I always choose a book for my children’s Easter basket and if I had babies or toddlers, You’re My Little Cuddle Bug would be top of my list.
The rhyming text is simple enough to engage toddlers, or younger babies will enjoy pointing and naming the bugs and feeling the shapes as they pop off the page. The illustrations are bright, engaging and extremely cute and the loving theme of little bugs cuddling with their parents makes it the perfect book to share with a child at bedtime.
You’re My Little Cuddle Bug is a good-sized sturdy board book and will easily stand up to a young child’s rough handling. It would be a great new baby gift or first birthday present if Easter has already passed you by.
You’re My little Cuddle Bug is currently available for $4.99 at Amazon.com and will be released in the UK on May 3rd. (These links are Amazon affiliate links, if you buy the book via one of these links, I receive a small compensation).
Toy shop shelves are laden with toys claiming to be educational. For toddlers and babies, this usually means something noisy, requiring batteries. I have always held that there is little educational value in such toys. In my experience children play with them for a short period of time before moving on to something else.
Alison Gopnik discusses the manner in which children experiment with toys in her book the Philosophical Baby. A toy that worked by moving levers was presented to a group of 4-year-olds. The adults demonstrated to the first group, how it worked, while the second group were left to work it out for themselves. The second group spent significantly more time playing with the toy than the first, who quickly abandoned it once they understood its function.
Another recent study led by Professor Anna Sosa of Northern Arizona University focused on children between the ages of 10 and 16 months old. She gave families three different kinds of toys to play with; books, traditional toys like stacking blocks and electronic toys. The toys that stimulated most conversation were books, closely followed by blocks. The families playing with the electronic toy shared very little conversation, allowing the toy to do the talking for them.
If you are considering which toys to buy for a young child, these points may help.
The most important resource we can give to babies and toddlers is ourselves. Spend time playing tickling games, singing to them, playing rhyming games, blowing bubbles or rolling a ball.
Other suitable toys for babies and early toddlers include small musical instruments for exploring sound ( saucepans, spoons and homemade shakers work equally well), a treasure basket or board and cloth books.
Think about toys that they will play with for a long time. The best toy investments for our family include magnatiles, wooden blocks, paper and pencil, a magnetic drawing board and play food.
Toys do not need to be expensive. Children can have hours of fun with a balloon, pot of bubbles, home-made play dough or a cardboard box.
The infographic below has many more developmentally appropriate ideas for play.
Most Pre-school teachers in the UK are experienced at teaching children aged 3-5. It is rare however, that graduates or teachers with Qualified Teacher Status are appointed to teach children of 2 or under. This may be set to change, as children from disadvantaged backgrounds are offered government-funded early education. There is lively debate as to the ‘best’ type of setting for these children but evidence shows that the quality of the setting is the most important factor. Graduate and teacher led settings have been shown to be the most effective at closing the achievement gap (Matters et al 2014).
‘Early Education’ have published an excellent briefing for school leaders considering offering provision to 2-year-olds. It also offers valuable advice to anyone considering teaching 2-year-olds. In the search for graduate teachers for this age group, it is possible that experienced and well qualified teachers will be asked to take on a new role of leading this provision. This may be daunting. It certainly was for me the first time I encountered this age group.
When I began working in a mixed age nursery environment for 2-5 year olds, I was used to teaching children who could sit on a carpet in a large group and listen, who could draw representational figures, talk and share ideas, were toilet trained and who played for the most part, cooperatively with their peers. Planning for the 2-year-olds terrified me at first but I soon learned that creating an environment in which they could freely explore and move around was the most important consideration.
Our mixed age setting was split into 3 rooms. Sometimes the 2-year-olds were in their own group (and always at small group time) but for a large chunk of time, they were mixed with 3 and 4-year-olds. Teaching in a mixed age setting comes with its own challenges.
Common Concerns About Teaching in Mixed Age Settings
If you are a parent of more than one child, begin by thinking about how you manage the challenges below at home. In a mixed age family unit, compromises have to be made but the youngest children’s experiences are enriched by the older siblings and the older children learn to nurture, guide and understand different needs.
How do you find activities that are appropriate for 2 year olds but also challenging enough for the older children?
Choose activities that are open-ended. Building blocks, small world play, painting, drawing, clay, water, sand and other sensory activities, imaginative play and recycled materials are perfect for all ages. Make sure there are times during the day when children are in a smaller group with same age peers. Build an engaging outdoor learning environment and allow the children to move freely between indoor and outdoors.
How can you ensure safety without denying the older children valuable experiences?
Tools can be kept out of reach of toddlers inquisitive hands but in a place where older children can reach or ask an adult to get it. It is important to me that my children have ready access to mark making materials but when my youngest was at the drawing on walls stage, these were pushed back on the shelf where she could not reach but her sisters could.
If younger children want to use scissors, clay tools or small loose parts don’t deny them the opportunity; simply ensure an adult is sat with them to support them. Keep the materials to one area which has adult supervision.
How do you stop the younger ones spoiling older children’s games by knocking down things they have built or taking toys they are playing with?
Learning to negotiate with younger children is important, learning that children of different ages have different needs and they do not mean to spoil things for the older children. Encourage older children to play at building and knocking things down with the younger children and allow the older children to place their completed models out of the younger children’s reach. Have special places for ongoing projects and ensure that there is some time with their own age group. Projects requiring a finished product or advanced skills are best for small group time.
Additional things I learned about teaching 2-year-olds
They like to move around and explore. Often, they will not stay at one activity for long and prefer activities with lots of space rather than at a table top.
They find large groups distracting. Do not expect them to sit for a story session with 3 and 4-year-olds as they will more than likely lose interest before the end. They would much prefer to be read a short book in a small group, or better still 1:1 on an adult’s lap.
They like songs that are simple and short with actions, puppets, props or simple instruments to maintain interest . Again this is best in a small group
They love messy, tactile or sensory play and are interested in exploring materials. They are fascinated by processes and how things work. This may mean they will use materials in unexpected ways – tipping, throwing or splashing, for example. Try to channel these investigations in positive ways. Do not expect them to create a finished art product.
Some are not yet talking, others may be difficult to understand. It takes time to build relationships with these children and understand their needs. Play alongside them and observe. Build positive relationships with parents and help the children to build a secure relationship with you
They are still learning to use tools and will need adult supervision when using scissors, small items and books.
They learn by repetition, so don’t be worried that your planning isn’t varied. Try to spot schemas and re-occurring fascinations and plan a variety of experiences to support them.
‘Art’ projects work best on a large-scale. Rolls and large sheets of paper, chunky crayons, blocks of clay, pavement chalk and large brushes are all perfect for this age group.
They will assert their independence. Give them plenty of choices – I need you to come and have a drink, would you like a blue or a red cup?
Below are a selection of activities for 2-year-olds or in mixed age settings.
Do not limit this to a home corner, use your imagination to create familiar experiences like shopping, new ones such as a vets or pure fantasy with pirates or fairies.