|
Between one and four years of age, I will develop rapidly in the way I think and
do things. Thinking skills include developing concepts such as color, size, time,
and shape. I also use thinking skills when I imitate others, identify body parts,
learn nursery rhymes, and answer questions. My pediatrician may refer to these thinking
skills as cognitive skills. As my parent, you can foster my development of thinking
skills by: understanding the sequence in which I learn, providing me with opportunities
to learn through play, and enhancing activities. Play is extremely important to my
development. I master many of my thinking skills through play.
One-Year-Olds [ Top ]
Most one-year-olds play to explore and figure out how things work--I play with
household objects as often as I play with toys. Remember to Safety
proof our house! As a one-year-old I might drop the lid of a pot on the floor to
see it wobble and listen to the sound it makes. To learn more about the lid, I may
hit it with my hand and then with a spoon to determine how to make the loudest noise.
Through play, I learn that the round block fits in the round opening and not in the
square one. After I master placing a round block in a shape sorter, I learn to put
a square one in, and then a triangle. I also learn that by pulling a string, I can
get the toy attached to the string. While I play, I will imitate actions I have seen
you do, such as stirring with a spoon or wrinkling my nose. Through play I develop
concentration as well as concepts of color, size, and shape.
As an older one-year-old (between eighteen and twenty-four months of age), I don't
always need to manipulate an object or a toy to figure out how it works. Instead,
I can now think about things in my mind. For instance, I understand that to reach
a toy in the middle of the table, I need to use a long wooden spoon to scoot it over
to me. I also gradually learn the names of objects. I learn to point to clothing
items, pictures of animals and objects, and body parts.
Two-Year-Olds [ Top ]
As a two-year-old, I am becoming more inquisitive. Through my desire to know the
"why" about things, I learn that birds have wings so they can fly in the
sky, but that cars can't fly because they don't have wings, but wheels instead. This
curiosity helps me learn that Mommy is a girl because she has a vagina and that Daddy
is a boy because he has a penis. While playing with sand and water I experiment with
concepts such as full and empty, heavy and light. Other concepts, such as time, also
emerge.
At this age I am eager to learn about numbers, colors, and opposites. I learn to
match shapes, colors, and identical pictures of objects. While learning about matching,
I learn about the number "one." When I am two and a half years old, I will
give you one--and only one--item when you ask me for one. Once I master the concept
of one, I begin to learn about two, and then three. The ability to sort items comes
after the skill to match items. I will probably learn to sort first by shape and
then by color. I demonstrate my increased understanding of shapes by my ability to
sort complex shapes and assemble three- to four-piece puzzles. The concept of size
develops as I approach three years of age. You may notice the first signs that I
understand size during play. When I can stack rings in the correct order, I have
a basic understanding of size. As I near three, I will be able to point to the larger
or smaller of two objects and I will identify the longer item in a group of two items.
In addition to developing concepts, I enjoy learning rhymes, songs, and dances. With
my interest in rhymes and songs, I also become interested in stories. I look at books
independently, understand stories, and can find details about the story in the pictures.
I may develop a preference for one book and insist you read the same book again and
again. With all my new skills and abilities, I am delightful to play with. I can
engage in simple pretend play and I like to play house.
Three-Year-Olds [ Top ]
My sense of "dramatic" play should blossom and become more refined at
this age. My play will involve props that may be real, substitute, or make-believe.
Real props include "real" items or child-size, plastic versions of real
items. Substitute props are toys or objects that I might use to represent something
else; for instance a mound of clay for a cake. Make-believe props are invisible to
the human eye but are very much visible to me when I use them. My dramatic play usually
revolves around a plot. Themes reflect what I see and experience. Playing house,
dress-up, doctor, school, and dentist are five popular themes. As a three-year-old,
I also learn to play very simple games with rules. As I approach four years of age,
I will begin to play hide-and-seek and easy board games.
Throughout my day and especially as I play, I am very busy learning about concepts.
Concepts of shape continue to emerge and I learn to identify square and round. Number,
spatial, and time concepts also become well formed. I learn to count to 10 from memory,
to count 6 objects in a row, and to add 1 to 1, 2, 3, 4, and 5. My awareness of where
things are in space improves; for instance up, top, under, beside, and low. I also
discover how objects and people move in space (fast/slow) and how things occupy space
(full/empty). In addition, I learn to differentiate night from day and that different
activities occur at different times of the day.
I continue to enjoy nursery rhymes and I can learn to say at least two nursery rhymes
with an adult. I also learn to sing simple songs by myself. My book skills are also
improving. I begin to "read" a book by looking at the pictures and identifying
silly or wrong pictures. As I approach four, I will be able to recall two points
about a story without hints. I will also answer "why do" and "what
do you do when" type-questions.
Play [ Top ]
Play is extremely important to my development. I master many of my thinking skills
through play. You can facilitate my play in four ways:
Allow Me to Lead in Play
As I play, take cues from me and my interests. You should play with me, but allow
me to set the tone and pace of play. In this way, I can show you what I can do--and
I will probably surprise you. Facilitate the development of current skills and help
me learn new skills according to my signals. I may not respond well to direct teaching;
instead of teaching me, use a natural approach by providing me with play activities
that will encourage my thinking skills. If I enjoy filling and dumping, give me different
items to fill and dump. If I like tea parties, watch me play to determine how to
encourage my pretend play. If I am good at pouring tea from a child-size teapot and
at passing out plastic cookies, introduce a substitute prop; a block for a cookie.
Provide Me with Opportunities for Experimental, Pretend, and Constructive Play [ Top ]
Experimental Play
Experimental play includes play with messy substances, sand and water, and toys
that invite exploration. Most children love messy play. Among the favorite substances
for messy play are Jello, pudding, applesauce, yogurt, and whipped cream. Not only
can I smear and squeeze these substances, but I can also taste them. Play with sand
and water is excellent for developing concepts such as full/empty, dry/wet, and sink/float.
Show me how to scoop, fill, pour, and squeeze. If the idea of having sand in our
house does not appeal to you, let me play with rice or dried beans (be sure I am
safe with them) during the winter
months when it is too cold to go outside to play in the sand. Toys that lend themselves
to exploration include musical instruments, pull toys, and pop-up toys. By playing
with these types of toys, I learn that their actions can make certain responses/actions
occur.
Pretend Play
Through pretend play I can fulfill my desire to be grown up. I can pretend to
fix a car or host a tea party. Pretend play can also be the channel through which
I act out my fears and problems. I may save my friend from the Big Bad Wolf and scold
my Teddy Bear for spilling juice. You can facilitate my pretend play by providing
props. Props may be real or child-size versions.
Constructive Play
Constructive play includes building with blocks and playing with clay. When building
with blocks, I learn about size, shape, and balance. Provide me with blocks of all
sizes. Offering me toy figures and cars encourages me to combine constructive play
with pretend play. While I play with clay, I learn about color, actions (pound, squeeze),
size (long/short, big/small), and shape (round, square). You may purchase clay in
a variety of colors at your local toy store. To make your own clay, mix the following
ingredients in a large bowl: 2 cups flour, 2 cups salt, and 3 tablespoons cream of
tartar. Then add 3 tablespoons oil and enough water to get the clay to the consistency
you want. To color the clay, mix in a few drops of food coloring.
Balance My Play [ Top ]
Indoor and Outdoor Play
Although it may not be possible to allow me to play outside every day, it is important
for me to play outside at least two times each week (weather permitting). I learn
things while playing outside that I can't learn while playing indoors. During outdoor
play, I learn about the wind, bugs, birds, shadows, leaves, sticks, and clouds. I
may become familiar with these items through books and television, but I learn best
when I get the chance to go outdoors. Always make sure I know the safety
rules before I play outdoors.
Active and Quiet Play
Each day I need to spend some time playing actively and some time playing quietly.
Active play allows me to expend energy and develop physical skills--while it fosters
my thinking skills. Active play can occur outdoors or indoors. Outdoors, I can climb
to the top of a hill slowly and run to the bottom of the hill fast. Indoors, you
can play airplane with me, holding me so I fly up. I can bounce fast or slow on your
lap while you sing a song about a train.
Quiet play provides me with opportunities to calm down and to work with small
objects while improving my thinking skills. Like active play, quiet play can occur
outdoors or indoors. Outdoors, we can sit on a bench as you read a book or we look
for shapes in the clouds. Indoors, I can put a puzzle together, or scribble with
crayons.
Playing with You and Independent Play
I also need to spend time each day both playing with you and playing independently.
During parent-child play, I learn with you, teach you, and have fun with you. It
is important to spend between 30 and 60 minutes each day actively playing with me.
During independent play, I learn to do things by myself, learn to entertain myself,
and I develop my independence. If I insist on constant parental entertainment, you
need to encourage me to play independently. To facilitate independent play, get me
involved in an activity, and then move to the side. Tell me you will help me if I
need help. Watch me play out of the corner of your eye. If I look as if I am becoming
frustrated, verbally suggest a way that I can play. In the beginning, try to get
me to play alone for five minutes. Increase the time by a minute or two every few
days.
Choose Appropriate Toys [ Top ]
When you choose a toy for me, the main issue is that it must be safe.
Read all labels and instructions carefully. Remove all wrappings, pins, and staples.
Check for small parts. I can't anticipate consequences and may swallow a piece if
it is too small. If a toy has small parts, remove the parts that are small, and use
the toy only when I am supervised by an adult, or put the toy away until I am older
and I can safely play with it.
Besides being safe, toys must be appropriate for my developmental level (abilities).
Toys that are above my level may frustrate me and cause me to feel inadequate. Providing
only toys below my level will slow my development. Most toys should be at my level,
with a couple slightly above and a few below. Look for toys that are motivating,
that lend themselves to exploration, and that have sensory appeal. Also consider
the durability and longevity of a toy.
Enhancing Activities [ Top ]
You can foster the development of thinking skills through "enhancing"
activities that incorporate books, nursery rhymes, rhythm experiences, colors, shapes,
the alphabet, and counting. I can experience these activities at home, in play groups,
and at preschool. Reading is beneficial and important for children of all ages. You
should read to me every day. At first, books with many pictures are best. Remember,
five minutes of attentive story time is better than twenty minutes of squirming and
daydreaming. If you find that the text in the books we have is too long, "read"
the book from the pictures. Ask me questions as you read the story. In the beginning,
have me point to pictures for my answer. Later, have me use my words to answer your
questions.
Nursery Rhymes
Most three-year-olds can say or sing at least two nursery rhymes with minimal
help from an adult. By four years of age, many children say or sing a couple of nursery
rhymes independently. To get me to that point, read stories and sing songs about
nursery rhymes. As we sing nursery rhymes in the car together, occasionally leave
out a word or two to see whether I can fill it in. When possible, add finger gestures
to go with the words. In addition, act out nursery rhymes with me.
Rhythm Experiences
Listen to music with me and sing with me while we listen to music. Whenever you
have the chance, dance with me. Hold me in your arms and dance around the room, or
dance standing side-by-side with me. Provide me with opportunities to play instruments.
Children love playing drums and cymbals, and they like pots as much as toy drums.
Colors, Shapes, the Alphabet, and Numbers
By the time that I am four, I should know primary colors, some of the alphabet,
and the numbers 1-10. Teach me these concepts during everyday experiences. For instance,
while you fold clothes, talk to me about the colors of my shirts and count the number
of washcloths. Several good books on these concepts are available; read some of them
with me. We can also do simple art projects to reinforce these concepts. For example,
cut out pictures of blue objects from a magazine, and let me help you glue them on
a piece of paper.
Thinking skills include the development of concepts like color, size, time, and shape.
They also include imitating, identifying body parts, learning nursery rhymes, and
answering questions. You can facilitate my thinking skills through play and a variety
of fun activities.
[ Top ]
|
|
|
