Ages and stages Some ideas for catering for major sensitive periods considering the typical level of development for a two-year-old.

Language

Children:

- use 50 or more recognisable words and put two or more words together to make a sentence.

- talk to themselves and echo what they hear.

- ask names of objects and people.

- enjoy rhymes and songs.

- carry out simple instructions.

How you can help

• Name objects, describe what is happening and what you and the children are doing. Ask questions and wait for answers. Use correct names but emphasise conversation and direct it at children.

• Have conversations which encourage children to speak - rather than use language to simply give orders.

• Use rhymes, songs and books. Point to objects and offer simple descriptions and statements.

• Make sure there is not too much background noise: Television and radio to not encourage language.

Movement

Children:

- run.

- go down stairs two feet to a step.

- push along on tricycles but cannot pedal.

- can climb up and down small heights.

- throw overhand forwards but walk into ball to kick it.

- pick up small objects accurately.

- hold pencils in preferred hand but usually without correct grip.

- make scribble circles and back and forth lines.

- can build a tower with six or seven small cubes.

How you can help

• Children need freedom to move so make time to walk together rather than use the car seat or pushchair all the time. Go to the park for more room for climbing, jumping and running.

• Keep room layouts simple and uncluttered to provide lots of space for free play.

• Reduce passive activities like watching or being shown things.

Provide building bricks, puzzle and everyday materials like buttons or pairs of socks for sorting and matching like to like or graded from small to large.

• Develop hand movements using jars and lids, nuts and bolts.

• Provide opportunities for painting or using crayons on large sheets of paper. Do not show children how to draw or demand pictures.

Order

Children:

- will be familiar with the usual place of objects in the home.

- are interested in routines and in how things are done.

- are able to imitate clear, repeated movements.

How you can help

• Make sure regular activities are done in the same way each time.

• Teach simple actions relating to daily life using slow, emphasised movements.

• Allow children in join in routine activities.

• Be aware that unexplained distress may be caused by changes or by not following expected routines. Try to give adequate warning.

Development of the senses

Children will be absorbing impressions with all their senses.

How you can help

• Provide a rich variety of sensory experiences - collections of fabrics and natural materials - stones, sticks, leaves, shells, sea sponge.

• Allow plenty of access to outdoors, whatever the weather.

• Offer play with water, sand, and dough.

• Make up games where children can shut eyes and feel things, and other games for listening and naming.

• Avoid toys with no reality content like fantasy figures from television or replica tools and brushes which don't work properly.

Social development

Children:

- follow mother or carer around imitating domestic chores.

- constantly demand attention and may be clingy.

- are rebellious when thwarted and have tantrums when frustrated.

- have no idea of sharing.

- play alongside other children but not with them (parallel play).

- Have no understanding of the need to defer desires or wishes.

How you can help

• Include children in domestic activities as much as possible.

• Encourage independence while still providing secure back-up.

• Try to understand and reduce causes of frustration.

• Organise play visits with other children but don't expect sharing.

• Be patient and do not make excessive demands on children's self control.

• Be clear about the essential ground rules but keep them to a minimum - children will not remember them reliably.

• Do not have tantrums yourself.

Children do not need rewards or threats to interest them in what is developmentally suitable for their age. Discipline problems are often the result of frustration, perhaps with a complicated toy, or a shopping trip that has gone on too long. Children do not need to be controlled by force if guides to acceptable behaviour are reasonable and within their grasp. Understanding needs and abilities, and providing an appropriate environment, are the best introduction to a Montessori way of life that parents can give to their children.