Interpersonal communication from eighteen to twenty-four months

I have a name. A remarkable feature of the advanced speech of a two-year-old child is that he starts the sentence with the references: "Mom, I want. .." or "Dad, let's go. .." The child will more often call you and other people who care for him,by name, if you will set an example, starting your comments with the name of the child and additionally maintaining eye contact.

Words of delight. Note which words from the category "how glad I am to see you" escape from your child when you return after absence. When we came home, Matthew jumped around us and shouted: "She!"

The Kid gives out directions. By the age of two, most children have verbal and sign language necessary to guide others."Jimmy wants to come and play with us. Okay? "- You ask your baby. You can get a smile and answer: "Kay".A child can push you away from your toys with a cry "Udi!" If you are on his way. Enchanted by his ability to move people, he now whines and whines less. Now the child can ask him to give him something at the table - juice, milk, and so on - and go to the buffet or the refrigerator in search of something else edible, showing that he is still hungry.

Do not clutch at the head with a cry: "This yellow-faced youngster commands me like a boss!" If the child gives instructions such as "Come here" or "Bring water", this does not in any way indicate who is the master of the house. Simply that's how the children say. In addition, children roll new words and phrases, testing the reaction of adults. If you like these words, you will praise the child;if not, change them. This is how children think.

Little men with big ears

The fact that a shrewd two-year-old knows and understands a lot is remarkably illustrated by how he grasps the conversations of others. At the previous

stage, the child began to grasp the meaning of the conversation. Now he literally enters into a general conversation. One day Martha asked me a question, which was required to answer "yes" or "no".Matthew, who was sitting next to us, immediately looked into my eyes and said: "No!" We were amazed that he, first, listens attentively to our conversation, and, secondly, that he so quickly answered(correct, as it later turned out) to a question that was not even addressed to him.

Acquaintance with the genitals

Completely normal study of parts of one's own body, expressed in the first year of life in thumb thumb and finger game, goes on in the second year of penis pulling and feeling of the vagina. Natural curiosity grows into genital sensitivity and pleasure from self-stimulation. Like sucking a finger, the ability to use parts of your body for pleasure is a sign of normal development.

Weaning from the game with genitals, like picking at the nose: scold for it in public places( your house is also ranked in public places) and deftly distract the child when his actions strike the eye. It is not necessary to say that this is indecent. Part of the child's development of healthy sexuality is to feel comfortable and comfortable with all parts of his body and equally appreciate them. And do not forget to talk about "intimate places" between the ages of two and three.

Another time, Matthew was finishing his lunch when his brother Peter asked if anyone had seen his soccer ball. Matthew quickly coped with the food and began to look for the ball. Peter repeated his question: "Where's the soccer ball?" Matthew shrugged his shoulders and puzzled, as if to say: "I do not know," and then gestured Peter to look for him in the living room. From this dialogue, we learned about Matthew's development of three things. Now he was paying attention to everything that was happening around him, he had the body language to express his desire to join the search, and finally his intellect was able to recreate the situation of the loss of the ball. Again, we learn about what young children think, by the way they behave.

This understanding of what is happening should make parents be more cautious when they talk with the child. Recently in my office I observed how a child who was twenty-one months old reacted to how we discussed whether parents should or should not leave him for a week to go on vacation. Not yet able to say with the words: "No, do not leave me;take me with you, "the little one sat with an alarmed look that had let us know too well that she knew full well that something was being planned that she did not want.

To determine the level of understanding of your child's conversation, try to let him finish the sentences you started. We call this game "Insert the missing word".For example, one day after a shopping trip, we discovered that we had forgotten one of Matthew's toys somewhere in the store. When we got into the car, I said: "Matthew, it seems, we'll have to go back to the store and look for yours. .." - Then he put in: "Duck."

The finishing touches of the

The period leading up to the second birthday of the child - for the children's language is like leaving the school. The proposals still resemble telegrams, but they become longer and more precise."Another" turns into "Another, pozalusta"( because the child hears that you constantly add "please"), then in "I want more" and "I want more."Entering the dark room, at first the child can point to the switch and shout: "Light!" Then he adds "turn on", and eventually lengthens the sentence, and it turns out "Turn on, please, light."It seems that the full sentence first appears in a speculative variant in the child's head, and then he gradually expresses the whole idea in words.

Language facilitates the care of a child.

The child often starts the conversation himself."Look" is the usual beginning of children's phrases. The child can say "take off" and show facial expressions that he wants to remove the diaper. And, of course, the stage "I myself" begins.

Step and two. A clear sign that the child now understands speech better is the progress from performing one-step requests for two-step requests: "Go get a bun and bring it to your dad."Now the child has a fairly well-developed memory and enough great attention steadiness to purposefully go and take a bun( among many other items in the kitchen) and do not forget to bring it to dad after he found it.

Let me tell you how I feel. In addition to words for expressing desires, children of this age have words for expressing feelings. The child can say about "bo-bo", that is, about scratches and bruises. And, of course, ask for a magic patch to fix your body.

For children of this age, a normal exaggerated reaction to minor injuries is normal.

Kids still do not have many words to express disappointment when they are left, but the expression on the face, which simply says "I miss my mother", leaves no doubt. When and for how long you leave your child - the decision is difficult, especially if you took a new nanny on probation. Learn to understand your child's body language and look for signs of approval or disapproval.

The developing memory of the child helps him to begin at this stage to think about his actions before performing them, and due to this the behavior of the child at this age becomes less impulsive. I was amazed at the ability of our son Stefan to think about his actions in advance at the age of nineteen months. Once I watched him go to the stairs with a glass of yogurt. I saw from the look on his face that he was thinking carefully about what to do, and, as soon as he turned the corner to put his foot on the first step, he reached out his hand and handed me the glass, as if he understood, had not yet started to rise, which was notcan handle the ladder, holding this glass in his hands. He handed the glass to me, realizing that his dessert would remain intact in my reliable hands and that later, on the upper landing, I would return it to him.

The ability to think about actions in advance is most graphically illustrated by the usual everyday game of the child. Our other children have always loved to play with Stefan in a ball. One day, when he and his older brother Peter were sitting at a distance of a couple of meters from each other and throwing themselves in a ball, a cat settled in between them, just as the ball was supposed to land. Stefan realized that the

would fall into the cat if he threw a ball that already had his head, so he moved a little to throw the ball to Peter without disturbing the cat.

The increasingly developed memory of the child allows him to also establish more correct associations between objects, picking up what's what: a ball to a baseball bat, pencils to paper. The ability to correctly select the objects one by one is best illustrated by how correctly the child at this age sorts the clothes - which is whose. Try to conduct such an amusing experiment: put on the floor in the room father's shoes, mother's shoes, baby's shoes, as well as his older brothers and sisters and ask the child to bring his father's shoes. See how cleverly your child determines who owns whom. Washing is also a good opportunity to develop the ability to establish associations. When taking out things from the centrifuge, first name the names of their owners: "Papin

shirt. .. shirt [name of child]. .." After creating the foundation for this game in names, see how unmistakably your two-year-old child is able to call the wearers when you getthings from the car.

The child's ability to remember, associate and think before doing, makes it easier at this stage of development to teach caution. Feeling that the heat comes from the cooker, the child exclaims: "Hot!" Now he understands such concepts as "hotly" and "hurt", necessary in order to muffle his impulsive desire to grasp hot objects. Parents usually sigh with relief, teaching safety techniques for a child of this age, because they finally feel that their words reach the child when they explain to him what can be touched without fear and with what they can play and what can not be touched.

Grow with the child - that's what the development of the child is.