Communication skills are emphasized with the two-year-olds because of children's focus on language development. Stories and songs take on a greater significance, but are not as important as the dialogue between teacher and child.

Two years is a stage of independence and limit-testing. The proper balance of freedom of activity and decision making and adherence to appropriate limits set by staff is critical to successful development of self-esteem.

Social development is fostered somewhat through small group interaction, but dyadic relationships between children that are assisted by teachers provide the greatest opportunity for development.

Physical development is highlighted by the reinforcement of bipedal movement and expansion into more complex gross and fine motor activities, all of which are promoted by the maintenance of an appropriate environment, equipment and activities.

Toilet use usually occurs during this year. We take a relaxed approach and find that interest in participating with peers combined with positive reinforcement by teachers is a sufficient motivator for most children.

Cognitively, development is focused on language-related activities such as identification, counting, and measurement.

Every child develops and matures at his/her own pace.

When preparing curriculum and planning to teach the two year old class, this is what we take into consideration:

• Two-year-olds are taller and more skillful at opening doors and getting into mischief.

• We read aloud to children every day. We encourage students to look at books with large pictures and sturdy pages and simple story lines.

• We work to expand a 2-year-old's knowledge of words and sentence structure by letting her hear the correct word order, but don't demand that she imitates us. For example, if she says "more juice," we say "Anna wants more orange juice."

• We encourage them to identify noises like vacuum, tap water, dogs barking, thunder, airplane, and car.

• We let our students help us with simple chores such as picking up toys and putting them in a basket. We encourage them to name things that we are using.

• To build vocabulary, we add new information to what a child is saying. "Yes that's a blanket, a soft, warm blanket."

• We give our students clear and simple choices. "Do you want to drink milk or juice? Do you want to wear green or blue socks?"

• We handle a temper tantrum by remaining calm, speaking to the child in a soothing tone, and, if the child doesn't mind, putting our hand gently on child's arm to help them calm their body.

• We provide newspaper, flattened grocery sacks, and computer scraps for drawing and painting. Color books, workbooks, and ditto sheets are not recommended for children this age.

• We avoid making models of clay or drawing pictures for children to copy. They learn more by working out their own ideas, and adult-induced items can actually hinder learning.

• We do not expect two year olds to share or take turns. Right now they are focused on learning how to physically handle themselves and on learning to talk. Learning to share will come later.

• We provide spaces where students can spend time alone.

• We avoid pressuring children to be right or left handed. A few 2-year- olds will begin to show preference for one hand, but many children will continue to use both hands for a few years.

• We provide safe outlets for physical activity and space exploration like small steps, boxes, barrels, pulling and pushing toys, ride-on and ride-in toys.

• We provide opportunities for learning about cause and effect by giving our students many opportunities to fill, dump, collect, gather, give, hide, and seek.

• We play "parade" or "follow the leader." And sing sequential songs like "Old MacDonald" to explain sequences.

• We encourage verbal skills by giving simple directions like "Close the door, please" or "Would you pick up the doll?"

• We encourage a student's love for imitation by teaching fingerplays and songs. We play games such as "you are a mirror" by standing or sitting facing the children and having them copy everything we do. We then reverse roles and let the child lead while we mirror the actions.

• We encourage sand, mud, clay, and water play. Two's enjoy messy play and learn a great deal from mixing, sifting, pouring, stirring, and shaping.