Learning and Development:
Toddlers 12 to 24 Months

During this period a child's motor skills develop at a rapid rate. Everything seems attractive and worth touching, smelling, and tasting. Toddlers are full of energy, active and curious. A great change that occurs between 12 and 24 months is the child's ability to begin to express him/herself. Find out more about developmental milestones and learning goals associated with brain development for young toddlers one to two years of age in each area below:
Physical | Cognitive/Language | Social/Emotional | Self-Help | Environment

Physical

Characteristics

• Learning to walk; always on the move
• Learns to squeeze, slide, push and pull objects
• Depth perception and ability to focus on near and far objects increasing
• Holds pencils or crayons to scribble
• Climbs steps one at a time
• Throws and retrieves objects
• Most children are not ready for toilet training until after 24 months of age

Learning Goals (Brain Development)

• Begin to develop hand/eye coordination
• Develop self-confidence as motor skills improve
• Learn by discovering and through trial and error

Suggested Activities/Materials

• Time for walking, climbing, dancing, etc.
• Playing with puzzles, blocks, stacking and nesting toys, lacing materials, etc., to develop fine motor skills
• Playing with musical instruments
• Finger painting, using crayons, and large markers
• Playing catch with a ball
• Dump and fill activities
• Riding cars and other toys with no pedals

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Cognitive/Language

Characteristics

• Can follow simple directions, names familiar objects, understands relationships between objects
• Clearly sees cause-effect relationships
• Increasing desire to experiment and explore
• Develops speaking vocabulary; two-word sentences common
• Plays with sounds, asks questions, imitates speech of others
• Enjoys repetition

Learning Goals (Brain Development)

• Find meaning in events, objects and words
• Begin to understand concept of parts and wholes
• Learn the importance of the written word
• Vocabulary development

Suggested Activities/Materials

• Books, pattern making materials, matching and interlocking toys that can be taken apart and put back together
• Shape or color sorting toys
• Matching cards, smelling jars
• Introduce sand and water play, other sensory activities (with close supervision)
• Expand on children's words, play word games, read, sing, use gestures to communicate
• Flannel board stories, records, tapes, nursery rhymes, puppets
• Realistic pictures of animals, people and familiar objects to draw their attention and encourage conversation
• Encourage exploration, maintaining safety
  

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Social/Emotional

Characteristics

• Experiences stranger anxiety, and looks for caregiver's response in uncertain situations
• Imitates others' behavior
• Has simple interactions with others but prefers to play beside other children
• Tests limits, strives for independence
• Egocentric, does things for self and claims everything ("mine")
• Temperament becomes more obvious
• Limited ability to express frustrations may result in negative behaviors (biting or tantrums)

Learning Goals (Brain Development)

• Develop identity and sense of self
• Realize self is separate individual from caregivers and environment
• Develop more independence

Suggested Activities/Materials

• Provide multiples of popular toys, materials so children don't have to wait
• Create opportunities to make choices (store playthings at child's level)
• Help child sort their feelings by naming the times child is scared, angry or proud
• Praise appropriate behavior and set limits consistently
• Allow time for dramatic play (dress up clothes, dolls, etc.)
• Nurture child verbally and non-verbally (hugs are helpful!)
• Listen carefully and with interest to what child says, expanding on child's message
• Model good behaviors
  

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Self-Help

Characteristics

• Still working on self-feeding with fork/spoon and drinking from cup
• Can finger feed easily
• Begins to want to do things independently (Feeding, dressing)

Learning Goals (Brain Development)

• Develop self-esteem, independence and positive attitude
• Develop fine motor skills

Suggested Activities/Materials

• Allow child to feed self, selecting appropriate foods
• Sit with child during meals and encourage conversation
• Provide child-size eating utensils and cups with lids
• Allow child to practice independence, being tolerant of mistakes
• Show child how to clean up after self, praising child when child does clean up
  

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Environment

• Classrooms should contain a sleeping area, eating area, play area, and diapering area, as well as bathroom
• Play area should be divided into a quiet area with books, areas for dramatic play, manipulatives (blocks, puzzles), large motor area for active play, and art/music. Toys and play equipment should be accessible to teach children to make choices
• Outdoor area should include shady and sunny areas, with resilient ground cover. Infant/toddler swings; climbing structures and areas for sand play should be available
  
• Individual attention, close supervision, and responsive caregiving are critical to future development. Caregivers should wash hands often. Always wash hands before meals and snacks and after each diaper change
  

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