In my classroom we have outside time daily where the kids can ride bikes (with or without pedals), Climbing which provides multiple benefits to a toddler’s development and we go for a walk before to give them a sense of order with some life skills.
2.) Fine Motor
My toddlers absolutely love our fine motor projects and starting to improve your fine motor skills greatly benefits you throughout life. Holding writing/drawing utensils, holding silverware, cups, stacking, zipping, pouring, self-dressing are all simple things we learn as toddlers to help us as we grow into adults. One main thing we do in my center that I find so unique is that we have our toddler’s “self-serve”, which means they have pouring pitchers to pour their milk, scoopers to serve food items and can do simple clean up tasks. I have my toddlers use the “bucket method” that allows them to put all of their things from lunch into a bucket to have us later on separate but it allows them to learn one step at a time when cleaning up instead of saying throw your food in the garbage and plate, cup and spoon in the sink which many toddlers cannot handle multi step directions effectively. Then once they have mastered that we would add the next step and so on.
3.) Perception
Visual perception is imperative to the learning of toddlers. Practicing things like color matching, shape sorting or identifying, puzzles, patterns and memory games help a toddler’s brain to make sense of the visual aspects of learning. We tend to play games that pertain to seeing an object and then using a different object to distract them then ask where the first object is and they are always like “oh no, where’d it go?” and proceed to look for the previous object.
https://headstart.gov/school-readiness/effective-practice-guides/perceptual-motor-physical-development
I would share this link mainly with educators.
Toddlers are learning to talk through us with our words and conversations. Talking with children during any part of their day increases their interest to communicate with you about wants, needs and emotions. We talk throughout every step of our day whether were washing hands, cleaning up, during our activities, during circle for surely, diaper changes, mealtime, naptime and good mornings/goodbyes. I encourage my toddlers to feel heard and safe to express themselves openly in our class. We encourage manners at the tables for mealtime and things like “Can you please pass the peas to so and so” or asking them “Can I have the peas please?” Everything throughout our day expresses a language gain.
2.) Environmental Factors
There are different types of environments for toddlers at such a young age and can affect the others in negative or positive ways. Family, Peer and Physical Environments can play a huge role in how kids develop cognitively. If an environment is negative for the child, they may bring those emotions or thoughts to other environments in turn can make these environments less happy and safe. Home life effects school life: it can affect their relationships with others, and it can also impact their development, and some may regress. For some of my children I am their safe space, their happy space, their loved space and their accepted/heard space. Being this person for my toddlers is so heartwarming and rewarding to feel like I am helping them to be successful.
3.) Educational Experiences
Education plays a huge part in how the brain develops and skills progress. It is crucial to start them young especially with life skills that they will need as they go. Learning colors, ABCs, Numbers and Fine motor skills as well as Gross motor skills. These skills require communication with each other, consistency to keep learning and engaging with them to improve and receive praise. I find that even the simplest tasks are truly meaningful in how my toddlers develop skills. They also love doing these things together with their peers. Play is crucial to a child’s cognitive ability.
https://neurolaunch.com/toddler-cognitive-development/
Link I’d share with educators.
3 Important Elements of Language Development and Communications
“Books reflect culture, languages, and identities; appealing to the children’s eyes and easily accessible.”
“Literacy/Storytelling/Book making materials are provided” (Washington 2017)
In my classroom our reading area contains books for the specific theme (Holidays) for the month as well as multicultural books. I have books that are age appropriate to teach toddlers simple things in Spanish and Portuguese. We also have a child in our class that is Muslim and even speaks Hebrew, so it is interesting to learn from them with little simple phrases and the different holidays they celebrate. We have specific books that are for Hannukah and books about dreidels which make her feel inclusive. Switching out our books regularly provides an interest in the new book selection which coordinates with the month.
Our bookshelf has three shelves on which we display our books as listed below:
- Touch and feel books (those always remain in direct eye level).
- Monthly themed books (holidays and seasons).
- Weather, colors, numbers, music, and books about family as well as individual cultures.
“Children are read to every day” (Washington 2017)
In our center we have a book of the week (B.O.W) that pertains to our activities for that week specifically; we read that designated book Monday to Friday. Our goal is to use repetition in our children to create better comprehension skills, language skills, and emotional understanding. It also helps with fluency and confidence skills as well as comfort, security, and bonding, which are so important at such a young age. It plays a crucial role in a child’s development.
“Promotes children’s language development through her/his verbal and non-verbal communications” (Washington 2017)
At lunch time we do “family style” which basically creates a space for open ended conversations to occur amongst the children and staff. Our children serve themselves at mealtime by passing bowls of the components (fruit, veggie, protein, grain and dairy). It creates those communications to come in full effect. “Can you pass me the fruit”? It encourages the children to ask for their needs and address the person by name with manners. We then discuss lunch topics like what everyone’s favorite part of lunch is and talk about what our afternoon will be like. It allows for the opportunity to be on the level of the kids and to engage with them individually before they go to nap. It helps them feel comfortable and safe before falling asleep, and both staff sit with each child at nap to give them that extended time to show that we care about them being safe and happy.
3 Important Elements of Sensory Development and Creativity
“Facilitates child-directed and process-oriented creative experiences” (Washington 2017)
In my classroom, our daily activities allow for individual creativity; we are focused on the process over product with their art. It is important that our toddlers are learning through their own creativity and allowing for self-confidence in their work. A toddler is going to be happy to show off what they did if it is truly done as a toddler would rather than something you clearly can see is directed step by step to look “better”. As a parent and toddler teacher I enjoy the portfolios that we put together to go with the child filled with art, pictures and happy memories that will be given at Pre-K graduation to look back on. Children need to have a chance to think creatively and be flexible with materials especially when it comes to sensory. Exploring with different textures, colors and “getting messy” is all part of their learning.
“Music and dance/movement materials and activities are available for children daily” (Washington 2017)
Our morning circle consists of repetitive songs, and we allow for children to sing along, dance along and do the hand motions. We always end our circle with “head, shoulders, knees and toes” (as requested by our kids) which gets them up and moving with their peers before heading to the next activity. Throughout the day I find myself making up songs to fit in with what we are doing whether it be cleaning up, transitioning areas, cutting, painting, mixing, and washing hands. We also listen to Disney lullabies during nap and mealtime or calmer times to initiate a more reserved atmosphere and Disney radio during our more active time. Our children catch on to the room vibes easy and without much verbal directives. We often try “hyping” the children to be creative with their dance moves which encourages them to be expressive and feel safe.
“Art materials and activities are available for children daily” (Washington 2017)
We give children the opportunity to color and make abstract art with teacher supervision at specific times throughout the day. (usually in groups of 2-3 at a time) We will also provide times for children to do playdough play and sensory table times. I also pull aside a child or two that may struggle with one or more fine motor skills that may slightly restrict the child during our daily morning activity (crafts, easel, cutting, ripping, holding drawing tools) so that we can better assist them to be more successful. Our calendars designate activities that pertain to certain areas such as Sensory, Easel, Science/Math, Fine Motor/Art and Teacher’s Choice each week.