At this stage, children begin to engage more purposefully with learning. Language expands, independence increases, and children become more capable of following simple directions and participating in structured activities.
In our Two-Year-Old classrooms, development is guided by Learning Beyond Paper, our standards-aligned curriculum. Through this approach, children are introduced to early academic concepts and age-appropriate expectations in a way that is both intentional and developmentally appropriate.
Daily experiences are designed to build foundational skills across all areas of development. Children practice early math concepts such as sorting, matching, and recognizing patterns, while language is strengthened through books, songs, and consistent teacher interaction. Fine motor skills are developed through hands-on activities, and gross motor skills continue to grow through both indoor and outdoor movement. Christian values are also incorporated throughout the curriculum to support moral development and positive relationships.
Children are also guided in learning how to participate in a classroom setting. They practice turn-taking, follow simple instructions, and engage in short group activities such as circle time. Teachers provide clear expectations and consistent support, helping children build early self-regulation and confidence.
Potty training becomes a goal during this stage as well. Children are introduced to the process in a supportive and consistent way, with regular opportunities built into the day. While it is not required for admittance into our two-year-old classrooms, it is a goal we work toward in partnership with families, with the expectation of completion by the end of the year. Both of our two-year-old classrooms include in-room bathrooms to allow for easy access and routine integration throughout the day.
How do teachers communicate with families?
Updates are provided through Procare daily, including details on naps, diapering, and other important aspects of your child’s day. You’re also welcome to message your child’s teacher at any time—we know how important it is to feel connected and informed. Teachers do their best to respond throughout the day, while remaining fully present and engaged with the children in their care, so please be patient.
How are early learning concepts introduced at this age?
Early learning concepts are introduced through meaningful, hands-on experiences rather than worksheets or passive activities. Through our Learning Beyond Paper approach, children engage with concepts like colors, shapes, counting, and early problem-solving through play, movement, conversation, and guided exploration. At this age, children learn best through repetition, active engagement, and real-life context. Concepts are introduced in small, developmentally appropriate ways and revisited often, allowing understanding to build over time rather than expecting immediate mastery.
How do you handle hitting, biting, or pushing at this age?
These behaviors can be developmentally typical for older toddlers, especially as children are still learning to manage frustration and navigate social interactions. At the same time, they are taken seriously within the classroom. Teachers respond immediately, prioritizing safety while helping children understand clear expectations and boundaries. We focus on teaching appropriate ways to express needs through simple language, modeling, and guided practice. We also work to identify patterns or triggers and partner with families to implement consistent strategies as necessary. Our goal is to actively support each child in developing safe and appropriate ways to interact within a group setting.
How do you teach children to follow directions?
Following directions is a skill that is taught and practiced throughout the day. Teachers use clear language and give directions that are developmentally appropriate. Children are guided through routines, given visual and verbal cues, and supported with consistency and repetition. Teachers also model expectations and provide gentle reminders, helping children begin to understand what is expected in a group setting.
How long are children expected to sit and participate?
Participation is introduced in short, developmentally appropriate increments. Group activities such as circle time, stories, and guided learning experiences are kept brief to align with typical attention spans.
Teachers gradually build these skills throughout the year, helping children become more comfortable sitting, listening, and engaging as they prepare for more structured learning in the next classroom.
Do you assist with potty training?
Yes. We support potty training in partnership with families once a child shows signs of readiness. Consistency is key, so we follow your approach as closely as possible while reinforcing routines throughout the day. Teachers provide regular opportunities, guidance, and encouragement, helping children build confidence and independence in the process.
What happens if my child has accidents during the day?
Accidents are a normal part of the potty training process and are handled with care and discretion. Children are cleaned up promptly and changed into fresh clothing. Soiled clothing will be sent home, and we encourage families to remain aware of any pieces of extra clothing that need to be replenished. We also work to reinforce routines and communicate with families as needed, helping ensure consistency between home and school.
What happens if my child has trouble resting during nap time?
A daily nap is an important part of this stage of development, and all children are expected to rest. If a child has difficulty initially, teachers may sit beside their nap mat and gently rub or pat their back to help soothe them. Most children do fall asleep once settled. All children are expected to remain on their mat and rest quietly, allowing their classmates the opportunity to sleep.
How do you support both strong-willed and more reserved children?
At this age, children can present very differently, and we recognize that each child brings their own temperament, pace, and personality into the classroom. Teachers take time to understand how each child responds to routines, transitions, and social interactions.
For more strong-willed children, we focus on clear expectations, consistent boundaries, and guided choices that allow them to practice appropriate decision-making within the structure of the classroom. For children who are more reserved, we provide gentle encouragement, reassurance, and opportunities to engage at a pace that feels comfortable while still supporting growth and participation.
