Life With Toddlers (18 page)

Dressing:

Able to help dress self with physical or gestural prompts (knows to put arms and legs in general direction of arm and leg holes)

 Eating:

Uses straw independently; beginning to use cup with some spilling

Almost independent with spoon, but still experimenting with different foods/consistencies (applesauce vs. cereal vs. beans)

Toileting:

May become aware of toileting and be uncomfortable with wet/soiled pants; may also seek privacy (hide behind a chair) to poop in diaper

If language and toileting awareness is exceptional, can start potty training around 20 months.  (Swear to goodness, I’ve seen them start at 13 months.  Seriously.  Panties and everything!)

Ability to communicate toileting needs varies greatly, prompting needed; some are ready for training pants, others could care less

May begin offering you a hand when washing and drying hands

General:

Can run toothbrush over teeth, but mainly tries to chew or suck on brush

Turn taking; peek-a-boo, rolling ball back and forth

Moods/needs swing; defiant, seeking independence one moment, hanging on to caregiver for comfort the next

Tantrum behavior increasing; will hit when frustrated, irritated, upset, or angry

When conflict occurs, often acts out physically and vocally (push, scream)

Watches other kids intently; copies actions or attempts to join play

Will attempt to open gates, doors

Easily throw a small ball forward; roll small ball with about 50-60% accuracy

Loves to push carts, cars, etc. 

Will push rocks, sand, etc., moving around with tools

Loves to shovel, pour, dump, fill, and transfer (rocks, sand) from one container/place to another.

Balance is better, but still a bit precarious; i.e., may lose balance attempting to get ball up/into (kiddie) basketball hoop, but can balance and walk a few steps on a 6-inch beam

Jump up with two feet 90-95%; jump forward with two feet 70%; jump on a specified spot 35%; jump over a Styrofoam noodle 25%

Can pedal tricycle with initial physical prompts, but mostly use feet to push self along

Kicks well

Runs, stops quick

Can run, jump, and climb well for short distances/heights; however, during an obstacle course, may trip frequently and need constant prompts

Tends to trip over shoes

Uses 2-5 word sentences: “It’s kinda cool outside.”  “She took my pail!”  “I fall.”  “These are all mine.”

Speech varies in intelligibility from around 25% (with strangers) to 100%

Response to questions often 1-2 words

Frequently use my, mine, me, I 

Uses negations; no, not, can’t, don’t

Will cry and tell you about physical discomfort (“I hurt my finger!”) but generally does not use words to express true ‘feelings’ (sad, angry, happy)

Tells you when something is wrong: “I got rocks in my pants.” “I can’t!”  “It’s not working!”

Expresses basic needs/wants well, although still cries when distressed (which can be often)

Concept of “one, just one, two” emerging; possible with prompts; i.e., child will say, “I got one,” when they have an object/toy, but some have difficulty with the instruction “Give me just one.”

Understands and uses “now”; i.e., child may say, “Are we gonna use that now?”

May or may not understand “later” but accepts adult explanations

Follows 2 step directions well: “Return balls to basket, then go back to your spot.”

Needs LOTS of prompts for following directions, but do it well with instruction

Knows pronouns: I, you, he, she

Comprehension of quantifiers emerging: more, all, some

Understands “how many?” and will begin counting: “One, two, three, eight…”

Knows big/little

Knows up, down

With prompts knows: on, under, around, over, behind, in front of

Questionably understands possessives unrelated to self (our, his, her, yours), but accepts adult explanation

Answer WH questions: who, what, where:

Q: Who gave you those shoes?  A: Mommy gave me shoes.

Q: What kind of pizza is it?  A: Chocolate!

Q: What’s the matter?  A: I don’t want that.

Understands and responds to a vast range of simple sentences and questions:

Q: Are you okay?  A: I fall.

Q: How did you hurt your finger?  A: Don’t know. 

Q: What’s wrong with your shoe?  A: My shoe’s okay. 

Responds to yes/no questions with verbal answer or action:

Question: Do you want to take your sweater off?

Response: Child starts taking sweater off or shakes head no.

Attention span increasing; can participate in activity/instruction for up to 15-20 minutes with constant cues/prompts and physical activity

Knows ‘severe’ no-no’s (stove, light sockets, stairs), but doesn’t understand safety issue; curiosity may win out

Remembers significant events, but generally can’t attach time (yesterday, today)

Recognize non-food items, but may continue to put them in mouth anyway

Associate similar objects/experiences and tell you; i.e., “You have glasses.  My daddy has glasses.  My grandma too.”

Knows basic body parts (this will help when giving verbal prompts for dressing)

Problem solving: will keep at problems, attempting to resolve using alternate means to reach goal

Can infer directions and self correct; Ex: Child is asked to line up on a blue line, but doesn’t do it.  Teacher says, “Dan, is that a blue line you’re on?”  Child then gets on blue line.

May know up to 3 or more colors

Dressing:

Can be independent taking off shoes (undo laces, Velcro, buckles).  Many times child is not independent due to dexterity or too much parental intervention/help

Can remove socks

Can generally remove own pants and shirt, but won’t if they’re used to help

Eating:

May still need minimal help with spoon

May be using fork; expect some frustration

Needs constant prompts to clean up after eating, but will cooperate

Toileting:

Younger two’s generally not potty trained and won’t tell you when they need to go; need constant physical & verbal prompts to initiate and complete task

Older two’s are better about expressing toileting needs

Washing/drying hands: may offer one hand, but generally need full prompts

General:

May attempt to wipe own nose

Consistently vocalize needs/wants, i.e., water, juice, body temperature (hot/cold), change of activity

Often asks for help nonverbally; i.e., will come up with an untied shoe and say, “Shoe.”

Should be able to play independently, find things to do

Younger two’s parallel play, or play by themselves; as they approach 3, play more in groups of 2 and 3

Older 2’s will play interactively; take turns (basketball)

May join in on activity of others, but eventually vocalize possession “Hey, this is my castle.” Others respond “No, not your castle.”

Often frustrated in group play; scream to express anger

Watch other children intently

Occasional shy bug does not want to participate in activities without Mom

May continually seek out/play with a particular friend

Engage another’s attention to play (“Look, look, my ball.”)

Understands sharing and will occasionally fork over a toy/object/food

Very social; attempt to tell adults about their interests; will keep at it if not understood: “Look at this.”  “This is my drive [truck].”

Younger 2’s still need adult comfort; prefer to stay close, hang out with adults to keep them nearby

Better at seeking appropriate comfort items/strategies when upset or tired (blanket, thumb, adult, or even words to express frustration) 

Coping skills should increase dramatically by three, but frustrations will be great this year as they are forced to conform to behavioral rules

Begins to understand and vocalize rules of routine and behavior: “She’s not standing.” “The boy is spitting.  That’s not nice.”

May try to give basic help; pat or hug child who’s sad; ask for help for peers: “I don’t know where her ball is.”

Often try to resolve on own by taking desired object, pushing, or yelling, “no!”

Still learning conflict resolution, mostly with physical prompts and verbal instructions on how to resolve or need to wait for turn; follow adult intervention well (“Don’t take that ball from him.  Is there another one?  Find it.”)

Have some minimal problem solving/conflict resolution, i.e. run into each other on bikes, crash about 3 times before moving bike and going around other kid

Attempt to talk with each other but usually end up in frustration and “no!”

May cry when forced to share

Possessive: “My ball!”

Will finish with a toy, yet not want others to have it: “That’s mine, okay?”

Coloring: may still hold crayon with fist; less scribbling, more filling in picture, able to stay on page about 80% of the time

By end of year, will write name or at least first letter; working on letter recognition and formation

Draw circles, possibly other shapes

Can work on buckling, buttoning, and lacing; parental intervention often slows mastering

Can work puzzles of 9-12 pieces; enlist help of friend or adult if needed

Working on pouring/transferring liquid, beans, rice, etc. with different sized cups, spoons, utensils, tools

Uses slide

Mastering swinging; may need prompts

Working on pedaling a tricycle; still likes to push riding toys with feet

Balance on one foot

Balance still precarious when getting on objects/furniture

Jump with both feet off ground

Jump forward, on, and over (both feet) with approximately 20-50% accuracy (combined)

Can complete obstacle course with redirecting

Throw, bounce, and roll small ball

Work at pulling off back of stickers

Can pick up small pieces of paper

Can squeeze out little dots of glue with prompts

Generally use 4-6 word sentences, but may verbalize anywhere from minimal to full, complete, simple sentences

 If verbalizations are still minimal at this point, therapeutic intervention is probably necessary.  However, until verbalizations and communication increase, they can still express needs appropriately and without frustration for routine tasks (depending on personality) using grunts, minimal speech, or gestures

Intelligibility varies from 50–100%; may often depend on context

May not be able to express thoughts/questions clearly or following grammatical rules: “Which way I go now, guys?” [asking for rules to game]

Using more action verbs: ‘saying, eating, making, going,’ etc.

Will use past tense, but talk more in present, concentrating on current task or play: “I’m a racecar!”  “You’re messing it up!”

Asks questions frequently: where, what, how, why (LOTS of why questions)

Easily express needs/wants: “I’m finished.”  “I need more.”  “I can’t do this; it’s hard.” 

Pose when/where statements: “When I’m four, I get a party.”

Personal pronouns: good use of ‘me, my, mine,’ but may still be mastering others (“Her poked me in my eye.”)

Uses contractions: we’re, I’m, won’t, that’s, etc.

Talks about recent experiences

Follow 2-3 step directions: “Take the cones, put them in the bucket, then go sit down.” 

Follow difficult, non-specific directions with less prompts: “Kelly, sit over in the middle.  Amy, sit right here.”

Follows inferred directions: “Where are you going?  We’re not done yet.” (Child will sit back down)

Answer simple yes/no questions well

Answer complex yes/no questions (Can we jump up?  Did we use two legs?  Can we jump forward?) with about 50% accuracy

Understand complex questions and directions: “Can you pull the white part off the back of the sticker?”  “Let’s finish up.  We need to go to music class.”  “Move away from the door just a little bit.”

Comprehension of all instructions/requests/questions increases with structured, familiar tasks.

Increased understanding of WH- questions (who, what, where, how, why) but may not be able to answer well 

Q: What is that Charlie?  A: It glows in the dark.

Often need prompts (more verbal than physical or gestural) to complete structured task correctly/appropriately: “Put the sticker on your paper, not the table.”

Understanding of difficult tasks increases dramatically with use of physical prompts; may need to show child 2-3 times before they become independent

Can independently put activities/toys/crafts away when finished, if in routine

Know basic rules, when they (or others) do wrong, and consequences: “Is he going to time out?” 

Increased understanding of safety rules, but often too curious or busy to obey or remember

Understands daily schedule, routine; anticipates activities

Easy to have conversations with to discuss problems, work out solutions

Knows 3-5 colors

Count up to 10 fairly well

Beginning to understand 1 and 2 (just one, just two)

Understands concept of counting and quantifiers (more, all, some) as relates to needs: “I need 2 more.”

Right/left still difficult concept

Recognize and name some shapes

Knows big, little

Time concepts emerging, mastering: today, almost, when: “I’m almost done.”  “When will my Mommy be here?”  “She’s almost here!”  “I want to do play doh today.”

Asks questions about what happens next/future activities: “Are we going outside?”  “When’ll we carve a pumpkin?”