The Georgia Early Learning Standards Activity Guides may - gapitc

Young children do best in environments that are predictable. Follow a schedule
that allows children to anticipate what comes next.
Two year olds are not ready to share with much enthusiasm. Have an adequate
number of high-interest toys for children to use. Redirect a child to another
toy or activity if conflict over one toy continues.
Help the children learn to take turns by planning a cooking activity with a small
group and let each child put an ingredient into the mixing bowl. Give each
child a chance to stir when all the ingredients are in the bowl. Call attention
to whose turn it is and count to 10 as each child is stirring.
Help children learn the words to use when they struggle with each other. For
example, if one child grabs a toy from another, tell the child who had the toy
to “Use your words to tell him to stop. Say, ‘I am playing with the car.’” Say to
the grabbing child, “Use your words to tell him you want a turn. Ask, ‘Can I
have the car?’” Compliment the children when they use their words to solve
conflicts. Offer the child a different car while he is waiting.
Two year olds interact with each other in the stage called parallel play. They
are eager to watch each other and perhaps copy the actions of others. They
are not likely to play together in a cooperative way, but can learn to share
space and materials with your help.
Children are more likely to respond to adult redirection if given a choice
such as, “Would you like to play on the slide or the swing while you wait for
the wagon?”
Hitting, biting, and crying are the typical impulsive reactions of toddlers who
do not have the language or social skills to get what they want. The teacher’s
role is to help children solve problems using words and other appropriate
behaviors.
Young children will need time to be alone as well as with others. Provide some
quiet and private spaces and some time for being away from the group.
Keep classroom rules to just a few and state them positively such as “use your
words” instead of “no hitting.”
Spending extra time at the beginning of the year to establish routines will pay
off in the long run! For example, teach the children how to hang up jackets
on hooks and how to put away toys on shelves.
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