Cover: Toddler smiling. Guam Early Learning Guidelines Birth to 36 Months 2 Department of Public Health and Social Service logo. Project Bisita I Familia logo. Guam CEDDERS logo. The Guam Early Learning Guidelines: Birth to 36 Months was produced through funding from Project Bisita I Familia with grant support from the U.S. Department of Health & Human Services, Health Resources and Services Administration, Grant #X02MC26314, through a subcontract between the Department of Public Health & Social Services and the University of Guam Center for Excellence in Developmental Disabilities Education, Research, & Service (Guam CEDDERS), and additional support from Project Tinituhon, GuamÕs Early Childhood Comprehensive System. Revised 2015 3 Table of Contents Introduction.........................................................................................4-5 Guiding Principles..................................................................................6 Acknowledgments.................................................................................7 How To Use This Book........................................................................8-9 Accommodations, Modifications, & Adaptations................................10 Birth to 8 Months.............................................................................11 9 to 18 Months.................................................................................27 19 to 24 Months...............................................................................43 25 to 36 Months...............................................................................61 Appendices..........................................................................................81 Appendix A: Suggested Activities for Young Children..............83-84 Appendix B: Observations and Assessments..................................85 References..................................................................................86-87 4 Introduction The first gift a child receives is life, equipped with inherited genes from both parents and a natural readiness to learn. The second gift is experience, shaped by an environment made up of healthy, positive human interactions and supported with materials and learning activities. The gift of experience comes from primary caregivers who may be the parents, grandparents, guardians, child care providers, or a combination of a few important persons who are consistent and responsible for the care of a child. They prepare and provide what it takes to enrich the environment. Both gifts are known in research as the keys to creating neurons and synapses - connections in the brain that form each childÕs emotions, thoughts, communication, and movement. Research shows that the critical years impacting 90% of a childÕs brain development is between birth to three years or the infant and toddler years. During this period, children need steady, committed care from the same caregivers who will help them feel secure, safe, and loved. Smooth Line Scatter Graph:The basic architecture of the human brain development constructed through an ongoing process that begins before birth and continues into adulthood. Source: Nelson, C.A., in From Neurons to Neighborhoods: The Science of Early Childhood Development (2000). Shonkoff, J. & Phillips, D. (Eds.). As the relationship and bond between child and caregiver grows, it is important that activities are based on the childÕs needs, are interesting, have variety, promote learning, show energy, excitement, and even awareness for the need to be calm and restful. When those activities are repeated, brain connections become more firm with knowledge and skills. Two important skills called executive function and self-regulation help a child to plan, focus attention, remember instructions, control impulses, put important things first, and manage different tasks successfully. They are crucial for success in school and for lifelong learning and development. The Guam Early Learning Guidelines Birth to 36 Months (GELG: Birth to 36 Months) was first developed in 2007 to improve the quality of care and education of GuamÕs infants and toddlers. They have been and continue to be a free resource providing guidance to families, caregivers, teachers, and administrators on what infants and toddlers should know and be able to do as they prepare for preschool and later for entrance into kindergarten, regardless of socio-economic status, cultural background, or range of abilities. The GELG: Birth to 36 Months provides a framework to help guide quality early learning experiences. It informs primary caregivers of what their infants and toddlers are learning and should be able to do. It provides sample activities that are user-friendly and developmentally appropriate; activities that begin at the childÕs level of learning with steps to continue growing and learning. 5 The first GELG: Birth to 36 Months was adapted from the State of Maryland, Department of Human Resources Child Care AdministrationÕs ÒGuidelines for Healthy Child Development and Care for Young Children (Birth to Three Years of Age)Ó and highlights various domains or areas of child development. The 2015 GELG: Birth to 36 Months revision includes the latest early care and education research findings. The framework and activities were guided by the Project Tinituhon Early Care and Education and Child Care Strategic Management Team whose members include parents, child care providers, and representatives from agencies providing funding and resources for quality child care. Project Tinituhon (Chamorro for ÒBeginningÓ) is GuamÕs Early Childhood Comprehensive Systems (ECCS) grant funded by the U.S. Department of Health and Human Services (US DHHS), Health Resources and Services Administration. Key support was provided by Project Bisita I Familia, GuamÕs Maternal, Infant, and Early Childhood Home Visiting Program, also funded by the US DHHS, Division of Home Visiting and Early Childhood Systems. Children develop in different ways, at different rates, and may have special needs. The GELG: Birth to 36 Months is to be used to guide or assist parents and caregivers in understanding and supporting what young children, birth to 36 months, typically know and are able to do. The GELG: Birth to 36 Months is useful and appropriate for all public or private child care programs, homes, or settings that serve young children birth to 36 months. It is not meant to be a tool that evaluates or judges the abilities of young children in the various domains or areas of development, nor is it meant to be seen as standards for preschool and kindergarten. Image:Caregiver watching two toddler playing with blocks. 6 Image:Five toddlers doing pledge of allegiance in classroom. GUIDING PRINCIPLES All children deserve equal opportunity and access to high quality early care and educational programs provided in a healthy and safe environment. These programs will ensure a good foundation for academic success and lifelong learning by: ¥ Nurturing overall developmental needs; ¥ Respecting individual characteristics and cultures; ¥ Strengthening relationships between parents, teachers, providers, and administrators; and ¥ Preparing children to enter school ready to learn and be successful individuals in life. The following guiding principles combine what is understood about how young children learn. Early childhood programs and settings are encouraged to use the GELG: Birth to 36 Months and embrace these principles: 1. Families are the primary caregivers and teachers of young children, and should be respected and supported as partners in the care and education of their children. Teachers, caregivers, and administrators should work together with families to ensure that young children are provided learning experiences that best fit their individual needs and provide families with the information they need to support their childrenÕs learning. 2. All children will be respected as capable and unique individuals who have different needs, learning styles, and home environments. Families, teachers, caregivers, and administrators will respect the well- being of all children and will be open to understanding their needs, interests, and learning styles. These supports will allow young children to develop their sense of self which is the way they understand and represent their world. 3. Child care programs should be designed to support the development of the whole child by providing experiences in well-designed indoor and outdoor learning environments that are accessible to all children. Those experiences involve active engagement in fun, healthy, and safe activities that promote growth in social, emotional, language, cognitive, and physical development. 7 Acknowledgments The Guam Early Learning Guidelines Workgroup was comprised of public and private stakeholders including families, child care center providers, teachers, social workers, coordinators, and administrators. Facilitated by the University of Guam, Center for Excellence in Developmental Disabilities Education, Research, & Service (Guam CEDDERS), the workgroup met over a period of four months to revise and update the guidelines. Additionally, child care centers were invited to contribute to the revision by sharing their experiences on how the 2007 GELGs had been used along with their expertise related to child care, education, child growth and development with developmentally appropriate practices for children from diverse cultures, languages, backgrounds, and abilities. The Guam Early Learning Guidelines Workgroup Members: Kathrina O. Bayson Special Projects Coordinator ICC Administrative Support Guam Early Intervention System Division of Special Education Department of Education Margaret Bell Program Coordinator IV Maternal & Child Health Department of Public Health & Social Services Raymond Castro Social Worker Guam Early Intervention System Division of Special Education Department of Education Magdalena Huffer Owner/Director Adventures in Learning Child Development Center Joseph E. Montague II Program Coordinator IV Child Care and Development Fund Department of Public Health & Social Services Linda Rodriguez Human Services Administrator Bureau of Social Services Administration Department of Public Health & Social Services Mara San Nicolas Social Services Supervisor I Bureau of Social Services Administration Department of Public Health & Social Services Lagrimas ÒAmaÓ Underwood Former Owner/Director and Grandparent Honey Bear Kids Center Mary Kidd Education Consultant University of Guam CEDDERS Vera Blaz Training Associate University of Guam CEDDERS Teresita Fejarang Associate Director University of Guam CEDDERS Additional Contributors: Elizabeth Calvo Social Marketing/Sustainability Manager Project Bisita I Familia/Project Kari–u Jerry Huffer Owner/Director Adventures in Learning Child Development Center Marsha Postrozny Professor Early Childhood Education Guam Community College Jenneth Rosario Director First Steps Valene Taimanglo Director Lots of Learning Child Care Center Image:Two caregiver leading children in a song. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 8 How To Use This Book GELGs should be used to: ¥ Inform parents, guardians, or family members about how young children develop and what they can do to help them before entering preschool and kindergarten; ¥ Guide teachers of young children when they create an early childhood program with strategies to meet different needs; ¥ Provide a framework for administrators to supervise early childhood programs and practices and promote support with resources; and ¥ Guide the selection of tools that can measure what is appropriate for learners from different backgrounds and abilities. GELGs should NOT be used to: ¥ Evaluate the abilities of infants and toddlers; ¥ Dictate specific programs, teaching practices, or materials; ¥ Prevent infants and toddlers from entering preschool or kindergarten if they do not demonstrate certain skills; or leave out groups of infants and toddlers because of different socio-economic status, language, cultural background, or range of abilities. The Guam Early Learning Guidelines Birth to 36 Months are divided into four age categories: 1. Birth to 8 Months 2. 9 to 18 Months 3. 19 to 24 Months 4. 25 to 36 Months Each age category is divided into four developmental domains (areas of growth): Domain 1: Social-Emotional Development This domain refers to the skills a child needs to have and maintain basic trust and secure emotional relationships with responsible adult caregivers, control oneÕs behavior and emotions, and develop a healthy view of self. Domain 2: Language Development Communication is the ability to pass on thoughts, information, or feelings by showing signs or by making sounds or speaking. Language Development refers to the early ability of a child to listen and understand others (receptive language) or to share information through communication (expressive language). Literacy refers to the knowledge and skills that set the foundation for reading and writing, such as understanding basic ideas about books or other printed materials; the alphabet, how letters and sounds relate, and the first marks of writing. Domain 3 - Cognitive Development - Math (Numeracy), Science, & Social Studies Cognitive development is how a child grows in thinking, reasoning, and understanding information. That process moves towards being curious and practicing with purpose and determination to gain information and achieve independence. Cognitive development in math refers to the understanding of relationships, numbers, combinations, and operations. Cognitive development in science refers to the emerging ability to gather 9 How To Use This Book information about the natural and physical world and organize that information into knowledge and theories. Cognitive development in social studies refers to understanding people and how they relate to others and the world around them. Domain 4 - Physical Development This domain refers to physical growth, movements of large muscles (gross motor) and small muscles (fine motor), exercise, hygiene, nutrition, and safe practices. Each domain is presented as a color-coded section in the GELG. Each section is organized into three columns: First Column - What the Child Learns: This column contains the content standards that offer guidelines for teaching and learning opportunities to help children develop knowledge, skills, and attitudes about a specific domain or area of child development. Based on developmentally appropriate child development, the knowledge and use of these content standards will help ensure that children have a balanced educational experience, which can prepare them for school readiness. Second Column - What the Child May Do: This column contains performance indicators or examples of child actions, behaviors, and skills that may show that the child has gained knowledge, skills, and attitudes related to the standard addressed in the first column (what the child learns). It is here where primary caregivers and teachers can observe how the child plays, works, speaks, and behaves, and compares this information in relation to the standards. Through observations of each child with respect to the performance indicators, primary caregivers and teachers can develop school readiness goals specific to each child. Third Column - What You (the responsible adult caregiver or parent) Can Do: This column contains suggested strategies that can be used by primary caregivers or teachers. These activities can help support childrenÕs learning. These activities were gathered from participating child care centers on Guam, from various state early learning guidelines and the Commonwealth of the Northern Mariana Islands, national parenting programs, and other resources. The activities reflect culturally diverse practices and knowledge and can serve as a starting point for other developmentally appropriate and culturally diverse activities that can be used for children. SAMPLE FORMAT Image:Toddler looking at the camera while coloring in a coloring book. Birth to 8 Months Social Emotional Development Learning About Self and Others and Expressing Feelings Child learns (to) What the Child May Do What You Can Do Content Standard Why is this important? Performance Indicators Teaching Strategies Primary caregivers, teachers, and administrators should not strictly separate learning activities according to domains. Many of the activities in the ÒWhat You Can DoÓ column are related to activities in other domains. 10 Accommodations, Modifications, & Adaptations Image:Preschooler working on a letter activity. All children need a natural environment that invites them to explore and learn. Natural environments are homes, child care centers, and other places that are open to all children of different abilities. Children with special needs may need an environment that is tailored to their needs and strengths. Changes, called accommodations, modifications, or adaptations, may need to be made to places, materials, people, activities, or other useful elements that affect learning. Before any changes are made, it is important to be aware of the specific needs of each child. Every child is different and some children with special needs may not need accommodations, modifications or adaptations. Accommodations are supports put in place that will allow children to access their environment to help their learning process. For example, a child with a hearing impairment is taught simple sign language; a child who has low vision is provided sensory items to touch and explore with someone next to them talking and describing the items. Modifications are adjustments made to a place, activity, or material that make things manageable for a child to understand and/or be able to do an activity. An example is to provide a quieter environment with soft lighting for a child who takes longer to focus and play, or provide foam grips on handles of learning tools, such as scissors, for a child who may have fine-motor difficulties. Adaptations are adjustments to the method of instruction or the difficulty of tasks for the child. An example is to use hand-over-hand assistance to physically guide or support movement, and using verbal prompts to encourage childrenÕs verbal or motor responses. It is important to note that children who may benefit from accommodations, modifications, or adaptations, are not necessarily in need of special education services. Through early intervention systems, children may be identified as having a disability and accompanying special needs. If a child is determined to be eligible for special education services, specific intervention is identified for the child birth to three years in an Individualized Family Service Plan (IFSP) formed by a team of professionals and the family. The IFSP will specify the interventions to be made with goals, timelines, strategies, and resources to help the child with a disability meet the same expectations as his/her peers. Families and caregivers will need to refer to a childÕs IFSP to help plan his/her routines, daily schedules, and special events to ensure that the childÕs educational goals are addressed. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 11 Birth to 8 Months Image: Baby crawling on floor smiling. 12 Early Learning Checklist Birth to 8 Months Name: _________________________________________________ Date: ____________________________ Age of child (in months): _______________ Physical Development ÑÑStretches legs out when lying on stomach. ÑÑRaises head and cheek when lying on stomach. ÑÑSupports upper body with arms when lying on stomach. ÑÑGrasps feet. ÑÑOpens and shuts hands. ÑÑPulls to sit with no head lag (begins at 5 months). ÑÑSits unsupported for short periods (begins at 6-8 months). Social Emotional Development ÑÑ Enjoys playing with others and may cry when playing stops. ÑÑBecomes more communicative and expressive with face and body. ÑÑEnjoys social play. ÑÑCopies some movements and facial expressions. ÑÑShows interest in mirror images (begins at 5-7 months). ÑÑResponds to other peopleÕs expression of emotion. Language Development ÑÑSmiles at the sound of voices. ÑÑMakes cooing noises. ÑÑAttends to sound. ÑÑStartles to loud noises. ÑÑResponds to sound by making sounds. ÑÑUses voice to express joy and displeasure. ÑÑBegins to use syllable repetition (begins at 5-7 months). Cognitive Development ÑÑWatches faces intently. ÑÑFollows moving objects. ÑÑRecognizes familiar objects and people at a distance (begins at 3 months). ÑÑGrasps objects dangling in front of him/her. ÑÑTracks moving objects with ease (begins at 4-7 months). ÑÑExplores with hands and mouth (begins at 4-7 months). Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 13 Image:Baby smiling. Birth to 8 Months Social Emotional Development Learning About Self and Others and Expressing Feelings Child learns (to) What the Child May Do What You Can Do Recognize caring adults that are seen most of the time. Why is this important? Babies are born to communicate Ð to tell what they want and need. Crying is the first sound babies make. When caregivers cuddle and touch babies lovingly, that close contact sends the babies messages of safety, security, and love. Babies have different cries and sounds for their needs. This is how they tell that they need to be changed, warmed or cooled, picked up or put down, played with or talked to, and tucked in to sleep. When their needs are met on time, they learn to depend on their caregivers and trust is built. Babies are then ready to begin connecting with others and move on to learning about the things around them. *Show joy and comfort by looking and listening to the caring adult; smiling, gurgling, cooing, or waving arms and kicking legs playfully. *Show discomfort by tossing, turning away, or crying. *Have different ways of crying to communicate if hungry, cold, hot, wet, tired, sick, scared, want to be picked up or put down. *Arch back and cry with alarm when scared by sudden loud noises like sirens, sudden bright lights, when an unknown person comes too close, or when hurt. *Turn away from faces of persons that are not recognized. ¥ Listen, observe, and follow babyÕs lead. ¥ When baby cries, listen for differences in sounds and check on needs. Talk to baby as you check. Example: ÒAre you hungry already?Ó ¥ Practice cleaning routines by washing hands before and after meals or swabbing babyÕs gums after feeding. ¥ Follow Òhunger cuesÓ that tell when baby is hungry or full after drinking breast milk or formula. When baby has been fed, burped, and rested, place on back, stay close, and talk about babyÕs toes, hands, and other body parts. ¥ Smile at baby especially during feeding, changing, and bathing. ¥ Greet baby with a calm, loving voice. Loud greetings may startle or scare baby. ¥ Avoid any screen viewing like TV, videos, smartphones, or tablets for baby at this age. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 14 Image: Baby smiling. Birth to 8 Months Social Emotional Development Learning About Self and Others and Expressing Feelings Child learns (to) What the Child May Do What You Can Do Recognize caring adults that are seen most of the time. Why is this important? Babies who are cared for by the same caregivers have a strong bond of trust and love. They are more likely to have good relationships with others. They are also more likely to try new things even when they are hard to learn in the beginning, because they know that the same person who is taking care of them will be there to guide them. It is important to note that studies have shown that babies who have too many adults taking care of them have a hard time forming trusting relationships. *Recognize and give a friendly response to regular caring adults by: --reaching out; --touching; --smiling; --cooing; --laughing; and --making sounds as if talking. *At 2-3 weeks old, keep eyes on a regular caring adult who is talking to him/her. *Notice when caring adult is out of sight or does not hear voice; then stop playing, listen, and begin to cry. ¥ Make sure baby recognizes the main caring adult for feeding, changing, and other daily activities. Very young infants each have their own schedule. ¥ Cheerfully say your name as you care for baby. ÒMama Rose is here to give you a bath.Ó ¥ Watch baby and learn his/her signals. Smiles and coos mean interest and joy. Turning away and crying mean slow down and stop. ¥ Play face games like Òpeek-a-booÓ or Òcopy cat.Ó (See Appendix A) ¥ After bath time, baby may be ready for a massage. Use a little baby oil and gently massage arms, legs, feet, back, and tummy while talking or singing quietly. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 15 Image:Baby smiling. Birth to 8 Months Social Emotional Development Learning About Self and Others and Expressing Feelings Child learns (to) What the Child May Do What You Can Do Calm and comfort self when waiting too long, uncomfortable, or upset. Why is this important? When babies are uncomfortable, they make different crying sounds that tell whether they are tired, hungry or wet; sick or hurt. A loving caregiver can help baby calm down and relax so baby can continue activities. Some ways to comfort babies include: (a) the gentle touch of a main caregiver, (b) having a clean pacifier or thumb in their mouth, or (c) having a favorite toy or blanket. These examples of calming oneself to adjust and participate in routines are known as self-regulation. Caregivers need to observe and learn about the different ÒtempersÓ or Ònatural charactersÓ of each baby. Some are naturally active and loud, others calm and quiet. Some wake up early for food, attention and play; others wake up later, take more time, and do not need immediate attention and play. *Suck thumb, finger, fist, pacifier, blanket, or nearest toy. *Look around at things that move like crib mobile, curtains, or coconut branches seen outside the window. *Look at things that donÕt move like posters, pictures, and stuffed animals in the room. *Turn head away, close eyes, or play with blanket or toy. ¥ Know babyÕs temperament or natural character. Example: active or quiet. ¥ Instead of patting baby to settle, stroke arms, forehead, back, or legs. Stop when baby turns away. ¥ Massage gently. ¥ Help baby calm self. Guide his/her clean fingers to mouth, give pacifier, or offer a favorite soft toy or blanket to hold. ¥ Sing softly, hum tunes, or play quiet music. ¥ Make room more calm and quiet, less busy, and adjust lights so they are not so bright. ¥ Bring attention to things indoors or outdoors such as watching fish in an aquarium or listening to the quiet hum of an air conditioner or fan. ¥ When baby continues to cry and all basic needs have been met, call a health provider. Take a small break, breathe, and calm self before going back to care for baby. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 16 Image:Baby smiling. Birth to 8 Months Social Emotional Development Learning About Self and Others and Expressing Feelings Child learns (to) What the Child May Do What You Can Do Be aware of other babies and young children. Why is this important? In the early years, babies play by themselves alongside each other. It is not until they are older that they learn to cooperate with each other when playing. When babies are aware of others, they feel safer because those around them are familiar. They also have many chances to see and hear how others talk, move, and play. This helps them later to learn to have friends, get along, and care for each other. When they relate well to others, they are more curious learners and tend to do well when in school. *Turn toward babies they have seen before and watch them play. *Respond by making own noises, reaching out, making different faces, waving arms, and kicking legs. *Copy sounds from other babies: laugh when they laugh, cry when they cry. *Learn more about other babies and touch their face, hands, and ears; may even pull hair, not to hurt but to feel what it is like. *By eight months, can look at self and others in front of an unbreakable mirror and touch, pat, stare, and smile. *Turn away from a baby that does not make him/her comfortable and cry. ¥ With your watchful eyes and guided loving care, let babies play alongside or facing each other. ¥ Watch, listen, and talk about babyÕs actions. ÒI see you looking at Maria.Ó ¥ With one or more babies, sing songs, do finger plays. (See Appendix A) ¥ Use home language as you call each babyÕs name. ÒHafa adai, Rai, hafa adai.Ó ÒRan annim, JP, ran annim.Ó ¥ Use different toys with babies, play with them and say each oneÕs name. Example: Using a toy bunny, make it hop to each baby as you say the rhyme and say their name. --ÒHop, hop, hop. Hop my bunny hop. Hop to Tasi, hop to Sean. Hop to Pulan, hop to Dawn. Hop, hop, hop. Hop my bunny hop.Ó ¥ Make simple toys for babies to play with. (See Appendix A) Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 17 Image: Baby smiling. Birth to 8 Months Social Emotional Development Learning About Self and Others and Expressing Feelings Child learns (to) What the Child May Do What You Can Do Recognize that there are other people who are not caregivers or family members. Why is this important? Sometimes babies come in contact with others who are not caregivers or family members. The natural thing for them to do is to hold tightly to their caregiver, turn away from the new faces, and may cry. These are ways of expressing their feelings of fear and discomfort but at the same time trusting that they will be protected by their caregiver. The ÒnewÓ adults may need friendly reminders to allow time for babies to get used to them. Babies who are given time to get to know new people and situations tend to be better at making adjustments, feeling safe, and continuing to learn. *Stop playing or feeding. ôôLook carefully at the new person; face may show signs of discomfort. *Reach out to main caregiver or family member and may cry. *Hold on tight or hide face against chest, arms, or shoulder of main caregiver or family member. ¥ When baby shows discomfort, slowly introduce baby to the ÒnewÓ person. Watch babyÕs response. If baby turns away, give some time to adjust. ¥ Hold and calm baby by stroking gently and talking softly. ¥ ÒWhisper PowerÓ Ð walk, dance, rock and whisper loving words, or hum quietly. ¥ Offer favorite blanket, toy, or clean pacifier to help baby relax. ¥ ÒSoftenÓ the room Ð soft lights, quiet music, soft toys. ¥ When baby is ready, and the ÒnewÓ person can slowly offer a favorite toy or an interesting activity. ¥ Take baby on walks or visits in the village, family gatherings, or other places on island that you go to most of the time. Talk to baby about the places and people you trust. Caution: Take notice of environment and people and make adjustments if needed. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 18 Image: Child looking straight at the camera while coloring. Birth to 8 Months Language Development Understand and Communicate Child learns (to) What the Child May Do What You Can Do Build a receptive vocabulary by listening to familiar sounds and words. Why is this important? Receptive means responsive Ð to be alert and ready. As babies listen to their caregivers talking and singing, they will soon learn the meaning of those sounds and learn the words for them. As caregivers talk about what babies hear, see, touch, smell, and taste, babies will learn the words that go with those experiences. Recordings can be too fast for very young babies that they are not able to catch up and get the sounds and meaning. It is recommended that for very young babies, caregivers do the ÒliveÓ singing, rhyming, and reading stories. They should also take time to watch their babiesÕ response before they move on. *Look as caregiver names and describes familiar objects. ôôListen and respond to nursery rhymes, songs, and stories. *Listen to different sounds around them Ð water from the faucet, door closing, or a squeaky toy. *Touch things that feel different and listen to the words as caregiver tells how the things feel. *Smell things that seem pleasant; watch and listen as caregiver shows and tells what the items are. *Taste different liquids and food like water, milk, and baby food; listen as caregiver talks about the liquids and foods. ¥ Greet baby as you show and tell items to use: wash cloth for bath time; or diaper for changing. ¥ Sing and act out nursery rhymes until baby shows that the rhymes sound familiar (stops, looks, listens, moves mouth and body as if following along). ¥ Show, name, and talk about things indoors and outdoors to see, hear, touch, smell, and taste. --Listen to the water at bath time or the waves from the ocean. --Touch a soft blanket and the hard wood of the crib. --Smell and taste warm milk or cool water. ¥ Use movements or simple sign language to give meaning to the words and phrases you are saying. ¥ Introduce babyÕs home language. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 19 Image: Child looking straight at the camera while coloring. Birth to 8 Months Language Development Emergent Literacy Child learns (to) What the Child May Do What You Can Do Show interest in picture books and things with pictures. Why is this important? As caregivers read to their babies, babies in turn, look at the pictures on the pages and listen to the words being read. BabiesÕ brain cells are hard at work making connections. When caregivers connect what is happening in stories to babiesÕ real lives, there is more meaning for the babies. Additionally, as favorite stories are repeated over and over, brain connections are strengthened. *Look at pictures of different objects or pages of a picture book. Pat the pictures. *Listen to caregiver for a few seconds as pictures are named and described. *Choose a book or safe objects with pictures that he/she seems to like. *Turn a page even if sentence is not finished. ¥ Choose picture books that show photographs of real objects and people. ¥ By 6 months, baby will want to handle cloth, vinyl, or cardboard books. Read to baby while he/she sits on your lap. ¥ For picture books Ð let baby handle and pick pages he/she wants. Read out loud and notice how baby responds. ¥ Choose books from babyÕs culture and language. Add books from other cultures, too. ¥ Look for baby-safe specialty books. Some have textures and sounds in them. ¥ Take photographs, of each family member to make a small family book. (See Appendix A) ¥ For objects that are not books but have pictures, let baby look and touch objects and listen as you talk about them. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 20 Image: Child looking straight at the camera while coloring. Birth to 8 Months Language Development Understand and Communicate Child learns (to) What the Child May Do What You Can Do Listen and respond to voices and other sounds. Why is this important? By listening to sounds and seeing what is making them, babies will remember both experiences. From there, they will soon learn to copy sounds and try to talk with you, to tell how they feel, and to tell what they need and want. *Listen to sounds of things and turn in same direction. Example: Hear door open and look towards it. *Hear human voices talking, humming, or singing and stop to listen, turn, and watch persons. *Look as caregiver is talking or singing and later try to copy speech or song by forming lips, and blowing Òbubbles.Ó *Turn away or cry when wet, hungry, tired, too hot, too cold, or just want to be picked up. *Stop crying when fed, changed, picked up, or have other needs met. ¥ Smile, look face to face, and talk to baby in a soft voice Ð not sudden or loud. ¥ Greet baby by name and use it often when you ÒtalkÓ together especially during routines like feeding and diaper changing. ¥ Talk to baby as you touch and name his/her body, toys, or things. ÒHands. IÕm touching your hands now. Blanket. IÕm folding your blanket.Ó ¥ Look for things that have sounds. Move them, say babyÕs name, and tell what the object is. ÒIan, hereÕs your rattle. Listen.Ó ¥ Watch what sounds baby turns to or looks at. Talk to baby about that object or person. Use simple words or phrases. Examples: --ÒDid you hear DaddyÕs truck?Ó --ÒIs Papa whistling?Ó ¥ Do finger plays, songs, and simple games. (See Appendix A) Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 21 Image: Baby looking straight at the camera while coloring. Birth to 8 Months Language Development Understand and Communicate Child learns (to) What the Child May Do What You Can Do Recognize and respond to sounds of language. Why is this important? As babies listen to their caregivers talk, sing, or do rhymes, they hear the sounds of language. As these sounds are repeated, babies will remember and try to copy them. The early sounds they make are called ÒcooingÓ (oooo/aaaa) and then later called ÒbabblingÓ (ba-ba- ba/ma-ma-ma). When caregivers ÒcooÓ and ÒbabbleÓ back, they are communicating with their babies in a fun way. Songs, finger plays, stories, and just listening and talking, will help babies build their vocabulary. Sounds will become words, then on to sentences as they learn the language. When babies have many good language experiences, it will help them later to do well in school. *Turn and look when caregiver calls his/her name. *Listen and look towards direction of familiar sound or a new sound. *Turn, reach out, coo, or babble when caregiver says, ÒHereÕs your milk,Ó or ÒHereÕs your blanket.Ó *Listen, look, suck thumb or pacifier, or kick legs when favorite music is played, nursery rhymes are said, or baby books are shown and read. ¥ Continue saying babyÕs name while greeting and doing daily activities or routines. ¥ When baby starts to ÒcooÓ or Òbabble,Ó let him or her know that you are interested and join in Òconversation.Ó ¥ Expand on language. Example: When baby says Òba-ba-baÓ, say ÒYes, itÕs time for your bottle.Ó ¥ Sing and act out nursery rhymes and finger plays. (See Appendix A) ¥ Use simple words or phrases. Use babyÕs home language to tell what you are doing every day: --Drink your milk. Gimen i leche-mu. (Chamorro) ¥ Play games with sounds and words. ¥ Use books and toys that talk about the sounds they make or how they move. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 22 Image: Woman reading book while holding baby. Birth to 8 Months Cognitive Development Explore, Discover, and Learn Child learns (to) What the Child May Do What You Can Do Remember recent routines, activities, and people. Why is this important? When there are many sensory experiences coming together with the language from their caregivers, babies need time to process Ð to remember each experience and put them in an order that makes sense. They also need to do things over and over to understand the words that go with the experiences. *Recognize caregiver and family members by faces and voices and smile at them. *Look carefully, turn away, and cry when there are new faces and voices. *Look for a toy, cup, or other item that has been dropped. *Begin to copy songs by watching, forming lips, and making sounds. *Begin to copy finger plays and games by watching and moving hands, feet, and body. *Turn face away when caregiver comes with a tissue in hand. ôôHold out hand to caregiver to play a game again. *Begin to understand that people and things are still there even when they are not in sight (known as object permanence). ¥ Make a daily schedule of activities and follow it as much as possible. ¥ Continue to greet, smile, talk with, and listen to baby. ¥ Follow babyÕs lead. ¥ Introduce baby to new people and places when taken around. ¥ Play ÒPeek-a-boo.Ó ¥ Play a hiding game. Cover most of a toy with a blanket. Give baby time to find the toy. ¥ Sing songs and play games that repeat like ÒIf youÕre happy and you know itÓ or ÒPat-a-cake.Ó Try translating to babyÕs home language. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 23 Image:Woman reading book while holding baby. Birth to 8 Months Cognitive Development Explore, Discover, and Learn Child learns (to) What the Child May Do What You Can Do Why is this important? As babies explore and discover things and events, they will learn that when they do certain actions (at around 8 or 9 months), they can make certain things happen. As they repeat these experiences they remember the cause and the effect. These memories are good examples to go back on when there are new situations that babies have to figure out. *Cry out, then wait and watch for caregiver to come in. ôôClap hands and look up at caregiver to start a clapping game. *Watch caregiver wind up a musical toy. When it stops, touch caregiverÕs hand to make it start again. *Bang tray with a spoon, listen, then do it again. *Put objects into a container, dump them out, then do it again. *Hit buttons on a push- button toy, watch things pop up, then push buttons again. *Splash hands in water, notice how face and body get wet, then splash again. *Find out that people and things are still around even when they are not seen, heard or felt; and that they still exist through time, place, or moment (object permanence). Explore cause and effect. ¥ Provide a comfortable, clean, safe space with materials that are safe and interesting for baby to move, explore, and figure things out. ¥ Play games like peek-a-boo, hide-and-seek, and putting things in your pocket or under cups to understand that things and people are still there even when out of sight. ¥ Give baby different materials that are safe and clean for exploring and discovery: --toys that can be picked up and handled; --containers and small blocks; --large wooden beads; --objects that make noise when dropped; --pull toys especially those that make noise; --push button toys. ¥ Respond to baby, pointing out the effects of action. Example: As baby splashes water during bath time, say,ÒLook how wet you are!Ó Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 24 Image: Woman holding infant hand while pointing to pictures. Birth to 8 Months Physical Development Coordinate Movements Child learns (to) What the Child May Do What You Can Do Move and repeat movements of different body parts. Why is this important? The brain connections that control movement are formed during the first four years of life. When babies move, both sides of the brain are used in learning skills. As they move and repeat the movements of their bodies, they have better coordination (control) of their hands, arms, legs, and whole body. More movement means more exploring. More exploring means more discoveries. Babies use all this information - known as perceptual information to explore again Ð so they can keep learning. When babies do not have many chances to move and explore, they still learn, but not as much as babies who have many chances. *Turn head from side to side and repeat movements with arms and legs. *Lift head and chest while on tummy. *Reach for and swipe at dangling objects. *Grasp and release things that are touched. *Bring hands and feet to mouth. *When on stomach, push up on arms and lift head and *chest, arching back. Begin to roll over and sometimes kick self over. *Push down on legs when placed on a firm surface. *Alternately kick legs while on back. *Use feet to move hanging mobile toy. ¥ Provide a safe, clean, and comfortable area for baby to move and explore. ¥ Give more play time on a cushioned mat, quilt, or blanket on the floor instead of in seats, jumpers, swings, or similar equipment. ¥ During play, put baby on back and at other times on stomach to allow more use of legs, arms, and hands. ¥ Play games using sounds and actions that go back and forth; baby then caregiver and back to baby. ¥ Give baby lightweight rattles or soft, bright patterned toys that make soft noises. ¥ Slowly add a variety of other ÒplaythingsÓ like bright cotton scarves and balls that baby can hold on to and play with. ¥ Always place baby on back for safe sleep. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 25 Image:Woman holding infant hand while pointing to pictures. Birth to 8 Months Physical Development Coordinate Movements Child learns (to) What the Child May Do What You Can Do Move body to change position. Why is this important? For very young babies, changing positions of the body helps them to: (1) use the muscles on the other side of the body, (2) see their space in a different way, and (3) find a more relaxed position to calm down when there are too many activities going on (self-regulation). Playing games that have rhythm like gentle bouncing, swaying, or swinging also helps to move babies from movements of high activity to calming down and rest time. *Lift both arms and legs and rock on stomach. *Roll over from stomach to back and back to stomach. *Start to move either forward or backwards, pulling or pushing with arms (scooting). *Get up on hands and knees, rocking back and forth. *Rock on back and put feet and arms in air. ¥ Give baby safe places to move around in and explore, while being supervised. ¥ To learn to raise head, put baby on stomach, extend his/ her arms in front, and hold a toy in front of babyÕs face. Try to get baby to look at you. ¥ When baby can hold head up, put a toy a few inches away and encourage baby to reach for toy. ¥ Move baby in different positions so that there is room to: turn or raise head and roll from side to back and from side to stomach. ¥ Help baby practice sitting up by supporting back appropriately. Gently, but firmly, support babyÕs front and back with both hands while baby is in a seated position on a sofa or fully padded chair. A small pillow or folded blanket may be added for support. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 26 Image: Woman holding infant hand while pointing to pictures. Birth to 8 Months Physical Development Coordinate Movements Child learns (to) What You Can Do What the Child May Do Use hands in more coordinated movements. Why is this important? When babies use the small muscles of their hands while they play, move, eat, or bathe, those muscles will be stronger and be ready to hold things as they get older. They will have a better hold (grasp) of their bottle, spoon, or cup. Later, when it is time for preschool, the same muscles will be more ready to hold pencils, crayons, and paintbrushes to control the lines they want to make. *Reach for objects with one hand. *Use hand like a ÒrakeÓ to move objects closer. *Pick up cereal or other small object with the same hand formation - like a Òrake.Ó *Tug or pull objects. ôôMove objects from hand to hand (known as cross-lateral movement). *Grab feet and toes and bring them to mouth. *Wave bye-bye or clap hands. *Try to turn pages of a book. ¥ For 0-2 month olds: Place your finger in babyÕs fist; feel the grip, then slowly tug; repeat with other fist. ¥ For 3-4 month olds: Let baby tug corner of a washcloth while you tug the other end. Put a towel or ribbon around your neck and let baby pull it down. ¥ For 5-8 month olds: Give baby small, safe pieces of soft, healthy finger foods to feed self like round dry cereal or cool cooked noodles. ¥ Offer clean, safe, age- appropriate toys or objects that can be pushed, pulled, or played with hands. --large plastic spoon; --plastic cup. ¥ Provide baby with picture books to turn pages all by himself/herself. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 27 9 to 18 Months Image: Baby smiling while looking at the camera. 28 Early Learning Checklist 9 to 18 Months Name: _________________________________________________ Date: ____________________________ Age of child (in months): _______________ Physical Development ÑÑMoves to sitting position without assistance. ÑÑCrawls forward on belly. ÑÑMoves from sitting to crawling or lying on stomach. ÑÑPulls self up to standing position. ÑÑStands for short periods without support. ÑÑMay walk two or three steps without support (begins at 8-12 months). ÑÑWalks alone (12-16 months). ÑÑUses a pincer grasp. ÑÑPuts objects into a container. ÑÑTakes objects out of a container. ÑÑTries to copy scribbling. Social Emotional Development ÑÑShy or anxious with strangers. ÑÑCries when parent leaves. ÑÑEnjoys imitating people in play. ÑÑShows preference for certain people and toys. ÑÑRepeats sounds or gestures for attention. Language Development ÑÑResponds to simple verbal requests. ÑÑResponds to Òno.Ó ÑÑMakes simple gestures such as shaking head for no. ÑÑBabbles with inflection. ÑÑBabbles ÒdadaÓ and Òmama.Ó Cognitive Development ÑÑExplores objects in many different ways such as shaking, banging, throwing, or dropping. ÑÑFinds hidden objects easily. ÑÑLooks at correct picture when image is named. ÑÑCopies gestures. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 29 Image: Two toddler painting. 9 to 18 Months Social Emotional Development Learning About Self and Others and Expressing Feelings Child learns (to) What the Child May Do What You Can Do Show self- awareness and a positive self- concept. Why is this important? Self-awareness means knowing how one is different and separate from others in thinking, remembering, and doing things. At the same time, it also means being aware of how one is connected to others and dependent on them to fulfill own needs. Self-concept is how one feels about oneself based on information and skills one can do and how others support those growing skills. Babies who are nurtured (supported, praised, and guided) tend to have a positive self-concept and want to learn and grow. Children who continue to have a good self-concept grow to be successful in school and in life. *Respond to name by sound or gesture; look up, make sounds, and come when called. *Show likes or dislikes by sound or gesture. --Smile and reach out for things enjoyed. --Turn away, push away, or shake head at things not liked. *Try to take care of own needs. --Use fingers to feed self. --Wash hands after eating. --Help dress self by extending arm or leg. --Enjoy pulling off own socks and shoes. --Try putting on own shoes. *Choose a toy or object to play with. Hand toy to caregiver to join in play. *Use adult for security, but try independence; will crawl a few feet away and then go back to caregiver. *Stop playing and may cry when caregiver leaves area, but stop crying upon return. ¥ Say babyÕs name as you go through routine activities. ¥ Observe and note babyÕs likes and dislikes. ¥ Known as self-help skills, let baby practice taking care of himself/herself with your patient guidance. Praise baby for trying. Let baby: --Rinse and dry hands after washing. --Feed self with dry cereal or noodles during meal or snack time. --Wash arms, legs, and tummy with washcloth at bath time. --Finish removing socks and shoes after you have started. --Give baby a damp sponge to help Òclean upÓ table, chair, walls, and doors while you are washing dishes. ¥ Stay within sight and watch baby practice independence while crawling away from you within a few feet and then returning soon after. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 30 Image:Two toddlers painting. 9 to 18 Months Social Emotional Development Learning About Self and Others and Expressing Feelings Child learns (to) What the Child May Do What You Can Do Respond and engage in social interaction with familiar and trusted adults. Why is this important? Social interaction means the action of doing an activity and getting a response in return. For babies and caregivers this usually means babies watch caregivers model an activity and try to follow it. It also means that when babies need something, they will show action and expect caregivers to respond appropriately. Social interaction helps babies tell what they need, learn how to do new things, join in activities, and work well with others. Babies with good social interaction grow to be successful in school. *Prefer to be cared for and play with main caregivers by: --reaching for them; --crawling to them; --leaning against them and may hold them tightly; --putting a toy in their lap to play with them; and --taking hands and leading caregivers to something needed or wanted. *Test caregivers in different situations and watch their reactions. *Watch and then help caregiver prepare a snack. *Remember familiar routines or activities such as getting diaper bag when it is time to go home. *Show discomfort when a new caregiver or other unknown person comes close by. *Show strong separation anxiety when caregiver is out of sight and cry loudly for a long time. ¥ Recognize babyÕs gestures, or actions without words, and respond to them. ¥ Join baby on the floor to play. ¥ When tested in different situations, be consistent in response and inform other caregivers to give same responses. ¥ Offer a spoon or bowl for baby to play ÒcookÓ while you prepare dinner. ¥ Give baby own infant toothbrush. First, show how you use your own brush to brush your teeth. Next, put a tiny dab of toothpaste (non-fluoride) on babyÕs brush and encourage baby to try and brush own teeth. Baby may chew bristles and you may need to finish the job. ¥ During bath time, let baby bathe a small plastic doll while you bathe baby. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 31 Image: Two toddler painting. 9 to 18 Months Social Emotional Development Learning About Self and Others and Expressing Feelings Child learns (to) What the Child May Do What You Can Do Respond and engage in social interaction with other babies and children. Why is this important? Social interaction means the action of doing an activity and getting a response in return. At ages 9 to 18 months, babies play alone with own toys and things (solitary play). When next to other babies the social interaction is simply watching other babies play with their own toys and things (parallel play). It may happen that when babies are together, they may want the same toy or item and will pull and make noise with high energy. Caregivers can provide assistance by adding a few more favorite toys or new interesting ones, and do other activities like songs, finger plays, and games. It is not until after 24 months that babies understand the skills of taking turns and sharing. Babies at this age are aware of the feelings or emotions of other babies and may respond to them. Babies with good social interaction grow to be successful in school. *Play side by side with another baby, each with the same toy or with different toys. ôôWatch other babies and children next to them and may copy their sounds and movements. *Move closer to other babies and touch their hair and face out of curiosity. ôôHug or lean against another baby showing affection. *Join in simple imitation games like ÒFollow the Leader,Ó ÒCopy cat,Ó ÒHappy Hats,Ó or ÒMirror, Mirror.Ó *Look towards a crying child and may appear sad or concerned. Offer a toy or food to the crying child, or find an adult to help. ¥ Lay out a large mat or blanket with a few assorted toys and items to explore. ¥ Play ÒFollow the LeaderÓ game with simple movements. Examples: --Tap on table. --Put hat on head. --Cover face with hands, then remove. --Clap hands. ¥ Play ÒMirror, mirrorÓ by encouraging baby to look at face in mirror and make silly faces. ¥ Play ÒRoly, PolyÓ with a ball. Sit on floor. Roll ball to baby. Ask baby to roll it back. Repeat game. Challenge by doing it just a little faster. ¥ Play ÒHappy Hats.Ó Try on different hats and look at self in the mirror. Make faces, change voice, make it fun. ¥ Make a game out of ÒClean Up Time.Ó Show baby how to pick up toys and where to put them. Sing a song as you clean up and praise baby for his/her efforts to help. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 32 Image:Two toddler painting. 9 to 18 Months Social Emotional Development Learning About Self and Others and Expressing Feelings Child learns (to) What the Child May Do What You Can Do Show good self- regulation of behavior. Why is this important? Self-regulation is the ability to calm oneself and participate in routines. There will be times when babies need help adjusting to situations that upset them. There are different ways to help babies calm down, relax, and go back to learning new things. Caregivers need to observe and learn about the different temperaments (ÒtempersÓ or Ònatural charactersÓ) of each baby. Some are active and loud, others calm and quiet. Some wake up early for food, attention and play; others at a later time. When caregivers respond to babiesÕ calls for assistance, these are important opportunities to build trust and strengthen relationships. *Cry, make sounds, or use body movements to get caregiverÕs attention. ôôSeek caregiverÕs response when not certain about what to do. *Test caregiverÕs responses to own behavior such as reach for something he/she should not touch after being told not to; looks back at caregiver to see what caregiver will do. *Look at caregiver to see if behavior is appropriate or not. *Show self-comforting behaviors such as sucking on fingers or thumb; may hold on to a favorite blanket or toy. ¥ Respond right away and regularly (consistently) when baby is looking for help in a difficult situation. ¥ Look at the situation and provide the help and comfort needed. ¥ Nurture baby with kind words and hugs. ¥ Respond to babyÕs needs and praise the small efforts to do better. ¥ Observe and stay close to baby; be ready to offer support. ¥ Offer words that comfort and help baby understand situations. ¥ Show respect for baby and everyone in his/her environment. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 33 Image:Toddler painting. 9 to 18 Months Language Development Understand and Communicate Child learns (to) What the Child May Do What You Can Do Listen, watch, and recognize that words and gestures (actions) have meaning. Why is this important? When a caregiver speaks in a pleasing, natural voice, baby tends to listen more. When a caregiver uses short simple sentences and gives one-step directions to show how to do things, baby tends to show more understanding and follows the action expected. BabyÕs vocabulary Ð words with meaning Ð grows when a caregiver spends time with baby (1) having conversations, (2) reading simple books, (3) singing songs, (4) playing simple games, and (5) showing how to drink from a cup. With good language experiences, babyÕs listening vocabulary can grow to 50-100 words at this age. If baby does not seem to look, listen, and follow simple one-step directions, see a health provider or the Guam Early Intervention System (GEIS). *Go to where shoes are when caregiver says, ÒIt is time to go out and play.Ó *Go to the sink when caregiver says, ÒIt is time to wash hands,Ó and watch as caregiver shows action. *Get a tissue when caregiver says, ÒPlease get a tissue to wipe your nose,Ó and watch as caregiver pretends to wipe nose. *Put hand over mouth and release it quickly when caregiver says, ÒThrow a kiss.Ó *Look up for a moment and stop reaching into purse or another personÕs bag when caregiver says, ÒThatÕs mommyÕs/ someoneÕs bag; here, come look in this toy bag.Ó *Listen and look in direction when caregiver names familiar people like Grandma and Papa; or names objects like a toy truck, a ball, or a cup. *Understand more words than he/she is able to say. ¥ In a short, simple sentence, tell baby what the next regular activity will be so that he/she can get ready for it. ¥ Give baby one-step directions and if needed, show with a gesture (action) to: --find an item and get ready to use it; --show an action during play time; or --sing songs or play games. ¥ Use words as baby experiences personal events: ÒLook, Daddy caught some fish.Ó ¥ Throughout the day as you do things, have conversations with baby and use home language. ¥ Ask simple choice questions: ÒDo you want the banana or the apple?Ó ¥ Introduce words that tell more about things: --warm milk; --cold juice; --loud music; and --quiet music. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 34 Image: Toddler painting. 9 to 18 Months Language Development Understand and Communicate Child learns (to) What the Child May Do What You Can Do Understand phonemic awareness and communicate familiar words and gestures. Why is this important? Phonemic awareness is the understanding that spoken words are made of individual sounds. At 9 to 18 months, baby has more experiences to practice following those sounds and add simple gestures (actions) to tell others about needs, wants, and interests. Baby may continue babbling and experimenting with sounds to get favorite foods, objects, toys, or experiences. An exciting experience at this age is when baby says the first word like ÒmamaÓ or Òdada.Ó When caregivers and family members celebrate the first word, baby is moved to learn more words. With good language experiences, babyÕs speaking vocabulary can grow to 8-10 words, sometimes up to 20 words in English or home language at this age. *Nod head or move eyebrows up and down for ÒyesÓ (island cultural practice). *Shake head side to side to mean Òno.Ó *Show Òall goneÓ by twisting wrists so that hands go up and down when all food is eaten. *Point to the sky when a helium balloon or kite is rising. *Make jabber sounds over a toy cell phone. *Say made up ÒwordsÓ to mean something. *At 9 to 12 months, say a word clearly enough for caregiver to understand *the meaning. At 12 months, can say 2 to 8 words. *At 18 months, can say 10 words. ôôUse the same word to mean similar things - ÒmilkÓ for all liquids. ¥ Observe baby. Watch for gestures. Listen to made up Òwords.Ó Find out what baby means and give the words in English and home language. ¥ Introduce and model new words and gestures for baby to copy. ¥ Show sign language for simple words and repeat them. ¥ Describe simple activities step- by-step. ¥ Spend time talking, reading, singing songs, playing simple games, doing finger plays, and rhyming. Repeat for baby to remember them. ¥ Try leaving out the last word of a familiar rhyme and see if baby will say it. ¥ Play naming games like naming animals and add the sounds they make. ¥ For baby who needs it, use assistive technology to help baby communicate. Make picture cards showing daily activities like eating, drinking, washing hands, and playing. Baby can be taught to show needs by touching one or more of the cards. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 35 Image: Toddler painting. 9 to 18 Months Language Development Pre-Literacy and Pre-Writing Child learns (to) What the Child May Do What You Can Do Show more interest in songs, rhymes, books, and other print materials. Why is this important? Literacy means the ability to read. Pre- literacy means the early steps to reading. Caregivers who sing songs, rhymes, and finger plays; and read the print on juice or cereal boxes, posters, and books are helping baby get ready to read. Songs and rhymes ÒstretchÓ the vocabulary when presented with repetition, action, and fun. They help baby put words and phrases together. Cereal boxes, posters, signs, and books all have pictures that ÒcatchÓ babyÕs interest and have words that tell what is happening. When caregivers read the words on those items, they help baby copy and pretend to ÒreadÓ the information on them. *Show action to play familiar games such as Òpat-a-cakeÓ or other rhymes and finger plays. ôôSing or join in on familiar songs with caregiver; songs may be in English or home language. *Bring a book to caregiver to read. *Turn pages of book. It may not be one at a time or left to right. *Look at and point to the pictures; use sounds or words to talk about the pages. *Find a picture in the book that caregiver is asking about. *Hold and pretend to read the labels on juice or cereal boxes. *Point to familiar signs around the community like a kidÕs play area or a familiar restaurant. ¥ Repeat favorite songs, stories, rhymes, or finger plays with baby. ¥ Make a photo or picture book with favorite animals or things. Add words in both home language and English. (See Appendix A) ¥ Choose books with clear, colorful pictures and simple text. ¥ Choose sturdy activity books that involve the senses - flaps that lift, pages unfold, textures to feel, and sounds to hear. ¥ Model holding a book and turning pages correctly. ¥ Read different books over and over when baby is interested. ¥ Slow down and talk about a picture or character that baby shows interest in. ¥ Point out printed language while reading. ¥ Show cereal or juice boxes, and other items to read labels and name pictures. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 36 Image: Toddler painting. 9 to 18 Months Language Development Pre-Literacy and Pre-Writing Child learns (to) What the Child May Do What You Can Do Explore writing, painting, sculpting, and drawing as a way of communicating. Why is this important? Writing is about forming letters that tell information. Pre- writing means making early marks before learning to form letters. Babies who have early experiences with free drawing, painting, and ÒwritingÓ tend to have more practice using the muscles of their fingers. In time, those muscles become stronger and more flexible in making clear marks like shapes and letters. By the time they enter preschool, these young children have better control in writing their names and forming the letters of the alphabet. They also have an easier time forming pictures through the use of paint, crayons, and chalk. More practice means an easier and better way of expressing oneself. *Scribble with a crayon freely and without any aim on paper. *Hold a brush and dip in water to ÒpaintÓ a concrete wall outdoors and make different marks. *Explore with washable markers or crayons. *Use foods like leftover ketchup or Jello to make marks on a paper plate or table with protective cover. *Use sticks, shells, or own hands and fingers to make marks in the sand. *Use large chalk to make drawings on a cement surface. *Use play dough to flatten and smush. ¥ For all pre-writing activities, ask baby or talk about the ÒwritingÓ baby made. ¥ Take baby to the beach and give sticks or safe objects surfaces to make marks on the sand. ¥ Have water play outdoors with a bowl or small bucket and a small paintbrush. Let baby ÒpaintÓ the walls of the house. ¥ Give baby a stick of sidewalk chalk to make marks on a safe cement surface. ¥ Provide large sheets of paper, large crayons, and washable markers for baby to scribble freely. Baby may make a few marks but remember to praise efforts. Afterwards, put the items away and out of sight. Baby does not know yet that you only want marks on the paper. ¥ After meal time, let baby use ketchup or Jello to make pictures on the high chair tray. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 37 Image:Toddler looking at the camera while coloring. 9 to 18 Months Cognitive Development Explore, Discover, and Learn Child learns (to) What the Child May Do What You Can Do Show awareness of surroundings and use senses to investigate. Why is this important? When babies use their senses to see, hear, touch, smell, and taste, their brain takes in the information and tries to remember what is happening to give meaning to the surroundings. These experiences encourage babies to investigate and find out more about their environment (surroundings). There may be times when babies find a ÒproblemÓ and will use their senses to figure out a way to solve the problem. This means more brain connections are happening and more learning is taking place. Caregivers who provide safe, clean spaces and materials, along with encouragement and time to let baby figure things out, are showing good support for babies to explore, discover, and learn. *Look at something, move towards it, and handle it with hands and mouth. *Explore objects more by banging, shaking, dropping, rolling, pushing, or pulling. *Poke, pat, squeeze, push, sniff, and try to lick play dough to know more about it. *Try to figure out how new toys work. ôôFind caregiver to get a toy or food item. *Try to put a square peg into a round hole and keep trying to make it work. *Push and pull a wagon and watch the wheels turn as it moves in different directions. *Touch a bug found outside and squeal when it moves away quickly. *Touch a personÕs face by feeling and patting or may pull off glasses. *Use a spoon to bang on feeding tray or dishes. *Crawl into, around, or over boxes or other items. ¥ Prepare a clean, safe space with interesting materials for baby to explore. --boxes, plastic cups, spoons, and bowls in different sizes and colors; --pots and pans with no broken or bent edges; --toys and objects that make noise; --medium sized rubber balls; --non-toxic playdough (with caregiver watching carefully); --toys that fit shapes into shape box or pegs into holes (toy cobblerÕs bench); and --a wagon to pull, push, and dump things in. ¥ Take baby outside and under your careful watch: --Look at bugs crawling. --Touch and explore a green or brown coconut, including one with a plant growing out of it. ¥ Show excitement; praise baby for making things work with toys. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 38 Image:Image:Toddler looking at the camera while coloring. 9 to 18 Months Cognitive Development Explore, Discover, and Learn Child learns (to) What the Child May Do What You Can Do Explore and use objects with more purpose, including cause and effect relationships. Why is this important? When babies explore objects and do things with them, they discover their properties and what makes them work. Repeated play like taking things out and putting them back or dropping and picking up things tells them that one event brings another and helps them predict what will happen. Babies can make decisions later on what items to choose for play time or when solving problems because they know their properties. *Take objects out and put them back. *Fill different containers with water, then pour them out over and over. *Close eyes and turn away before splashing with hands. *Push string through large beads. *Drop an object from a high chair and wait for caregiver to pick it up over and over. *Push buttons on a busy box and get ready for the toy animal to pop out. *Build a tower of blocks and knock them down. *Keep turning an object around to find the side that works, like the reflective side of an unbreakable mirror or the open side of a plastic cup. ¥ Provide safe toys and objects for baby like: --a busy box; --large beads and a string with one end knotted; --containers and things to fill and dump out; --toy blocks to stack; --jack-in-the-box toys; and --instruments like maracas, xylophones, or shakers. ¥ Bring up relationships to help baby think and consider effects like,ÒIf you throw the toy, it will be too far for you to pick it up.Ó ¥ Provide a water table or large pan with clean water and objects but supervise at all times. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 39 Image: Image:Image:Toddler looking at the camera while coloring. 9 to 18 Months Cognitive Development Explore, Discover, and Learn Child learns (to) What the Child May Do What You Can Do Remember recent events, then find hidden items or pictures, and may copy how objects are used. Why is this important? When babies remember events, they learn schedules to follow like feeding, playing, and changing diapers so they can prepare for them. When they find hidden items, they know that things continue to exist even when out of sight. As they look for pictures in books, they are showing their ability to receive and process new information, recognize familiar people, places, and things; and learn how to use new information. They also learn to solve problems by searching for missing or hidden items. *Watch and play peek-a- boo in different ways. *Look for hidden toys or objects under a blanket or boxes; look for caregiver hiding behind door. *Look for a favorite object or toy in usual location, and ask caregiver when it is missing. *Listen to caregiver give the name of a picture and look for it in a picture book. *Move towards the counter when caregiver asks if he/she would like a snack and some water. *Name face and body parts when asked or touch them during a song or finger play. ¥ Play peek-a-boo by covering face, hiding behind a towel, going behind a door, leaving the room, and coming right back. ¥ Play hide-and-seek games by putting a toy under a blanket or box or going behind a door and waiting for baby to come and look for you. ¥ Keep toys and familiar objects in same location. ¥ Provide a variety of picture books. Add ÒI SpyÓ board books and talk about the pictures or ask baby to look for certain pictures. ¥ Look at the mirror and name face and body parts in English and babyÕs home language. ¥ Use photos and objects to talk about past experiences. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 40 Image:Toddler looking at the camera while coloring. 9 to 18 Months Cognitive Development Explore, Discover and Learn Child learns (to) What the Child May Do What You Can Do Show an increasing ability to remember and participate in imitative play. Why is this important? Imitative play means to copy what the caregiver is modeling. This helps baby learn self-help skills like washing hands and face or feeding self. Imitative play focuses more on fun and is not too instructive. It also helps baby find new ways to use objects for creativity and imagination. This builds higher order thinking skills. *Imitate caregivers when they say Òbye-byeÓ or Òthrow a kiss.Ó *Follow caregiverÕs actions when pretending to: --brush hair; --use a cell phone; --use a pitcher to pour something into a cup. *Copy games and finger plays. *Use toys and objects to pretend to: --feed and burp a doll, change a diaper, and take a bath; --cook kadu (Chamorro for soup) and eat it; --wash and dry clothes; --water the plants; and --wipe the table or floor. ¥ Show friendly greeting and departure. Say, ÒHiÓwith babyÕs name or Òbye-byeÓ and wave; may throw a kiss. Use home language. ¥ Get down and play with baby. Join in pretend play. ¥ Have toys or real objects like plastic cups, spoons, bowls, a pitcher, a toy cell phone, or a hairbrush. ¥ Notice and comment on babyÕs pretend play Ð ÒGood job feeding baby.Ó ¥ Model sounds that animals or vehicles make and watch toddler make the sounds at play time. ¥ Play games and finger plays like ÒItsy Bitsy SpiderÓ or ÒHead, Shoulders, Knees, and Toes.Ó Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 41 Image: Toddler waving while looking at the camera. 9 to 18 Months Physical Development Coordinate Movements Child learns (to) What the Child May Do What You Can Do Coordinate eyes, hands, and fingers while exploring or holding objects. Why is this important? When babies learn to use their eyes, hands, and fingers together, this is called Òeye-handÓ coordination or Òfine motorÓ coordination. The brain continues to work as babies use their eyes and hands to grasp and hold things, and learn self-help skills like drinking from a cup, eating with a spoon, brushing teeth, combing hair, and wiping their noses and mouths. The same Òfine motorÓ muscles are used to turn pages of baby books or to scribble marks on paper using large chubby crayons. As babies have more practice using their eyes, hands, and fingers, those muscles become stronger, flexible, and more coordinated to draw, paint, and do writing activities in school. *At 9 months, use thumb and pointer finger (pincer grasp) to pick up very small objects. *At 12 months: --Use thumbs well; --Start to use one hand more often than the other; and --Use both hands at the same time for different things. *Drop objects in a container and dump them out again. ôôThrow, roll, and catch a large rubber ball. *Put together several nesting cups or different sized rings on a toy stacking ring tree. *At 18 months can: --scribble with crayons and copy marks; --pick up a spoon by its handle and feed self; --start to hold a small cup and drink from it, sometimes spilling; --hold a toothbrush and brush teeth; and --turn pages of a board book (baby books). ¥ Supervise baby closely; very small objects may be put in mouth and may be dangerous. --Give baby many chances to practice self-help skills like using cup, spoon, and dishes even if there are spills and messes, pull off socks, and open doors. ¥ Provide a safe and clean space for play time indoors and outdoors with toys and objects such as: --containers; --different sizes of wooden blocks; --sorting cubes; --large links or Òpop beadsÓ to put together and take apart; --nesting cups; --puzzles with 4-6 pieces; and --stacking rings, shapes, and shape sorters. ¥ Provide baby board books. ¥ Have large crayons and paper for scribbling. Supervise during use, then put away when no longer needed. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 42 Image:Toddler waving while looking at the camera. 9 to 18 Months Physical Development Coordinate Movements Child learns (to) What the Child May Do What You Can Do Change position and move from place to place, showing more large muscle control. Why is this important? When babies use the larger muscles of their head, neck, legs, feet, and body (torso), these are known as gross motor skills. Babies soon learn to use these parts of the body to crawl, sit, climb, stand, walk, and then learn to run. Play time, indoors or outdoors, provides many opportunities for babies to use and strengthen their large muscles for better coordination and balance to help them explore, learn, and have many experiences. *At 9 months: --Roll from front to back while on stomach; --Balance and sit alone for long periods of time; --Crawl, then sit and return to crawling; gain speed crawling from month to month; --Pull up on a table and move around it, while holding on for support; and --walk with support by someone holding his or her hands. *At 12 months: --Stand alone without help for a few seconds, then minutes; --Take first steps without help but prefer to crawl; --move from standing to sitting easily. *At 18 months: --Can walk fast and rarely fall; --Begin to run slowly with unbalanced forward movement; and --Can walk up stairs while holding caregiverÕs hand by bringing both feet together on each step. ¥ Supervise closely and never leave baby alone and unattended Ð indoors or outdoors. ¥ Secure baby gates at the top and bottom of stairs. ¥ Provide a safe and clean space. ¥ Cover outlets; furniture should not have sharp edges. ¥ Provide toys like: --a wagon and large cars for pushing and pulling; and --medium to large rubber balls for rolling. ¥ Create challenges like adding pillows, sturdy low furniture, or people for baby to use for support when pulling up to stand. ¥ Help baby if he/she gets stuck standing and guide use of knees to bend and get down; give time at first to see if baby can solve problem. ¥ Stay close behind baby and supervise when he/she starts to climb stairs. ¥ DonÕt push baby to walk. Allow time for baby to decide after he/she is finished with crawling. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 43 Image:Toddler smiling. 19 to 24 Months 44 Early Learning Checklist 19 to 24 Months Name: _________________________________________________ Date: ____________________________ Age of child (in months): _______________ Physical Development ÑÑWalks up and down stairs holding on to support. ÑÑClimbs onto and down from furniture unsupported. ÑÑTurns over container to pour out contents. ÑÑBuilds tower of four or more blocks. Social Emotional Development ÑÑCopies behavior of others, especially adults and older children. ÑÑShows increasing enthusiasm about company or other children. ÑÑDemonstrates increasing independence. ÑÑBegins to show defiant behavior. Language Development ÑÑPoints to an object or picture when it is named for them. ÑÑRecognizes names of familiar people, objects, and body parts. ÑÑSays several single words. ÑÑUses two-word sentences. ÑÑFollows simple, one-step directions. ÑÑRepeats words overhead in conversations. Cognitive Development ÑÑFinds objects even when hidden under 2 or 3 covers. ÑÑBegins to sort shapes and colors. ÑÑBegins make-believe play. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 45 Image: Toddler smiling. 19 to 24 Months Social Emotional Development Learning About Self and Others and Expressing Feelings Child learns (to) What the Child May Do What You Can Do Show self- awareness and a positive self- concept. Why is this important? Self-awareness means knowing how one is different and separate from others, but at the same time connected to and dependent on them to meet their needs. Self-concept is how one feels about oneself based on information and skills one can do and the ability to make decisions. From 12 months to 36 months, babies are referred to as toddlers. During this period they know that they can do more things like feeding and dressing themselves and want to show others what they know. They also want freedom and will show this strongly. *Enjoy watching caregiver or other adult actions throughout the day. *Want to re-enact events through play in order to understand them, such as cook, clean dishes, wipe table, sweep floor, mow the lawn, and water the plants. *Show self-confidence; try new things. ôôProud of things that he/ she can do (with some help) such as wash hands, brush teeth, pick clothes, eat with a spoon, walk, climb, reach, and touch. *Have interest in dressing self and help put on clothes that easily slip on. *Begin to learn about bladder and bowel control (toilet learning). *Support dramatic play by playing with toddler and providing materials such as: --dress-up clothes that are not too big; --dolls and figurines; --toy broom and mop; --toy pots and pans; and --toy cars, trucks, and airplanes. *Encourage and let toddler try to dress and feed self, even if you know you can do it better or faster. *Celebrate toddlerÕs culture and share about other cultures such as the different ways others speak and dress. *Follow toddlerÕs lead in toilet learning. Begin when toddler shows signs of interest and is ready. Note: Not all children will be successful at going to the potty by themselves. ItÕs not uncommon for children to have accidents up to age five or six years. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 46 Image: Toddler smiling. 19 to 24 Months Social Emotional Development Learning About Self and Others and Expressing Feelings Child learns (to) What the Child May Do What You Can Do Engage in effective social interaction with familiar and trusted adults. Why is this important? Social interaction means the action of doing an activity and getting a response in return. This usually means toddlers watch caregivers model an activity and try to follow it. During this period, they are very curious and want freedom to explore and investigate things around them. When caregivers set limits for good reasons like safety, toddlers have difficulty understanding and may be aggressive. Caregivers need to give large doses of love to toddlers, join in their childÕs play, talk in a positive way to them, and guide them with calmness, patience, and care. ToddlersÕ requests may not be met the way they want, but they respond well to warmth and generosity. Toddlers still want the love and acceptance of their caregivers more than anything. *Struggle to balance independence and closeness with caregiver. ôôInsist on independence in a strong way. Use personal pronouns like, ÒI, me, you.Ó ôôSay no even to things enjoyed. *Understand personal property ideas, such as ÒThatÕs MamaÕs.Ó or ÒThatÕs mine.Ó *Proud of accomplishments as more self-help skills are learned and is better with memory. *May throw tantrums when tired or anxious (uneasy). ¥ Show toddler how positively you see him/her. ¥ Let toddler join activities he/she is interested in. Allow him/her to spend as much time as he/she wants with selected activity. ¥ Promote toddlerÕs involvement and insistence in play activities; keep other children from interrupting toddler. ¥ Provide materials that help toddler learn self-help skills. Examples: small pitcher and serving utensils, and easy- to-slip on apron. Offer just enough help for toddler to be successful. ¥ Give toddler specific praise for his/her efforts. Example: ÒYou wiped that table so clean; I am so proud of you!Ó (Avoid the general praise, ÒGood job!Ó) ¥ Set clear rules and limits for safety. ¥ Provide a schedule of regular daily activities but be flexible when a change is necessary. Example: ÒItÕs raining, but we can still play ÔcampÕ indoors.Ó Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 47 Image:Toddler smiling. 19 to 24 Months Social Emotional Development Learning About Self and Others and Expressing Feelings Child learns (to) What the Child May Do What You Can Do Engage in effective social interaction with other toddlers or young children. Why is this important? Social interaction means the action of doing an activity and getting a response in return. At ages 19 to 24 months, there is more social awareness and toddler will look for friends. However, toddler may still want the same toy or item and may even hoard (collect and pile) favorite toys. It is not until after 24 months that toddlers understand the skills of taking turns and sharing. Toddlers at this age are aware of the feelings or emotions of other toddlers and may respond to them. Children with good social interaction grow to be successful in school and in life. *Look for other toddlers with the same interests and want to be with them. ôôEnjoy copying othersÕ behaviors and can Òfit inÓ with a group for short periods of time. ôôCurious about own body and others. May look to see if the same or not. *Enjoy group activities like ÒFollow the leaderÓ and singing activities like ÒIf youÕre happy and you know it.Ó *Hoard (collect and pile) favorite toys and may not want others to play with them. *Commonly have conflicts with other toddlers and children over favorite toys, but after listening to caregiver, can begin to understand that feelings of others are different from self. (This is known as empathy.) ¥ Help toddlers understand how they are seen by others and think of how their actions affect others, even if hard for them to understand. Example: ÒTell me what happened. Oh, that hurts my feelings. What can we do?Ó ¥ Respect toddlerÕs need to hold on to favorites; lessen conflicts by having boxes or shelves available for toddler to store favorites. ¥ Instead of requiring toddler to share, have duplicates of favorite toys and offer choices of other interesting activities. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 48 Image: Toddler smiling. 19 to 24 Months Social Emotional Development Learning About Self and Others and Expressing Feelings Child learns (to) What the Child May Do What You Can Do Show self-regulation of behavior. Why is this important? Self-regulation is the ability to calm oneself and participate in routines. There will be times when toddlers need help adjusting to situations that upset them. There are different ways to help toddlers calm down, relax, and go back to learning new things. Caregivers need to observe and learn about the different ÒtempersÓ or Ònatural charactersÓ of each toddler. Some are naturally active and loud, others calm and quiet. Some wake up early for food, attention and play; others wake up later, take more time and do not need immediate attention and play. When toddlers are in need of something and caregivers respond to toddlersÕ calls for assistance, these are important opportunities to build trust and strengthen relationships. *Express different emotions ranging from happiness to sadness, including surprise, embarrassment, guilt, or pride, based on awareness of how they affect others. *Show ability to handle difficult situations or strong emotions by getting a familiar blanket or looking to trusted caregiver for comfort when upset, worried, or tired. *Begin to control impulses like saying ÒNoÓ when reaching for an object that he/she is not allowed to have. ¥ Encourage toddler to talk about feelings and talk through conflicts. ¥ Help toddlers listen to one another. Explain how others Òsee things in their viewÓ over a certain event or situation. ¥ Provide dramatic play, materials, and equipment to help toddlers express their feelings. Examples: dolls, figurines, and puppets. ¥ Offer ways to express feelings such as art, music, and dance. ¥ Read books with toddlers that help them tell what they are feeling and talk about it. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 49 Image:Toddler putting her finger to her mouth. 19 to 24 Months Language Development Understand and Communicate Child learns (to) What the Child May Do What You Can Do Listen, watch, and recognize that words and gestures (actions) have meaning. Why is this important? When caregivers speak in a pleasing, natural voice, toddlers tend to listen more. When caregivers use short simple sentences, give one- or two-step directions and show how to do things patiently and calmly; toddlers tend to show more understanding, and follow the action expected. At this age, toddlers are learning language very quickly and will use it to communicate needs, wants, and ideas. They may join in simple conversations and even talk to themselves or pretend to talk to dolls or stuffed animals. If toddlers do not seem to follow simple - one- or two-step directions or use words to communicate, see a health provider and/ or the Guam Early Intervention System (GEIS). *Listen and learn language quickly and will imitate words, good or bad. *Use different types of words and put them together in phrases. Most speech is understandable. *Use personal pronouns or name for requests such as ÒMe want juiceÓ or ÒIsa eat ice-cream.Ó Note: It is common for toddlers to confuse pronouns and say, ÒPick you up,Ó instead of ÒPick me up.Ó *Test power of words ÒnoÓ and Òmine.Ó *Talk about places they have gone to or things they have done. *Follow simple directions such as, ÒPut your shoes on the shelf. Can you bring me a cup?Ó *Listen and try to copy the names and descriptions of different items. ¥ Model the language you want toddler to copy. ¥ Help toddler with requests by saying it for him/her. Say, ÒI want some juice, please.Ó Praise toddler for trying when asking for things. ¥ Encourage toddler to talk about experiences to another person. Let toddler tell as much as he/she can and offer only a little help with details. ¥ Give simple directions and point finger in direction to help toddler begin the task. ¥ Have a treasure box of safe, everyday objects that are interesting to touch and examine. Describe each item as toddler pulls each out. Example: ÒWow, you found a squeaky ball. ThatÕs a soft, white sock. That toy makes a crinkly sound.Ó Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 50 Image:Child putting her finger to her mouth. 19 to 24 Months Language Development Understand and Communicate Child learns (to) What the Child May Do What You Can Do Understand phonemic awareness and communicate familiar words and gestures. Why is this important? Phonemic awareness is the understanding that spoken words are made of individual sounds. Between 19 to 24 months, toddlersÕ vocabulary (words and meaning) grows very fast. By 18 months, toddlers may know 10 or more words. By 24 months, they start using two- and three-word sentences. With good language experiences at this age, toddlersÕ listening vocabulary can grow to 50-200 words in English or toddlerÕs home language. *Enjoy being with caregiver and learn new words quickly. ôôUse three to four-word sentences with noun and verb such as ÒMe eat kadu (Chamorro for soup).Ó *Use negatives such as ÒDonÕt want itÓ in English or home language. *Follow two-step directions. such as ÒPut the pots in the cabinet and close the door.Ó *Join in listening games to name the things that make sounds and what they sound like. *Join in the ÒI SpyÓ game to find the object being named and listen to its description. *Learn names of body parts by giving a plastic doll a bath. *Look at pictures in an album and name the people, pets, and what they are doing. *With some guidance, can tell what he/she did during the day. ¥ Model language by speaking in short complete sentences and use correct grammar. ¥ Turn off television and other electronics. Listen with toddler to sounds around home or neighborhood and talk about them. Examples: --Listen to the refrigerator, fan, or air conditioner. Say, ÒThatÕs the motor humming.Ó --Listen to the toilet. Say, ÒThe water is swirling and going down the drain.Ó ¥ Play ÒI SpyÓ anywhere. Example, ÒI spy with my little eyeÉ a gecko.Ó ¥ Suggest washing a baby doll in a plastic tub and name its body parts. ¥ Make an album of family and pets. Let toddler use the album over and over to talk about the people, pets, and their actions. ¥ For toddler who needs it, use assistive technology to help toddler communicate. Make picture cards showing daily activities like eating, drinking, washing hands, and playing. Baby can be taught to show needs by touching one or more of the cards. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 51 Image:Child putting her finger to her mouth. 19 to 24 Months Language Development Pre-Literacy and Pre-Writing Child learns (to) What the Child May Do What You Can Do Show more interest in songs, rhymes, books, and other print materials. Why is this important? Literacy means the ability to read and write. Pre-literacy means the early steps to reading. Caregivers who provide songs, rhymes, and finger plays are helping toddlers ÒstretchÓ their vocabulary when presented with repetition, action, and fun. They help toddler put words and phrases together. A variety of items at home and around the community help toddlers make connections to reading. Cereal boxes, books, posters, billboards, and similar large signs may have pictures that ÒcatchÓ toddlerÕs interest and have words that tell what is happening. When caregivers read the words on those items, they help toddlers copy and pretend to ÒreadÓ the information on them. Learning to read is important for success in school and in life. *Recite a song with letters of the alphabet. *Begin to understand that print represents words. Pretend to read a book. *Know the correct way to hold a book. Turn pages, usually one at a time. *Use words for pictures. *Use pictures to describe actions. *Enjoy books about different things Ð animals, emotions, people. *Repeat familiar words or phrases in a book when read to. *Remember characters or actions from familiar stories. *Can tell what will happen next in books that are read over and over. *Look at many different printed materials and listen to caregiver talk about them. ¥ Find time to ÒreadÓ throughout the day. --At the grocery store, read signs and labels on food items; --At a restaurant, look at the picture menu and ÒreadÓ it together; and --At home, ÒreadÓ magazines and the newspaper by looking at pictures and talking about them. ¥ Repeat favorite songs, stories, rhymes, or finger plays with toddler. ¥ Read books in home language and English. ¥ Have print materials in both home language and English. Example: ÒComeÓ and ÒMailaÓ (Chamorro for come). ¥ Substitute a couple of words into toddlerÕs home language when telling a story or reading a book. Example: Use the Tagalog word for rooster, Òtandang,Ó when telling a folktale from the Philippines. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 52 Image: Child putting her finger to her mouth. 19 to 24 Months Language Development Pre-Literacy and Pre-Writing Child learns (to) What the Child May Do What You Can Do Explore writing, painting, sculpting, and drawing as a way of communicating. Why is this important? Writing is about forming letters that tell information. Pre-writing means making early marks before learning to form letters. Toddlers who have early experiences with free drawing, painting, and ÒwritingÓ tend to have more practice using the muscles of their fingers. In time, those muscles become stronger and more flexible in making clear marks like shapes and letters. By the time they enter preschool, these young children have better control in writing their names and forming the letters of the alphabet. They also have an easier time creating pictures through the use of paint, crayons, and chalk. More practice means better control of the hands and fingers to ÒwriteÓ and draw. *Scribble and make marks on paper with a purpose. *Tell what the scribble means, such as to make lists, letters, or stories. *Draw lines that go up and down (vertical) or side to side (horizontal). *Use a variety of writing tools Ð large pencil, paint brush, marker, or stick (to write on dirt or sand). *Ask caregiver to label pictures made. *Make a pancake out of play dough. ¥ Provide opportunities to draw and write down what toddler says about drawing or scribble. ¥ Write toddlerÕs comments at the bottom of drawings, collages, or photos. ¥ Let toddler draw and paint in different positions and places; standing or sitting, indoors or outdoors. ¥ Provide materials for writing at play settings. ¥ Create writing activities with you and toddler that have purpose: --shopping list; --fiesta menu; and --things for the beach. ¥ Have pictures and label each one on the list. ¥ Leave Òfun notesÓ for toddler on the bed or with toys. When toddler finds them, read them out loud together. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 53 Image: Smiling child holding stuffed animal toy. 19 to 24 Months Cognitive Development Exploring Math Concepts Child learns (to) What the Child May Do What You Can Do Begin to sort, classify, and organize objects according to one feature. Why is this important? Matching and sorting of objects or people helps toddler understand the concepts (ideas) of Òsame and different.Ó These are helpful later in grouping things by categories. Over time, the ability to sort things will grow into knowing about the concepts of more and less. These are connected later to addition, subtraction, and other mathematical operations. *Collect and sort objects with a common feature or characteristic. With help, can name groups of objects. *Arrange objects in lines like a row of blocks or shoes. *Put momÕs or dadÕs shoes together; toddlerÕs shoes together. *Notice and tell how things are different or the same. Example: ÒThe tree is big. This plant is small.Ó *Show interest in mixing colors of water with paints. Example: ÒBright colors. Dark colors.Ó *Match plastic lids by colors, sizes, and shapes. ¥ Use toys, books, plastic items, and toddlerÕs clothes to sort, name, and organize into groups of things. Name the groups of items and let toddler say them, too. ¥ Let toddler help put the familyÕs shoes away to help clean up. ¥ As toddler explores around the house or outside, talk about the sizes, colors, and shapes of things. Let toddler point to things that are big or small, red or white, round or not round. ¥ Use clear cups, water, and food coloring to mix colors and tell which are dark or bright. ¥ Recycle assorted colors, shapes, and sizes of plastic lids for sorting and classifying activities. Play matching games with child. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 54 Image: Smiling child holding stuffed animal toy. 19 to 24 Months Cognitive Development Exploring Science Concepts Child learns (to) What the Child May Do What You Can Do Begin to explore concepts of number, quantity, size, and location. Why is this important? When toddlers explore objects and do things with them, they discover properties like sizes, shapes, colors, and how they work. When caregivers provide guidance, new vocabulary, and materials that help with exploration, toddlers soon learn to describe, predict, and use materials to solve problems or answer the questions they are curious about. *Copy counting rhymes or songs. ôôSee a small number of objects and can count up to three while pointing to each one (in English or home language). *Fill and empty containers with sand or water. --can show or tell which are full, which have some, or which are empty; and --can show or tell which are heavy or light. *Point to or begin to tell big and small objects. Example: ÒDaddyÕs shoes Ð big. My Ð shoes Ð not big.Ó *Begin to show position of an item with an object. Example: Use a shoe box and a toy to show in, out, on top, behind, or in front of. ¥ Chant counting rhymes like ÒOne, two, buckle my shoe.Ó ¥ Help toddler count up to three objects by pointing to each object slowly so that it is one number for one object. (Also known as one-to-one correspondence). ¥ Use number concepts in daily activities. Ask toddler if he/she would like Òone or twoÓ things. ¥ Provide a sand or water table with assorted size plastic containers. ¥ Let toddler help put things away like putting the familyÕs shoes together Ð DaddyÕs shoes, MommyÕs shoes, toddlerÕs shoes. ¥ Guide toddler to learn positions of things during play time or any daily activity. Example: ÒLetÕs put the spoon in the bowl. Take the spoon out.Ó Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 55 Image: Smiling child holding stuffed animal toy. 19 to 24 Months Cognitive Development Exploring Science Concepts Child learns (to) What the Child May Do What You Can Do Find information by exploring and using them to help solve problems. Why is this important? As toddlers continue to have many interactions, they recognize familiar people, places, and things. They learn how to use all this information to discover more things and solve problems. When they find hidden items, they know that things continue to exist even when out of sight. This knowledge is a foundation to thinking skills. It means when they think of an object in mind, they can think of other ideas and skills about that object. By 18 months of age, toddlers begin to solve problems in their head. By 24 months, they can solve even more complex problems. *Notice, point at, or talk about animals seen like a carabao, lizard, spider, dog, cat, or butterfly. *Pick up rocks, sticks, shells, or other objects outdoors. *Pour, scoop, and explore sand and water. *Explore and experiment with how things work. Examples: Experiment with new toys to see how they work. Climb on a stool to reach an object. *Ask others for information. ÒWhatÕs that? Ò or ÒWhoÕs that?Ó *Experiment with different behaviors to see how people and objects react. *Look for pictures in a book. ôôSearch for missing or hidden items. *Work simple puzzles with 4-6 pieces. *Fit shapes into a form board or shape sorter. ¥ With toddler, observe animals, tell their names, what they are doing, and where they are going. ¥ At the beach, observe as toddler picks up items. Check if safe for exploration. When safe, let toddler handle items to see how they work. Example: --Some shells are rough, others smooth. --A sand pile may be built, but will separate when water touches it. ¥ Answer toddlerÕs questions to identify people, places, or things. ¥ Provide picture books especially those with photos. ¥ Have puzzles (4-6 pieces) and shape sorters for toddler to learn to Òfix.Ó ¥ Let toddler work out problems with or without assistance. When something does not work out, say, ÒThat did not work. LetÕs try something else.Ó Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 56 Image: Smiling child holding stuffed animal toy. 19 to 24 Months Cognitive Development Exploring Science Concepts Child learns (to) What the Child May Do What You Can Do Expect certain things to happen and improve memory for details. Why is this important? Through many repeated observations and hands-on experiences, toddler soon finds out about predicting things; that one can tell what will happen next. Toddler can prepare for some effects of actions in play or exploration to find out more information. This is known as Ògeneralization.Ó Because curiosity and strong will are expected at this age, close supervision by caregiver is important to ensure safety. *Find out the cause of something that happened. Example: Build towers of blocks and watch when they fall Ð testing how high a tower can be built. *Turn on the faucet after finding out that water will come out. *Push or pull riding toys to make them move. *Know playing with something enjoyed or forbidden will get caregiverÕs attention. *Watch caregiver blow over a hot, steaming dish; then at the next meal copy caregiver when served a dish. *Get umbrella when rain begins to pour. ¥ Provide a safe space and appropriate materials for children under age three to observe and create cause and effect activities. Describe the changes, then ask toddler if he/she remembers what happened. Sample activities: --Freeze water in clear plastic containers with safe objects in them. Take out and let toddler observe what happens as the ice melts. --Mix water and flour to make play dough. ¥ Give explanations for cause and effect. Example: When the toddler tries to touch something hot, say, ÒYou canÕt touch that burner because it is hot and will hurt you.Ó ¥ Help toddler make generalizations. Example: ÒItÕs raining outside; so it may be raining down at the beach, too.Ó Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 57 Image: Smiling child holding stuffed animal toy. 19 to 24 Months Cognitive Development Exploring Social Environment Child learns (to) What the Child May Do What You Can Do Begin to understand rules, routines, and resources. Why is this important? When toddlers remember people and events, they learn the concept of predictability - that they can tell what is coming up next or who the person is and prepare for them. This knowledge of knowing what is ahead, helps toddlers become familiar with their world and feel safe about it. They also feel good that they can prepare to do things just like grown-ups. There may be a different way of looking at predictability. Sometimes, when toddlers know what is coming up next, they may show the opposite behavior. *Guess what might happen based on past experience. Examples: --Look for a book after putting on pajamas to get ready for a bedtime story. --Say ÒnoÓ and cry when caregiver says itÕs time to put the toys away. (Know the next routine is bath time and bedtime.) *Begin to understand relationship between supply and demand. Example: Begin to understand he/she cannot have another cracker because the plate is empty. *Offer to trade toys with other children. ¥ Use photos or objects to let toddler know what event is coming up and what has happened in the past. Help toddler prepare for event(s). ¥ Avoid preparing too far in advance such as, ÒWeÕre going to the beach this SundayÓ when itÕs only Tuesday. Toddlers do not understand the concept of time yet and will expect the event to happen soon after announcement. ¥ Participate in and model dramatic play. ¥ Use the play area and play time to help toddler make choices and discuss consequences. Examples: --ÒWhen you take out all the dishes, it will take you longer to clean up. Take out only what you need.Ó --ÓWhen you trade your doll for the bear, you canÕt have both; so you need to return the doll first.Ó Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 58 Image: Smiling child holding stuffed animal toy. 19 to 24 Months Cognitive Development Exploring Social Environment Child learns (to) What the Child May Do What You Can Do Begin to show awareness of the relationship between the people, community, and environment. Why is this important? As toddlers interact with caregivers and family members, there is a greater understanding of roles and responsibilities. Toddlers usually want to copy what their caregivers and other family members do. When the activities are done with encouragement and fun, they will be repeated often. Toddlers will soon learn about joining in the care of their things, their home, and environment. *Begin to help clean up to keep the room neat and clean. *Begin to put trash in trash can Ð indoors or outdoors. *Recognize roles within own home. Example: Daddy cooks dinner and mommy washes the dishes, pots, and pans. *Reach out to familiar faces within family and close friends. Turn away from people who are not as familiar. *ÒThrow a kiss,Ó wave goodbye, or even wink when asked. Repeat phrases like ÒLove you,Ó or ÒSee you later.Ó *Remember where favorite toys are kept. ôôRecognize the name of a favorite book. *Join in family activities to gather or prepare food. Examples: Picking fruits and putting them in a pan or carrying things to help in preparation. ¥ Make Òclean up timeÓ a regular part of the dayÕs routine. Wash hands after cleaning up. Praise toddler for helping out. ¥ Use recycled materials to create props for play. ¥ Carry a plastic bag on walks with toddler so you can safely pick up litter. Wash hands when done. ¥ Collect and use safe materials for play. ¥ Provide props for toddler to play different family roles. ¥ Read aloud books that show people in different roles. ¥ Put photos of family members in unbreakable frames and display at toddlerÕs eye level. ¥ Let toddler watch and help pick mangos and coconuts. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 59 Image:Child with a finger on her lips making a shush. 19 to 24 Months Physical Development Coordinate Movements Child learns (to) What the Child May Do What You Can Do Coordinate eyes, hands, and fingers while exploring or holding objects. Why is this important? When toddlers learn to use their eyes, hands, and fingers together, this is called Òeye-handÓ or Òfine motorÓ coordination. The brain continues to work as toddlers use their eyes and hands to grasp and hold things, and learn self-help skills like drinking from a cup, eating with a spoon, brushing teeth, combing hair, and wiping their noses and mouths. The same Òfine motorÓ muscles are used to turn pages of baby books or to scribble marks on paper using large chubby crayons. As toddlers have more practice using their eyes, hands, and fingers, those muscles become stronger, flexible, and more coordinated to draw, paint, and do writing activities in school. *At 19 months, self-feed with a spoon, fork, and cup even if there may still be spills. *At 20 months, take off clothes. *At 21-22 months, stack six blocks. *At 22-23 months, do simple puzzles. *At 23-24 months, put on loose clothing. *Turn pages of a sturdy board book. *Enjoy sand and water play. *Enjoy playing with different textures. ¥ Supervise closely at all times, indoors or outdoors. Check objects and make sure they are not small enough to be a choking hazard. ¥ Encourage fine motor skills for play with: --sand and water play with toys, but with close supervision; --playdough, paint, and toys that do not have small parts; --wooden puzzles with large pieces; --large pegboards and pegs. --stacking toys; --big beads to string; with the string already tied at one end; --a construction set that can easily be put together; --rhythm instruments; --matching game with textures; and --boxes that contain items with a variety of shapes and textures. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 60 Image:Child with a finger on her lips making a shush. 19 to 24 Months Physical Development Coordinate Movements Child learns (to) What the Child May Do What You Can Do Change position and move from place to place, showing more large muscle control. Why is this important? When toddlers use the larger muscles of their head, neck, legs, feet, and body (torso), these are known as gross motor skills. Toddlers soon learn to use these parts of the body to crawl, sit, climb, stand, walk, and then learn to run. Play time, indoors or outdoors provide many opportunities for toddlers to use and strengthen their large muscles for better coordination and balance to help them explore, learn, and have many more learning experiences. *At 20-21 months, walk up the stairs with some support, but may not yet be ready to go down the stairs. *Jump, tiptoe, and march. *Throw and kick a ball. *Make a riding toy go by pushing it with feet. *Have trouble stopping and turning while running. ¥ Provide safe, clean, and interesting spaces with room to move around and exercise. ¥ Offer places that have some features (structures) like low hills, ramps, low stairs, and an open space. ¥ Offer equipment such as: --low climbers and slides; --swings that they can get into and out of themselves; --large balls; some lightweight and some a little heavier; --large lightweight blocks; and --riding toys for toddlers; some with pedals, others without. ¥ Include movement and songs during group time; invite toddler but do not make it mandatory. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 61 Image: Child smiling at the camera. 62 25 to 36 Months Early Learning Checklist 25 to 36 Months Name: _________________________________________________ Date: ____________________________ Age of child (in months): _______________ Physical Development ÑÑClimbs (furniture, playground equipment, large toys) well. ÑÑWalks down stairs alone, placing both feet on each step. ÑÑWalks up stairs alternating feet with support. ÑÑSwings legs to kick a ball. ÑÑRuns easily. ÑÑPedals a tricycle. ÑÑBends over easily without falling. ÑÑTurns book pages one at a time. ÑÑBuilds a tower of more than 6 blocks. ÑÑHolds a pencil in writing position. ÑÑScrews and unscrew jar lids, nuts, and bolts. ÑÑTurns rotating handles. Social Emotional Development ÑÑSeparates easily from parents. ÑÑExpresses a wide range of emotions. ÑÑObjects to major changes in routine. Language Development ÑÑRecognizes and identify almost all common objects and pictures. ÑÑUnderstands most sentences. ÑÑSays name, age, and gender. ÑÑUses pronouns such as I, you, me, we, and they. Cognitive Development ÑÑMakes mechanical toys work. ÑÑMatches an object in hand or room to a picture in a book. ÑÑPlays make-believe with dolls, animals, and people. ÑÑSorts objects by color. ÑÑCompletes puzzles with 3 or 4 pieces. ÑÑUnderstands concept of Òtwo.Ó Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 63 Image: Child clapping hands while woman holding him. 25 to 36 Months Social Emotional Development Learning About Self and Others and Expressing Feelings Child learns (to) What the Child May Do What You Can Do Show self- awareness and a positive self- concept. Why is this important? Self-awareness means knowing how one is different and separate from others, but at the same time connected to and dependent on caregivers to meet their needs. Self-concept is how one feels about oneself, based on information and skills one can do and the ability to make decisions. From 12 months to 36 months, babies are referred to as toddlers. During this period they know that they can do more things like feeding and dressing themselves and want to show others what they know. They also want more freedom to do things and may be very strong at showing this. *Recognize self in a mirror or photographs and tell caregiver. *Name five or six body parts. *Make choices such as what shoes to wear and have favorite toys, books, and activities. *Show pride in activities that take time to complete such as a tower of blocks. *Want to take care of self. --Recognize, choose, and eat different healthy foods. --Feed self with a spoon or cup without help even if there are spills. --Cooperate with tooth- brushing routine. --Show interest in toilet learning. Use the toilet by about age 3. --Wash and dry hands with only a little help. --Dress and undress completely with help. --Recognize safety rules but do not always follow them. ¥ Listen to toddlerÕs questions and requests. Respond with interest, empathy and understanding. ¥ Help toddler be successful with daily living activities like putting on clothes and activities that challenge such as completing simple puzzles. ¥ Continue regular visits to the doctor and dentist. ¥ Give time for developmental, vision, and hearing screenings. ¥ Set regular times for snack and meal times. --Offer different healthy foods like fruits, vegetables, dairy, whole grains, and lean proteins. --Offer water, milk, and up to 4 oz. of 100% juice per day. ¥ Reward good behavior with attention and not sweets or other food. ¥ Support interest in learning to use the toilet. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 64 Image: Child clapping hands while woman holding him. 25 to 36 Months Social Emotional Development Learning About Self and Others and Expressing Feelings Child learns (to) What the Child May Do What You Can Do Engage in effective social interaction with familiar and trusted adults. Why is this important? Social interaction means the action of doing an activity and getting a response in return. This usually means toddlers watch caregivers model an activity and try to follow it. During this period, toddlers are very curious and want freedom to explore and investigate things around them. When caregivers set limits for good reasons like safety, toddlers have difficulty understanding and may be aggressive. Caregivers need to give large doses of love to toddlers, join in their childÕs play, talk in a positive way to them, and guide them with calmness, patience, and care. ToddlersÕ requests may not be met the way they want, but they respond well to warmth and generosity. Toddlers still want the love and acceptance of their caregivers more than anything. *Seek out attention from caregiver and play with him/her. *Enjoy turn-taking games with caregiver and may tell what his/her part is in the games. *Show and tell about feelings (emotions), self, familiar people, and pets. *Go to main caregiver or other trusted adults when in new or uncomfortable situations or when help is needed. *Separate from main caregiver when in familiar settings outside the home like NanaÕs house, Uncle ChuÕs ranch, or the village playground. *Have sleeping routines such as getting a book ready to read, a favorite toy for tucking in, or kneeling down for prayer before bedtime. ôôSleep well. Wake up rested and ready to do activities. ¥ Help toddler understand and name feelings. Examples: --ÒYouÕre happy with that balloon!Ó --ÒSo sad. The wind blew your balloon away.Ó ¥ Provide a clean and safe environment that is free of mold, cigarette smoke, poison, small things that will choke, and objects with sharp edges. ¥ Supervise and guide activities. Set clear rules and limits for safety. ¥ Teach toddler to tell a trusted person when hurt, afraid, or sees something that is not safe. ¥ Talk about activities you and your toddler have done together and how toddler feels about them. ¥ Avoid TV, DVDs, computers, smartphones, and tablets for children under 2 years old. At 2 years, limit use to 2 hours per day at home and 30 minutes per week at child care center. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 65 Image: Child clapping hands while woman holding him. 25 to 36 Months Social Emotional Development Learning About Self and Others and Expressing Feelings Child learns (to) What the Child May Do What You Can Do Engage in effective social interaction with other toddlers or young children. Why is this important? Social interaction means the action of doing an activity and getting a response in return. At 25-36 months, toddlers are just beginning to understand the skills of taking turns and sharing and will need more time and practice to learn this well. Toddlers at this age are aware of the feelings or emotions of other toddlers and may respond to them such as offering a toy when someone is sad or smiling and clapping when someone is happy. Children with good social interaction grow to be successful in school and in life. *Remember and use the names of toddlers who are familiar. *Show interest and want to be playmates with those known. Have a preferred playmate. *Observe and copy other toddlersÕ play activity. *Notice that what he/she likes may not be the same as what the other toddlers like. *Begin to share a toy or book; however, may still hold on to favorites. *Notice when others are happy, sad, or angry and name the emotions. Example: ÒJojo sad.Ó *Follow family routines such as dinner time and may help with simple chores like getting the napkins and plastic cups ready. ¥ Give many opportunities for your toddler to play with other toddlers and include other cultures. --Provide toys that two or more can play with together. --Have singing and movement games. ¥ Give props and dress-up clothes to play family and community roles like ÒbakerÓ or Òfirefighter.Ó ¥ Demonstrate how to cooperate in daily activities such as getting in line to wash hands. Extend this to a community activity such as getting in cashierÕs line to pay for groceries. ¥ Provide photographs and dolls that represent other cultures and disabilities. ¥ Provide enough time to play with other toddlers and toys until finished. Let toddler know ahead of time when playtime is almost over. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 66 Image: Child clapping hands while woman holding him. 25 to 36 Months Social Emotional Development Learning About Self and Others and Expressing Feelings What You Can Do What the Child May Do Child learns (to) Show good self- regulation of behavior. Why is this important? Self-regulation is the ability to calm oneself and participate in routines. There will be times when toddlers need help adjusting to situations that are difficult and upset them. There are different ways to help toddlers calm down, relax, and go back to learning new things. Caregivers need to observe and learn about the different ÒtempersÓ or Ònatural charactersÓ of each toddler. Some are naturally active and loud, and may take more time learning to share. Others are calm, quiet, and more ready to share. Some wake up early for food, attention, and play; others wake up later, take more time, and do not need immediate attention and play. When toddlers are in need of something and caregivers respond to toddlersÕ calls for assistance, these are important opportunities to build trust and strengthen relationships. *Continue seeking caregiverÕs support and attention when feeling strong emotions. *Say ÒmineÓ to voice ownership strongly. *Tell what one likes or dislikes by saying ÒyesÓor Òno.Ó *Communicate with other toddlers and try to settle differences with caregiver assistance such as taking turns. *Experiment with effects of own actions on objects and people. *Show understanding that playing with desirable or forbidden objects will get caregiverÕs attention. *Learn consequences of a certain behavior, but may not always understand why the behavior has a consequence. *Recognize that an inappropriate behavior will have corrective action or unhappiness from caregiver. ¥ Listen respectfully and respond appropriately and positively to toddlerÕs needs and requests. ¥ Talk about consequences of behavior so that toddler knows why something needs to be given up or when turn taking needs to happen. ¥ Model (show and talk) with child about rules, limits, and provide examples to explain how people get along. ¥ Help toddler with opportunities to make good choices. Include coming up with ideas to make good decisions. ¥ Talk about feelings and intentions when talking with toddler and others. ¥ Teach toddler to avoid aggressive, or forceful behavior, such as biting, hitting, yelling, and racial name calling. Tell how these actions hurt others. Set limits and show disapproval for aggressiveness. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 67 Image:Child doing crafts project. 25 to 36 Months Language Development Listening and Speaking Child learns (to) What the Child May Do What You Can Do Listen, understand, and respond to simple questions, requests, and directions. Why is this important? When caregivers speak in a pleasing and natural voice, toddlers tend to listen more. When caregivers use short simple sentences or give clear one- or two-step directions and show how to do things patiently and calmly, toddlers tend to show more understanding and follow the action expected. At this age, toddlers are learning language very quickly and will use them to communicate needs, wants, and ideas. They can follow simple one- or two-step directions and may respond in complete sentences. If toddlers do not seem to follow simple one- or two- step directions or use words to communicate, see a health provider and the Guam Early Intervention System (GEIS). *Recognize words and phrases in conversations. *Respond to simple questions. *Listen to and follow simple one- or two-step directions. *Follow comments or suggestions with actions. *Listen to descriptions about people, objects, or events and act on them. *Listen and join in games, songs, rhymes, or stories. *Make a formal verbal response when requested by caregiver. Examples: --ÒMay I?Ó; ÒPlease?Ó; ÒThank you.Ó --ÒSi YuÕus MaÕase.Ó (Thank you in Chamorro) --ÓMaraming salamat po.Ó (Thank you in Tagalog) *Identify three body parts when requested. ¥ Take time every day to have conversations with toddler that are fun and engaging. ¥ Speak clearly when giving one or two-step directions to toddler. Point or use hand motions only if needed. ¥ Provide opportunities for toddler to listen to songs, rhymes and stories; include those in home language. ¥ Add hand motions to storytelling, rhymes, and songs. ¥ Encourage toddlers with communication difficulties to use nonverbal ways (hand motions, nod or shake head, point) to tell what they want or need. ¥ Provide opportunities for toddler to play and communicate with other children. ¥ Demonstrate, explain, and encourage toddler to practice common cultural and social courtesies even during playtime. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 68 Image:Child doing crafts project. 25 to 36 Months Language Development Listening and Speaking Child learns (to) What the Child May Do What You Can Do Understand phonemic awareness and use more words to answer questions and have simple conversations. Why is this important? Phonemic awareness is the understanding that spoken words are made of individual sounds. Between 25 to 36 months, toddlersÕ vocabulary (words and meaning) grows very fast. ToddlersÕ expressive vocabulary can grow to more than 100 words or a combination of words and signs, and may include the home language. With good language experiences, toddlersÕ listening vocabulary can grow from 300 to 900 words at this age in English or home language. *At 25 months, talk about self and use 3-word sentences with noun and verb. Example: ÒMe want rice.Ó *At 26 months, can answer some questions and use pronouns like I, me, you. *At 27 months, speak clearly. *At 28 months, understand descriptions. *At 30 months, vocabulary increases to 300 words; can name a color. *Use mostly two- and sometimes three-syllable words. *Use adjectives in phrases. Example: ÒBig ball.Ó *Take turns in conversations. ôôAsk questions but may not use correct grammar. *Use negatives such as I donÕt want it. *Identify people, objects, and actions by name. *Follow two-step directions. ¥ Model active listening by paying attention to toddler when he/she speaks. ¥ Talk and interact with toddler throughout the day. Try new words in conversations to build vocabulary. ¥ Speak with toddler in complete sentences using correct grammar (Include home language, too). ¥ Name new materials and objects when introducing them to toddler. ¥ Involve toddler in family and community traditional activities. Explain words, symbols, and their meanings. ¥ Make up a game with a stuffed animal and use prepositions like, ÒPut the puppy in the box. Put the puppy under the chair.Ó ¥ When toddler is asked a question, give him/her time to respond. Toddler needs time to understand the question and put words together. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 69 Image: Child doing crafts project. 25 to 36 Months Language Development Pre-Literacy and Pre-Writing Child learns (to) What the Child May Do What You Can Do Show more interest in songs, rhymes, books, and other print materials. Why is this important? Literacy means the ability to read. Pre- literacy means the early steps to reading. Caregivers who provide songs, rhymes, and finger plays are helping toddlers ÒstretchÓ the vocabulary when presented with repetition, action, and fun. They help toddlers put words and phrases together. A variety of items at home and around the community help toddlers make connections to reading. Cereal boxes, books, posters, billboards. and similar large signs may have pictures that ÒcatchÓ toddlerÕs interest and have words that tell what is happening. When caregivers read the words on those items, they help toddler copy and pretend to ÒreadÓ the information on them. Learning to read is important for success in school and in life. *Recite one or more songs with the letters of the alphabet. *Begin to understand that print represents words. Example: Pick up a menu and pretend to ÒreadÓ from it. *Play with magnetic letters on the refrigerator or a magnetic board. *Listen to recorded stories. *Ask for a favorite story to be read over and over; or sing familiar songs and say rhymes. When stories are read over and over, toddler can: --recall parts of story and tell what is coming up next; --begin to follow order of events in a story; and --recite familiar words. *Know the right side of a book. Turn pages one at a time. ¥ Read every day with toddler and explain new words. ¥ Provide books with words that name each picture. Include stories from home language and other cultures. ¥ Read favorite stories many times. Invite toddler to talk about favorite parts, characters, and what happened first and last. ¥ At times as you read, run your finger below the words. This helps toddler follow the direction when reading. ¥ Use books that invite toddler to make sounds like, ÒOld MacDonald had a Farm.Ó ¥ Encourage toddlerÕs attempts to identify letters of the alphabet. --Sing different alphabet songs. --Point out letters, words, and signs in the environment. ¥ Take toddler to library and bookstores. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 70 Image: Child doing crafts project. 25 to 36 Months Language Development Pre-Literacy and Pre-Writing Child learns (to) What the Child May Do What You Can Do Explore writing, painting, sculpting, and drawing as a way of communicating. Why is this important? Writing is about forming letters to create messages. Pre-writing means making early marks before learning to form letters. To toddlers, pre-writing marks begin as a simple experiment to watch how marks are forming; later, they have important messages and stories. Toddlers who have early experiences with free drawing, painting, and ÒwritingÓ tend to have more practice using the muscles of their fingers. In time, those muscles become stronger and more flexible in making clear marks like shapes and letters. By the time they enter preschool, these young children have better control in writing their names and forming the letters of the alphabet. They also have an easier time creating pictures through the use of paint, crayons, and chalk. *Use a variety of writing tools like large crayons, paint brushes, a stick (to write in sand), markers, and large pencils. *Use symbols or pictures to represent oral language. *Scribble to create messages, stories, letters, and lists; tell what the messages are. *Draw lines that go up and down (vertical) and side to side (horizontal). *Paint using whole arm to make strokes. *Adjust and move body around while writing on paper. *Ask adult to write about what he/she has drawn or painted. *Make cards to give to caregivers and friends. ¥ Provide a variety of activities where toddler can use letters to make his/her name, names of family members, signs, words, and other examples. ¥ Provide different writing materials like large crayons, paint brushes and tempera paint, finger paint, large sheets of paper; give time and space to experiment with them. ¥ Write what toddler says about his/her pictures and drawings. ¥ Use letter sponges to sponge print words, names, and signs. ¥ Use assorted colored sidewalk chalk to write on a flat concrete surface located in a safe area. ¥ Use play dough to form letters. ¥ Make holiday and birthday signs together. ¥ Make pretend menus, song books, cook books, and newspapers to be used in play areas. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 71 Image: Child smiling at the camera. 25 to 36 Months Cognitive Development Exploring Math Concepts Child learns (to) What the Child May Do What You Can Do Sort, classify, and organize objects according to one feature. Why is this important? Matching and sorting of objects or people helps toddler understand the concepts (ideas) of Òsame and different.Ó This helps later in grouping things by categories. Over time, the ability to sort things will grow into knowing about the concepts of more and less. Later, this leads to addition, subtraction, and other mathematical operations. *Continue to collect and sort objects with a common feature or characteristic. *Sort objects by category such as: --color (red, black); --shape (circle or not a circle); --size (big or small); --texture (rough or smooth, hard or soft); and --weight (heavy or light). *Name categories of objects. Examples: red things, big things, heavy things, animals, shoes. *Name two geometric shapes. Examples: circles, squares. *Match simple two- dimensional shapes in puzzles or form boards. Examples: circles, squares, triangles. *Create and copy simple shapes made by others. ¥ Play a ÒPaper Bag Matching Game.Ó Use two paper bags with the same safe things inside. Pull out one item and let your toddler reach in and find one in his/her bag. Ask toddler to feel, not peek. ¥ Point out or go on a ÒShape HuntÓ to find things that are shaped like circles or squares in the environment. Examples: circles: wall clock, covers of pots; squares: windows, tables, cabinets. ¥ Provide shape puzzles or form boards. Use the same forms or shapes for tracing on paper. ¥ Provide safe play dough and plastic cookie cutters to sort different Òplay cookies.Ó ¥ Play a hiding game for toddler to bring items to you. Give clues. Example: ÒWhereÕs the bear? Is it under something soft?Ó Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 72 Image: Child smiling at the camera. 25 to 36 Months Cognitive Development Exploring Math Concepts Child learns (to) What the Child May Do What You Can Do Explore concepts of number, quantity, size, and location. Why is this important? When toddlers explore objects and do things with them, they discover their properties like the sizes, shapes, colors, and how they work. When caregivers provide materials, some guidance, and new vocabulary that help with exploration, counting, and comparing, toddlers soon learn to count, compare, describe, predict, and use materials to solve problems or answer the questions they are curious about. *Observe and begin to name things by comparing an item or groups with items with another. Examples: big/small; more/less. *Count to at least 10 from memory. ôôBegin to count small groups of items up to five. *Understand idea of ÒoneÓ and Òtwo.Ó Example: ÒTake two big crackers for snack.Ó *Recognize and name a few numerals like 1 and 2. *Copy counting rhymes or songs. Examples: ÒOne, Two, Buckle My ShoeÓ and ÒFive Little Monkeys.Ó *Explore tools for measuring like a measuring tape and cups. *Follow simple directions like in, out, up, down, open, close. ¥ Provide a variety of clean and safe objects of different colors, sizes, and shapes. Help toddler put them in order from smallest to largest, or shortest to longest. Talk to toddler as these items are being arranged. ¥ Continue activity with counting out loud. Start with 1 to 3; then increase to 5, and when ready to 10. Use number books, cards, and toys. ¥ Use math concepts in daily activities. --ÒDo you want one or two slices of mango?Ó --ÒLetÕs cut the banana bread into squaresÓ --ÒHere is your full cup of water. Here is your half cup of juice.Ó ¥ Use a plastic measuring tape to measure childÕs height and scale to measure weight. Over time, talk about any changes. ¥ Continue sand and water play activities with items for pouring, filling, weighing, and dumping. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 73 Image:Child smiling at the camera. 25 to 36 Months Cognitive Development Exploring Science Concepts What You Can Do What the Child May Do Child learns (to) Find information by exploring and using them to help solve problems. Why is this important? As toddlers continue to have many interactions, they recognize familiar people, places, and things. They learn how to use all this information to discover more things, ask questions, find some answers, and solve problems. When they find hidden items, they know that things continue to exist even when out of sight. This knowledge is a foundation to thinking skills. It means when they think of an object in mind, they can think of other ideas and skills about that object. By 18 months of age, toddlers begin to solve problems in their head. By 24 months, they can solve even more complex problems. By 36 months, problem solving is at a higher level of thinking. *Use any of the five senses to explore different objects, living and non-living things, things of the earth, and the weather. *Ask ÒwhyÓ or ÒwhereÓ questions. *Guess about what might happen based on past experience. *Can hold back and not be too impulsive before doing an activity. *Continue to explore and figure out problems to make things work. *Try different ways to solve problems before asking for help. *Find objects that have been hidden nearby. *Provide a simple description of a person, animal, or object that is not present. Example: ÒWhat does a carabao look like, sound like?Ó ¥ Explore the natural environment with toddler and show interest in objects found and observed. Follow safe practices. Examples: Know which plants and animals (including shellfish) are safe. ¥ Provide flowers to smell and feel or go to the beach and feel the water and sand. ¥ Talk about the sky, the trees, the weather. Show what the yard is like after a heavy rain. Are there any chickens running outside? ¥ Talk with toddler about different animals Ð their names, sounds they make, how they move, what they eat, and where they live. ¥ Ask open-ended questions to help toddler examine things in detail. Ask Òwhat ifÓ questions. ¥ If there is a problem, work through it step-by-step. Talk out loud and demonstrate if needed. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 74 Image: Child smiling at the camera. 25 to 36 Months Cognitive Development Exploring Science Concepts Child learns (to) What the Child May Do What You Can Do Expect certain things to happen and improve, memory for details. Why is this important? Through many repeated observations and hands-on experiences, toddler soon finds out about predicting things; that one can tell what will happen next. Toddler can prepare for some effects of actions in play or exploration to find out more information. This is known as Ògeneralization.Ó Because curiosity and strong will are expected at this age, close supervision by caregiver is important to ensure safety. *Experiment with effect of own actions on people and objects. *Look at actions of others to see what effect they have on people and objects. *Know that playing with objects that are liked but forbidden will get attention of caregiver. *Express understanding of an event or situation. Example: ÒItÕs dark; the power is off.Ó *Enjoy experimenting with sand and water, seeing changes, and talking about them. *Help caregiver mix cookie dough or pancake batter and talk about the changes as ingredients are mixed together. ¥ Provide clear explanations of cause and effect situations for toddler to consider. Example: ÒIf you wear those shoes in the rain, they may break and you canÕt wear them again.Ó ¥ Continue providing sand and water play activities for toddler to experiment with and see different effects. Examples: --pouring water through a sieve; and --finding out what things float or sink in water. ¥ Describe how things change when mixed together. Example: Mix ingredients to make a pancake batter or cookie dough. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 75 Image: Child doing art activities smiling at the camera. 25 to 36 Months Cognitive Development Exploring Social Environment Child learns (to) What the Child May Do What You Can Do Understand rules, routines, and resources. Why is this important? When toddlers remember people and events, they learn the concept of predictability - that they can tell what is coming up next or who the person is and prepare for them. This knowledge of knowing what is ahead, helps toddlers become familiar with their world and feel safe about it. They also feel good that they can prepare to do things just like grown-ups. There may be a different way of looking at predictability. Sometimes, when toddlers know what is coming up next, they may show the opposite behavior. *Prepare for next activity. Example: After outdoor play time, wash hands and sit at the table to have a snack. *Connect new experiences with past experiences, such as knowing what to pack when going to the beach. *Remember route to GrandmaÕs house, the beach, or the park and show excitement in the car. ¥ Emphasize safety practices and go over them each time you go exploring with toddler. Examples: --Water safety ÐWear rubber-soled water shoes (tabis). Stay away from shells with sharp points. --Ask before touching animals and plants. ¥ Show, explain, and provide activities for toddler to take care of the environment by throwing trash in trashcans, watering plants, and cleaning up after self. ¥ When getting ready for an activity, ask toddler to help you remember what items are needed. Example: ÒWe are going to the beach today, what will we need to bring? Think about what we brought the last time we went.Ó Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 76 Image:Child doing art activities smiling at the camera. 25 to 36 Months Cognitive Development Exploring Social Environment Child learns (to) What the Child May Do What You Can Do Begin to show awareness of the relationship between the people, community, and environment. Why is this important? As toddlers interact with caregivers and family members, there is a greater understanding of roles and responsibilities. Toddlers usually want to copy what their caregivers and other family members do. When the activities are done with encouragement and fun, they will be repeated often. Toddlers will soon learn about joining in the care of their things, their home, and environment. *Can tell different environments by the people, buildings, sounds, or signs of those places. Example: --The sound of waves from the ocean means PapaÕs beach is close. --The slow movement of the car up the hill means itÕs close to the baseball field. --Recognize a neighbor at the store, waves, and says ÒHi.Ó *Help with home and/or daycare routines that keep the place clean. *Use simple materials or natural objects for play and art activities. Examples: --Make an indoor camp by using a bed sheet over some chairs. --Make a toy house out of sticks. --Use leaves to make a salad. ¥ Take toddler for walks around neighborhood. Introduce people like the cashier at the store, the worker at the post office, the mayor, or the parish priest. Point out signs and landmarks that tell locations. ¥ Introduce toddler to new locations and talk about the area. ¥ Carry a plastic bag during walks so toddler can help pick up trash. Wash hands when done or use hand sanitizer. ¥ Use recycled materials to make props for playtime. ¥ Collect and use natural materials for play. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 77 Image: Child drawing on chalkboard. 25 to 36 Months Physical Development Coordinate Large and Small Muscles to Move and Play Child learns (to) What the Child May Do What You Can Do Coordinate eyes, hands, and fingers while exploring or holding objects. Why is this important? When toddlers learn to use their eyes, thumbs, and fingers together, this is called Òeye-handÓ or Òfine motorÓ coordination. These Òfine motorÓ muscles turn pages of books, hold crayons to scribble marks on paper, and make scissors open and close. As toddlers have more practice using their eyes, thumbs, and fingers, those muscles become stronger, flexible, and more coordinated to draw, paint, and do writing activities in school. *Scribble with crayons or large pencils and begin to copy marks to make circles, swirls, and zigzag lines. *Use a paintbrush. *Fold paper with some help. *Try to stack objects. *Open doors, with some help, by turning and pulling doorknobs or pushing accessible door handles down. *Complete simple puzzles or a shape sorter box. *Try turning pages of a book one page at a time. ¥ Have writing materials like crayons, large pencils, and paper ready. Chalk and chalkboard may be added if available. ¥ Offer different experiences that help the use of the hands. Examples for toddler: --Scribble or draw on paper that can be on the table, on the floor, or taped to an easel or shiny wall. --Write on the sand with a stick or shell when you go to the beach. ¥ Provide other toddler activities where fingers can be moved individually. Examples: --finger plays; --toy keyboard; --sticks to drum on a coconut log; --Play with empty coconut half shells; and --different rhythms with hands, feet, or with two small bamboo sticks. ¥ Let toddler watch and copy you writing and drawing in daily activities. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 78 Image:Child drawing on chalkboard. 25 to 36 Months Physical Development Coordinate Large and Small Muscles to Move and Play Child learns (to) What the Child May Do What You Can Do Change position and move from place to place, showing more large muscle control. Why is this important? When toddlers use the larger muscles of their head, neck, legs, feet, and body (torso), these are known as gross motor skills. Toddlers, ages 25 to 36 months are showing more coordination in climbing, walking, and running. Indoor or outdoor playtime provides healthy and enjoyable opportunities for toddlers to strengthen and refine the use of their large muscles. These help the body to have better coordination and balance in moving to explore, have fun, and learn more. *Carry toys or objects while walking. ôôWalk and run with skill, changing both speed and direction. *Walk backwards. ôôClimb both in and out of bed, couch, or steady adult chair. *Kick and throw a ball, but with little direction or speed. *Jump in place. *Balance on one foot briefly. *Bend over easily at waist without falling. *Walk in a straight line. *Walk up and down stairs, not changing feet, without assistance. *Climb up and slide down low slides with caregiverÕs help. *Swing on a swing with caregiver assistance. *Participate in games, dance, outdoor play, and other forms of movement. ôôDo free, unplanned, physical activity for at least 60 minutes a day and up to several hours a day. ¥ Play outdoors with toddler. Encourage running, throwing, jumping, kicking, climbing, and crawling through tires or tunnels. ¥ Have many different materials and equipment such as riding toys, low climbing structures, or tire swings. When taking toddler to a public playground, choose low swings, slides, and riding equipment. ¥ Invite toddler to try activities that promote balance such as walking on a line, swinging, rolling, spinning, and rocking. ¥ Let toddler try different body positions such as bending, twisting, and swinging arms and legs. ¥ Change activities so that toddlers with special needs can participate. Examples: provide ramps or low steps to have more access to climbing equipment. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 79 Image: Child drawing on chalkboard. 25 to 36 Months Physical Development Learn Personal Care and Self-Help Skills Child learns (to) What the Child May Do What You Can Do Show personal health and hygiene and daily living skills. Why is this important? Learning personal health and hygiene skills are two very important functions of daily living for all children. As toddlers continue learning to grasp and hold items, these fine muscles will help them drink from a cup, and eat with a spoon or with their clean hands and fingers as culturally appropriate. With daily practice supported by caregivers, they will also learn to brush their teeth more carefully, comb or brush their hair, and wipe their noses, mouths, and hands. At 36 months, toddlers show more interest in toilet learning. Soon they will be better at cleaning up after themselves and washing thoroughly with soap followed by drying hands. *Eat with a spoon and drink from a cup. *Eat with clean fingers as practiced in own culture. Examples: Picking up sushi, or eating fish and taro. *Use personal care items correctly and regularly with some help such as brushing teeth or combing hair. *Dress and undress completely with little help. *Help put on socks and shoes. *Help get ready for bed by getting bedtime or comfort items like a stuffed animal or a favorite blanket. *Use tissue to wipe nose with caregiverÕs gentle help. *Tell that diaper is wet or soiled by pointing, pulling at it, or telling caregiver when asked. *Wash and dry hands with caregiver supervision after diapering or toileting, and before and after meals. ¥ Observe, guide, and praise toddlerÕs efforts in learning to eat with a spoon and drink from a cup. ¥ When eating with clean fingers, guide how food items can be picked up and eaten simply with care. ¥ Provide opportunities for toddler to participate in personal care. Examples: --Provide easy on/off clothes for dressing and undressing. --Let toddler choose clothes to wear. --Use toothbrush and pea-sized amount of toothpaste. Play a game about brushing Òupstairs and downstairsÓ when teaching toddler about brushing upper and lower teeth. --Model and practice proper hand washing and drying with toddler. Sing a song to give enough time to wash hands with soap. --Cover nose when coughing or sneezing and wash hands after. ¥ Clean up after self like putting shoes away. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 80 Image: Child drawing on chalkboard. 25 to 36 Months Physical Development Be Healthy and Safe Child learns (to) What the Child May Do What You Can Do Choose nutritious foods and make safe choices at home and at any place. Why is this important? Toddlers who are provided with nutritious foods and are offered water and milk daily will get used to these healthy varieties and make healthy choices. Caregivers can be satisfied that their toddlers are getting the natural vitamins and minerals needed for their brains and bodies to be healthy and have the energy and desire to learn. As toddlers move faster and explore, they need to be aware of unsafe objects, places, and even people. Learning what to look for, listening to rules, and telling what is harmful or unsafe, comes from the guidance of caregivers. Close supervision at all times is very important at this age to prevent accidents and other harmful incidences. *Recognize a variety of nutritious foods and choose from them. *Drink water, milk, and 100% juice in amounts appropriate to age group. *Avoid dangers such as hot stoves, hot barbecue grills, and sharp knives but cannot be relied on yet to stay away. *Understand rules but may not always follow them. *Prepare for consequences when rules are broken. *Pay attention to safety instructions with help such as holding on to caregiverÕs hand when walking in public places or letting self be fastened in car seat. *Know who the safe adults are. Tell caregiver when someone hurts him/her or makes him/her feel bad. ¥ Have regular times for snacks and meals. ¥ Check for food allergies. ¥ Prepare and provide a variety of nutritious snacks, beverages, and foods from toddlerÕs cultural background and other cultures. Avoid junk food, sodas, or other high- sugar beverages. ¥ Encourage toddler to drink plenty of water during the day. ¥ Introduce and practice safety daily. Be clear and consistent about boundaries, harmful objects, and situations. Examples: --Guns are not toys and are only for adults. --There are harmful plants, animals, objects, substances; show poison symbols. --Wait for adult before going into the water. --Tell a responsible adult if afraid, has been hurt by someone, or sees something unsafe. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 81 Appendices Image: Child playing with wooden blocks. 82 Appendices A: Suggested Activities B: Observations and Assessments 83 Appendix A: Suggested Activities for Young Children Note: Some activities have been adapted to blend in with GuamÕs different ethnic groups. All activities may be translated in babyÕs home language. Words, actions, and materials can be changed to be familiar and fun for baby. Songs & Finger Plays I Love You (Tune: Twinkle, Twinkle, Little Star) I love you just the way you are, I will help you, youÕre my star. Feed you, hold you, safe from harm, You belong here in my arms. I love you just the way you are, I will help you, youÕre my star. Sleep Baby Sleep (Tune: Three Blind Mice) Sleep, baby sleep, Thy father guards the sheep. Thy mother shakes the dreamland tree, And from it falls sweet dreams for thee, Sleep, baby, sleep. Sleep, baby sleep. Hear waves out in the deep Be always like the lamb so mild A kind and sweet and gentle child Sleep, baby, sleep. If YouÕre Happy and You Know It (Show actions as you sing.) If youÕre happy and you know it, clap your hands. (2x) If youÕre happy and you know it, then your face will really show it. If youÕre happy and you know it, clap your hands. (Add other words and actions. Continue as long as baby is interested.) Pat-a-Cake (Show actions as you say it.) Pat-a-cake, pat-a-cake, bakerÕs man. Bake me a cake as fast as you can. Roll it and pat it and mark it with a _______ (1st letter of babyÕs name) And put it in the oven for (childÕs name) and me. Roll Titiyas- Pat Titiyas (Show actions as you say it.) Roll titiyas, pat titiyas, cook it in a pan Make me some titiyas, as fast as you can Roll it and pat it as round as can be And cook it in the pan for (childÕs name) and me. (Titiyas is a Chamorro flat flour tortilla). Knees Go Up and Down (Tune: Farmer in the Dell) Place baby on back. Hold ankles. Move knees to chest when you sing Òup,Ó then back down when you sing Òdown.Ó 1. Your knees go up and down, Your knees go up and down, High ho the derry oh, Your knees go up and down. 2. Your feet go in and out 3. Your hips roll side to side Games Peek-a-Boo Use scarf or other see-through material. Drape material gently over baby, pull off slowly and say, Òpeek-a-boo.Ó Repeat as long as baby likes it. Stop if baby is not comfortable. For older infants, ages 5-9 months, use a material that is not see-through like a scarf or hand towel. Drape the towel over your face. Say Òpeek- a-boo,Ó remove the towel and say with a smile, ÒHere I am.Ó WhoÕs That Baby? Set up a non-breakable mirror by putting something in front of it and at the ends to prevent it from tipping over. 1. Place babies and a few toys on a large mat or blanket in front of a mirror. 2. Get down on the floor with babies. Greet each baby in the mirror as you say their names. 3. Make different faces Ð silly, funny, happy, surprised, sad Ð and tell what kind of faces you are making. Copycat See if baby will copy your silly faces and actions. 1. Stick out your tongue. 2. Wiggle your nose. 3. Show a surprised look. 4. Puff out your cheeks, then quickly let the air out. 5. Pinch your nose and say something. 6. Cover your face with both hands; peek out slowly, wink, then cover again. 7. Roll your eyeballs. Open your eyes (or mouth) as wide as you can, then shut them as tightly as you can. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 84 Appendix A: Suggested Activities for Young Children Games Follow that Sound 1. While baby is lying on back, stay out of view and gently whisper babyÕs name. Does baby turn to you? 2. Go to the other side, do the same and say, ÒCome find me.Ó Smile when baby finds you and say, ÒGood job.Ó Continue as long as baby is interested. 3. Use other things, one at a time, to make the sounds: a rattle, toy bell, squeaky toy, two metal spoons, a small empty box to tap, or any materials that can make sounds. Coo-coo-coo / Babble-babble What is a coo? BabyÕs early sounds like ÒoooohÓ or Òaaaaaah.Ó They are known as vowel sounds. What is a babble? This comes later, when baby adds sounds like Òb, d, m, and pÓ to the coos. These sounds are consonants. Example: Òba-ba- ba-baÓ / Òda-da-da-daÓ / Òma-ma-ma-maÓ / Òpa-pa-pa-pa.Ó What do I with this? Join in and coo or babble so that baby knows you want to talk too. Be a good listener. Wait for babyÕs ÒcooÓ or ÒbabbleÓ before you start ÒcooingÓ or Òbabbling.Ó Is this important? Baby learns that his or her voice makes friends. Tickle Me Take a clean glove and on each finger, securely sew on a piece of fake fur, silk, corduroy, cotton balls, sandpaper. Place the glove on your hand and let baby hold your fingers. Talk about the feel of each material. ¥ Furry (fake fur) ¥ Silky (silk) ¥ Bumpy (corduroy) ¥ Soft (cotton ball) ¥ Rough (sandpaper) Remember to check each time you use the glove that all fabric pieces are secure. Self-Talk As you do a routine (daily activity), use a few words to tell each step of the activity. Examples: 1. Banana to eat. Wash hands. Dry hands. Peel the banana. Cut the banana. Eat the banana. Wash hands again. Shoes to wear. In goes my foot. Tie laces. Done! Next shoe. (repeat) Not Enough Hands (For baby who can sit up) 1. Give baby a small toy. 2. Give a 2nd toy. 3. Hand over a 3rd toy. 4. Watch what baby does each time. 5. What will baby do with a 4th toy? This is a way to watch how baby solves a problem. Some babies drop one toy to pick up the other. Some will hold 2 toys in one hand. Some will put the 3rd one in their mouth. There is no right answer Ð every baby is different. Cross Across Lay your baby on his or her back. Hold babyÕs hand or let baby hold your fingers. Cross to the left (Bring both of babyÕs arms to the left side of babyÕs body.) Cross to the right (Cross both arms over to the right side of babyÕs body.) Lift your arms out of sight (Raise babyÕs arms above his or her head.) Cross them up (Cross right arm over left.) Cross them down (Cross left over right as you bring the arms back down to the front.) YouÕre the cutest baby in town! Things to Make Ð ÒReduce, Reuse, RecycleÓ Crinkle Socks 1. Get 2 clean adult socks. Make a face or animal by using permanent markers. 2. Wash and dry 2 small empty bags of chips or something similar that makes a crinkle sound. Stuff each one in a sock. Tie securely. 3. Let babies play. BabyÕs Own Book Materials: Empty cereal boxes, camera, glue, something to protect each page (laminate, clear contact paper or wide clear packing tape, fine point permanent markers) 1. Use cardboard from cereal boxes to make the book covers and pages. 2. Take close-up photographs of baby and what he/she does every day. 3. Glue one photo per page. Print a word or a sentence. 4. Protect each page with laminate, clear contact or clear packing tape 5. For texture, glue 2x2 squares of fake fur, satin, sand paper, cotton ball, corduroy, and similar materials. Always check that these are securely in place. Water Bottle Toy Materials: Plastic bottle, water, food coloring, glitter or shiny confetti, glue. 1. Wash a plastic bottle and remove label. 2. Fill about . with water. 3. Add a few drops of food coloring, glitter or shiny confetti. 4. Secure cap by adding glue before twisting it back on bottle. Let glue dry. 5. Once dry, baby can hold it, knock it over, roll it, or kick it. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 85 Appendix B: Observations and Assessments Assessment is a process of finding out what young children birth to 36 months know and are able to do in each area of development. The purpose is to identify where children are at developmentally and find out what they need to meet their needs and reach the milestones. There are different tools to observe and assess: ¥ Take still photographs; ¥ Take audio or video recordings; ¥ Collect scribbles, drawings, or paintings; or ¥ Use developmental checklists like the ASQ-3. Photographs and audio or video recordings of any activity or milestone like smiling, standing, taking the first step, holding a sipper cup, or using a crayon are used to keep a record of these signs of social, cognitive, and physical or motor development. Audio and video recordings of first vocal sounds, cooing, babbling, and the first word are evidence of language, social, and cognitive development. The ASQ-3 is known as the Ages & Stages Questionnaires, Third Edition and is a series of questionnaires that parents complete to screen and monitor a childÕs development between one month and five and half years of age. The results of a questionnaire tells if the child is developing at an appropriate age or needs more assessment from the Guam Early Intervention System, Guam Department of Education (GEIS, GDOE). GEIS is an early childhood special education agency that determines if a child needs special services. Learning activities from ASQ-3 are included to help infants and toddlers grow and learn. Image: Two female teachers teaching kids the Alphabet. Please note: All activities should be performed with the children under direct and close supervision of a responsible adult caregiver. 86 References Caring for our children: National health and safety performance standards; Guidelines for early care and education programs.3rd Ed. (2011). Elk Grove Village, IL: American Academy of Pediatrics; Washington, DC: American Public Health Association; Aurora, CO: National Resource Center for Health and Safety in Child Care and Early Education. Colorado early learning & development guidelines. Colorado Early Childhood Leadership Commission; Colorado Department of Education; Colorado Department of Human Services; Head Start; Colorado Department of Public Health and Environment, Colorado Department of Public Health and Environment; Colorado Department of Health Care Policy and Financing; Colorado Department of Higher Education. Commonwealth of the Northern Mariana Islands Early Learning Guidelines Infants and Toddlers. (2014). Commonwealth of the Northern Mariana Islands Public School System. Copple, C., Bredekamp, S. & Gonzalez-Mena, J. (2011). Basics of developmentally appropriate practice: An introduction for teachers of infants & toddlers. Washington, DC: National Association for the Education of Young Children. Dodge, D.T. & Heroman, C. (2010). Building your babyÕs brain: A parentÕs guide to the first five years. Washington, DC: Teaching Strategies, Inc. Dodson, R. & Mades, J. (2004). The diaper bag book for babies. Westminister, CA: Teacher Created Materials, Inc. Early literacy. (2003). ZERO TO THREE. Retrieved July 27, 2015 from http://www.zerotothree.org/BrainWonders Executive function: Skills for life and learning. Center on the Developing Child. Harvard University. Retrieved October 2, 2015 from http://www.developingchild.harvard.edu Experiences build brain architecture. National Scientific Council on the Developing Child and the Center on the Developing Child. Harvard University. Retrieved October 2, 2015 from http://www.developingchild. harvard.edu Guam Early Learning Guidelines for young children birth to 36 months. (2007). The Guam Department of Public Health and Social Services and the University of Guam Center for Excellence in Developmental Disabilities Education, Research, and Service. Head Start early learning outcomes framework, ages birth to five. (2015). Washington, DC: U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start. Koralek, D., NAEYC & Gillespie, L., ZERO TO THREE. (2011). Spotlight on infants and toddlers. Washington, DC: National Association for the Education of Young Children. 87 References Nevada infant and toddler early learning guidelines. State of Nevada Office of Early Care & Education and Nevada Department of Education. North Dakota birth to 3 early learning guidelines. (2007). North Dakota Department of Human Services Children and Family Services Division. Adopted from Minnesota Department of Health and Minnesota Department of Human Services. Serve and return interaction shapes brain circuitry. Center on the Developing Child. Harvard University. Retrieved October 2, 2015 from http://www.developingchild.harvard.edu Shonkoff, J.P. & Phillips, D.A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. Washington, DC: National Academy Press. State of Alaska early learning guidelines: A resource for parents and early educators. (December 2007). State Board of Education and Early Development, Department of Education and Early Development and Department of Health and Social Services. TexasÕ early learning pathways. (2013). Texas Early Learning Council at UT HealthÕs ChildrenÕs Learning Institute. The Texas infant, toddler, and three-year-old early learning guidelines. Texas Pediatiric Society: Texas Early Learning Council: The University of Texas; ChildrenÕs Learning Institute. Toxic stress derails healthy development. Center on the Developing Child. Harvard University. Retrieved October 2, 2015 from http://www.developingchild.harvard.edu Twombly, E. & Fink, G. (2013). ASQ-3 learning activities. Baltimore, MD: Paul H. Brookes Publishing Co., Inc. Washington State early learning and developmental guidelines birth through 3rd grade. (2012). Washington State Department of Early Learning. What is resilience? Center on the Developing Child. Harvard University. Retrieved October 2, 2015 from http:// www.developingchild.harvard.edu 88 Notes Lines for note taking. 89 Notes Lines for note taking. 90 Guam Early Learning Guidelines Birth to 36 months