Sampling of Curriculum Goals:

2 Year Olds

Children in the two year old class will have the opportunity to develop in many ways throughout the school year. These objectives represent some of the goals children will be exposed to and work on achieving by the end of the school year.

  • Follows simples requests not accompanied by gestures

  • Begins to initiate and attend to conversations

  • Begins to use appropriate eye contact, pauses, and simple verbal prompts when communicating

  • Speaks clearly; is understood most of the time

  • Talks in sentences of at least four words long

  • Transitions from indicating needs & wants to seeking to do things for self

  • Participates as adult attends to needs

  • Lifts cup to mouth and drinks

  • Takes off open coat without help

  • Dresses self with help

  • Follows classroom routines with assistance, such as reminders, picture cues, or physical help.

Social & Emotional

Self Help

Language

  • Transitions from comforting self using adult support to seeking out special object or person

  • May illustrate skills to make friends by seeking a preferred playmate or by showing pleasure when seeing a friend

  • Seeks adult help to resolve a social problem

  • Treats arrival and departure as routine parts of the day

  • Experiments with different ways of moving (e.g. marching, walking backward, pushing riding toy with feet)

  • Climbs on play equipment, ladders, and slides

  • Stands on one foot without support

  • Kicks a ball forward

  • Jumps and hops with hand held

  • Runs, sometimes falls

Gross Motor

  • Uses fingers and whole-arm movements to manipulate and explore objects

  • Begins to use refined wrist and finer movements

  • Begins to grip drawing and writing tools with whole hand but may use whole-arm movements to make marks

  • Scribbles with circular motions and/or vertical lines

  • Tears paper with hands

  • Puts one block on top of another, holding the base block

  • Sustains interest in working on a task, especially when adults offer suggestions, questions, and comments

  • Shows persistence by practicing an activity many times until successful

  • Observes and imitates how other people solve problems

  • Thinks symbolically by recognizing people, objects, and animals in pictures or photographs

Fine Motor

Cognitive

Literacy

Math

  • Begins to recognize and name a few letters in own name

  • Begins to orient book correctly

  • Begins to turn pages from the front of the book to the back

  • Begins to recognize familiar books

  • Interacts during read-alouds by contributing particular language from the book at the appropriate time; begins to participate as part of a group

  • Writes with controlled linear scribbles

  • Matches similar objects

  • Verbally counts (not always in the correct order)

  • Demonstrates understanding of the concepts of one, two, and more

  • Makes simple comparisons between two objects

  • Shows interest in simple patterns in everyday life

Sources:  Teaching Strategies GOLD Child Assessment Portfolio and Child Development Review by Harold Ireton, Ph.D.