2 year olds: the uniqueness of being two
“Being two is not easy. At times you feel big and strong. You declare your independence in all kinds of ways; you want to be respected and given space. Other times you feel small and vulnerable. The world looms large and scary.”(A Good Place to be two/ Community Play Things)
As practitioners we need to think about what it is like to be two. We need to go beyond our routines and expectations and consider how to tailor our provision to support children in this unique development stage.
Reflective questions - supporting two year olds
The following documents, based on the EYFS four themes, are useful for self-reflection and will help with developing excellent practice, which is age appropriate, for two year olds on their journey towards school.
A good place to be two is a useful publication from Community Play things.
Two year olds often develop schemas. These are patterns of repeated behaviour, which allow children to explore and express developing ideas and thoughts through their play and exploration.
Flying Start has produced a useful summary to inform and guide practice.
Flying Start schema (PDF)
The EYFS progress check at age two
‘When a child is aged between two and three, practitioners must review their progress, and provide parents and/or carers with a short written summary of their child’s development in the prime areas.’ The EYFS Statutory Framework 2021 2.4
This is important because it provides an opportunity to further connect with parents to celebrate progress and achievements, and work together to address any difficulties a child may be experiencing. It may be time to access early support from other professionals, which can help to prevent or lessen the impact of challenges faced now or later when starting school.
EYFS progress check at age 2 guidance
Integrated Health and Education Review
Good practice examples
Progress checks at age two
The importance of ‘Early Intervention’ in supporting language and communication
Spoken language increases rapidly during this stage of development. Children develop at different rates and in different ways. Some children experiencing delay may benefit from additional support. This can make a real difference to their well-being and learning. The following resources support children’s speech and language development.
Speech and language therapy for young people
Some children may benefit from the ‘Let’s Get Talking’ Programme organised by the Public Health Nurses (PHN).
Access your Local Children’s Centre for more information and support.
Health and Well-being
The Healthy Tots website provides a wealth of information about healthy eating, physical activity and emotional health and well-being.
Children with SEND
Practitioners need to have an awareness of children with emerging special needs and make reasonable adjustments to support their care and learning and prepare them from school.
If you are concerned about a child’s well- being, have noticed developmental delay, or you think they may have some under lying additional need, talk this through with the child’s parent/ carer. With parental consent, make a referral to the Public Health Nurse (formally Health Visitor). Parents should also be supported and encouraged to voice their concerns, to persist to get help for their child, and to be aware that they can make a GP, or other heath appointment, for wider issues as well as for medical and physical needs.
The Early Years SEN Inclusion Service has information on the SEND Code of Practice and the Graduated Approach.
Helpful documents
- This archived resource still provides useful information and helpful reflective questions to promote good practice
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A helpful guide to EYFS principles, especially useful for training and refreshing practitioners in good practice