DEVELOPMENTALLY
APPROPRIATE PRACTICE FOR
TODDLERS
Candy Green and Chiquita Wilburn
ECE 561
Summer II 2007
DEFINITION OF DEVELOPMENTAL
APPROPRIATENESS


Age Appropriateness
Human Development research
indicates that there are
universal, predictable sequences
of growth and change that occurs
during the first 9 years of life.
These predictable changes occurs
in all domains of developmentphysical, emotional, social, and
cognitive. Knowledge of typical
development of children within
the age span served by the
program provides framework
from which teachers prepare
learning environment and plan
appropriate experiences.


Individual
Appropriateness
Each child is an unique person
with an individual pattern and
timing of growth, as well as
individual personality, learning
style, and family background.
Both the curriculum and adults’
interactions with children should
be responsive to individual
differences.
TODDLERS
Toddlers learn by experiencing the environment
through their senses (seeing, hearing, tasting,
smelling, and feeling), by physically moving
around, and through social interaction. Adults
play a vital socialization role with infants and
toddlers. These interactions are critical for the
development of the children’s healthy selfesteem.
 The most appropriate teaching technique for this
age group is to give ample opportunities for the
children to use self- initiated repetition to
practice newly acquired skills and to experience
feelings of autonomy and success.

COMPETENCIES

Toddlers and 2-year-olds thrive on exploration and creativity. They enjoy fantasy,
when props are selected to encourage productive play. When their needs have been
met appropriately as infants, toddlers are experienced in making choices and
implementing their own ideas.
SOCIAL BEHAVIORS

The social awareness of toddlers and 2-year-olds is vastly more complex
than that of younger infants. Their past experiences in communicating
with others enable them to refine their ability to read children’s and
adult’s signals. Their feeling of empathy bloom as they continue to see
that other people have feelings too.
DEVELOPMENTAL MILESTONES

Interest in others

Shows increased awareness of being seen and evaluated by others.

Sees others as a barrier to immediate gratification.

Begins to realize others have rights and privileges.

Gains greater enjoyment from peer play and joint exploration.

Begins to see benefits of cooperation.

Identifies self with children of same age or sex.

Is more aware of the feelings of others.

Exhibits more impulse control and self-regulation in relation to others.

Enjoy some group activities.
DEVELOPMENTAL MILESTONES CONT.


Self- awareness
Shows strong sense of self as an individual, as evidenced by “ NO” to
adults request.

Experience self as a powerful, potent, creative doer. Explores everything.

Becomes capable of self-evaluation and has beginning notion of self.

Makes attempts at self-regulation.

Uses names of self and others.

Identifies 6 or more body parts.

Motor Milestones and eye-hand skills

Scribbles with marker or crayon.

Walks up and down stairs. Can jump off one step.

Kicks a ball.

Stands and walks on tiptoes.

Handles scissors
DEVELOPMENTAL MILESTONES CONT

Language development/ communication

Combines words.

Listens to stories for a short while.

Speaking vocabulary may reach 200 words.

Develops fantasy in language. Begins to play pretend games.

Defines use of many household items.

Uses compound sentences.

Uses adjectives and adverbs. Recounts events of the day.

Physical, Spatial, and temporal awareness

Identifies a familiar object by touch when placed in a bag with 2 other
objects.

Uses “ tomorrow.” “yesterday.”

Figures out which child is missing by looking at children who are present.

Asserts independence: “ Me do it.’
DEVELOPMENTAL MILESTONES CONT


Purposeful action and use of tools
When playing with a ring-stacking toy, ignores any forms that have no
holes.

Classifies, labels, and sorts objects by group.

Helps dress and undress self.

Expression of feelings

Frequently displays aggressive feelings and behaviors.

Exhibits contrasting states and mood shifts.

Shows increased fearfulness.

Expresses emotions with increasing control.

Aware of own feelings and those of others.

Shows pride in creation and production.

Verbalizes feelings more often. Expresses feelings in symbolic play.

Shows emphatic concern for others.
REFERENCE

Bredekamp, Sue. Developmentally Appropriate
Practice in Early Childhood Programs Serving
Children From Birth Through Age 8. National
Association for the Education of Young
Children.1987