LO 2.2

Learning Outcome: 2.2
Describe the influence of perceptual-sensorial, memory, representational-symbolic & communicative-linguistic thinking on young children's literary & numerical learning & development, through recognising subtle differences & levels in literacy & numerical learning & development according to age, ability, culture & social circumstances


I am an Aunty to two little girls; S is two-years old, while her younger sister, M, is eight-months old. I love watching them grow and develop every day, and the bond between the two of them as sisters and as friends is so beautiful. S and I have shared an incredibly close relationship since she was born as I spent a lot of my time helping my sister care for her. So much to the point she started calling me 'Mum', but that is a bit of a touchy situation for my sister so I won't brag too much! 

After having only been studying at University for two years now, it has been a great experience to have S growing and developing further as I get deeper into my course. I have been able to do much practical application with what I have learnt towards S to influence her development. She is a very bright, bubbly and intelligent two-year old. She can confidently count to 10, she knows letters of the alphabet, colours, and animals, and can put peoples names to their faces. She is good at problem solving and can often come up with alternatives when something does not work for her. She speaks fluent sentences and is progressing into using an adult tone with her speech. She can independently identify body parts and draws people, head, body, legs, arms and faces, in perspective with how her own and others bodies appear. She loves to sing nursery rhymes, such as 'ring-ring-rosie' and 'two little dickie birds', and expresses herself through the actions as well. She also sings along to songs on the radio and experiments with shaking and moving her body to the beat of the music. 

S has grown up surrounded mainly by adults; it is only recently she has had more interaction with children through day care and new family friends. M has been surrounded by adults also, however she is interacting with other children now at a younger age than S was. S is a great model for M, and I often see M watching what S is doing and then trying it herself. M is babbling a lot sooner than S was when she began using speech. M is also attempting to walk, figuring out her balance and spatial awareness.  Although S only began walking after 1-year old, she can now run, skip, hop, jump, ride a bike/scooter, and balance on a beam, at age 2. 

S uses manners, and understands when and how to apologise and sympathise with others. While M's main form of communication is crying, S still cries when she is upset or does not get what she wants. M puts her arms up in the air to symbolise her want to be picked up, where as S, still puts her arms out, but also uses oral language and says 'hug me please'.  S is also able to ask for food, and what type of food she would like, where as M uses a particular crying sound 'neh' when she is hungry. M recognises bright colours and is often more attracted to the toys with more colours. S will choose items according to a particular colour, often her favourite, pink!