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Children between the ages of 2 and 3 experience a tremendous growth spurt in their language skills. By the age of 2 most children can follow simple commands and their vocabulary expands. Many children also begin to echo what they hear and begin to combine words in simple phrases.

By the age of 3, the child’s vocabulary is typically between 900-1000 words and they begin to string words together in short sentences.Children at this stage of language development start to speak more clearly and they are usually able to use language to engage in a simple question and answer format.

Reading books, singing, playing word games and talking to your child will increase their vocabulary while providing increased opportunities for listening activities.

Remember to talk to your child about daily events. Before bed, ask your child what they did during the day. If the child is having difficulty, start the sentence out for them or give them clues describing the event. Read your child’s favorite book several times and encourage them to identify objects and actions in the book.

Below is a list of typical communication skills for children who are between the ages of 2 and 3.

Children who are 2 years old should be able to:

Use at least 2 prepositions ( on, under and in)

Produce intelligible speech 2/3 of the time

Produce short sentences and combine words

Have a vocabulary of about 150-300 words

Name common objects

Use two pronouns correctly (I, me, and you)

Responds to simple familiar commands such as “show me your mouth”

Children who are 3 years old should be able to:

Use some plurals and past tenses

Understand at least 3 prepositions (in, on and under)

Use pronouns correctly (I, you and me)

Point to body parts (head, nose, mouth, hair, eyes)

Use 900-1000 words

Produce intelligible speech 90% of the time

Produce 3 word sentences

Understand simple questions and commands that are familiar

Answer simple questions beginning with “what”

Say their name, age and sex

You know the feeling you get when you hear fingernails running down a chalk board? You close your eyes, get the chills and possibly even shake? I get a similar feeling when I see children sitting in a W- position.

What is W-sitting and why is it harmful? W-sitting is one of many positions that children choose when sitting on the ground. Unfortunately, I notice that it is preferred. Correct sitting postures assist children in developing trunk control and rotation which is necessary for reaching across the body, also known as crossing mid line. Children need these skills to develop a variety of motor skills including balance and hand dominance. W- sitting does not assist in developing these skills and even leads to future orthopedic problems including hip dislocation and the aggravation of muscle tightness.

Why do children W-sit? Children find it easier to sit in the W-position than other positions. It allows them to sit in a fixed, stable, position and they don’t need to concentrate on keeping their balance. W-sitting offers trunk and hip stability which allows for easier toy manipulation when children are on the ground. It does not allow for rotation or the opportunity to cross midline.

What can you do to help avoid W-sitting?Help the child avoid making a habit out of W-sitting. Place the child on the ground in a side sitting position where their legs are off to the side. You can also promote long sitting where the legs are placed straight in front of the child or tailor sitting where the legs are crossed. Demonstrate these positions for your child and remind them to fix their sitting if you notice them referring to the W position. If the child is unable to sit in these correct positions they may need help supporting their trunk. Have them sit in a tailor position with their back against the couch or chair.

Credit: Jean McNamara

Some children have a difficult time playing with peers. A common problem that I see in the classroom is the child’s tendency to play alone. This tends to be “easier” for the child. They are not in a situtation where they have to communicate, which might be challenging for them if they have a speech delay or are simply shy. They get to be in control of the activitiy and do not have to face sharing with others or participate in turn taking. Others gravitate to adults. Adults tend let the child pick what to play with and are much more patient. Adults have creative ideas for play and are good at sharing (well usually)! Children who might lack confidence in their communication and/or play skills might play “around” other peers. There is a sense of desire but they are not willing to make the first move to join in play. Parents and teachers can help children learn ways to play.

Playing alone: Encourage interest in materials that support group play or building with blocks. Set up a play date with one or two other peers. In a smaller group the child will have an opportunitiy to get to know the other children and won’t be overwhelmed due to the amount of activity if the group was larger. Help the child play by assisting them taking turns and requesting toys. Set up contrived situations to assist in increasing the amount of opportunities that are provided.

Playing only with adults: Help shift the child’s attention to peers their age. Try and set up play opportunities with other children who have the same temperment, interests and behavior. Invite a peer to play who is slightly younger to boost your child’s confidence. Play with them at first and assist them exchange information. Fade your assistance as you see the child improve.

Playing “around” others: Draw the child’s attention to what children are playing with. Ask them if they want to play with you and the others. It might help talk about play ideas that relate to what the others are doing or hand them a prop they could use. This will help the child enter the area of play with an idea already in mind. Help them call a child’s name and suggest their idea.

Remember to keep it fun! Play should be an enjoyable time for both you and the child.

The Parent Resource Center is a fantastic resource for parents who have a child with special needs in the Fairfax County school system. The Center provides information about FCPS special education services, specific disabilities and community resources. Staff members at the Parent Resource Center provide parents with educational and parenting strategies and coordinate support groups. The resource library contains hundreds of books, videos and periodicals that pertain to children with special needs. Workshops are also held that cover a variety of topics including the parent’s role in IEPs, communication skills and the special education process.

Visit the Parent Resource Center at:

2334 Gallows Road

Dunn Loring, VA 22027

(703)204-3941

http://www.fcps.edu/DSSSE/prchomep.htm

Hours: Monday-Friday 8:00-4:30