At this point your child may have graduated from using just “more” to get more of an item. You are going to see more novel word combinations such as “I want that too” or “I want another one”. The best way to encourage these phrases is by verbally modeling them yourself and creating opportunities for your children to use them.
To create these opportunities, only give your children a little bit of each item. For instance, if their eating Cheerios just give them 5 since they are obviously going to want more. You can then show it to them in your hand to motivate a phrase that requires recurrence (or a fancy word for more!).
There are many times throughout the day you can do this such as mealtime, snack time, play time (e.g. – withholding blocks), story time (e.g. – do not turn the page and have them ask for more of the book), bath time, etc. We love finding fun, new ways to extend phrases!
Your toddler is becoming very aware of his surroundings and people around him. You can use it as a chance to really connect with people and things by giving compliments. For instance, Roman has started complimenting our hair saying “hair nice”.
You can target things such as artwork and verbally model phrases such as “pretty picture”. If a girl is wearing a pretty dress you can model “cute dress”. If a friend is playing with a fun new toy you can say “cool new truck”. This now only will make others feel happy, but will also make your toddler start thinking about the power of their words.
And it doesn’t necessarily have to be someone or something that someone has made or has. It could be things that you see in nature. Let’s say you’re taking a walk you can talk about a tree by saying “Wow that’s a beautiful tall tree!”. There are tons of possibilities, so go ahead and make someone’s day!
Can you believe it? You’re child is almost two! We decided to concentrate on mealtime milestones this week since a lot more is expected of your child at this point. In terms of texture, they should now be able to eat all textures including: purees, soft chewables, ground lump purees, and more chewable foods. Tougher solids are expected after 24 months.
As for oral-motor skills, your child should now exhibit rotary chewing instead of diagonal chewing. Lateral tongue action should be visible. They should have also mastered straw drinking. Overall, you should observe a decrease in food intake by 24 months.
When it comes to motor skills, their pincer grasp should be refined and they should be past finger feeding. You now want them to grasp the spoon with their whole hand and independently feed themselves by scooping food and brining it to their mouth. All in all, you should see increased control of utensils. As you can see, mealtime and fine motor skills are highly intertwined.
And of course to limit pickiness, have your child eat meals with the whole family and most importantly have them eat what you’re eating. If they are hesitant, have them explore the food with their senses (e.g. – touching it with their fingers). The more they are exposed to different foods the better! So if salmon and cabbage salad is on the menu, it’s also what’s for dinner for your child!
You are probably at the point where you might be in an elevator and a stranger asks your child “What’s your name?”. Your child may not answer right now, but it’s a great time to practice holding a basic conversation.
You can start off with a basic greeting of “Hi” and waving. You can then move onto answering, “What’s your name?” and if they do not answer, model their name. You can practice it in front of a mirror and point to them so they understand what a “name” means. We also found that holding up a picture of just his face helps.
The next step is to go over their age, which may still be a difficult concept. Since they are almost two you can begin asking “How old are you?” and modeling “two”. Holding up the number may be helpful, so they can relate it to a visual. Counting up to two and emphasizing two may also help. Many times when people ask “how” questions to a toddler the child automatically thinks “how many” and begins counting, so when you model the answer “two” make sure to say it right away. Other than that you can also go over basic question and answer pairs such as “How are you?” and “Good”.
The world is an exciting place and it comes with lots of feelings for little ones (and adults), so we have to make sure we give them a voice to talk about how they feel. For instance, my son is starting to get the concept of “scary” if it’s a ghost, lion, etc. and he will comment saying phrases such as “ghost scary”.
We recommend starting off with basic feelings such as happy vs. sad. You can practice smiling and frowning in front of the mirror and labeling the feelings with one word. We also started by looking at pictures of babies in Mrs. Mustard’s Baby Feelings book and our Baby Feeling ibook since they are clear depictions of happy vs. sad. We also talked about feelings while watching videos or television shows to make screen time an interactive experience.
You can also talk about feelings as they happen since this is the prime age for tantrums! For instance, if someone took their toy away you can label the feeling with a sentence such as “I know that makes you feel SAD”. As they get the hang of it, you can add more complicated feelings in such as excited, scary, surprised, etc. They love imitating your facial expressions and even pretending! For instance, you can do role-play with dinosaurs and pretend to hide under a blanket or pillows to pretend to be very scared! Targeting feelings through story time and art are also fantastic ways to go over feelings and using that starter phrase “I feel ____”, “She feels ____”, “He feels ____”, “They feel ____”, etc. Have a HAPPY day! ☺
It’s the saddest thing when kiddos are sick, but if they can express themselves when they are it makes it 10 times easier for us! Here are some go-to phrases to teach and model for your child.
“I don’t feel good” or “I feel sick”
“Tummy hurt” or any “Body part + hurt”
Comments such as “Yucky” or “Gross”
“I need sleep” or anything else they may need such as an ice pack or even a hug
“I want daddy”
Many will also ask “wh” questions like “why” and it’s a prefect opportunity to explain to them what is going on in their body! Hope the germs stay away and you all stay healthy! Summer is right around the corner ☺
Have you noticed that your child recently thinks everything is theirs and will often say “mine” or something similar such as “me” or “my”. It’s definitely early for learning a variety of pronouns, but you can begin with the difference between “mine” and “yours” to make your child aware that items also belong to other people. It the beginning of sharing and empathy!
To start you can show them things that are certainly theirs such as their straw cup, bib, blanket, stuffed animal, etc. and encourage their production of “mine”. Talk about how that is “your blankie”. Then present them with items that they associate with you such as your phone, jacket, shoes, etc. and say “mine”.
You can then talk to them about “yours” by using the same objects for both of you. For instance, if you are both holding ice cream cones you can say “mine” and then “yours” by pointing at the ice cream cones. The more they understand this concept the less likely they will be upset if they do not get to use your computer or phone when you are working from home or just writing a simple email!