At ages 2–3, children discover the world through movement, touch, imitation and close relationships. They need an attentive adult who responds to their gestures and words, helps them express their wishes and gives them time to try. A secure relationship and the joy of discovery accompany their first steps towards independence.
Evidence-informed educational guidance for parents. The examples below can inspire activities; discuss the group's specific plans with the teacher.
Supporting your child's development
Relationships, emotions and first encounters with others
At this age, children often play alongside each other. Sharing a toy and waiting for a turn are learned through support and real situations. Adults can name the feeling, gently stop hurtful actions and show an alternative: “You want the car. Let's ask your friend and wait.” A stable relationship with an adult creates a foundation for exploration.
Language grows through conversation
Eye contact, gestures and early word combinations are starting points for communication. Comments about play, picture books and pauses for a child's response are more useful than repeated test-like questions. If a child says “more water”, an adult can naturally expand it to “You would like more water.” Words gain meaning when connected to what children see and do.
Thinking and exploration
Containers that open and close, large blocks and simple puzzles offer opportunities to notice relationships between objects. Children experiment, reposition a piece and discover a solution. Adults can describe actions and offer a clue without immediately solving the task for them. Materials must be age-appropriate and used with supervision.
Movement and independence
Running, playing with a ball and using a spoon are examples of developing skills. Independence grows through small attempts: putting a toy away, helping with dressing or washing hands. Support is adapted to each child without comparisons with classmates.
Learning comes to life through play
Examples that can be adapted to children's interests and abilities, using age-appropriate materials and adult supervision.
Singing and imitation
Repeating an action song together connects words with movement and practises attention. The adult starts, then lets the child take the lead.
Matching and sorting
Large blocks can be grouped by colour or size. The adult shows an example and the child continues at their own pace.
Talking about play
While a child builds, the adult describes what is happening: “You put the block on top.” This connects actions with vocabulary.
In partnership with families
At home, follow your child's interests and respond to what they show, say or try. Explore pictures together, imitate gestures and allow time for a response. Tell the teacher how your child asks for help and which activities soothe them. The settling-in plan is agreed with the kindergarten.
Milestones describe developmental trends, not admission requirements. If you notice loss of skills or have concerns, speak with your child's doctor.
An editorial summary of educational guidance, translated from Romanian. It is not an individual assessment or a certification of the kindergarten by the organisations cited.
