After 2 years of life experience, the baby has made great progress both physically and psychologically. 2 years old, the baby’s milk teeth have come out, walking, running, jumping and other basic movements are increasingly flexible, can express themselves in words, have the basic ability to take care of themselves, and gradually get rid of the shadow of a small baby. Speech training: ① Use various opportunities to expand children’s vocabulary. For example, when you take your child to the park, tell him the names of the flowers, plants and trees he sees. Teach your child to express his meaning in complete sentences, show him pictures often, tell him short stories, and teach him to say songs. And often use the common pronouns “I, you, he (it), we, you, they, themselves, we” in words, so that the child gradually understands the relationship between the pronouns. ② Develop language skills. Encourage the child to narrate things on his own, such as “what I did today”, “what I saw when I went to the park”, etc. Let him retell the story and tell what is depicted in the picture. Teach the child to remember his parents’ names, home address, parents’ occupations and units, his own age, etc. Around the age of two, children finally expand syntactically incomplete and incoherent sentences into complete sentences that include subject, predicate, and object, and learn to use some prepositions, articles, and auxiliary verbs, and exclamations and intonational stresses appear. They can say things like “This is the baby’s and that is his” and “The baby eats rice. Research shows that preschoolers mainly use simple sentences, and 2-3 year olds use two types of sentences: subject-predicate sentences, which consist of two parts: the action subject and the action action, such as “The doll fell”, “The baby sleeps”, etc.; and predicate-object sentences, which consist of The predicate-object structure consists of the action and the action object, such as “watch TV”, “find mommy”, etc. Research shows that children at this stage have the following characteristics in mastering sentences: 1. Early intentional sentences (a combination of words and actions to express wishes) gradually differentiate and begin to use complete language to express wishes, such as the baby will say “let’s play with toys” and wait for the adult’s answer, while before that, the baby mostly says “go, toys” and takes the adult’s hand to To supplement the lack of language expression ability. 2. Sentence structure changes from loose to rigorous. Children over two years old begin to use sentences that include a complete syntactic structure but often leave out major word classes and have confusing word order, such as “baby hat” (baby wears a hat), and only after three years old do children say “the dog is sleeping on the floor. 3. Sentence structure changes from compressed and dull to extended and flexible. The initial structure of children’s utterances cannot be divided into core and additional parts, and they can only say compressed sentences consisting of a few words in a uniform form, and later they can add modifiers. For example, babies develop from saying “woo woo woo” to “woo woo woo to Beijing” and then to “Daddy took the train to Beijing”, showing that children use language to organize and express their intelligence and thinking. The children use language to organize and express their intelligence and thinking. Activities to Improve Language Skills 1. Phone Calls Activity: When taking children out for a drive, pretend to call each other, ring the phone, and when he answers, ask him what he sees out the window and where his destination is, such as “What are you doing in the store? Do you like going to the store?” Benefits: Increase vocabulary, practice conversation skills, and stimulate imaginative play. 2. Guess the syllable game Activity: Say the child’s and his friend’s names while playing the beat, such as Doudou (two beats) and Wang Xueer (three beats). You can also try other fun words and teach him to clap with you. When you are ready, teach him how to count the claps. Benefit: Tell your child that words are made up of words and increase vocabulary. 3. Draw Nature Activity: Draw various animals, flowers and plants on paper, then look for something outdoors that matches the objects in the picture, e.g., on the drawing of a bird, glue a feather; on the drawing of a tree, glue a leaf. Tell him that the feather is part of the bird and the leaf is part of the tree. Benefits: Increase vocabulary, awareness of the relationship between whole and parts, and knowledge of nature. 4. Number Carousel Activity: Make a number carousel with cardboard and clips. Cut a circle with a diameter of 20cm from the cardboard, take a pencil and a ruler and divide the circle into 6 pieces. Glue a number made of felt on each piece. Write the same number on the 6 clips and help the child to clip the clips to the blocks with the same number. Benefit: Strengthen matching skills and develop fine motor skills. 5. Melon Party Activity: Spread many things that end in “melon” on the kitchen table, such as watermelon, pumpkin, melon, winter melon, cantaloupe, etc., and hold a melon party with your child, tasting the food and talking about the words that end in melon. . Try another word next time. Benefit: Show children the connection between words and sounds 6. Feed the birds Activity: Make a bird’s nest out of a milk carton. Make a small door on one side of the nest, tie a hole in the top and tie a string. Give the child a cup of cereal to pour into the box. Suggest to the child some places where the bird’s nest can be hung. When the bird flies in, talk to him about the bird’s size, color, favorite foods, and you can tell the child the bird’s name if you know it. Benefit: Increase vocabulary and knowledge of nature. 7. Cooking and Counting Activity: In the kitchen, have your child help you count the ingredients as you measure or pour them. Emphasize counting by saying “1, 2, 3 cups of flour. Benefit: Let children know the quantities. 8. My Own Business Card Activity: Use the backs of old business cards for matching and sorting games. Stick stickers or pictures cut out from magazines on the back of the business cards, including various shapes, animals, and numbers (color the different categories). If your child likes, give him these pictures and let him sort them, or scatter these cards into the air and, when they land, name the pictures for each one you pick up. This game can be made more difficult as the child gets older. Benefits: Teach him the skills of categorizing, matching, and representing with numbers and symbols. 9. Scented Words Activity: Use the sense of smell to increase your child’s vocabulary. Collect things that have different smells, such as onions, lemons, soap, peppers, perfume, roses, etc. Have him smell the objects, learn about each smell, and tell him what the smell is, such as fragrant, soapy, lemony. Have him label it. Sometimes you can blindfold him and ask him what the smell he smells is. Benefits: Increase vocabulary, exercise classification and memory skills. 10.Searching for words Activity: Collect some pictures of objects at home and be careful not to have the names of the objects on the pictures. Then prepare some slips of paper, and write the name of an object on each slip. Have the child match the pictures with the strips of paper with the names on them. Benefit: Let the child recognize the words and relate the words to the objects. Training of cognitive skills Training of observation skills: ① Compare near and far. In daily life, use words containing distance to guide children’s behavior and strengthen their awareness of the concept of distance and proximity, such as “closer to mom” and “farther from the car”. ②Compare lengths. Children can also be taught to compare lengths by drawing lines on paper. You can also compare long pants and short pants, long-sleeved shirts and short-sleeved shirts, long pencils and short pencils, etc. Memory training: ① Pictorial memory. Let the child look at a picture with several kinds of animals, and limit the time to finish it, at first it can be longer, gradually reduce the time to look, then take the picture away and ask the child to say which animals are on the picture, if the child does not remember much, you can also teach him to use some memory methods such as, what are the ones with wings and can fly? ②Number memory. Although the concept of number is not clear to children at this time, but the mechanical memory ability is strong, through the number memory practice, can strengthen the mechanical memory ability of children, such as children can be taught to remember the door number, telephone number, historical era and other kinds of digital materials. Thinking skills training: ① Categorization exercises. Children can be taught to practice classification according to certain properties of things. You can classify things by sound, things that make sound and things that don’t, and you can also classify things by color, shape, size, use, etc. to improve children’s ability to generalize and generalize. ② Develop children’s problem-solving skills. Intentionally create some obvious mistakes for children to find and encourage them to tell where the mistakes are and the solutions to train children’s ability to distinguish problems. Training of imagination and creativity: ① Performance games. According to the plot and content of a story or fairy tale, children can act out their imagination and problem-solving skills. ②Drawing. After the child can draw some lines and shapes, adults can guide the child to compare what he has drawn with the real thing, so that the child will be more interested in imagination and composition in the drawing. Training of motor skills: ① Practice going up and down the stairs alone. Use toys to tease or encourage children to go upstairs, so that they can go up and down the stairs by themselves without relying on parents or railings. Can choose no handrail, only 3 to 4 layers of stairs practice. ② Bipedal jumping exercises. Adults can hold the child’s two hands, teach the child to jump, and gradually train the child not to support, both feet can be lifted and jumped off the ground at the same time. ③ one-legged standing exercises. At the beginning, let the child hold people and objects to lift one foot, and gradually train the child to stand steadily on one foot for a few seconds without relying on people and objects, and gradually train to extend the time. ④ Continue to let children do more hands-on games to develop hand movements. You can build a building with blocks, play with your child to pick up things, compete with the number of beads on a string, learn to use chopsticks to fetch things, fold paper, etc. Social and life skills training: ① Interact with others. Children can be taught to play group role games with other children, through this kind of game training: children build up relationships with their peers. When instructing children to play role games, parents can help children assign roles in the game, teach children how to comply with the various obligations of the role, appreciate human interactions and connections in role games, and enrich life experience. Teach children to use polite words such as “thank you, sorry, hello, okay, goodbye” by means of children’s songs and interactions. ② Teach children to practice dressing themselves, recognize the front and back of the clothes, and try to put on the clothes and fasten the simple buttons. When undressing, first undo the buttons by yourself, then take off the clothes. You can use some looser outerwear for children to practice first, and generally children learn to undress first, and then learn to put on clothes. Children should also be taught to try to put on their own shoes. Teach children to express clearly that they need to urinate and defecate, train them to take off their own pants and squat or go to the toilet, teach them how not to soil their pants, and teach them to go to the toilet first when they go to bed at noon and night. Tips: ① In order to increase the child’s interest, parents should play with the child, and should also praise and encourage the child in time, such as “Yes, that’s good!” “Awesome” etc. to reinforce the child’s correct behavior. ② Parents should not think that infants do not speak because they do not understand, that is wrong. An infant’s language comprehension, expression, etc. develops from seemingly unintelligible training. Also, parents must incorporate body language when speaking, which helps infants understand the meaning of the words. ③ Parents should speak standardized words when speaking to their children. They should not use or use less childish speech or self-made words, and should teach their children standardized language at the beginning of their learning process. ④ Be sure to protect the child’s curiosity and spirit of exploration, to his questions, to answer patiently, do not be impatient, that will destroy his childishness, curiosity piece by piece. In addition, our early childhood education program is designed only for the general developmental level of most children. But each child’s intellectual development has certain individual differences, if your child does not meet the standard in a particular detail, do not be too demanding, I believe he will catch up after a period of exercise, not to mention that he also has other skills beyond the children of the same age!