18-24 months
*info from zerotothree.org, endorsed by the AAP
LANGUAGE: Toddlers vary greatly in their paths to understanding and using language. The number of words a toddler uses between this time is related to many factors, such as whether the toddler is a boy or a girl, outgoing or shy, part of a small or large family, just to name a few. It is not unusual for many girls to be ahead of boys in their use of words and expressive language skills. Also, toddlers who use more words and are more “talkative” are more social and outgoing. Toddlers who cannot clearly hear the speech and language that surrounds them also may produce fewer words. Frequent ear infections and even a mild hearing loss may lead to language delays. Early identification and intervention of language difficulties or delays will help put toddlers back on a healthy developmental pathway. Somewhere between 18-24 months, most toddlers say around 50 words. Some will say more words earlier and some may not produce 50 words until closer to 24 months, yet all are within a range of “normal” development. The important things is that the number of words a toddler says increases. Shortly after a toddler begins using about 50 words, a vocabulary explosion occurs. She begins adding several new words to her spoken vocabulary every day. Another advance during the 18-24 month period is when toddlers begin putting two words together. Some begin doing this as early as 14-15 months and others as late as 24-26 months (any concerns should be evaluated). It is important to understand that children’s brains continue to be maximally open to learning language until at least 4 or 5 years of age, so even if an 18-24 month old toddler is saying very few words, there is still plenty of time for early intervention and a stimulating verbal environment to influence his developing language skills. Observe whether he understands what is said to him and what he is asked to do, and whether he continues to produce new words on a steady basis.
FINE MOVEMENT: Fine motor skills involve the many small muscles in the fingers, hands, and wrists – muscles over which the toddler is very slowly but surely gaining more control and coordination (through practice and brain development).
GROSS MOVEMENT: Movement is extremely important to most toddlers’ sense of well being, particularly in the 12-24 month period. When adults limit toddlers’ movement by confining them to seats or cramped areas, they are likelier to become irritable, restless and throw a tantrum. They need the freedom to move about indoors and outside – to explore their surroundings, refine their coordination, gain confidence in moving their bodies through space, release some of the energy that keeps them on the go, and develop new motor skills such as funning, jumping, and climbing.
COGNITION & LEARNING: Toddlers at this age are beginning to understand that symbols stand for objects and things that they experience. For example, they are able to look at pictures of family members and recognize a specific person without confusing the picture with the actual person. You might see the toddler in pretend play saying “hello” on a toy telephone or pretending to eat a plastic apple. This type of symbolic play is still in its early stages and serves as the base for building more complex fantasy play. As toddlers move through their 2nd year, their emerging ability to think symbolically will take second seat to more basic sensory and motor experiences, such as pouring and sifting sand and climbing through tunnels. Toddlers at this stage are still primarily learning through hands-on experiences. They need to experience things for themselves. Providing toddlers with a variety of sensory, motor, and pretend play opportunities is a great way to support their development and doesn’t require that you “teach” them. The memory of their sensory experiences can last for a surprisingly long time. Music also boosts memory. Songs, rhythms and chants seem to linger in young children’s minds especially well. Toddlers’ memories are quite good over the short term, but their sense of time largely remains undeveloped, making it difficult for them to remember when a particular event took place. In other words, the details of certain events seem to be more memorable than the timing of events.
SOCIAL EMOTIONAL: Around 18 months, toddlers display signs that they are developing an awareness of self. “Me” and “Mine” appear often in the toddlers speech. They often are possessive and constantly claim many objects and toys as their own. This shows their awareness of themselves as a distinct person and also their growing independence and autonomy. Once you think of their possessiveness in terms identity and autonomy, it becomes easier to understand them. Once toddlers have been allowed to become more secure in knowing what is and is not theirs, they begin to more readily consider sharing with others. Self-control also begins to emerge at this age which plays a role in learning to share. Self-control comes with time and brain maturation, and in particular, development of the frontal lobes of the brain. It is also important to keep in mind that toddlers have more trouble stopping actions than starting ones. Telling a toddler to “stop” is less effective than helping him start an alternative action. Rather than saying “stop running,” say, “walk slowly.” Transitions are another challenge for toddlers. They have trouble anticipating and making transitions. It is very important to give toddlers a heads up that a change is coming and provide predictable routines that help them know what comes next. For example, you could tell them that diapering/toileting always happens after snack and mealtimes. Using songs for activities like cleaning and washing up and other cues can also be very helpful for preparing toddlers for change. They also need help remembering the steps needed to complete a task (may forget in the middle of a task what they set out to do).
What you can do: Try to really understand what your
child is saying. Encourage their
expression and don’t speak for them.
Talk with your toddlers.
One of the most important things you can do with your toddlers is to be
an active language partner. Make a
special effort to talk with your toddler who is shy or quiet, even if it means
you are taking part in a one-sided conversation – describe what he’s doing and
keep the door to conversation open.
Repeat, expand, or restate what your toddler says. This lets him know that you are
listening and trying to understand what he says. Read to them every day. Tell stories from your culture, history and family
experiences. Use language play:
rhymes, finger plays, poems, and songs that you read, recite, or make up. Provide easels and areas where toddlers
can stand while drawing or writing with pencils, crayons, or paintbrushes. Provide toys/materials that foster fine
motor skills such as: crayons, dolls and clothes, paper, puzzles, pencils, play
dough, snap together blocks, small blocks, small toy figures and cars, and a
water-sand table. Provide eating
utensils for self-feeding and opportunities to self-serve snacks and
drinks. Let toddlers watch you
writing or drawing a picture since observation is a powerful teaching
tool. Allow toddlers to turn the
pages of books as you read with them and offer a variety of books. Provide plenty of opportunities to
practice large motor skills, both indoors and outside. Provide materials for building forts
and other indoor play structures.
Make safe obstacle courses to play on. Encourage exploration in an environment that offers a
variety of sensory experiences.
Provide props for pretend play.
Resist pressure from others to “teach” toddlers specific academic skills
such as colors and shapes. They
will learn these readily if you refer to them in the course of your natural
daily conversations. Example: “Do
you want a red apple or a green apple?” Model pro-social, sharing behavior in
your everyday encounters with others.
Be understanding and tolerant in your expectations of sharing. Initiate games of sharing and turn
taking. Understand that they are
less willing to be compliant when they are tired or not feeling well. Use distraction and redirection to calm
or avoid disputes. Create predictable routines and rituals to help toddlers with
transitions.
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