So it happened again – the toddler had another birthday – two already; unbelievable.
Where has the time gone? Time flies? Blink and you’ll miss it. They grow up so fast – plus all those other cliché phrases I never paid much attention to but now seem so relevant. I’m sure it wasn’t that long I ago I posted about his first birthday,
♦ Children show awareness of the difference between thoughts in the mind and things in the world.
In pretend play (e.g., pretending a block is a car), toddlers show that they can distinguish between an object – the block – and thoughts about the object – the block as a car.
♦ Emotions and others: 2 year olds understand that people will feel sad if they do not get what they want, and happy if they do.
♦ A two year old may see that there might be a difference between what they want and what another person wants, and this can be seen in what they say:
2-year-olds talk about what they and others want and like and feel; when they are 3, they also talk about what people think and know.
(all points above and quotes from Astington & Edward, 2010)
Talking point outlines typical development between 2 and 3 years old including a progress checker questionnaire. By age 3 children will usually:
- Understand longer instructions, such as ‘make teddy jump’ or ‘where’s mummy’s coat?’
- Understand simple ‘who’, ‘what’ and ‘where’ questions.
- Put 4 or 5 words together to make short sentences, such as ‘want more juice’ or ‘he took my ball’.
- Start to use simple plurals by adding ‘s’, for example ‘shoes’ or ‘cars’.
We also had a telephone call this week to arrange the toddler’s two year health and developmental review with the health visitor
From Piaget’s stages, we are now moving from the Sensorimotor Stage (0-2 years old) to the Preoperational Stage (2-7 years old).
The Sensorimotor Stage involves the development of motor activities such as holding, shaking an item and generally experimenting through trial and error (e.g. if I shake this rattle I learn that it makes a noise; I put this in my mouth and see what it tastes like). Early language develops in this stage and also object permanence – learning that something exists even if you cannot see it.
In the Preoperational Stage the child begins to use language and develop in areas of memory and imagination – hence increased pretend play (from Wood, Smith & Grossniklaus, 2001; read more here)
And what did we get up to?
We had a little party for the toddler (Little Lovely) with some friends and family, toys and cake. He got some great presents including a train set that he hasn’t stopped playing with and scoffed a giant piece of chocolate cake. Unlike last year he could actually make a good attempt at blowing the candle out!