Supporting Older Toddlers’ Learning

elaborated reminiscing: helping a child tell and retell the story of a past event, adding more details with each retelling
interactive reading: stopping at many points during the reading to engage children in related conversation that helps them follow the story, draw connections between the book and their own experiences, and learn more; also called dialogic reading
math talk: talk about number, amount, order, size, shape, pattern, direction, sequence, and other mathematical concepts as well as mathematical questions such as “How many altogether?” “What’s missing?” “How many more do we need?”
number sense: an intuitive understanding of numbers and how they relate to each other, as well as how they are affected by addition, subtraction, multiplication, and division
Picture Communication System (PECS): a picture-based communication intervention that teaches children with autism spectrum disorder and related challenges to initiate communications
scaffold: to provide a support or boost that helps a child master a new challenge or concept or take a skill to a new level
STEM: science, technology, engineering, and mathematics, as integrated fields of inquiry

The content of this tutorial aligns with Massachusetts learning guidelines and standards.

Massachusetts Early Learning Guidelines for Infants and Toddlers

Social-Emotional Development:

Language and Communications Development:

Demonstrates understanding of spoken (or signed) language.
Develops expressive language.
Engages in social communication.
Uses language to ask questions and tell stories.
Develops grammar and syntax.
Engages in pre-reading activities.
Demonstrates interest and engagement in print literacy materials.
Develops vocabulary, syntax and socially-appropriate communication in both languages when considered a dual language learner.

Cognitive Development:

Develops increasing memory of past events and knowledge.
Demonstrates an awareness that predictable things happen as a result of actions.
Experiments with a variety of problem solving strategies.
Explores materials and discovers mathematical concepts.
Develops early scientific skills through exploration and discovery.
Discovers creative expression through music, drama, dance and art experiences.
Begins to develop the foundations for social science.

Approaches to Learning:

Massachusetts Quality Rating and Improvement System (QRIS)

Center and School Based:

Curriculum and Learning 1A: Curriculum, Assessment, and Diversity: Level 2 Materials that promote cultural and individual identity, family relations, cultural appreciation, and cognitive and social development are integrated into the curriculum and children’s everyday experiences.
Curriculum and Learning 1B: Teacher-Child Relationships and Interactions: Level 3 Educators engage children in meaningful conversations; use open-ended questions; provide opportunities throughout the day to scaffold children’s language which supports the development of more complex receptive and expressive language; encourage children’s use of language to share ideas; stimulate problem solving; and guides children in engaging in positive peer interactions.

Family Child Care:

Curriculum and Learning 1B: Teacher-Child Relationships and Interactions: Level 2 Educator has participated in formal professional development on how to support positive relationships and interactions with children through positive, warm and nurturing interactions.
Curriculum and Learning 1B: Teacher-Child Relationships and Interactions: Level 4 Educators engage children in meaningful conversations, as age and developmentally appropriate; use open-ended questions and provide opportunities throughout the day to scaffold their language which supports the development of more complex receptive and expressive language, support children’s use of language to share ideas, problem solve and have positive peer interactions.