A Baby Becomes Independent - Toddler Development
The years following the 1st birthday until school entry are also full of little "miracles". These will be presented in this article.
13th Month of Life:
Fine motor skills and hand dexterity: grasps two blocks with one hand / bangs two objects together / holds a pen with both hands and scribbles
15th Month of Life:
Gross/Movement motor skills: can sit and stand up alone / can kneel / can take a few steps alone / steps are not yet stable / their length and direction are uneven / starts to walk and falls by collapsing / can crawl or walk up stairs
Fine motor skills and hand dexterity: puts things in and out / points with the index finger / unwraps wrapped items / closes round containers / builds a tower of 2-3 blocks / has the ability to touch each fingertip with the thumb
Mental development: knows parts of its body / imitates animal sounds / recognizes simple images from daily life in picture books / fetches and brings items when asked / can match similar items
Independence: can lift, hold, and drink from cups without spilling much / eats with a spoon / tries to undress itself (shoes, socks)
15 - 18 Months:
Language: begins stringing together unintelligible sounds with rhythmic emphasis and tonal fluctuations, accompanied by gestures / repeats short sentences (in inappropriate contexts) / speaks about 10 meaningful words / points to objects in surroundings or books
Social behavior: becomes more helpful with household tasks / shows affection towards family members and friends / enjoys playing - but not yet with other children
18th Month of Life:
Gross/Movement motor skills: walks alone and rarely falls / walks quickly but wobbly / walks stiffly with little knee movement / climbs stairs when guided by a hand / walks backward
Fine motor skills and hand dexterity: only when the child can stand and walk independently can the hands be used separately / turns pages in a book, usually 2-3 at a time / builds a tower of 3-4 blocks / carries a doll or stuffed animal / holds the pen in the fist / draws clear vertical lines, everything else without specific direction / threads large beads
Mental development: recognizes illustrations in books when named / tries to help with household tasks / follows requests that require thinking and memory / sorts two sizes, colors, and shapes / distinguishes between square and round
Independence: eats independently but not without making a mess
18 - 24 Months:
Language: vocabulary of about 30 words / asks simple questions like "Where to?" / gives simple answers like "Bath" / uses possessive words like "mine" / uses language to get something, tell a story, or make contact
Social behavior: demands attention (grabs one's arm; does what it shouldn't and avoids what it should) / argues less with other children because it wants to have playmates
21st Month of Life:
Gross/Movement motor skills: walks / squats during play / climbs stairs downward when holding someone's hand / can play soccer with a large ball / can turn a corner / can stop quickly while walking
Fine motor skills and hand dexterity: builds towers of 5-6 blocks / enjoys finger painting
Mental development: can ask for something like a drink, teddy, etc. / makes progress in recognizing colors and shapes
Independence: can handle a cup well
24th Month of Life:
Gross/Movement motor skills: can alternate between walking and running / ankle and knee joints are more flexible / climbs stairs alone, placing both feet on one step / frequently squats during play without falling over / develops a sense of rhythm and enjoys dance movements
Fine motor skills and hand dexterity: can operate mechanical toys / can turn single pages in a book / unscrews jar lids / draws horizontal lines / shapes clay into a sausage / makes short cuts with scissors, holding them with both hands / begins to use the wrist for specific movements
Mental development: recognizes attributes of familiar objects and can describe them / can follow complex instructions / can match colors and images / understands the concepts of "one" and "many" / spatial orientation is well-developed, it knows its surroundings
Independence: starts turning the spoon in the mouth / puts on socks / pulls up pants / opens doors with handles / opens and closes zippers / begins to notice when it needs to use the toilet
24 - 30 Months:
Social behavior: finds it difficult to give things to others / shows competitive behavior and tries to impose its will on others / onset of tantrums / begins simple role-playing (whether with people, dolls, or building blocks)
24 - 36 Months:
Language: knows 200 - 300 words / starts listening when spoken to and becomes increasingly interested in things / speech becomes more fluent (with minor "speech errors") / develops speech rituals (wants to hear the same story repeatedly) / begins using words like "I", "you", and "me" / uses time words like "today" or "tomorrow" but without proper context
30th Month of Life:
Gross/Movement motor skills: tries to walk on tiptoes / hops with both feet at the same time / tries to stand on one leg
Fine motor skills and hand dexterity: builds a tower of 8 blocks / holds a pen more with fingers than with the fist / imitates folding paper
Mental development: can say its name / counts to three / notices details like a cow's udder / knows primary colors red, yellow, blue / begins to distinguish between front and back of objects / starts matching shapes
Independence: can push a large button through a buttonhole / can take off jacket and pants independently
30 - 36 Months:
Social behavior: is more independent / approaches other children and forms friendships / shows compassion when someone is suffering
36th Month of Life:
Gross/Movement motor skills: walks well / swings arms while walking like an adult / climbs stairs with alternating feet / descends stairs by placing both feet on one step / can jump from the last step / walks on tiptoes / skillfully "kicks" a ball but can only stand on one leg briefly
Fine motor skills and hand dexterity: builds towers of 9-10 blocks / draws vertical and horizontal lines and a circle / holds scissors in hand
Mental development: can ask questions using words like "what", "who", "why", etc. / can count to ten / knows its gender / has memory and references the past / can assemble a 2-4 piece puzzle / categorizes items like cars, animals, etc.
Independence: puts shoes on by itself, but not always on the correct foot / most children are now potty-trained (at least during the day)
3 - 6 Years
Fine motor skills and hand dexterity: By around 4 years old, a child can cut out something with reasonable accuracy
How to Design a Children's Room - From 0 to 18 Years?
First of all: Children liven up and use the entire home, not just their room – therefore, a family-friendly home is characterized by spaces that accommodate children (size, furnishings). However, children need a space for independence and self-determination within the home: their own room. This room should be adaptable, meaning it should be able to grow with the child's development. If there are two children, each should have their own area – whether it's a separate room or a designated “corner” in a shared space.
Playtime and Play Area
Children can play several games simultaneously; therefore, do not always insist on immediate tidying up, as the child is likely to return to the first game. Small children need a LOT of space to play, while older children may be satisfied with a smaller but personal area. As you can see, each phase of childhood development places different demands on the children's room:
Up to 2 years: Since the child builds emotional bonds with caregivers, develops basic trust, and trains motor coordination, proximity to caregivers is very important. The child needs a quiet space as well as things to grasp and room to crawl.
From 2 to 6 years: At this age, the feeling of autonomy and initiative grows. The child explores the environment through play and therefore needs space for uninterrupted play, i.e., a large play area and materials to play with.
From 6 to 12 years: Now, interaction with peers, academic achievements, and motivation become the focus. For this reason, even larger play areas for group play, space for school friends, and space for homework are required.
From 12 to 18 years: Developing a personal lifestyle, finding one's identity, gaining autonomy (from parents), and finding a partner characterize this final phase of childhood. Teenagers need their own room with maximum distance from parental living areas, which can be designed according to their own ideas.
Siblings
If a children's room is used by two children, it can (later) be divided with a room divider or light partition wall. Homes with two children's rooms can (while the children are still young) be divided into a shared playroom and a more secluded sleeping and resting room. However, by the time one child starts school, the children should ideally have separate rooms.
Flooring
In children's rooms, flooring should be durable, easy to clean, warm, low in pollutants, and comfortable. Therefore, wood or parquet floors (though loud!), linoleum, cork, or coconut fiber are suitable for these spaces.
Walls and Color Design
Soft colors create a calm atmosphere and leave room for creativity. They also make the room appear larger, especially if not all walls are the same. However, a large variety of colors and patterns can quickly make a room feel small and cluttered. Bright shades of blue, green, orange, or yellow can be stimulating for children. It is essential to ensure the health compatibility of paints and coatings. Our tip: read relevant test reports (e.g., Test, ÖKO-TEST) and always use solvent-free paints and coatings.
Lighting
Ideally, large windows let ample daylight into the children's room. When natural light is insufficient, large ceiling lights provide even illumination. Spotlights and beams can often create eerie shadows for children or cause glare during play. A better choice is targeted reading lights by the bed and/or desk: work light should come from the left for right-handers and from the right for left-handers.
Soundproofing
... can be achieved through furniture, soft floor coverings, and thick curtains – if necessary, wall panels (available at hardware stores) can be installed.
Furniture
Avoid children's furniture that wobbles or squeaks when gently shaken in the store. Instead of purchasing several inexpensive pieces of furniture, opt for fewer but durable pieces. Convertible furniture, such as cribs, is particularly useful. When buying children's furniture (up to 6 years), pay attention to the following:
- Do the furniture pieces have rounded edges?
- Are doors easy to open and close without slamming shut?
- Are drawers easy to open and close, and are they secured against falling out?
- Are the surfaces easy to clean?
- Is the system expandable (i.e., can additional pieces be purchased later)?
Beds
The most important part of the bed is the mattress: it should be replaced if it is old and/or heavily used. The child's body should rest evenly and not form dents (indicating the mattress is too soft). For example, if the core is firm, the surface can still be softer. Beds are not only for sleeping; children often jump, climb, and play on them – so a sturdy bed frame is essential. Loft beds (suitable for children over 6 years) allow for dual-use of space: underneath the bed, there can be space for a second bed, a play shop, a den, or just a play area. The height should be chosen so that children have enough space to comfortably get into their bed without having to crawl.
Happy Childhood - Safe Childhood
The (Crawling-) Safe Home
You are 1.55m tall when you are little. Your child is less than a meter tall. So, you have everything in view, but your child does not. To make your home safe for crawling, get down to your child's level—that is, crawl or stoop—to explore your home. You will be amazed at the wonderful things to discover – not just for your child! And not everything is good for your little one, whether it’s mom’s decorative marbles or dad’s stereo cable. We have compiled some tips for accident prevention to make your home, house, and surroundings safer for children.
Accident Prevention
Be as cautious as possible.
Never leave your little child alone, not even for a moment to quickly open the door.
Never leave your toddler unattended on the changing table; if necessary, lay them on the floor so they cannot fall from it.
On playgrounds, always keep an eye on your toddler, because dangers lurk everywhere for a little child.
Children should always be supervised near fire sources such as stoves, grills, and fireplaces.
Create an environment that is as safe as possible.
Stairs
Equip stairs with non-slip strips.
Install safety gates on stairs and doors to prevent your baby from quickly crawling down the stairs when you momentarily look away.
Crib
Avoid using a pillow during the first weeks and months, because small babies have not yet developed the reflex to turn their head when they are short of air, which increases the risk of suffocation.
Furniture or other items should not be placed near a loft bed.
Ensure that high guardrails are installed on all four sides of the bed.
A thick carpet with anti-slip backing can cushion falls if the little ones step off their path.
The height of the loft bed should not exceed 160 cm.
Children should only use the upper bed starting from the age of six.
There should be a clearance of at least 16 cm from the mattress surface to the top edge of the guardrail. Please note this when purchasing a mattress.
Secure your loft bed to the wall with steel brackets.
Fasten the ladder firmly to the bed, as portable climbing aids can easily slip away.
Electronics
Regularly check all electrical cables for any damage.
Use childproof socket covers.
Secure the stove with a protective grille; place pots and pans on the rear burners with the handles facing backwards.
Household Items
Use corner protectors on sharp edges and corners.
Ensure that windows have child-safe, lockable handles, and, if necessary, are fitted with grills.
Choose railings and balustrades on balconies and stairs with a bar spacing of no more than 10 cm.
Secure shelves and cabinets to prevent them from tipping over.
Other "Small Stuff" in the Home
Keep small objects that could be swallowed by infants and toddlers (e.g., nuts, beads, button batteries) out of reach.
Eliminate tripping hazards such as loose cables and slippery carpets.
Store medications, household cleaners, pesticides, and fertilizers securely out of the reach of children.
Keep alcohol, tobacco products, matches, and lighters in a childproof place.
Plastic bags and sacks must not be accessible to children.
After use, store sharp objects (knives, gardening tools, tools, etc.) away safely, always out of children’s reach.
Non-slip mats in bathtubs and showers are advisable.
Avoid the use of lamp oils.
Avoid tablecloths.
Always empty your ashtrays.
In the Garden
Secure any standing or flowing water (pool, pond, stream, rain barrel, etc.) with covers or protective railings.
Avoid toxic plants and shrubs.
Children’s Clothing
Do not let the pacifier string hang around your child’s neck, and avoid necklaces for young children.
When purchasing children’s clothing, make sure there are no cords near the neckline, as children can strangulate themselves if the clothing gets caught on something.
Especially during the cold and dark season, buy jackets with reflective stripes.
During Leisure and on the Street
Wear protective gear while engaging in sports: for example, when inline skating, wear a helmet along with knee, elbow, and wrist guards; when swimming or boating, wear a life jacket.
Wear highly reflective clothing in the dark.
Regularly check that your bicycle is safe to ride.
Always wear a bicycle helmet when cycling.
Equip your bicycle with a child seat and spoke guards.
In the Car
Use TÜV-approved child seats and infant carriers in the car, and secure them with seat belts and/or Isofix.
Playpens
If you leave the room, place your baby in a playpen. The playpen not only protects the baby when no one is around to supervise, but it also serves as a defined play area where the baby can enjoy his own toys.
High Chairs
In a high chair, your child not only becomes visually part of the dining table by being as tall as the rest of the family, but also sits more securely than on an adult chair with cushions. However, never leave your child unsupervised here either, as they could slip through the safety harness, get stuck, and suffocate, or climb out – regardless of their size or build.
Animals
If you already have pets before your child is born, a certain behavior is necessary. For example, dogs may sometimes react jealously to the arrival of your baby and may take several months to accept the child. Therefore, do not exclude your dog from the family by keeping it separate from the child or ignoring it. On the contrary: give your dog some extra affection and let it be part of family life. However, never leave your child alone with the dog.
With a cat, make sure it does not, in an unattended moment, jump into the crib and lie on the sleeping child – as this poses a suffocation risk!
Regularly deworm both dog and cat, and avoid pest infestations with special care products—in consultation with your veterinarian.
If your child is at the crawling stage, do not leave feeding bowls on the floor, because what is good for your pet could be very harmful to your child.
Practice Accident-Preventive Behaviors with Your Child, as Safety Comes Through Practice
Practice handling dangerous objects like scissors or knives with your child.
If your child learns to swim early, they are more likely to swim properly and thus be safer from drowning.
Practice proper behavior in traffic as both a pedestrian and a cyclist with your child from an early age. Even very young children (from about 18 months) should learn to stop and look for cars before crossing the street, so that these behaviors become internalized. It is also important for the child to be familiar with the traffic situation around their own home, as most accidents involving children in traffic occur in the vicinity of the family home.
Educate your child about the proper way to interact with animals, as animals, fortunately, do not tolerate everything and their reactions are unpredictable—even if the child means well, the animal might react aggressively.
First Aid
Keep emergency phone numbers beside your telephone so you can simply dial them without much thought. In an emergency, even a small number (in Germany) like 112 (fire brigade), 110 (police), or 19222 (ambulance) is quickly forgotten. You can obtain the poison control hotline number from your pediatrician, at the pharmacy, or online.
A small note:
While we can certainly offer some useful tips online regarding how to childproof your home, this does not guarantee that nothing will ever happen to your child. In an emergency, it is advisable to have a first aid book at home or to download some first aid measures from the internet (for example, here or at the addresses listed below), as you likely won’t have the time or energy to turn on your computer and search for first aid measures after an accident.
A first aid course specifically for children, offered by various social services such as the Johanniter or Malteser, is also extremely useful.
How to Childproof the Internet at Home
Your child is growing, and with that, their interest in electronic media increases. Of course, along with television, the internet is a particularly challenging playground, as sex and violence are promoted here like nowhere else. And you know how quickly one can end up on an adult website unintentionally!?! Therefore, parents must protect their children from such sites. In most internet browsers, you have the option to block content through the settings menu. How this works in detail can be found on your browser’s help pages or by searching the web.
Non-Family Childcare
Most women want or need to continue working professionally even with a child. And this is not always easy. Especially when there are no grandparents or other relatives who can care for the child, childcare often becomes a major problem, as there are still too few non-family childcare options for children under 3 years old and for school-age children.
Below, we list various options for having your child cared for outside the family. Finally, you will find testimonials about individual solutions.
Childminders
... care for children from 0 months old and are best found through the Youth Welfare Office of your city, municipality, or district, as you can be sure that they are qualified childminders. Childminders are usually parents themselves and care for children in their households. Costs for full-day care range from approximately 300 - 600 €, and for half-day care from approximately 200 - 400 € per month.
Au Pairs
... are young people aged 18 to 27 from abroad who care for your child(ren) for 6 to 12 months. The host family must have a free guest room. An au pair is committed to caring for your child(ren) for 30 hours per week, staying home to babysit two evenings per week, and helping with light household chores. In return, they receive free room and board, a public transportation pass, a language course, contributions for statutory accident and health insurance, and a monthly allowance of about 200 €. Thus, parents incur an average of 500 - 600 € per month for childcare.
Childcare for 0-3 Year-Olds
Nurseries: Nurseries accept children from about three months of age. Children are cared for in groups of 10 to 12 by at least two caregivers, either full-time or part-time. The children are supported in their development through activities like painting with finger paints or singing age-appropriate, catchy songs. However, the main focus is on play: children have plenty of opportunities for free play and usually also for movement games, ideally held outdoors daily.
In full-day care, children receive breakfast, a warm lunch (prepared in the facility’s kitchen if large enough, or delivered by a catering service if smaller), and an afternoon snack. Sleep schedules vary from nursery to nursery: some have fixed nap times, while others allow children to sleep whenever they wish.
Opening hours vary greatly depending on the location and provider. If the child is sick, a parent must stay home or seek alternative care (e.g., a childminder). Monthly fees vary widely between locations and can amount to several hundred euros.
Childcare for 3-6 Year-Olds
Kindergarten: Who doesn't know the good old kindergarten? Children from 3 years old until school entry can attend. They are more supported than in a nursery – and this applies to all areas of development. Whether through joint movement games or targeted language support in small groups, kindergarten is not just for playing. A Swiss study showed that children who attend kindergarten transition more easily to school, often achieve better academic performance, and are more socially integrated. Studies from the USA have even shown that kindergarten children are less likely to engage in criminal behavior later on. If the quality of care is good, children benefit from their new experiences in the group: they become more independent, socially competent, and receive encouragement that is often not possible at home, such as learning a first foreign language.
The same applies to food, opening hours, and fees as in nurseries.
Childcare for School Children
After-School Care Centers - the destination for school children in the afternoon. Primarily primary school children receive afternoon care from a social pedagogue, an educator, and a part-time worker in groups of 20 - 25 children after lunch. Children have the opportunity to relax and play (guided programs, e.g., musical-pantomime-dance performances). The main focus of after-school care is on homework assistance: children can complete their homework at a quiet workplace, and if they have questions, a caregiver is always available.
Cooperative Facilities: Here, children are cared for in mixed-age groups from nursery age to school age, or just two age groups, such as nursery and kindergarten or kindergarten and after-school care. Due to declining birth rates and the resulting vacancies in kindergartens, kindergartens are increasingly opening up to other age groups. Therefore, this type of care model will likely continue to grow.
The institutional childcare options mentioned refer to public facilities, but are also offered with specific educational concepts, such as Montessori or Waldorf kindergartens.
In the area of childcare, it is recommended that you personally contact your local Youth Welfare Office to find out what childcare options are available in your area, as they provide the most reliable regional information.
Links:
www.stmas.bayern.de/kinderbetreuung - Here you will find general information about childcare options in Bavaria.
www.kindergarten-workshop.de - A site for those interested in the theory and practice of kindergarten work.
www.waldorfkindergarten.de - The website of the International Association of Waldorf Kindergartens e.V. provides information about Waldorf education in general and current developments.
www.montessori.de - A homepage for those interested in reform educational approaches in kindergarten and school or simply curious.
Foreign Languages for Toddlers
Today, children grow up in a culturally diverse world. Cultural diversity is experienced in many different ways. It is beneficial when cultural diversity is positively utilized and becomes the basis for intercultural learning, as cultural openness and self-confidence are becoming increasingly important in the globalized world. Therefore, children need an environment where they can confidently and naturally experience interactions with other languages and cultures – something a kindergarten should be able to offer today.
Language and language skills have traditionally been less emphasized in German kindergartens compared to other European countries and the USA, where social skills have been prioritized. Nevertheless, some kindergartens offer early foreign language acquisition in various ways because learning a foreign language early in kindergarten has many positive aspects.
Biologically, early foreign language acquisition is beneficial because the brain forms more neural connections. Through experiences with languages that are very different from German (such as French, as opposed to English), advantageous brain structures are formed that facilitate learning additional foreign languages. The later a second language is learned, the more reliant the learner is on pre-existing neural connections. Therefore, if greater neural networking occurs early, the brain is more flexible in "path selection" and can utilize more pathways for learning a third or fourth language.
Young children enjoy imitating and proceed holistically, meaning they imitate not only pronunciation but also body movements, intonation, accent, etc. This proves especially beneficial for foreign language acquisition, as precise knowledge of lifestyles, culturally specific interaction forms, and meaning assignments are necessary to achieve a high language level. For example, nodding in Greece means "no". This can only be learned in authentic situations: the learner needs ample time for language contact and use.
If foreign languages are learned early, more time remains in school for other subjects, as the laborious and time-consuming introduction to the first foreign language is eliminated, which aligns well with general economic trends in curriculum design.
Globalization with its multicultural societies demands intercultural understanding from everyone. Therefore, if at all possible, kindergarten is the ideal place to engage lower social classes in cultural coexistence, as all social classes are accessible early on. Embedded foreign language instruction in another culture can certainly provide a solid foundation, not only to prevent prejudice and hostility toward foreigners.
From existing concepts of some kindergartens or foreign language programs, several aspects are summarized here. They offer parents a guide to assess whether a foreign language program is of high quality and/or how their kindergarten’s offering could be improved or should be. Based on children’s language development and foreign language acquisition, the following criteria for early “foreign language instruction” can be derived: Foreign language acquisition should occur in a language immersion environment, with natural language acquisition processes at play, the principle of “one person – one language” should apply (this role can be played by a French-speaking “doll”, for example), and exchange and partnership with institutions from neighboring countries should be established (where possible).
In any case, the geographical location of a kindergarten should be considered. If the kindergarten is near a border, the neighboring language should be offered, especially since exchange and personal contact with native speakers is possible for children and educators. If the kindergarten is located “in the middle of the country,” cooperation with other kindergartens in the area is possible. This allows for the exchange of ideas among educators and, in some cases, makes it easier to find a native speaker for foreign language acquisition. It would be beneficial to dedicate one weekday to the foreign language, rotating it so that all everyday situations are experienced in the foreign language (= naturalness) and the “language immersion” is relatively long. This is certainly a significant organizational effort but one that would be worthwhile and could also be realized with cooperating kindergartens. However, even a morning per week with a group of children where only the foreign language is spoken by the children and educators/“doll” is valuable.
Early foreign language acquisition in kindergarten is certainly beneficial, and parents should take advantage of the opportunity for their child to learn another language as early as possible – provided it is a high-quality offering.
Information about kindergartens and their foreign language programs or private foreign language programs can be obtained from your city, municipality, or from the Youth Welfare Office at the District Office.
Detailed Information on Second Language Acquisition in Early Childhood
Unlike adults and older children, children up to approximately 8 to 10 years of age learn languages intuitively and imitatively. This learning method usually remains unconscious to the learner and largely follows the principles of first language acquisition.
Initially, language comprehension is significantly greater than language production. A situation is perceived nonverbally, and based on that, unknown sound chains are segmented and increasingly filled with meaning. The subsequent language production is a process of creative imitation based on developed insights that continually approximate the structures of the target language. This requires a genuine “language immersion,” meaning sufficient information material to build language skills. Language can only be increasingly unlocked through verbal and nonverbal actions and visualization. This unconscious process is strongly dependent on the child's openness to other languages. Since the child already possesses knowledge in its first language, it is not necessarily dependent on the second language, and acquisition can be refused if rejected.
Additionally, the authenticity of language use plays a significant role. For children in (early) kindergarten age, this primarily means associating languages with people, i.e., the principle “one person – one language.” Differentiating between person and language is only achieved around school entry.
In early foreign language acquisition, grammar rules cannot be memorized and applied. Language structure (= grammar) is instead derived from what is heard, so a lot of linguistic input is necessary. The longer/more often different language situations are provided, the greater the chances for intuitive and imitative language acquisition.
According to human linguistic-cognitive abilities, naturalness should be applied to the language acquisition process. Natural language acquisition involves learning the language through everyday communication, e.g., within the family or playgroup. This type of acquisition also takes place in kindergarten – at least for the first language. Language development, including for the second language, is also linked to other developmental processes. Certain developmental prerequisites must be met, e.g., in hearing and vision, fine motor skills (including tongue and mouth muscles), and in cognitive and emotional-social areas.