unscrew lids. Turns pages one by one. Rolls, pounds, squeezes and pulls clay.

Health Status and Practices

Is able to help dress and undress self. Puts on simple Uses tissue to wipe nose with help. Is typically mature enough to toilet train. Improves ability to calm oneself. Washes and dries hands without help. Pays attention to safety instructions. May not always obey.

The overall goals of children's development in science are to deepen their conceptual understandings of the world around them, to increase their comprehension of how science is practiced and to develop their abilities to conduct scientific investigations. Adults can help children achieve these goals with a supportive environment.Two-year-olds are highly curious about unfamiliar objects, events and phenomena. They gather information using all their senses and motor skills. They also notice what happens as the result of certain actions and are beginning to categorize objects into groups. Their early language skills make descriptions of observations and experiences challenging, but they can make simple statements and use gestures to help communicate ideas.Inquiry Skills

Continues to explore using senses. Shows curiosity about unfamiliar objects, events and phenomena (e.g., may wonder things like, "What's inside?", "Does this make a noise?", "Can I lift this?").

Gathers information using all five senses (touching, tasting, hearing, seeing, and smelling). Notices what happens as the result of certain actions. Begins simple categorizing (e.g., cats and dogs are animals, cups and plates are dishes). Begins to sequence by size (e.g., stacking rings, nesting cups).

May use motion or sound to represent observations (e.g., shows with hands how big or fast, makes sounds of animals).

Can make simple statements about what he or she experiences.

Engages in some cooperative play and finds greater enjoyment in explorations with peers.Knowledge of Physical Sciences

Identifies various properties (e.g., hard v. soft, sweet v. salty, heavy v. light) of objects and materials while exploring immediate environment.

Builds vocabulary for talking about characteristics of sound and light (e.g., loud, dark). Enjoys playing with water (e.g., pouring, splashing). Repeats actions, noticing their effect.

Notices variations in liquids (e.g., soap is thicker than water, apple juice is yellow). Experiments with how objects move by pushing, pulling, dropping, sinking, etc. He or she

also notices the movement of people and things in everyday life.Knowledge of Life Sciences

Learns to identify some plants and animals. Can name some parts of animal bodies (e.g., tail, ears) and some parts of plants (e.g., leaves, flowers). Begins to identify characteristics of animals, especially their sounds, size and color. Is also curious about his or her own body and the bodies of others. Notices and learns the names for various body parts.

May know that pets need food or plants need water because he or she helps with these tasks. Begins to understand some personal needs (e.g., food for hunger, clothing or blankets for warmth).

Often views movement as a sign that something is living. Notices that there are different kinds of animals and may make some basic comparisons. (e.g.,

child may say, "The dog is bigger than the cat.")Knowledge of Earth and Space

Typically enjoys playing with sand, dirt and water. Begins building vocabulary for talking about their properties (e.g., soft, heavy, wet).

Experiences changes in weather, and may develop associations with particular weather conditions (e.g., needs boots when there is snow on the ground).

Learns the names for the sun and the moon.The significance of social and emotional development is seen in every area of a child's life. A child will have a strong foundation for later development if he or she can manage personal feelings, understand others' feelings and needs, and interact positively with others. Differences in social and emotional development result from a child's inborn temperament, cultural influences, disabilities, behaviors modeled by adults, the level of security felt in a child's relationships with adults, and the opportunities provided for social interaction.Two-year-olds enjoy playing alongside other children, but usually keep to themselves. When conflicts arise, adults need to step in to prevent aggression and teach appropriate behaviors. Children this age are beginning to label feelings that they recognize in themselves and others. Controlling emotions is still difficult, however, so frustration may trigger emotional meltdowns. Comfort objects like blankets or teddy bears help two-year-olds cope with new situations or strong emotions.Emotional Development

Extends trusting relationships to other adults and to children with whom he or she plays frequently; shows preferences for these adults and children (e.g., hugs favorite teacher when he or she arrives at preschool, goes to favorite teacher for comfort after a fall on the playground).

Shows strong sense of self as an individual (e.g., says, "No!" to an adult's request, simply to assert

Recognizes feelings when emotions are labeled by adult (e.g., teacher says, "I know you feel scared about that," and the child calms a bit). Increases his or her understanding and use of

language related to emotions (e.g., says, "Mommy's happy now."). Expands his or her understanding of what others' feelings mean (e.g., looks at father's expression and

Continues to find the regulation of emotions difficult. As a result, frustration may still trigger tantrums. Uses a wider range of coping strategies (e.g., comfort objects, words that label feelings). Continues to need a great deal of adult support.

Social Development

Enjoys playing alongside other children, but doesn't interact a great deal with them (e.g., two children sit in the sandbox, each occupied independently with pails, but with a comfortable awareness that the other child is there).

Depending on his or her exposure to other children, may start to have favorite playmates and warm bonds with others (e.g., Anna asks about Nicholas when he is absent from the child care program for a few days).

Shows awareness of others' feelings. May try to give basic help (e.g., watches the teacher to see if she will come to the aid of a child who is crying; pats or hugs the child who is sad).

Looks to adults for comfort when conflict happens (e.g., when a child takes all the crayons at child care, Lauren runs to teacher and hugs her around the knees). With much adult support, begins to develop some strategies for resolving conflicts constructively (e.g., with teacher at his side, Walton says, "It MY shovel, Darrell!)

A child this age wears her heart on her sleeve — and in her voice, her fists, her stamping feet, and

her crocodile tears. You seldom have to guess about a 2-year-old's emotional state. Expressing

emotions is healthy, even when they aren't happy ones. So don't feel you have to rush in to placate

your child at the first pout or sad sniffle.

Let your child know that it's okay to be unhappy sometimes — it's simply part of life. Swooping in

to vanquish the unhappiness sends the wrong message — that it's not okay to feel sad or mad.

Solving every problem for your child also robs her of the opportunity to work through her feelings

on her own.

What you can do: Label her feelings for her. "You're so mad at Mommy because she said no park

today!" Let her know you have the same feelings, too, sometimes: "It makes you feel sad when we

say bye-bye to Grandma. It makes me feel sad, too." If your child screams or hits when she's angry

or upset, show her acceptable ways to vent her emotion, like punching a pillow or stamping her

feet.Quick Clicks

How to raise a happy child (ages 2 to 4)

Milestones: 25 to 36 months

How can I help my 24-month-old speak more clearly?

Immunizations for children: What you need to know

Tantrums: Why they happen and what to do about them

Your life now

If you find yourself bracing for those fabled "terrible twos," relax. It's the second year of life (the

one you've just passed through) that's among the more challenging developmentally. The actual

"twos" tend to be a bit calmer and even more fun. 

Now your child can move about with confidence and play with less assistance. She can make her

wishes known better than before and understands even more than she can say. And her boundless

curiosity is balanced at least a little by an increasing understanding of rules. 

Two-year-olds do test limits and disagree with parents, of course, but they're also developing more

of a desire to please you. They want to be good! Theywant to help! Routines and consistency in

your responses help your child learn the ropes and keep everyday life running smoothly.

Contents

Social/emotional development Developing understanding Physical skills Language development What you can do What to watch out for Toileting Summary References

The time between one and two is one of rapid change. Your baby is on the move and discovering the world. Parenting becomes demanding in a different way because you have to think about safety and setting limits, as well as caring for your baby. Some parents miss their tiny baby and others are pleased that their baby has a little more independence.Social/emotional development

It is in the course of this year that your toddler understands that he is a completely separate person from you. This not only causes him to worry about the possibility of you leaving him but also causes the much repeated words "me" and "mine". The whole notion of owning something needs first to have a self to own it. Having his "own" way or declaring an object "mine" is, by repetition, a way of coming to grips with this exciting and rather frightening new idea. It is hard to understand what something is unless you also know what it is not, so your toddler may also be into opposites - probably mostly the opposite of what ever you are suggesting at the time!Although they can often understand many words, children in their second year cannot grasp abstract concepts - they are strictly concrete thinkers. They often do not respond to spoken commands and need to be lifted down, moved away, distracted from and picked up very often indeed - even though they seem to understand 'no' they are unable yet to control their impulses so they will still do the forbidden. Parenting an 18 month old is physically as demanding as a strenuous course at the gym.

Your child will be curious and energetic but he depends on an adult's presence for reassurance and needs a lot of adult attention.

Your child is very attached to and dependent on parents and likely to be afraid of separation because he does not yet fully understand that you will come back.

He enjoys playing with an adult and likes repetitive games.

He shows interest in other children but usually plays alone. He has no idea of sharing at this age and cannot be expected to share.

He will imitate actions and games of others, eg talking on a toy telephone. He may be more cooperative in dressing because of a desire to imitate adults and "do it myself". He may want to "get it right" and experience unbearable frustration if he can't achieve mastery

over a task. His ability to feed himself is slowly improving and he is likely to be choosey about what he eats.

Developing understanding

In the second year babies still have no ability to see the world in any perspective. They are learning about individual objects from ground level. Concepts of time and distance, "too fast, too slow, too far" are all beyond their grasp, often to the despair of parents for whom these concepts are painfully real!They are however working hard on their categories, sorting the objects they see into understandable groups. Consequently having seen and remembered a duck they are likely to say "duck" when they first see a chicken because they both have feathers and wings. It's truly wonderful to see what powers of observation they bring to this task of organising the objects, characters and animals they come across in their world.

Your child's ability to remember is improving and may show at times in being able to think before she acts, eg remembering something is hot.

Between 18 months and 2 years of age her ability to recognise similarities and differences in things increases and she will be interested in sorting things into groups, eg cars, blocks, animals.

Your child also begins to work out what things belong together, eg picking out Daddy's shoes, putting the crayons with the paper.

Your child will begin to try matching and fitting and will be able to complete some simple puzzles, eg shapes or familiar animals.

She will remember and copy past events. She will enjoy simple make believe play, eg talking on the telephone. She has very little understanding of time and can't understand what tomorrow means. She doesn't

grasp abstract words such as pretty, empty, heavy, and she cannot talk about things that she cannot see, pick up or touch.

She has no real understanding of size and space and may be frightened of falling down a plughole in the bath or toilet.

Physical skills

Your child's rapidly increasing movement in this year can mean a major reorganisation of the house! They go from crawling or teetering within a limited space to walking confidently and exploring widely, pulling open every handle and twiddling every knob they can see. If you want peace you may find it best to put the stereo, good china and dangerous things up high leaving interesting unbreakables in bottom cupboards. See 'Home safety' and'Toddlers - keeping them safe'.It is not good for you or your toddler if you are having to say "no" or "don't touch" every two minutes.

By 15 months your child is able to walk alone with feet wide apart and arms held high to maintain balance.

By 2 years of age your child will probably be able to run, without bumping into things and stop when necessary

At 15 months he gets to his feet using his hands to push up with and by 2 years can get up without using his hands.

By 2 years most children can go down stairs while holding on but will put two feet on each step before moving to the next one.

One year olds can push themselves along "scooting along" on a four wheeled riding toy.

By two your child will be interested in and capable of turning knobs and pushing buttons.

Testing "how far they can go" is a feature of your toddler's physical life as well as his social life. Try to let him explore freely and safely but don't let him run too far.Language development

Language in the second year is a mirror of children's development in other ways. They quickly start to name more of the objects and their uses that they see in the world, although they will often want you to express what is in their head and too hard for them to say, like "I want the green cup for my juice".And while the number of words they know increases hugely in the course of the year they often get very frustrated because they can't say as much as they want to - or because you don't understand what they are saying. Talk to them a lot and repeat what they have said in your replies to them, describing things you see together in simple terms, eg "Yes, look at the big bus!"There is more about this in the topic 'Learning to talk'.

Your child's speech increases from an average of 10 words at 15 months to as many as 100 or more between 18 months and 2 years. Their understanding of words is even greater.

By 2 years your child can tell you most of what she wants with words eg "outside", "milk", "biscuit", even though many words will not always be pronounced correctly.

By 2 years sentences become longer and more accurate eg from "more" to "want more" and then "I want more".

Your child's language understanding is also improving so she can remember two things at a time eg "Get the ball and bring it to Daddy".

Besides words to say what they want, children at this age have begun to learn some words to say how they feel, eg feelings of happiness "goo" or hurting themselves "ow", "sore" or a word for wanting a band-aid.

By two years your child will have enough language skills to be able to tell people what she wants them to do eg "no" or "go away".

She may stammer or hesitate over particular words or when excited.

What you can do

Your child will love to turn knobs and push buttons as this helps him to learn to use his muscles and also to feel that he can manage new things. Protect the TV etc, and give him his own toys with knobs and buttons to press.

Your child will be interested in playing with simple puzzles. (Best to borrow some from a toy library rather than them buy because children often lose interest once they can do the puzzle.)

Your child will enjoy toys that link together such as trains with carriages and stacking toys, hammer and peg sets, and filling and emptying containers.

Your child will love to look at pictures, particularly if you name familiar objects and animals to him and allow him to turn the pages sometimes.

Favourite conversations are telling a child the name of an object and then saying "What's that?" Use favourite questions like "what does the dog say?"

Play games where the child has lots of opportunities to say "No" eg "Is daddy under the bed?" Provide toys, eg fruit, animals, cars so your child can learn about difference and sameness. Young children love to copy others and to dress up, and play with toys that allow them to copy

household activity, eg telephone, dolls, washing up.

Allow your child to play by himself at times without interference so that he learns to entertain himself. He will ask for help if he wants it.

What to watch out for

If by two years:

your child is tripping over his feet a lot and this is not improving your child cannot walk she cannot hold a spoon and get most of the food to her mouth she cannot pick up small objects your child cannot build a tower of 3 - 4 bricks she does not say a few single words she does not understand simple directions (this does not mean she will always do as you tell her). she often runs very far away [out of sight] or climbs extremely high without hesitation.

Toileting

Many parents will want to start "toilet training" their child towards the end of the second year as their child will usually be showing awareness of their bowel movements. Most children will "train" themselves when they are ready, with some simple encouragement from their parents and this can happen any time between about 2 years and 3½ years, but it usually does not happen before children are 2 years old.As two year olds are keen to be able to boss themselves and "get it right" they can get very worried and frightened about not managing their own toileting properly. If you find tensions arising around toileting issues get help from a health professional early in the piece. See the topic Toilet training for more information.

Summary

Social emotional development.By 18 months children are usually:

exploring the environment around them, touching, pulling whatever they can see and reach  (make sure that toddlers are safe)

enjoying physical contact (cuddles, tickles) emotionally changeable, quick mood changes from happy to sad to angry likely to be afraid of strangers showing a strong attachment to parents showing distress when left by a parent and often clingy when the parent returns.

There may be a problem if, by 18 months, a child:

o does not show a preference for familiar peopleo does not show separation anxiety.

By 2 years children are usually:

starting to explore more widely, opening doors and drawers playing near other children, but not yet with other children (unless the other child is older and able

to adapt her play to fit the 2 year old). unable to share very fearful of separation dependent on a comforter such as a dummy.

There may be a problem if, by 2 years, a child:

o does not show awareness of different people.

Motor skillsBy 18 months children are usually:

walking skilfully, but also often falling if they try to run fast climbing onto low furniture able to push a toy such as a trolley able to put one object such as a block deliberately onto another starting to scribble with a pencil able to pick up small objects.

There may be a problem if, by 18 months, a child is:

o not yet walking

By 2 years children are usually

able to run fast without falling over when turning corners or stopping squatting steadily to pick up objects from the floor able to bring a small chair to the table and sit on the chair at the table able to walk backwards pulling a toy or trolley.

There may be a problem if, by 2 years, the child is:

o not walking steadily, especially if the child has a limp.

Speech and languageBy 18 months children are usually:

babbling loudly and often to themselves and to others, as though having a conversation listening to things said to them, and understanding some things such as 'no' able to follow a few simple instructions such as 'get your shoes' able to identify a few familiar objects when they are named (such as 'show me the ball', or 'where

is the spoon') using 6 or more recognisable words (the words may be quite unclear, but the primary caregiver is

able to tell what is meant by the sound).

There may be a problem if a child:

o is not babbling ofteno is not starting to use some meaningful wordso does not listen when others are talking to him.

By 2 years children are usually:

able to use up to 50 recognisable words listening to things that are said to them starting to put 2 words together such as "daddy's car" joining in with familiar songs babbling while playing, with a few recognisable words in the babble.

There may be a problem if a child:

o is still mostly silent while playing o does not respond when others talk to hero is not able to point to objects when they are namedo uses signs, grunts or gestures only when she wants something.

Contents

Why play is important

Play and learning Babies Crawlers Toddlers Pre-schoolers School age children Play and feelings Play and relationships How to play with children Play ideas for parents Play and toys Play dough War   play Music Resources References  

Play has always been part of learning and growing, as well as providing enjoyment and fun. Just as baby animals learn about what they will have to do in future by romping and pretend fights, so human children learn about their world through playing.An important part of play for young children is play with parents, and there should be some time for this every day. A toy company some years ago asked a large number of five year olds what they would like for Christmas, and their survey found that many children wanted more time with their parents!Useful resourceThe Women's and Children's Hospital has developed a brief pamphlet about play stages, available in four languages: English, Vietnamese, Arabic and Khmer Click here

Why play is important

Play is one of the most important needs your child has.

It is one of the ways children learn about and practise living in their world and their culture. It also helps children to manage their feelings and to cope with upsetting things that happen in

their lives. Play helps build relationships. And play is relaxation and fun!

Play and learning

Here are some of the ways children learn through play.

Learning - intellectual developmente.g.

Developing motor (physical) skillse.g.

Sorting toys - learning about number and groupingPuzzles - learning about shapes, sizes, numberPosting boxes - learning about space and sizeHitting a mobile and making it move - learning about cause and effectCard games and board gamesMaking up games

Pushing and pulling toysRiding on toysPicking up small thingsThrowing and catchingClimbing toysUsing crayons or paint brushesWritingComputer gamesHitting balls

Social/emotional developmente.g.

Playing alongside others and watching themPlaying with othersPlaying mothers and fathersCopying adults and practising adult tasks and rolesWater, paint and mud - expresses feelingsMusic - relaxes and expresses feelingsPretend play - dressing upGames with rules (eg hopscotch, card games, ball games)

Developing languagee.g.

Stories and booksSongsNursery rhymesGames with friends and adultsTalking to each otherListening to tapes

Babies

Very young infants need to make sense of their world. They need things to see and hear (changes of scenery, parents' voices, music, mobiles). They start to learn cause and effect, eg. if they hit a rattle it makes a noise. They start to learn turn-taking, eg. parent pokes out her tongue then infant does - this is the very

early beginnings of conversation.

Crawlers

Children are starting to learn about who they are and about being separate from their carers. They like 'come and go' games such as Peek-a-boo.

They still learn through touch and through putting things in their mouths. They need lots of things to touch and to be able to move and explore safely, and also to practise

standing and walking.

Toddlers

Toddlers are starting to explore 'who they are' and to express themselves. Toddlers are not yet ready to take turns or share successfully and their play needs supervision by an adult.

They need toys that allow them to practise large motor skills (pushing and pulling) and fine motor skills (putting things into other things, picking up small things).

They need opportunities to practise language, eg. nursery rhymes, talking to parents. Their attention span is short and they need lots of changes of activity. Their world is widening and they like to go on small outings. Sometimes the world can be a bit scary and to help deal with this they may want to keep to their

own routines, eg. have the same story every night. They play side by side but not with others. Play near other children needs to be supervised. Try a shared experience of taking children somewhere together to play, eg. park or playground

with shared lunch.

Preschoolers

Preschoolers are beginning to learn to share and take turns and to get much pleasure out of playing with other children. They still need supervision however.

They like imaginative play, stories with plays on words, and pretend play with each other. They also like activities which enable them to become expert at moving (running, climbing, riding

pedal toys).

School age children

Children of school age enjoy playing together, and may play in same sex groups in some cultures. They are learning about 'right' and 'wrong' and enjoy making up and playing games with rules. They are learning lots of new physical skills and like to learn crafts and hobbies and sporting

skills. They enjoy exploring physical space. Many enjoy reading if the book is not too difficult. They enjoy computer skill games and many enjoy fantasy games.

Play and feelings

Play is one of the important ways that young children, who do not have good language skills, can express and work through their feelings.

Play is the language of very young children. Play can show you how your child is feeling, eg. if your young child is very aggressive in play towards your baby, you can know that he is telling you that he is upset and angry that the baby seems to be taking his place in your care and love.

By playing out situations that have been stressful, children can learn to cope with their feelings. If you provide dolls or puppets, mud, paint and water, children can express their feelings through these.

Children who are very distressed and angry may like to play messy games with mud and water. With dolls and puppets children can go over the things that upset them until they feel better about

them. Doll and puppet play can also help children to deal with expected events, eg starting school, going

to hospital. The puppets or dolls can play through what is going to happen and help the child be more prepared.

Games where children can dress up or play as someone powerful (like superman) can help them to cope with feeling powerless and unimportant.

As children get older playing games of skill helps them to learn to control their impulses and to be patient. For example children cannot do well at computer games or ball games if they become impatient and do not use all their skills.

Play and relationships

From the time when toddlers start to play near others they are learning about relationships. As they get older play teaches children about taking turns, waiting for a turn and sharing. Play helps children learn to negotiate where two children want the same toy, or both want to make

the rules for the games. Children learn about being a leader and being a follower in play. They learn about how to ask to join in a game with others. School age children learn about making rules to get on well with others and for their groups. The beginnings of friendships are often built around playing together with others.

How to play with children

Here are some of the best ways to make play with children.

Follow the child's lead but make sure the game is safe, don't allow it to get out of control. Play with the child but don't take over, let the child change the game. Listen but don't tell what to do. Talk about what the child is doing and encourage, eg. "It looks like the spaceman wants to rule the

world. What are the people going to do?" Allow plenty of time. Allow for experimenting and mistakes. Don't compete with young children; this can discourage them from wanting to play with you. Appreciate and encourage your children's effort, eg. display their works of art.

Play ideas for parents

Here are some suggestions which are especially suitable for parents and children playing together.

Read stories and nursery rhymes - an everlasting favourite. Hide and seek - make sure you are easy to find if the child is very young.

Go for a walk - listen to different sounds e.g. birds, cars, footsteps, animal noises, find different surfaces to walk on, eg. lawn, gravel, leaves (don't make it all a lesson, just let children enjoy the walk).

Gardening (especially digging, watering, playing in puddles!). Helping prepare a meal. Picnics. Swings. Painting with sponges and toothbrushes. Mix paint with a little detergent and use a sponge to make

bubbly effects. Songs and dancing together. Pretend play - let the child decide who will play which role and make the rules. Dressing up. Puzzles. Simple card games, eg. snap. Young children need to win more than they lose and need you to let

them change the rules sometimes. Kicking and throwing balls. Carpentry. Washing the car. Letting the child help with the housework. Take the child to work with you for a short time. A trip to the shops. Watch a favourite TV show or video together.

Play and toys

Parents often believe that they need to buy young children lots of toys.

Some experts believe that too many toys for young children can 'overload' their senses and make it hard for them to find things to do for themselves as they get older.

This is especially important, as 'boredom' in adolescence may be linked to drug taking.

Toys which allow children to use their own imaginations and create their own games are toys which help them learn to be able to enjoy life as they get older without being bored.

Many toys that are bought for children do not have this flexibility and can lead to children playing with them for a while and then wanting more.

If they always get more, rather than the chance to explore and enjoy and create, they may be learning that to get more things = happiness!

Some 'toys' which are most valuable to young children are:

paper and paint water and sand mud a garden or park to explore pots and pans

pegs and containers to put them in wooden spoons wooden blocks sets of animals, toy people and cars animals and insects to watch old clothes to dress up in boxes of all sizes and shapes toys to ride on.

A few toys and resources (such as dress up costumes) that allow children to be creative and that can be rotated from time to time are likely to be of more value to children than large numbers of toys.Playing with other children is important as they get to preschool age, and play with parents is always important, as well as with grandparents and other special adults. See the topicToys for more ideas.Play dough 

Some home-made play dough has a lot of salt in it. Even eating small amounts, such as two teaspoons of this play dough, could make an average 2 years old child very ill.

Some play doughs and slimes use borax as the preservative, and borax is also poisonous. These play doughs have a very unpleasant taste and most children will spit them out.

There are other, safer, play dough recipes. They will not last as long as play dough made with salt does, but they are very easy to make.

Commercial play doughs will be safe if they are labelled as safe.

One safer dough is 'stretchy dough'. Use any measure which will make as much as you want, such as a cup, lid, spoon, container.

Ingredients:o 2 measures of self raising flouro 1 measure of cold water Mix this together until it is a stretchy dough.  Add more flour if needed. It can be coloured using food colours Spices can be added for smell.

(recipe from the Playgroup Association of South Australia)War play

Most children, at some time or other, play games that involve weapons or superhero games.

It is especially popular with boys around the age of four to want to be superman or another warlike hero.

How you manage this will depend on your own beliefs and feelings, but you need to also think about what it means to your children.

There are two main viewpoints about war play.

1. Some researchers believe that war play is important to children's development. Children have always played games such as soldiers and cowboys which involve shooting and where there has not been other violence in their lives they have not grown up to be violent. Playing powerful games can give children a sense of power and control at a time in their lives when other things around can make them feel powerless and weak. Children who have been upset by something violent or aggressive can be helped to learn to deal with it by playing about it. (If the play is just copying what they have seen on TV it is less likely to be useful than if it is games they have made up themselves).

2. Other researchers are concerned that allowing war play says to children that parents think using violence to solve problems is OK. There is also the concern that war play often supports prejudice against some people or groups, eg. the 'baddies' may be from a different race or culture.

 What you can do about war play

You can ban war play altogether - but this may run the risk of children doing it anyway and then hiding it from you, so you don't have the opportunity to talk with them about it.

You can put limits on it - such as where and when it is played, to make sure that no-one gets hurt and it doesn't interfere with other children's games. You may want to ban bought weapons such as toy guns and allow children to make up their own if they want to. You need to make sure that children understand that it is not real, ie that the "bad" guys in the play are really their friends and playmates.

You can allow it and use it to help your child develop creative play and to think about what it means. So when he is playing these games you can ask about what will happen next, how the enemy who is hurt feels, how you could make peace, what will happen after the war etc.

If you notice that the play is about particular groups or issues that children have seen on TV you can talk to the children later about the underlying issues and values. It is a good idea to limit exposure of children to violence on TV, especially 'real' violence in news and current affairs programs.

You can give children opportunities to make choices and have some power in their own lives. If you are allowing this kind of play, and girls want to join in, they may need help to find a place

in the games. Make sure there are opportunities and supports for other kinds of acting out role-playing, eg. being

explorers in the jungle, space explorers, mountain climbers, firemen etc.

 Note: If a child who has been through some trauma is playing aggressive games, it is important for her to have the opportunity to express her feelings through play and drawings. As the hurt heals, she will go back to her usual forms of play. If this does not happen, it may be helpful to get help from a counsellor.Music

Music is important for children from the time they are born. Songs and rhythm help young children to relax and feel comforted when they are sad or upset. Songs are also the part of the beginning of learning language and thinking. Dancing and singing to music helps children's development of body awareness, language, understanding of culture and listening. Music can become a way of enjoyment and coping with stress for all of a child's life.

Musical playPlay that helps children enjoy music includes:

taped music that children enjoy simple drums and keyboards bells and triangles and cymbals clapping to nursery rhymes and simple songs shaking instruments that you can make by putting small stones in a plastic bottle and then sealing

it well with glue so it cannot come open leis, tutus and scarves for dancing costumes marching and dancing to music singing and singing games.

Playing an instrumentIf children have the opportunity to learn to play an instrument, they can get many benefits including the development of motor skills, listening, understanding of symbols and language, understanding of some maths skills, and the pleasure of being able to succeed at a new skill.What you can do to help children enjoy music

Expose your children to music and songs of different kinds and show that you enjoy them. Listen to music and recordings with your children, sing and make music as a family, go to musical entertainment.

Have a regular family music time perhaps each week, and make long drives in the car a time for singing.

Choose a school where music is considered important.

Learning an instrument

Don't start children learning an instrument before they are ready and interested - usually in the lower to middle primary school years. Give them a taste first and then if they say they want to learn make an agreement with them that they will continue for a certain length of time, eg. 6 months to give it a proper try.

Support and encourage your children when they are learning an instrument, without making it seem as if they have to do it for you.

Have faith that they can do it and show you enjoy their efforts. Spend time listening to the boring parts - practice.

Ask your children to give you a lesson on their instrument sometimes - so they are the experts and you the learner.

If they do not do well at an exam or test, help them to see that this is not the end but a step along the way and does not mean that they play any less well.

Don't compare your child's progress with others. All people learn in their own way and at their own pace. Comparisons can make children feel as if they can't be good enough to please you.

If your child is involved in, and enjoys, music or dance that is not done by his school friends he may be teased and need your support to cope with this.

Contents

Little tantrums What parents can do Avoiding tantrums Shopping centre tantrums Big tantrums At the start and the end of the day Older children Teenagers Take care of yourself Reminders Resources in South Australia Reference

Tantrums happen when children have frustration or stress that they cannot cope with. Children react to frustration in different ways.It is important to remember that the anger of the tantrum is always mixed with other feelings. There may be feelings such as fear, jealousy, or feeling unwanted or unloved.

Young children often feel frustrated because there are so many things that they want to do that they can’t yet do.

In older children and teenagers it is likely to be because they feel prevented from having or doing what they want, especially if they are stressed.

Tantrums are most likely to happen in toddlers. If older children have many tantrums you need to look for a cause or talk with a health professional about it.Little tantrums

These only last a short time and the child’s feelings are not totally out of control.

Young children do not always have the words to say what they need or want. Their world is full of bigger people telling them what to do and what not to do.

Young children do not have many inner strengths to cope with stress and frustration. Sometimes children learn that busy parents are likely to give in to what they want if they ‘carry

on’ long enough. This may mean constant asking, ‘whining’ or having little tantrums. The child is not out of control at this stage. She has learnt that tantrums work, eg she gets

something if she pesters long enough. Sometimes little tantrums can grow into big ‘boil over’ tantrums.

What parents can do

Think about your child’s life

What is happening in your child’s life if little tantrums happen often?

It may seem as if the tantrum comes from something very small. However usually the ‘something small’ has come on top of a lot of other stresses or frustration in your child’s life, so it becomes the thing that tips him over into a tantrum.

o Is it frustration from not being able to have or do something?o Is it attention he needs, or is he tired, hungry or unwell?o Are there any other stresses that could be affecting him - starting childcare, a new baby, parents

arguing or parents feeling stressed or upset themselves?o Is your life so busy that it is easier to give in to everything your child asks for?o Are there too many “No’s” in your child’s life?

Try to:

spend regular relaxed time with your child give him lots of room to move and explore notice all the good things about him and let him know that you do.

Mean what you say

Don’t give in to your child if he has a tantrum because he wants something. If the tantrum is small you might try saying “No”  and giving a reason once. For example “No, you can’t have a biscuit because it is almost tea time”.

Try to distract your child by giving him something else to do. Let him help you cook dinner or let him choose a snack that you approve of. This may avoid the tantrum.

Sometimes you can just ignore little tantrums. Sometimes being busy doing something will help them blow over.

Sometimes a child’s feelings get more and more out of control until he gets into a ‘boil over’ tantrum. If you know the signs, step in first with whatever you know helps your child, eg relaxation, distraction, talking about his frustration.

It is never helpful to punish or hit a child to try to stop a tantrum.

Avoiding tantrums

The best thing you can do about tantrums is to try to plan so they don’t happen very often. Planning will only work if you take into account your child’s needs as well as your own. The child’s need may be attention, less pressure, sleep or food. What she wants might be a biscuit. Be firm about not giving the biscuit and try to be sure that her real needs are met.

Think about what is happening in your child’s life that is stressful and see if there is anything you can change.

Make sure there are lots of positives in your child’s day. Go on outings after sleeps and meals and not when your child is hungry or tired. Distract her “Look what I have got here”. Put things that she might want, but cannot have, out of sight. Keep a diary for a few days - when the tantrums happen note what time of day, what you are doing

when it happens and what your child is doing. If it always happens around tea time, try letting

your child have her tea earlier, giving her a bath before tea, letting her help you prepare the meal, or having some special time with her at this time of day.

Warm, gentle baths often help to settle children who are frazzled.

This way you may be able to get in first and prevent the tantrum which is much better than dealing with it when it happens.Shopping centre tantrums

Tantrums in public are hard to cope with. Most parents feel embarrassed or may worry about others watching how they handle the situation.

If they happen often, try to avoid taking your child shopping. If possible leave your children with someone else. If you take them to the shops, make sure they are not tired when you go. Take a snack for them to eat, make sure they have been to the toilet and try not to be too long. Let them help by getting things off the supermarket shelf for you. Having chats to other adults can result in young children getting bored, irritable and restless. A

few minutes to you can seem like an hour to them. Make the shopping trip a treat for everyone by having a drink or a little time in the park

afterwards. If a big tantrum does happen you need to be strong enough to be able to leave the shopping basket

where it is and take your child out to the car or somewhere quiet until the tantrum is over.

When your child copes well tell her you are pleased that she managed so well.Big tantrums

Big tantrums are the ‘boil over’ kind where children can no longer control their feelings. This kind of tantrum is very frightening for children, as well as for many parents.When your child has this kind of tantrum she can’t listen to reason. Punishments such as consequences don’t work. Ignoring this kind of tantrum can be frightening for your child, because when she is out of control she needs to learn that feelings can be controlled. She needs to know that strong feelings can be managed and that you won't hurt or leave her.What parents can doNo matter how much planning you do, some tantrums will happen.

Let your child know that you can keep him safe and you will not punish or leave him.This is really major learning that he needs to have in order to learn to manage his own feelings.

Don’t try to reason with your child at this time, he won’t be able to ‘hear’ you. Stay with your child during the tantrum. Hold him if you can. If not, stay close so you can touch

him. Comfort him when the worst of the storm is over. Do not threaten - threatening to leave will make him feel even more upset and frightened. If you are unable to stay near because your own feelings are in danger of getting out of control and

it is unsafe, tell your child that you will be leaving for a short time but will be back soon to look after him. Make sure he is safe and get someone else to stay with him if you can. Only do this if he is somewhere safe (eg at home). Do not leave him in a supermarket, car park or other place where he can run away.

Talk to your child gently but firmly, about how he feels and what is happening to him. You could say “You are feeling really upset and I will stay with you until you feel better. It’s alright to cry when you feel upset, but I won’t let you hit/kick/or whatever.” You might have to hold your child to prevent this.

It is important not to give in to whatever your child was wanting which started the tantrum. But after the tantrum has finished think about what led up to it. You may not have noticed how tired he was, or if he wanted something to eat he may have been hungry as well as tired.

If your child is older and you can see his feelings getting out of control you might want to talk to him about going somewhere quiet until he can manage his feelings, then come and talk about it. You could go with him, or not, whichever is most helpful.

When the tantrum is over, suggest something for him to do that you are happy with, giving both of you time to wind down. He might want to read a book, do a puzzle or go for a walk with you.

When you manage the tantrum you teach your child that angry feelings don’t have to take over, and they can be managed and expressed in helpful ways. You are also teaching that however bad things are, you will not let him down.

The way you handle these situations models behaviour that your child will copy.

At the start and the end of the day

Some days are worse than others. If you can see at the start of the day that it is going to be ‘one of those days’ take some time to do

something relaxing with your child straight away. Leave whatever you thought you had to do and see if you can make the day a better one. A small amount of time at the start of the day sometimes saves a lot of time at the end of the day.

Avoid things which are difficult for children (such as going shopping) and make sure she gets enough to eat.

At the end of the day, if it has felt like a bad day, make some time for doing something you both enjoy, settling down and rebuilding your relationship.

Some relaxing activities include:o a walk in the park or around the blocko sitting with your child to watch a quiet videoo play music or danceo storieso a batho massage and meditation (there are useful books for children’s meditation).

Older children

Most children grow out of tantrums by the time they go to school. If children of school age are still having tantrums it is likely to be because something serious is

going wrong for them such as:o stress, eg not coping with schoolwork or friends, bullying o family problems, eg parents fighting or family break-upo a health problem. If you can’t find out and deal with the cause, talk with a health professional.

Teenagers

Adolescence is a difficult time and many teenagers have times when they can’t manage their feelings and they shout, slam doors, stamp around and can’t be reasoned with.

They may need a bit of space until they calm down before you can talk about what is happening for them.

If it happens often and you can’t find an answer ask for help (see the topic Abuse   of parents )

Take care of yourself

Taking care of a child who is having tantrums puts a great deal of stress on the carer. You need to look after yourself in order to be able to do this.

Try to be creative in finding ways that will help you feel better. Don’t spend energy feeling guilty about ignoring jobs that ‘should be done’. Talk to your partner about your need for time and support to ‘recharge your batteries’. If you can, get someone else to take care of your young child for a while during the day so you can

take some time out for yourself. Sometimes just getting outdoors and having some space around you helps. At the end of the day after your child has settled into bed, make time for your own needs. If you feel things are really bad, talk to someone who understands what you’re going through.

This may be with a trusted friend or a professional person.

In South Australia you could call the Parent Helpline 1300 364 100.Top Ten Discipline Principles

1. GET CONNECTED EARLY

Discipline is grounded on a healthy relationship between parent and child. To know how to discipline your child you must first know your child. This kind of knowledge resides deep in parents' minds. You could call it intuition, but that term has a kind of mystique that confuses parents. ("How can I trust my intuition? I don't even know if I have any!") The term "connection" is easier to understand. With the high-touch parenting style called attachment parenting, you can build and strengthen this connection between you and your child, laying the foundation for discipline. Connected parents become their own experts on their own child, so they know what behavior is appropriate to expect and how to convey these expectations. Connected children know what behavior parents expect and make an effort to behave this way because they want to please their parents. Together these parents and children develop a style of discipline that works for them. We describe the tools for connecting with your baby and young child so that you can read your child's behavior and respond appropriately, so the two of you can bring out the best in each other. (See

2. KNOW YOUR CHILD

These are the three most useful words in discipline. Study your child. Know your child's needs and capabilities at various ages. Your discipline techniques will be different at each stage because your child's needs change. A temper tantrum in a two-year-old calls for a different response than it does in an eight-year-old.

Know Age-appropriate Behavior

Many conflicts arise when parents expect children to think and behave like adults. You need to know what behavior is usual for a child at each stage of development in order to recognize true misbehavior. We find discipline to be much easier with our eighth child than it was with our first child, mainly because we now have a handle on which behaviors call for instruction, patience, and humor, and which demand a firm, corrective response. We tolerate those things that go along with a child's age and stage (for example, most two-year-olds can't sit still very long in a restaurant), but we correct behavior that is disrespectful or dangerous to the child or to others ("You may not climb on the table").

Get behind the eyes of your child

Children don't think like adults. Kids try crazy things and think crazy thoughts—at least by adult standards. You will drive yourself crazy if you judge a child's behavior from an adult viewpoint. A two-year-old who runs out into the street isn't being defiant, he just wants his ball back. Action follows impulse, with no thought in between. A five-year-old likes her friend's toy so much that she "borrows" it. An adult may stop and weigh the necessity, safety, and morality of an act, but a young child doesn't.

Our son Matthew, at age two was a very focused child. He would become so engrossed in a play activity that it was difficult for him to let go when it was time to leave. one day when he was playing and it was time for us to depart (we were late for an appointment), Martha scooped Matthew up and carried him to the door. Matthew protested with a typical two-year-old tantrum. At first she had the usual "Hey, I'm in charge here" feelings and felt that she was justified in expecting Matthew to obey quickly and be willing to leave his toys. But as Martha was carrying the flailing child out the door, she realized that her discipline gauge was out of balance and she was not handling things in the best way. Her actions were a result of her need to leave, but they didn't take into account Matthew's need for advance warning and a more gradual transition. She realized it wasn't in Matthew's nature to switch gears quickly, even if we did have a deadline. He was not defying her. He was just being true to himself. He needed more time to let go of his activities. So she calmly took him back to the play setting, sat down with him and together they said "Bye-bye toys, bye-bye trucks, bye-bye cars," until he could comfortably release himself from his activities. It only took a couple of minutes, time that would otherwise have been wasted struggling with Matthew in the car. This was not a "technique" or "method"; this disciplinary action evolved naturally from the mutual respect between parent and child and the knowledge that Martha had about Matthew. At the end of this exercise Martha felt right because it had accomplished what she wanted - getting Matthew out of the house with the least amount of hassle. She taught him a method of releasing himself from an activity without resorting to a tantrum. That's what discipline is all about.

Realizing how much better discipline worked when we considered our children's needs in our decisions was a major turning point for us. Initially, we had to work through the fear that we were letting our children manipulate us, because we had read, heard from others, and grown up with the idea that good parents are always in control. We found, however, that considering our child's point of view actually helped us take charge of them. Knowing our children became the key to knowing how to discipline them. They knew we were in charge because we were able to help them obey. That left no doubt in their minds or ours that Mom and Dad knew best.

3. HELP THE CHILD TO RESPECT AUTHORITY

Parents, take charge of your children. That's basic in Discipline 101. But being a trusted authority in your child's life does not automatically come with the job of being a parent. The child who is told he must obey "or else," may behave, but does so out of fear, not respect. "Honor thy father

and thy mother" is the wise and time-honored teaching; not fear them. Honor implies both obedience and respect.

How do you get your children to respect you? An authority figure needs to be both warm and wise. First, get connected to your child. Start as a nurturer, a baby comforter. In so doing, you get to know your baby and your baby trusts you. Respect for authority is based on trust. once your child trusts you to meet her needs, she will trust you to set her limits. one day I asked a mother why she felt so confident as an authority figure. She said, "A lot of my security comes from knowing my children." Because she understood her children, she was able to guide them wisely and know they would follow. Many parents confuse being in charge with being in control. Instead of directly controlling children, wise authority figures control the situation in order to make it easier for children to learn to control themselves. Children respond with genuine trust and respect rather than fear and rebellion.

4. SET LIMITS, PRoVIDE STRUCTURE

Establish rules, but at the same time create conditions that make the rules easier to follow. Children need boundaries. They won't thrive or survive without limits; neither will their parents. To learn about their environment, toddlers must explore and be energetic. That's their job. Environmental control is the parents' job. This involves both setting wise limits and providing structure, which means creating an atmosphere in the home that makes these limits easier to respect. The limit-setting part of disciplining a toddler is to say "no" to an exploring child who is headed for trouble; the structure part is to childproof the home to provide busy minds and bodies a safe place to play and learn.

5. EXPECT OBEDIENCE

Your child will be as obedient as you expect, or as defiant as you allow. When we ask parents of obedient kids why their children obey, they all answer, "Because we expect them to." Simple as this sounds, many parents let this basic fact of discipline slip away. They are too busy, their child is "strong-willed;" they make excuses: "It's just a developmental phase."

In the early years children don't know what behavior is acceptable or unacceptable until you tell them. one evening at a kid-friendly restaurant, we observed two families handling the same discipline situation in two different ways. The two-and-a-half-year-old in one family was incessantly climbing over the back of the booth, and she kept this climbing behavior up until it became disruptive to nearby patrons. Wimpy "don'ts" from the parents did not deter the persistent climber. It was clear this child had no idea that climbing was unacceptable behavior. She got the message, "We prefer that you not climb, but we're not going to do anything about it."

Another two-and-a-half-year-old got a different message and showed different behavior. The parent sat the child next to him, frequently acknowledged the child, and kept him involved in the family conversation. As soon as the toddler began to climb, the father immediately redirected him and politely planted the climber back in his seat. With a combination of creative distraction and respectful restraint, the parent conveyed to the child that he was expected to refrain from climbing because climbing would disturb the people in the next booth. The child got the message that any effort to climb the seat would not be okay. The child filed this experience into his memory bank, to be retrieved the next time they went to a restaurant when, presumably, he made fewer attempts to climb over the seat.

Was the parent in the second family exhibiting controlling behavior? Yes, but in the right sense of the term. Abusive control is when you forcibly impose your will upon your child, expecting him to

obey, but to the detriment of your relationship. When you insist on obedience and help the child to get control of himself, you are using your power over the child in a good way that helps him develop inner controls. Remember, children want limits so that they don't feel out of control, and they want parents to stand by those limits. They keep testing the limits to see if you will uphold them. When you don't, the child feels anxious that no one is strong enough to contain him. To a child, that is scary.

6. MODEL DISCIPLINE

A model is an example your child imitates. The mind of a growing child is a sponge, soaking up life's experiences; it's a video camera capturing everything a child hears and sees, storing these images in a mental vault for later retrieval. These stored images, especially those frequently repeated by significant persons in the child's life, become part of his personality—the child's self. So, one of your jobs as parents is to provide good material for your child to absorb.

"But I can't be perfect." of course not. No parent is perfect. While writing this book, Martha and I would often say, "We know all this stuff and we still keep making mistakes." In fact, it's unhealthy to model perfection—a goal that neither parent nor child can meet (though many are crippled by trying). It's the overall impression that your child receives that counts, not the occasional blunders or outbursts. If a parent is habitually angry, anger becomes part of the child's self. The child learns that this is the way people deal with life. If a parent models happiness and trust, with an occasional angry tirade, the child sees a healthier model: People are happy most of the time, but sometimes difficulties make you angry. You handle the situation and go back to being happy.

Parents, you are the first people your child knows. You are the first caregivers, authority figures, playmates, male and female. You set the standard for your child's attitude toward authority, her ability to play with peers, and her sexual identity. Part of yourself becomes part of your child. Yes, much of a child's behavior is genetic. More than one parent has been known to remark, "He came wired that way," but much is also influenced by the child's behavioral models.

7. NURTURE YOUR CHILD'S SELF-CONFIDENCE

The growing person with a positive self-image is easier to discipline. She thinks of herself as a worthwhile person, and so she behaves in a worthwhile way. She is able to forgo some willful misbehavior to maintain this feeling of well-being. When this child does misbehave, she returns more quickly to the right path, with less need for punishment.

Not so the child with poor self-image. The child who doesn't feel right doesn't act right. His parents don't trust him, so he can't trust himself. No one expects him to behave well, so he doesn't. The bad behavior cycle begins: the more misbehavior, the more punishment, which intensifies the child's anger and lowers the child's self-esteem, producing more bad behavior. This is why our approach to discipline focuses primarily on promoting inner well-being in the child from the beginning. Throughout life your child will be exposed to people and events that contribute to his self-worth and to others that chip away at it. We call these builders and breakers. We will help you to set the conditions that expose your child to many more builders than breakers, and, of course, to be a builder yourself.

8. SHAPE YOUR CHILD'S BEHAVIOR

A wise parent is like a gardener who works with what he has in his garden and also decides what he wants to add. He realizes he cannot control the characteristics of the flowers, when they bloom, their scent and color; but he can add those colors that are missing in his garden, and he can shape

it to be more beautiful. There are flowers and weeds in every child's behavior. Sometimes flowers bloom so beautifully that you don't even notice the weeds; other times the weeds overtake the flowers. The gardener waters the flowers, stakes the plants to help them grow straight, prunes them for maximum bloom, and keeps the weeds in check.

Children are born with some behavioral traits that either flourish or are weeded out, depending on how the children are nurtured. other traits are planted and vigorously encouraged to grow. Taken altogether, these traits make up the child's eventual personality. Your gardening tools as a parent are techniques we call shapers, time-tested ways to improve your child's behavior in everyday situations. These shapers help you weed out those behaviors that slow your child down and nurture those qualities that help him mature.

Most shaping of a child's behavior is a when-then reaction. (When Billy's room is a mess, Mom says "No more playing outside until it's cleaned up.") Eventually, the child internalizes these shapers, developing his own inner systems of when-then, and in so doing learns to take responsibility for the consequences of his actions. ("When my room is a mess, it's no fun to play there, so I better clean it up.") He learns to shape his own behavior.

At each stage of development, your shaping tools change, depending on the needs of your little garden. In the discipline section of this site, we give you gardening tips to help you confidently shape your child's behavior and make his personality work to his advantage, so he will be a more likable person who contributes to the garden of life.

9. RAISE KIDS WHO CARE

Being a moral child includes being responsible, developing a conscience, and being sensitive toward the needs and rights of others. A moral child has an inner code of right and wrong that is linked to his inner sense of well-being. Inside himself he knows that "I feel right when I act right, and I feel wrong when I act wrong." The root of being a moral child is sensitivity to one's self and to others, along with the ability to anticipate how one's actions will affect another person—and to take that into account before proceeding. one of the most valuable social skills you can help your child develop is empathy—the ability to consider another person's rights and feelings. Children learn empathy from people who treat them empathetically. one of the best ways to turn out good citizens is to raise sensitive children.

Besides teaching children responsible behavior toward others and toward things, also teach them to take responsibility for themselves. one of the most valuable tools for life you can give your child is the ability to make wise choices. You want to plant a security system within your child that constantly reminds him: think through what you're about to do. By learning to take responsibility for their actions in small things children prepare to make right choices when the consequences are more serious. our wish for you is to help you raise kids who care.

10.TALK AND LISTEN

Communicate with your child so she doesn't become parent deaf. The best authority figures specialize in communication with children. oftentimes re-phrasing the same directive in a more child-considered way makes the difference in whether a child obeys or defies you. Wise disciplinarians know how to open up a closed-off child and consider the Golden Rule: talk to your children respectfully.

Besides learning how to talk to a child, it is equally important to learn how to listen. Nothing wins over a child (or adult) more than conveying that you value her viewpoint. Being in charge of your child doesn't mean putting her down.

Each of these discipline points depends on the others. It's hard to be an authority figure, a good model, a behavior shaper and obedience teacher if you and your child aren't connected and you don't know your child. You may know the psychological principles of behavioral shaping, but shapers won't work if you can't communicate with your child. And even a connected relationship doesn't guarantee disciplined children if you fail to convey your expectation that your child obey you. These ten interdependent building blocks form the foundation of the approach to discipline on our site. Put them all together, and you have a blueprint for raising children who are a joy to be with now and who will make you proud in the future.

UNDERSTANDING CHILDREN: DISCIPLINING YOUR TODDLER -- This fact sheet describes misbehavior that is typical of toddlers and appropriate and effective strategies for dealing with it. The issues of sharing and spanking are also included. 

KEYS TO GOOD DISCIPLINE FOR TODDLERS -- This publication includes discipline and guidance tips for toddlers. You can listen to this article. 

DISCIPLINE AND SAFETY FOR BABIES AND TODDLERS -- This publication includes discipline and safety tips and explains some common behaviors of babies and toddlers. You can listen to this article. 

HELPING TODDLERS LEARN RULES -- This publication suggests five ways you can help your child learn rules so he/she can eventually learn to manage his/her own behavior. 

APPROPRIATE LIMITS FOR YOUNG CHILDREN: A GUIDE FOR DISCIPLINE, PART 1 -- This fact sheet and teaching guide gives information about the guidance and discipline of young children. The following issues are addressed: causes for children's misbehavior, differences in expectations for children at varying ages, and effective guidelines for parents in setting appropriate limits for children. This resource also includes discussion and activity suggestions for using this material in group workshops with parents. 

APPROPRIATE LIMITS FOR YOUNG CHILDREN: A GUIDE FOR DISCIPLINE, PART 2 -- This fact sheet and teaching guide gives information on guidance and discipline strategies to use with young children when they misbehave. This resource includes suggestions for workshop leaders who would like to use this information with groups of parents. 

FIVE TIPS FOR GUIDING CHILDREN'S BEHAVIOR -- This article suggests five principles that should help guide our approach and response to young children's behavior. This brief fact sheet gives parents information about recommended do's and don't's when disciplining children.   

LEARNING FOR BETTER LIVING--GOOD DISCIPLINE IS GUIDING AND TEACHING CHILDREN -- This article looks at the meaning of discipline, guidance, and punishment. It provides several positive discipline tips.   (Spanish) 

LOVE AND LEARN: POSITIVE GUIDANCE FOR YOUNG CHILDREN -- A brochure about non-punitive, positive discipline approaches that work. Looks at setting reasonable and realistic expectations and respecting children's feelings as the first steps to bringing positive solutions to typical difficulties. 

USING DISCIPLINE CONSTRUCTIVELY -- This article looks at the meaning of discipline, goals of discipline, causes of problem behavior, constructive discipline, and discipline techniques, including scenarios for various ages. 

CHILD GUIDANCE TECHNIQUES -- The contents of this guide include the following: helpful guidance methods; change surroundings to change behavior; provide choices for children; work with children, not against them; set limits for children; listen to yourself, your child; set a good example; show love; look ahead; payoffs for parents; self tests; do positive things; and additional reading. 

DISCIPLINE FOR YOUNG CHILDREN: A LOOK AT DISCIPLINE -- The contents of this guide include the following: Introduction, What Is Discipline?, Discipline Is Not Punishment, Looking Ahead, Styles of Discipline, Program Your Child for Success, Age and Stage Make A Difference, What To Expect Of Young Children, See How Much You Have Learned!, Practice Exercises, A Record Of My Discipline Practices And Their Effects.

DISCIPLINE FOR YOUNG CHILDREN: RESPONDING TO MISBEHAVIOR -- The contents of this guide include the following: Divert Their Attention, Don't Let the Situation Get Out of Hand, Responding to Misbehavior, The Future, See How Much You Have Learned, Practice Exercises, References, A Record of My Discipline Practices and Their Effects. 

DISCIPLINE FOR YOUNG CHILDREN: TO PREVENT MISBEHAVIOR -- The contents of this guide include the following: Anticipate Trouble, Providing Interesting Play Things, Think Like A Child, Get the Child's Attention, To Prevent Misbehavior, See How Much You Have Learned, Practice Exercises, A Record of My Discipline Practices and Their Effects.

A GUIDE FOR PARENTS: POSITIVE DISCIPLINE . . . BECAUSE KIDS DON'T COME WITH DIRECTIONS -- "A Guide for Parents looks at some of the common parenting challenges you may face from birth through early elementary school. This easy to read, easy to use, 52-page book gives you some ways to address these challenges, using positive discipline techniques to guide your child's behavior. This book is filled with ideas that we know really work!" 

POSITIVE DISCIPLINE AND CHILD GUIDANCE -- This publication provides information on the following: proactive strategies, possible reasons children misbehave, positive discipline techniques, responding to misbehavior, parenting styles, knowing what to expect from a child, and nurturing your child. The publication includes written activities. 

KEYS TO GREAT PARENTING--FUN AND LEARNING WITH YOUR BABY OR TODDLER: PREVENTING MISBEHAVIOR WITH VERY YOUNG CHILDREN -- Information about how to build a positive foundation for discipline that teaches self control; how

to set up your home to prevent misbehavior; realistic expectations; understanding development; preventative discipline; being a role model; meeting your child's needs; tuning in to your child's feelings; giving choices; transitions; and focusing on the positive. 

GOOD TIMES WITH GUIDANCE AND DISCIPLINE -- Information on the meaning and benefits of discipline and guidance; six discipline tools; reasons children misbehave; and using guidance and discipline during different ages and stages (infancy through early school age). 

GUIDANCE AND DISCIPLINE - A DEVELOPMENTAL APPROACH -- Information on using discipline and guidance during different ages and stages (infancy - school age); guidance and discipline techniques; the problem-solving approach; finding causes and looking for solutions; spanking; and positive phrasing. 

FAMILY ISSUES FACTS--DISCIPLINE THAT WORKS: THE AGES AND STAGES APPROACH -- Information on how to use discipline based on normal changes in your child's development and behavior; the difference between discipline and punishment; six roadblocks to good discipline; and six tips for effective discipline. Includes a table that highlights the development of emotions and tips for discipline at each age from infancy through age 10. 

GUIDING YOUNG CHILDREN SERIES: TO PREVENT MISBEHAVIOR -- Information on how to prevent misbehavior in infants and toddlers. Discusses changing the setting, child-proofing, preparing for settings outside the home, providing interesting play activities, setting rules, positive phrasing, setting a good example, giving choices, getting your child's attention, spending time with your child, and giving warning time. Includes written exercises a parent can complete. 

A CHILD IN YOUR LIFE: WHY WON'T YOU BEHAVE? DISCIPLINE STRATEGIES WITH YOUNG CHILDREN -- Information on the meaning of discipline, the difference between discipline and punishment, spanking, good ways to discipline your child, when you should use discipline, the type of discipline to use based on your child's age, and tips for disciplining. 

HELPING YOUNG CHILDREN BEHAVE -- A Principles of Parenting publication. Information on the meaning of good discipline; discipline for babies, toddlers, and preschoolers; and how parents act as partners in helping their children learn to behave. 

UNDERSTANDING CHILDREN: TEMPER TANTRUMS -- This article provides information on temper tantrums at different ages & stages, including the toddler years, how to handle tantrums, and preventing tantrums (includes a plan of action worksheet). 

TAMING TEMPER TANTRUMS -- This article provides strategies for preventing and dealing with tantrums in children. 

LET'S TALK ABOUT TEMPER TANTRUMS -- This article provides the following information: overview of temper tantrums, causes of temper tantrums, what to do when a tantrum occurs, and avoiding tantrums. 

SURVIVING TEMPER TANTRUMS -- This article looks at why tempter tantrums occur, how adults should handle them, and what to do when they happen in public. 

CHILDHOOD AGGRESSION: WHERE DOES IT COME FROM? HOW CAN IT BE

MANAGED? -- This fact sheet discusses aggression in children: how it develops, what it looks like at different ages, and what adults can do to lessen aggression in children. 

HANDLING TODDLER CONFLICTS -- This publication looks at the skills necessary to get along with other people that toddlers do not have and some ways adults can help toddlers deal with conflicts. 

WHY IS MY CHILD'S ONLY WORD "NO"? -- This publication looks at why children begin to use the word "no" and what parents can do. 

"I CAN DO IT MYSELF": ENCOURAGING INDEPENDENCE IN YOUNG CHILDREN -- This article addresses age-specific steps toward independence and the adult's role in fostering independence and setting limits. 

GUIDING CHILDREN TOWARD SELF-DISCIPLINE -- This article includes the following information: definition of self-discipline; understanding the difference between guidance, discipline, and punishment; the child's world--family; basic needs (love & respect); causes of behavior (energy, curiosity, & a bad day now and then); a plan for guiding children (the importance of rules, punishment, guidance can replace punishment). 

TALKING WITH TODDLERS AND TWO-YEAR-OLDS -- This article provides some general guidelines for communicating with young children.You are here: Kidspot Activity Corner 2 years

Fun & Gam

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Hidden hearts Holiday memory book Homemade cards: easy digital a... Homemade face paint

Homemade puff paint Horse lover's dream How to crochet: chain stitch How to crochet: make easy coas... How to do Halloween How to make a babushka doll How to make a Chinese dragon How to make a dreamcatcher How to make a flying fox paper... How to make a javelin paper pl... How to make a Nakamura Lock pa... How to make a pom pom How to make a sleek traditiona... How to make a sock monkey How to make bread dough How to make glue How to make green gooey slime How to sew How to tie shoes practise boar... Ice experiment Ice play Icy pole hearts Improve fine motor skills: Wea... Indoor paper basketball Indoor rainbow It’s easy being green: 5 St Pa...

Jack 'o' lantern mask Jack-o'-lantern bookmark Jigsaw puzzle creations Jungle print bracelet Keepsake play dough recipe Kids advent calendar Kids Christmas ornaments Kids pizza perfection Kids threading practice Laundry carton blocks Lemon sherbet Light bulb alien head Lollipop hearts and roses Love heart string art Love notes Magazine picture puzzles Magnetic chore chart idea Make a 3D heart garland Make a beaded starfish Make a biscuit necklace Make a button snake toddler ac... Make a cardboard castle Make a cereal box guitar

Make a cereal box noteholder Make a Chinese drum Make a Chinese hat Make a chocolate basket Make a cute bookmark Make a daisy chain Make a dog sock puppet

Make a dress-up doll game Make a fairy garden terrarium Make a fairy seat for your fai... Make a fairy's mailbox for you... Make a family photo puzzle Make a fancy fan Make a felt iPad cover Make a graduated rainbow Make a hanging basket Make a homemade marble run Make a hula skirt Make a jellyfish Make a knight's costume from a... Make a leaf pattern wrapping p... Make a magnetic fishing game Make a milk carton car Make a monkey drum Make a neon pop necklace Make a noise box Make a paper mache horse penci... Make a paper mache mask Make a paper mache world globe Make a paper plate shaker Make a paper ride on horse Make a pencil roll in 10 minut... Make a pet rock Make a pipe cleaner toy Make a pirate flag Make a pom pom sea anenome Make a popsicle stick harmonic...

Make a pop-up heart card Make a pop-up paper apartment ... Make a pop-up paper corner sho... Make a pop-up paper flower Make a pop-up paper house (lar... Make a pop-up paper house (sma... Make a pop-up paper town hall Make a pop-up paper village Make a pop-up paper village ac... Make a pretty doughnut garland Make a puppet: Chinese dragon

Make a rainbow wind spinner Make a ringing telephone Make a shoebox dollhouse Make a simple pop-up heart car... Make a soft drink can pig Make a space rocket Make a spooky bat decoration Make a St Patrick's Day suncat... Make a sticky label calendar Make a straw flute Make a superhero symbol Make a toilet roll octopus Make a toy frog Make a trick magic wand Make a twirly, dot painting ra... Make a woven bookmark Make an Easter bonnet hat Make an egg carton crab Make an egg carton game

Make an egg carton lobster Make an egg cup holder Make an eggshell mosaic Make an ice cream container ma... Make an indoor teepee Make an ocean headband Make an octopus's garden Make crayon pictures Make cute egg carton spiders Make easy gift wrap on the com... Make easy no-sew pillows Make easy witch hats Make finger puppets from rubbe... Make geometric magnets Make Halloween paper lanterns Make Halloween peg bats Make hand-woven placemats Make Hey Diddle Diddle shadow ... Make homemade clay beads Make mess-free roll-on paints Make paper chain decorations Make paper mache glue Make peg airplanes Make play binoculars Make pretty purses Make retro garden markers Make toilet roll jewellery Make wax paper leaves Make your own beach swag Make your own beaded ornaments

Make your own boomerang Make your own chalk Make your own chore magnets Make your own didgeridoo Make your own dot-to-dot pictu... Make your own drum Make your own eggshell candles Make your own fairy wand Make your own freezer paper st... Make your own glitter paint Make your own Instagram magnet... Make your own maraca Make your own modelling clay Make your own mud dough Make your own notice board Make your own paper Make your own paper pirate hat Make your own parachute toy Make your own snow globe Make your own stamp Make your own trains, boats an... Make your own tree stump penci... Making a scarecrow Making paper planes Mandarin jack-o'-lantern Matchbox advent calendar Meal Mat Microwave play dough recipe Mini dinosaur fossil dig Moving self portrait mobiles

Nature painting Nature twig vase Night sky mobile No-sew sticker garland Old crayons to new crayons Olympic fun: make an Olympic h... Olympic fun: make the Olympic ... Origami balloon Origami boat Origami fish Origami frog Origami heart Origami iris Origami iris table decoration Origami lily table decoration Origami piano Origami samurai hat Origami waterlily Origami waterlily table decora...

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Paper plate Jack-o'-lantern Paper plate puppet theatre Paper plate snowman Paper snake Paper tent collage Papier mache Jack-o'-lantern Pasta paper plate collage Pasta pictures Perfect party serviettes Pet kennel Photo frame chore chart Picture puzzles Planes, trains and automobile ... Play dough animals Play dough colour creation Play dough faces Play dough garden Play dough hedgehog Play dough jewellery Play dough leaf print Play dough memory game Play dough rainbows Play dough recipe Play dough shapes Play dough tower Pool noodle lightsaber Pop up paper craft Popsicle stick coasters Popsicle stick flowers Popsicle stick keepsake box

Popsicle stick photo frame Pop-up puppet Potato stamps Race for a golden crown Ribbon pencil holder Rice rainbow Salt play dough recipe

Sandpaper and wood play Sandy shell ship Science experiment: Be a snake... Shamrock pasta jewellery Shaving cream painting Shrunken apple heads Silky play dough Silly sunnies Simple no-glue leaf collage Snake sock puppet Snow play dough Sock puppet - advanced Sock puppet - simple Sparkly Christmas spiral Spider's web mobile Spooky soda can bat Spooky stringy spiderwebs St Patrick's Day leprechaun he... Stained glass heart Stained glass pumpkin Stained glass pumpkin window h... Stained glass window Stalk show

Sticky dot map of Australia cr... Sticky window hearts Straw collage Streaky paper experiment Sunlight painting Super slippy slime Sweet heart spheres Sweethearts bracelet Sydney Opera House collage cra... Sydney Opera House hat Table tent Thank you cards: cork stamp ap... The bouncy egg The egg float experiment The Workers Handmade flower cr... Things to do with kids for Chi... Things to do with kids on Aust... Thumbprint friends Toddler busy bag Toilet roll butterfly Toilet roll flowers Toilet roll hot rods Toilet roll rocket party bon b... Tower cylinder sculpture Treat fishing

Tree craft: cork stamp apple t... Triangle straw mobile Turn old crayons into candles Twirly paper pumpkin Under the sea window collage Valentine's Day ideas for kids Valentine's day scrapbook Valentine's flowers Valentine's garland Valentine's tree craft Vampire lollipops Very Hungry Caterpillar fruit ... Wearable ringlets Where does this go? Wicked witch candle jars Winter craft: Make a French kn... Winter craft: Make a homemade ... Winter Craft: Make a kite Winter craft: Make paper snowf... Witch costume: make a witch's ... Witch costume: make a witchy t... Wooden spoon puppets Wool ball Wriggly toilet roll snake Write your own story book Yo-yo flowers

Brain Games Child Visitation Brain Teasers Signs of Child Abuse

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Did you know that by the time a child is three, his brain has formed about 1000 trillion

connections - that's about twice as many as adults have. A baby's brain is super dense and will stay

that way for the first ten years. After that, the brain will begin to get rid of extra connections,

gradually making order out of a thick tangle of information.

By playing certain games or doing certain activities repeatedly during the toddler years, will

actually make the brain connections used in such play permanent. A child can "grow" a brain

through singing, dancing, cuddling, rocking, talking, smelling, or tasting. Playing meaningful

games with toddlers will encourage pathways of their brains make new connections.

The best way to develop a child's brain connections is to give the child what he needs. A safe and

interesting environment to explore filled with people who will respond to the child's emotional and

intellectual needs is what most families already provide.

Children simply need loving supportive people in their lives who will cuddle them, sing to them,

read to them, hug them and talk to them. Fancy flash cards and videos aren't needed.

Again... simply expose them to a variety of experiences, activities and toys while giving them love

and security is really all they need.

Here are a few ideas for games and activities you can do with your child who is two years old, to

stimulate their brain. *Note: what for signs of over-stimulation - fussiness or tiredness.

*Mirror, Mirror: Children love to look at themselves in the mirror. Use this time to help your child

think about the different parts of the body to enhance her observation skills. If it's a full length

mirror you can have fun by jumping, twisting, clapping and shaking. With a hand mirror, make

different faces; discuss the emotions that match the expressions; a perfect opportunity to talk about

emotions.

*The Whispering Game: Two year olds are fascinated by whispering, especially once they can do

it. Whispering helps a child modulate her voice; it's an important aspect of sound awareness and

takes a lot of concentration. This comes in handy during times when you want your child to be

quiet!

*Musical Instruments: If you can, provide an assortment of rhythm instruments for a two-year-old

to explore different kinds of sounds. Drums, sand blocks, triangles, sticks, bells. This type of one-

on-one experience with sound affects the neural circuits in the brain that will be formed for life.

Making instruments is just as effective and can be fun. Point out how some sound alike and others

different. Keep in mind that simple rhythm such as patting your knee or clapping hands and asking

the child to do the same, is all that is needed to strengthen these circuits in the brain.

*Grocery Shopping: Ask your child to help prepare a grocery list and then once at the market,

have him help you find the items. Examine fruit and vegetables for their colors and textures. At

home, let him help you put away the packages. Praise his efforts. This activity promotes

independence and complexity in the brain. It also makes grocery shopping a bit more fun!

*Let's Choose: This is a simple activity about letting the child choose. Let him choose one piece of

clothing he'd like to wear for the day, the food for his snack, or to play inside or outside. Discuss

the pros and cons of the choice but it is important for the child to feel good about the choices he

makes.

*Reading Books: At this age, you can probably hold your child's attention for quite a while with

books. Rhyming words, descriptive words, and simple stories are in demand now. Don't be

surprised if they have a favorite book that you may have to read several times. This is great for

simply word identification and storytelling skills. Have fun and let the child "read" the book to

you.

*The classic games: Ring Around the Rosy, Duck/Goose, Playing with blocks, The Wheels on the

Bus, I Spy, Sorting Toys, Hopscotch, Laundry baskets, Coloring. These are all wonderful ways to

develop your child's spatial understanding, coordination, and multiple brain connections.

Altogether, give your child what he needs, which is a safe environment that is interesting to

explore and filled with people who will give him love, comfort and encouragement. By repeating

simple games and activities, you can build your child's brain and develop a loving bond. Children

are small for a short time, enjoy while you can!

and fun activities for two-year-olds.

Two year olds are energy balls that love to explore and be busy.

Dallas, Texas (PRWEB) March 16, 2013

Two-year-olds like to be creating and doing. The 40+ list of activities for two-year-olds has been kid-tested and will keep them busy for hours. These activities for two-year-olds are simple, inexpensive, and can be done with items found around the house.Among the most favorite activities are exploring chemical reactions with baking soda and vinegar, having a jam with musical instruments, playing a color game with a muffin pan and toy balls, and making bracelets from cut up straws.Silly activities include decorating faces with play dough hair, turning squishy bags into an aquarium, making a birthday party for the child's favorite toy, making a fruit and veggie snack necklace for the child to eat and play, and playing with DIY toddler tubes.Among the creative activities are using beads and pipecleaners to create sculptures, going on a nature hunt, painting with finger sponges, building a light box, creating glitter slime, making animal tracks in play dough, and tracing body outlines with chalk.For detailed instructions and to get additional fun activity ideas for two-year-olds, check out Kids Activities Blog this week. Come get inspired to get the kiddos having a blast with super fun activities.About Kids Activities BlogKids Activities Blog is a website created by two moms (who collectively have 9 children), Rachel Miller and Holly Homer from June Cleaver Nirvana. It is their daily goal to inspire parents and teachers to play with kids. This interactive website publishes simple things to do with kids twice a day. Kids Activities Blog is a great tool for moms and teachers to find kid-friendly activities that create memories and sneak learning into the fun.