Gross Motor Skills

The development of skills is decisive for the child. The achievements of the skills open doors to the experimentation and learning of the environment, as well as in the development of the child intelligence. The child's learning is exposes to a variety of changes, passing through moments of accelerated progress and other times manifests frustrating delays, which is part of the natural cycle of development and learning. The development of a child occurs sequentially and progressively. All parts of the nervous system act in a coordinated manner to facilitate development of the skills, interacting with each other so that an orderly evolution of the skills occurs.

The normal development of a 2 years old child includes:

Fine motor skills Fine

At the age of 2, the children have progressed in postural control. They have more flexible knees and ankles and a greater balance which allow them to run. Children are able to stand on one foot, jump and jump with both feet at the same time, dance, begin to climb, open and close doors and wash and dry their face on their own. Children at this age are able to approach a ball and kick it, go up and down stairs alone, but still support both feet on each step. They can jump from the first step without help, advancing one foot in the jump. Its balance and precision allow them to run faster, turn, jump, climb and lean to catch things.

The control of your manipulated movements has improved, that is why it acts with greater precision; can build 6 cube towers (fine motor coordination), handle the cup to drink alone and cooperate to eat and dress, hold the handle of a spoon with the thumb and palm up or down.

The language begins its development from the first moment of life when the baby listens to us talk and observes how humans communicate. A 2 years-old-child not only understands most of what someone says, but also speaks with a vocabulary of fifty words or more that increases rapidly. In the course of this year, children will pass from two or three-word sentences ("Drink juice", "Mommy, I want cookies") to sentences of four, five or even six words, but often they get confused and cannot express their thoughts in order ("Daddy, where's the ball?", "Doll, sit on my leg"). They also begin to use pronouns (me, you, me, us, them) and understand the concept "mine" ("I want my glass", "I see my mom"). They pay attention to how someone use language to describe ideas and information and to express needs or physical emotions and desires. At this time, there is more variation in language development than in any other area. Although some preschoolers develop language skills at a steady pace, others seem to master words irregularly, and other children are naturally more communicative than others, but does not mean that more verbal children are necessarily smarter or advanced than the quieter ones. At this age, they can follow a story line and understand and remember many ideas and information presented in the books. They like to talk, even if they have nothing to say. Their oral musculature has matured, and they chew almost