Understanding and Supporting

Your Child’s Development Age 18 Months–3 Years

Developed by Informed Parents—Successful Children (IPSC)

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Overview

The mission of Informed Parents—Successful Children (IPSC) is to provide non-English-speaking parents and caregivers with tools to promote early childhood development and success. IPSC is funded by the Maryland State Department of Education (MSDE).

IPSC has prepared this booklet to help parents understand the learning and development process of young toddlers and what they as parents can do to encourage their toddlers’ learning.

What follows is a brief description of four areas of development: cognitive, physical, social-emotional, and language and literacy; along with overviews of developmental milestones; inexpensive activities you can do at home to encourage your child’s healthy development; and health and safety guidelines.

Children do not reach developmental milestones at the exact same age. Variations are expected from child to child. If you have any questions or concerns regarding the development of your child, please contact us (see contact information on back cover).

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Developmental Areas

Child development is commonly divided into four developmental areas: physical, cognitive, social-emotional, and language and literacy. These four areas are closely related and often overlap.

Physical development refers to the development of large muscles (gross motor) and small muscles (fine motor). Gross motor includes balance, stability and a child’s ability to control large muscles in the body, especially the arms and legs. Fine motor includes using and coordinating small muscles in the hands and wrists.

Cognitive development refers to the development of children’s thinking, reasoning and problem-solving skills. Children develop their thinking from the simple to the complex and from the concrete to the abstract.

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Social-emotional development refers to the process by which children learn to interact with others, communicate and express their feelings, and develop their identity and self-esteem.

Language development refers to the process by which children learn to use symbols and sounds to communicate. Literacy development refers to the process by which children learn to read and write.

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Physical Development

Toddlers go through tremendous physical changes during this time. Their gross- and fine-motor muscles continue to develop, and you are able to see more refinement and coordination in these muscles.

Toddlers start walking with their arms out and feet apart. As they continue to develop balance and coordination, they start to walk with their arms down and feet closer. Their running changes after their walking does.

At around two and a half years old, toddlers become interested in tricycles, but may not be able to move the pedals with their feet and steer at the same time.

Toddlers are able to climb. They can go up stairs, but often find themselves stuck at the top. With practice, they can go down backward, and by the time they are three, can go up holding a railing and go down by putting both feet on each step at a time.

During this stage, toddlers’ small muscles continue to develop. They like to practice “writing” and become interested in using crayons, markers and pencils. In addition, they enjoy tearing paper, building towers with blocks, playing with play dough, etc.

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What Children Can Do

How Parents Can Help

Throw a ball.

(18 months–3 years)

Play throw, kick and roll games.

Get a variety of balls. Play different ballgames with your toddler. Roll, kick or throw the ball to each other or inside an empty laundry basket.

Tear paper.

(18 months–3 years)

Provide your child with things he/she can tear (e.g., tissue paper, magazines, newspapers).

Ride a tricycle.

(2–3 years)

Push your child gently from behind while he/she attempts to pedal.

Move in a more refined and coordinated manner.

(2–3 years)

Provide your child with activities that will help him/her strengthen small muscles (finger painting, play dough, making necklaces with dry pasta, etc.).

Climb up and down stairs.

(2–3 years)

Make sure an adult is always near your child.

Make sure toddlers do not try to carry things up or down the stairs.

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Cognitive Development

Toddlers’ increasing ability to communicate and use their bodies more purposefully opens up a new world. Their thinking becomes more sophisticated, allowing them to become problem solvers.

At this age, children have a good sense of how they can cause things to happen. For example, they are learning that pushing buttons on a phone lets them call someone or that pushing a specific button on a camera takes a picture.

Toddlers try more sophisticated ways to make things work than infants and young toddlers. For example, when they try to make a car move, toddlers may try turning its wheels or handing it to an adult, knowing the adult can make it work.

As they get older, toddlers become more able to solve problems. They learn how to stand on a chair to reach a toy or turn off a light switch, use sticks or long objects to reach things, use a flat puzzle board as a tray, etc. They continue to imitate others’ actions, but they can now imitate actions long after they see them. Their ability to imitate helps them learn social and play behaviors and how to use what other people know to learn about their world.

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What Children Can Do

How Parents Can Help

Identify certain parts of the body.

(18 months–3 years)

Play different games with your child.

Ask your child to find his/her nose, mouth, eyes, arms, etc. You can do a variation of this by playing “Simon Says.”

Point to and name familiar objects.

(2–3 years)

Name the objects your child is pointing to while reading a book, walking, driving, etc.

Label objects in your home. For example, label the children’s book area and put a picture of books next to it, label the blocks area and put a picture of blocks next to it.

Tell differences between objects. (big, small, different colors, etc).

(2–3 years)

Provide your child with a variety of objects of different colors, sizes, textures, etc.

Ask your child to identify the differences between the objects (e.g., soft and hard, big and small).

Explore new ways to do things and show ability to solve problems.

(2–3 years)

Watch your child experiment and try not to intervene too much. The best way to learn is through trial and error. If he/she feels frustrated and asks for your help, give it, but also explain what you are doing to solve the problem.

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Social-Emotional Development

Independence is very important for toddlers. They show more creativity in their activities as they become more capable of doing things on their own and develop a stronger sense of self.

As toddlers become more assertive, “no” becomes a very popular answer to questions. They may understand that an adult is in charge, but will test the adult’s authority. For example, they may say “no” when an adult tells them to clean up, eat their food or take a nap.

Two-year-olds can play alone, but start to prefer an audience. They continue to play next to rather than with other children. Two’s may try to explore the concept of taking turns in play activities, they can participate in group activities like singing or dancing and they begin to show make-believe play. However, they do not yet have a very strong concept of sharing and become very possessive of their toys.

Between 18 and 24 months, children continue to become more aware of themselves and others. They show their own affection for others by hugging, smiling and kissing; cry or become upset when parents are absent; and show empathy for others.

Between two and three years, toddlers show a growing awareness of their feelings and those of others. They may talk about feeling sad or tell a caregiver that another child is crying.

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What Children Can Do

How Parents Can Help

Act independently.

(2–3 years)

Provide them with the opportunity and support to do things themselves. For example, let your child pull up his/her socks or zippers while dressing, buy a small plastic pitcher so he/she can pour his/her own water, etc.

Display aggressive feelings and behaviors (hitting, biting, etc.) when angry or frustrated.

(2–3 years)

Remember that punishing a child by spanking is likely to teach the child that it is okay to hit. Use firm and friendly reminders rather than harsh reprimands. Remain calm and encourage your child to use his/her words to express his/her feelings.

Answer “no” when adults tell them to clean up, eat, take a nap, etc.

(2–3 years)

Understand that this behavior is typical for toddlers.

Avoid power struggles by providing them with choices. For example, when dealing with routines such as bedtime, try providing him/her with two choices that are acceptable to you: Putting his/her pajamas or brushing his/her teeth first.

Show more initiative and independence.

(2–3 years)

Explain the reasons for limits in simple words.

Use positive language (e.g., say “walk” rather than “don’t run”).

Follow through on limits set.

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Language and Literacy Development

Between 18 months and two years of age, there is a major increase in children’s vocabulary. Toddlers begin putting words together and are able to convey a lot of information.

Most toddlers can understand and follow simple instructions such as “get your shoes.” Toddlers are able to have short conversations. Between the ages of two and three, children move from two- to five-word sentences, and they can take turns in conversations.

It is common for children who are learning two languages to be delayed in their initial speech production of both languages. This delay may be as long as one year. You should not be alarmed; continue to expose your child to both languages as this will help him/her develop and understand skills in both languages.

Language and literacy skills continue to develop at this age. Toddlers enjoy carrying books around the house and “reading” them. They are now able to turn the board book pages one at a time, name familiar pictures in the books and fill in missing words of a familiar story.

Sometimes they sit and “read” for a long time; other times they may “read” for one or two minutes. You can try engaging your toddler and make reading more interactive. Let him/her hold the book and turn the pages, even if you are not done. This will engage your child and allow him/her to use his/her language abilities to share stories about the book.

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What Children Can Do

How Parents Can Help

Follow simple instructions.

(18 months–3 years)

Make your requests simple, clear, and appropriate for your child’s age (i.e., “Please go to your room and get your shoes.”).

Hold a crayon, write and draw.

(18 months–3 years)

Create opportunities for drawing, coloring, etc.

For younger children use thick crayons, markers, or coloring pencils.

Enjoy carrying and reading books.

(2–3 years)

Read with your child.

Let your child choose the books.

Encourage him/her to turn the pages and point to what he/she sees.

Ask him/her how the characters may be feeling and wonder together what will happen next.

Have short conversations.

(2–3 years)

When you talk to your child give him/her enough time to respond.

Be sure to make eye contact.

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Health and Safety

Toddlers continue to explore their surroundings and develop more physical abilities. Families with children this age must be vigilant to maintain a safe and healthy environment.

When children are able to climb out of their crib, they are generally ready for a bed. Provide bed rails so your child doesn’t fall over the side of the bed during his/her sleep. If you are unable to purchase a bed rail, make sure there are no major obstacles your child can hit if he/she falls out of bed (toys, bedside table, floor lamp, etc.) and try to place blankets or pillows on the floor.

Parents should also be aware of choking hazards. You should keep any toy or object that fits inside a toilet paper roll out of the reach of children. You should also cut food into small pieces to prevent choking.

Offer plenty of indoor and outdoor activity time and limit television, movie and computer time. As your child becomes more active, his/her nutritional needs may change. Offer balanced snacks and meals that include vegetables, fruits, proteins, and whole grains. Remember that children do what they see others do. You should try to model the behavior you expect from your child by eating balanced meals and adding activity to your life.

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Typical Behaviors and Common

Situations

What Parents Should Do

Walking.

(18 months–24 months)

Avoid the use of mobile baby walkers. They are dangerous and associated with many injuries. In addition, they may give your child too much support, slowing the acquisition of balance and muscle strength needed in the legs for walking.

Your baby should always be placed in a car seat.

(18 months–3 years)

Make sure an approved car seat is installed correctly in the back of your car.

Make sure the car seat is appropriate for your child’s height and weight.

Toddlers are safest in car seats with a five-point harness to help prevent them from moving out of their seat belts when the car is moving.

Pulling objects.

(18 months–3 years)

Keep all electrical or drapery cords out of reach. Children may get electrocuted or strangle themselves on cords.

Sleeping in a bed.

(2–3 years)

Provide bed rails.

If you are unable to purchase a bed rail, make sure there are no toys, bedside table, floor lamp, etc., that your child can hit if he/she falls.

Place blankets or pillows on the floor in case your child falls out of the bed.

IPSC Staff

María del Rosario (Charo) Basterra Director

basterra@maec.org 301.657.7741 ext. 124

Leonor Guillén Senior Parent Training Specialist

(Spanish) leonor@maec.org

301.657.7741 ext. 122

Katie Farbry Research and Technology Specialist

katie@maec.org 301.657.7741 ext. 114

General Information/

Referral Services info@informedparents.org

301.657.7741 ext. 122

Informed Parents—Successful Children (IPSC) www.informedparents.org

5272 River Road Suite 340

Bethesda, MD 20816 Phone: 301.657.7741

Fax: 301.657.8782

IPSC is funded by the Maryland State Department of Education (MSDE).

Additional MAC Parent Information Website: Maryland Parental Information Resource Center

www.mdpirc.org

Special thanks to Paloma Panesi and Chris Chen; and to the following organizations for allowing us to publish and disseminate photos of the children portrayed in the

pamphlets. Organizations: Chinese Culture and Community Service Center (CCACC), Montgomery County Child Care Resource Center (MCCCR&RC), and the Spanish Education Development (SED) Center. Individuals: Carol Chen and Isela Khouri.

© 2008 Informed Parents―Successful Children (IPSC), Mid-Atlantic Equity Consortium, Inc.