Educating Toddler (24 months old children)

Toddler teacher primarily interacts with and instruct children between the ages of 24 to 36 months. Children in this age group are typically learning basic social skills and developing their familiarity with the language. Toddler teacher builds lesson plans that help teach and reinforce basic skills. They also develop strategies for activities and constructive playtime that contribute to social and emotional development and follow their curiosity. Toddler teacher develops fun and engaging lessons that are interactive and enjoyable while supporting child development and adjusting lesson plans and activities

throughout the day.

Maintaining Safety

While supervising young children and maintaining classrooms and equipment, the toddler teacher makes safety a priority, making sure children use equipment and interact safely and disinfecting classroom surfaces, toys, and equipment to prevent the spread of germs. Toddler teacher also keeps records of accidents and other incidents to help maintain a safe and supportive learning environment for all children. The teacher tends to students’ basic needs by feeding and dressing them.

Parent Communication

The teacher regularly communicates with parents, whether to provide daily reports on classroom activities or to report on a child’s development. In some cases, a toddler teacher may meet with parents to address concerns or difficulties and work with parents, providing support and resolving ongoing issues. Teacher should be willing to collaborate to develop solutions that are in each

child’s best interests.

Monitoring Development

Teacher closely monitors and keep extensive records of students’ intellectual, social, and

emotional development. Monitoring can involve regular, daily observations and periodic assessments to

measure each student’s mastery of life skills and attainment of educational goals. Toddler teacher

has extensive knowledge of developmental stages and benchmarks to conduct accurate evaluations

and take note of a need to communicate with parents or administrators regarding a child’s progress.