II

Physical Well-Being, Health and Motor Development

A

Large Motor Skills

Child uses and coordinates their large muscle groups.

15–24 months – See this age across all domains Toddlers

What educators might observe

• Runs
• Kicks a ball
• Climbs onto an adult-sized couch
• Walks up and down stairs while holding onto an educator’s hand
• Walks up and down stairs or climbing equipment by stepping with both feet on each step

Ways educators might support the child's development

• Create outdoor spaces that are safe for young toddlers to freely explore
• I nclude large motor furniture in the indoor learning environment
  • Small slide
  • Steps with platform
  • Rocker boat/ bridge
  • Tunnel
  • Large blocks made of wood or cardboard

B

Small Motor Skills

Child controls the small muscles in their hands and wrists.

15–24 months – See this age across all domains Toddlers

What educators might observe

• Holds a truck in one hand and uses the other hand to explore the wheels
• Pulls toys by tugging on a string
• Holds on to two blocks while trying to reach for another block
• Uses large brush to stand and paint at the easel
• Holds board book upright and turns the pages
• Holds a crayon between fingers and thumb and scribbles with big arm movements
• Uses wrist to rotate knob puzzle pieces to fit them in puzzle board

Ways educators might support the child's development

• Acknowledge the child’s efforts at mastery of their fine motor skills and share authentic praise of their accomplishments
• Sings songs in which the child can observe your hand movements, such as “The Itsy Bitsy Spider” and “Little Fish, Little Fish, Swimming through the Water”

C

Sensory Integration

The child uses sight, hearing, smell, taste, touch, proprioception (deep pressure), and vestibular function (balance) to perceive and respond to the world around them.

15–24 months – See this age across all domains Toddlers

What educators might observe

• Starts to move body to fit into different spaces (e.g., fits their body into boxes, shelves, or laundry baskets)
• Pats, pushes, mounds, and squeezes modeling compound
• Enjoys (or shows a dislike for) messy activities

Ways educators might support the child's development

• As educators cook, they may offer the child cornstarch or flour to feel
• Talk about smells with children, such as the aroma of cooking or the scent of natural items such as flowers and grass
• Provide time for children to spend in nature
• Invite children to participate in meaningful jobs that require lifting, pushing, pulling, and carrying objects of various sizes and weights

D

Self-Care

Child cares for their physical well-being.

15–24 months – See this age across all domains Toddlers

What educators might observe

• Crawls or toddles toward or away from changing table when educator suggests a diaper change
• Holds out hands or pulls them away when educator brings them to the sink for hand washing
• Opens mouth for educator to brush their gums and teeth, or, if they would not like their gums to be brushed, closes mouth firmly
• Participates in sleeping routines in culturally appropriate ways (e.g., lying down with grandma, gathering blanket and pacifier, or crawling to a rocking chair)
• Drinks from an open cup
• Undresses themselves completely

Ways educators might support the child's development

• Model, mirror, and reflect both actions and reactions (“Thank you. You are doing such a great job of taking care of yourself by getting your coat.”)
• Tell the child that it is time for a caregiving activity, such as diaper changing, and then pause to give the child the opportunity to decide to participate (e.g., getting a new diaper and going to the changing area)
• Narrate your actions as you change the baby’s diaper (“Now I am going to use a wipe to clean off your penis. It is going to feel cold for a minute. It’s all clean now.”)
• When children express their growing autonomy by resisting a caregiving activity, reflect their feelings and gently carry on with the activity (“You don’t want to have your diaper changed right now. You are so mad. We will be done soon. Would you like to hold the clean diaper?”)
• Use picture labels on toy containers and corresponding shelves so that children may clean up independently

E

Healthy Sexuality

Child develops a healthy relationship to their body, pleasure, and others. This healthy sense of self is supported and demonstrated through respectful, caring, and loving relationships with families, educators, and other children.

15–24 months – See this age across all domains Toddlers

What educators might observe

• Touches or rubs their genitals themselves for pleasure (Note: Children this age are not masturbating to orgasm.)
• Says “no” or walks away when another child tries touch, hit, or kiss them

Ways educators might support the child's development

• Explore books about the body and appropriate physical touch by reading
  • Whose Toes Are Those? by Jabari Asim
  • More, More, More, Said the Baby , by Vera B. Williams
  • C is for Consent , by Eleanor Morrison
  • Baby Says , by John Steptoe
  • Ten Little Fingers and Ten Little Toes , by Mem Fox
  • Loving Me , by Debby Slier
  • Kiss by Kiss , by Richard Van Camp
  • Full, Full, Full of Love , by Trish Cooke