Observados Esperados
IX.4. Requerimientos abióticos para la germinación 1 Requerimiento de Luz
Indicator Younger Toddlers (12-24 months) may…
Suggested Supportive Learning Experiences
CD46. The younger toddler repeats actions watching for results.
push the handle on the toilet repeatedly and watch the water flush away.
turn light switch off and on repeatedly if it is reachable.
put cars on the slide repeatedly and watch them roll to the bottom. drop balls in an inclined
tube, watch them fall to the bottom, and then put them back at the top to repeat the action.
Provide many opportunities for the younger toddler to observe and practice cause and effect. Provide a simple incline by
attaching a cardboard tube or piece of PVC tubing to a wall or staircase. Place a basket of small items for the child to drop down the tube.
Fill plastic bottles with baby oil and colored water or liquid dish
detergent and colored water. Encourage the younger toddler to shake the bottles to see what happens.
Indicator Younger Toddlers (12-24 months) may…
Suggested Supportive Learning Experiences CD47. The younger toddler expects certain things to happen as a result of his actions.
sit on riding toy and push with feet to make it move forward.
push, turn and pull the knobs correctly on a busy box to make the animals pop up.
push another child away from the swing when he wants it.
Help the younger toddler
understand the effects of actions on others (i.e., “Jasmine is sad because you pushed her.”). Continue to provide a variety of
cause and effect toys (busy boxes, jack-in-the-box, spinning tops) for the younger toddler to explore. Add push and pull toys that the
younger toddler can use to control the action of the toy.
Indicator Older Toddlers (22-33 months) may…
Suggested Supportive Learning Experiences CD48. The older toddler demonstrates an awareness of the effects of certain actions.
say, “She misses her mom,” when a child cries after her parent leaves. tell the educator, “Shhh,”
when he puts his doll to bed.
say, “Watch out,” when stacking blocks with another child.
Acknowledge the older toddler’s awareness of cause and effect (i.e., “Yes, Kayla is sad when her mother leaves”).
Encourage continued experiments with cause and effect (i.e., “How many blocks can we stack before the tower falls over?”).
CD49. The older toddler begins to investigate the reasons why something unexpected happens.
examine a toy carefully, turning it over and hitting it to discover why it does not work when the button is pushed. look inside dress-up
shoes, shaking them out, when she feels
something inside.
Help the older toddler understand the reasons why a toy doesn’t respond in a typical way (i.e., “This toy may need new batteries to work. Let’s go get some and see if we can fix this toy.”).
Invite the older toddler to make predictions about a favorite book, asking, “What will happen when the mouse squeezes into the mitten?”
Indicator Younger Toddlers (12-24 months) may…
Suggested Supportive Learning Experiences
CD50. The younger toddler persists with trial-and-error approaches to solve a problem.
try to reach a ball under the bookshelf, and then get a toy broom to reach the ball.
try repeatedly to open a container, then hand it to an educator saying, “Open.”
try to walk up a ramp, but loses balance and falls; then crawls up ramp.
Observe the younger toddler working to find a solution. Wait until the younger toddler indicates a need for help before assisting. Provide just enough help so the
younger toddler can finish a challenging problem independently (i.e., begin a zipper, and then let the younger toddler pull it up to the top).
Talk aloud about how the problem is solved (i.e., “If I turn it this way, it opens.”).
Provide a variety of toys that move and can be used in many different ways.
Allow uninterrupted time for exploration and problem solving. CD51. The younger
toddler begins to understand through trial and error that certain behaviors can cause results.
push the toy car across the floor and watch it hit the wall.
place simple shapes in a shape sorter and turn it over to get them out again.
look for a button to push on a toy when a similar toy worked with a push button.
Comment positively when the younger toddler figures out a solution to a problem (i.e., “You did it!”).
Describe aloud what the younger toddler did to solve the problem (i.e., “You shook it hard upside down and the piece came out.”). Provide a secure environment and
support the younger toddler’s attempts to solve problems.
Indicator Older Toddlers (22-33 months) may…
Suggested Supportive Learning Experiences
CD52. The older toddler creates and carries out a plan for solving simple problems.
ask another child for help in carrying a large stuffed dog that was too big to lift alone.
use a block to stand on to reach a toy on an upper shelf.
put a simple shape puzzle together without difficulty.
Observe the older toddler and provide puzzles, toys and activities that provide a challenge, but can be successfully accomplished. Encourage creativity in using
materials rather than imposing limits on how materials can be used.
Talk about ways that you solved a problem.
Create activities that the older toddler can solve with a partner. CD53. The older
toddler can choose a solution to a problem from more than one possibility.
ask “Why?” questions. place rings on a stacking
toy in the correct sequence.
Talk to the older toddler about possible ways to solve a problem and seek her participation in a solution (i.e., “We can’t go outside today because of the rain. What kinds of things can we do instead? Dance to music inside? Talk a walk inside?”).
Ask “What if…” questions to encourage the older toddler to think of other solutions.
Ask open-ended questions that encourage the older toddler to predict what may happen or to think of other solutions (i.e., “What will happen if we squirt some bubble mix in the water table?”).
Indicator Younger Toddlers (12-24 months) may…
Suggested Supportive Learning Experiences CD54. The younger toddler shows interest in matching and sorting according to color, shape and size.
put shapes in a shape sorter.
bring another red block when told, “Find a red block that looks like this.” put away cars with other
cars when given a container and asked to put cars in it.
place large pegs in a pegboard.
use a smaller container to fill a larger container with sand.
Provide shape sorters, blocks, large pegs and pegboards and small colorful items of different matching shapes and sizes that the younger toddler can
manipulate.
Encourage the younger toddler to sort and match by pointing out the similarities and differences in items (i.e., “This car is yellow. Let’s find another car that is yellow too”). Provide simple shape puzzles with
inserts that match the puzzle piece.
Use words that refer to size (i.e., “This block is bigger than that block”).
Put containers of various sizes in the sand and water tables. CD55. The
younger toddler shows an awareness of quantity.
complain when another child has two dolls and he has one.
select the preferred item when offered a choice of two (i.e., choose markers when offered markers or crayons).
give one object when asked (i.e., “Give one truck to Lily”).
count, “One, two, ten”.
Point to items when counting them aloud.
Sing songs and recite nursery rhymes and fingerplays that include numbers, such as, “Baa Baa Black Sheep,” and “I Have Ten Fingers.”
Read colorful board books with numbers, such as, Toddler Two Dos Anos by Anastasia Suen and Ten, Nine, Eight by Molly Bang. Use words that refer to quantity
(i.e. ,“You have one shoe on,” or “Would you like more?” or “Look how many birds there are outside.”).
Indicator Younger Toddlers (12-24 months) may…
Suggested Supportive Learning Experiences CD56. The younger toddler demonstrates an awareness of simple patterns.
beat a drum, imitating the simple pattern the
educator used. say the last words to a
familiar predictable story (i.e. “...Looking at me!”) when the educator reads Brown Bear, Brown Bear, What Do You See?
Observe and comment on patterns in the young toddler’s environment (i.e., “These beads make a pattern – big bead, little bead, big bead, little bead.”).
Make a pattern using small blocks or pegs. Invite the younger toddler to make a pattern that looks the same.
Read predictable stories with repetitive phrases such as
Goodnight Moon by Margaret Wise Brown and Goodnight Gorilla” by Peggy Rathmann.
Recite fingerplays, songs and nursery rhymes with repeating patterns, such as “Where is Thumbkin?” and “Two Little Blackbirds”.
Indicator Older Toddlers (22-33 months) may…
Suggested Supportive Learning Experiences CD57. The older toddler matches and sorts according to color, shape or size.
line up toys, grouping the large items and the small items separately.
sort objects by shape, separating the circles from the triangles.
hand the educator the larger of two balls when asked for the big ball. stack some of the nesting
cups in order of size.
Provide a variety of collections (plastic animals, blocks, cars, balls, jar lids, nature items, etc.) for the older toddler to organize, sort and count.
Provide a variety of shapes for the older toddler to manipulate; fitting shapes into the correct locations (i.e., blocks, puzzles, shape sorters).
Name the shapes aloud for the older toddler.
Collect matching mittens or colorful socks. Invite the older toddler to match the items.
CD58. The older toddler shows an understanding of number concepts one, two, more and less.
say, “Two,” and show two fingers when asked age. object when another child
takes one of the toys she is playing with.
take two crackers from the plate when the educator say, “You may have two crackers.”
ask for another piece of apple when she sees her friend has one more than she does.
Use everyday activities as an opportunity to count (i.e., “Let’s count how many people are here today.”).
Ask families for number words in the older toddler’s home language. Count aloud in the older toddler’s home language.
Post numerals and the matching number of figures in learning centers. Point out the sign, saying, “The sign says ‘Two children.’ I see one, two children in blocks.” Point out one-to-one
correspondence (i.e., “Here’s one cup for you and one cup for me”). Continue to read number books,
such as Miss Spider’s Tea Party: The Counting Book by David Kirk or Feast for 10 by Cathryn Falwell. Invite the older toddler to point out the numerals in the books.
CD59. The older toddler recognizes and creates simple patterns.
string beads in alternating colors to copy the
educator’s beads. point out patterns in the
environment (i.e., After Emma’s mother picks her up, says, “It’s time to eat.”).
walk on all of the black squares on a black and white tiled floor.
clap hands and knees to imitate the educator’s pattern.
Provide toys that the older toddler can use to create patterns, such as large stringing beads, pegs and pegboards, and colored wooden blocks.
Model patterns with the older toddler. Point out and name the patterns they make (i.e., “You made a pattern. Red block, blue block, red block…”).
Create simple dance steps that have a pattern, for example, jump two steps and stop, jump two steps and stop, etc.
Beat a drum in a pattern and encourage the older toddler to move to the beat.