Rita Riley

ECD 200
April 6, 2016

Developmental Area: Language

Age: Toddler 24-36 months

Developmental Characteristics Description:

A toddler shows the most interest in pictures books; enjoy rhyming
books they
Can recite in whole or in part.
Almost all speech is understandable, even if correct grammar isnt
used.
Toddler can recite his own age when asked how he is.
Older toddles often pretend that stuff animals and dolls are imaginary
friends and may name them.
Toddlers can name objects in books that have been read to them and
relate the books story to real events.

Has more skill now in talking on the phone because of an increased

ability to talk about events in the recent past, as opposed to things in
the "here and now.

Physical Environment Description:

Can turn pages of a book
Refers to themselves by name
Talk about what they are going
Use two-three word sentences
Scribble with more control
Draw or copy a circle
Social Environment Description:
Provide open-space for them to play.
Provide a safe environment.
Let them explore.
Support their development.
Offer choices
Encourage sharing and cooperative play
Help them make sense of the world; observe the child to see what they
know.

4. Insert experience and reference source

Toddler using language to read books

Reference: https://www.google.com/search?
q=photos+of+children+promoting+language&rlz=1C1CAFA_enUS670US670
&espv=2&biw=1440&bih=815&tbm=isch&tbo=u&source=univ&sa=X&ved
=0ahUKEwjFwtaa3unLAhUK6CYKHdp9D80QsAQIGw#imgrc=G44aP2FaGaF4S
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Age-yes; I can well-selected and well-read children's books add to the child
care curriculum by opening children to a world of fun and wonder. I can
choose books that children enjoy by reading in ways that capture and build
on the children's interest.
Individually-yes; I can select books that fit the children's interests. Once
you have read a few stories with children, you will begin to understand what
they prefer.
Culturally appropriate Evaluation-yes; I can use books of culturally
compatible reading instruction to help diverse children identify his or her own
cultural individualism while they simultaneously learn more through literacy
instruction.
Physical Environment Evaluation:
Can turn pages of a book
Provide space for personal possessions
Books that can identify with also help them express their feelings
Social Environment Evaluation:

 Can expect children to in short active group times, such as circle time
Encourage sharing and cooperative play
Encourage interaction among children
Respectful- Encourage Children to Make Choices (allow young children to
make choices or decisions); Value Individual Styles (demonstrate respect by
valuing individual childrens ways of doing and being).
Responsive- Teachers incorporate practices designed to make the
classroom more stimulating, challenging, safer, and happier. I can l foster a
sense of community. I can communicate with parents to involve the entire
family in their childs education. I can also be a facilitator, and through
listening to the students and helping them work together, the values of
cooperation, independence, responsibility, and accountability are further
instilled.
Reciprocal Evaluation- by combining activities such as reciprocal teaching
and retellings can help increase the childs diverse needs ability to recognize
the important and less relevant information.
Professional References:
Miller, K. (2001). Ages & stages: New & revised developmental descriptions &
activities: Birth through eight years. S.l.: Gryphon House.
Petty, K. (2010). Developmental milestones of young children. St. Paul, MN: Redleaf
Press.
Gonzalez-Mena, J., & Eyer, D. W. (2012). Infants, toddlers, and caregivers: A
curriculum of respectful, responsive, relationship-based, care and education. New
York: McGraw-Hill.