Development at 33 Months
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Activity 1
Age Appropriate Social Development
Resists Some Changes and Transitions
 Although I want to be independent, I do need some routines and rituals in my life. I do notice when you change things or routines. This is because the same things done in the same way give me a familiarity that makes me feel calm and safe. The most difficult change for me to handle at this age includes the birth of a new baby and a change in housing. Be patient and do prepare me for such changes way in advance. I will show a resistance to some changes and transitions between 30 and 36 months. |
Steps
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Identify a familiar object that your child likes or a routine that your child looks forward to. - e.g. his own special bowl during snack time.
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Engineer a change. - e.g. change his favorite bowl to another one.
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Observe his reactions to see whether he notices this change. - e.g. observe whether he displays any behaviors in wanting in his own bowl back.
Feedback
Resisting changes and transitions at this stage is very developmentally appropriate of children this age. It's amazing how much your little one notices his routines and recognizes his things. Intellectually his responses reveal a level of memory skills and visual awareness that is typical of children this age. He may show through his words or actions that he wants the old things back. Don't worry about your child's insistence at this age. He is recovering quickly from the change and will grow out of this stage soon.
Look at our suggestions to help him manage any resistance to change.
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Patiently introduce changes to your child. Pleasant changes are much easier to accept than unpleasant surprises. Small changes are also easier than big changes.
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Whenever there is too many changes in the family (shifting house, new baby, new domestic helper, etc), it can be stressful for your child too. Do pace your changes if possible.
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Do prepare your child for changes in advance whenever you can. E.g. when you are about to shift house, bring him to see his new home. Or involve him when you are pregnant (e.g. in buying stuff for the baby, decorating the baby room, etc).
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Help make everyday transitions easier with a gentle approach. E.g. when trying to wake him up from his nap, gently coax him to wake while rocking him gently until he wakes. When he is insisting on rituals such as eating with only one set of utensils, it is fine to go along with it until he gets over this phase. These concerns should not be a big issue and should not interfere with daily functioning.
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 Although the need for sameness is developmentally appropriate for children at this age, it should not occupy the most of his life. Do observe whether the need for sameness occupies a large part of his life and interferes with daily functioning. If the child insists on sameness for most part of the day (e.g. in play or in every other situation) and it interferes with daily functioning, consult your pediatrician and a child psychologist immediately.
Activity 2
Age Appropriate Speech, Language And Communication Development
Understands Use Of Negatives In A Phrase
 Sometimes, I will be confused by negative reasoning (e.g. this is NOT a spoon), but I am learning to understand it better now. To help me understand, you could use it everyday in your language! I usually develop the ability to understand negative reasoning between 24 and 36 months. |
Steps
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During mealtime, place three spoons and a fork in front of your child.
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Ask your child "Which one is not a spoon?"
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Your child will look at all items and then reach for one of the items.
Feedback
This activity shows your child's understanding of negative reasoning. You can continue to consolidate this cognitive skill by making your tasks challenging yet fun. For example, on a trip to the zoo, look for opportunities to talk and ask questions about things around you. At the primate closure, where most monkeys are swinging except for two others, you could ask your child to show you “Which monkey is not swinging?”. You may also look at the suggested activities for more ideas.
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Use the word 'not' in your daily encounter with everyday situations. You could pick up the wrong pair of shoes and then exclaim, ”Oh! This is NOT my shoe! It is Daddy’s shoe”, or pretend not to like a certain food, ”This is NOT sweet!”, if you are unable to open a locked door, “I CANNOT open this door”.
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Story time: point to pictures in the book while attempting to 'spot' a particular character. For example, you may say “This is baby bear, it's NOT Goldilocks”
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Play guessing games. You can pick up say, a toy train and ask him playfully if it is a car. If he responds with just a 'no', you can add on to say “Silly me, it's NOT a car. It's a train!”
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At the playground, while he is engaged in the activity, join in the fun. You could then ask cheekily “Is Mummy sleeping? No, mummy is NOT asleep. She is swinging!”
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