Two-year-olds explore the sounds made by banging and shaking instruments and household items. They are gaining control over their voices and will join in singing the refrains of their favorite songs. They also enjoy dancing upon request, doing finger plays and acting out chants and songs. With art, they enjoy the sensory pleasures of the art materials and focus on the process of creating art, rather than the final product. Children this age also pretend more during play.
Responds with body movements to changes in music's tempo, loudness, and style (e.g., starts flapping arms and stomping feet as music increases in loudness and pace).
Enjoys singing aloud (e.g., hums simple tunes, initiates singing with an adult).
Echoes the feelings of others expressed in voice and song (e.g., imitates the vocal characteristics of adults in conversations and singing).
Seeks out favorite songs (e.g., requests to hear favorite music over and over again).
Understands that shaking, banging and plucking instruments causes them to make various musical sounds (e.g., bangs on piano keys repeatedly to make musical sounds).
Creates nonrepresentational art (e.g., makes random marks and scribbles on paper using crayons, markers, pencil or chalk).
Uses art media to manage feelings (e.g., enjoys making holes in clay when frustrated, scribbles on paper and part of the table top when excited).
Uses a variety of art tools to draw, paint, sculpt and make collages, concentrating on the process rather than the product (e.g., scribble paints on butcher paper).
Shows a preference for "favorite" colors and styles of art (e.g., child chooses orange markers or paint at nearly every artistic opportunity).
Participates in finger plays and body plays (e.g., tries to act out hand motions to "Itsy Bitsy Spider").
Uses gestures and hand movements to convey meaning (e.g., slaps hands against knees during a finger play to represent feet marching).
Imitates roles of family members to underscore the importance of these relationships (e.g., gently tucks baby doll in crib and says "Night. Night.").
Uses dramatic play actions to express and regulate feelings (e.g., rocks in a chair and hugs a doll to comfort self after mother leaves).
Extends doll play with props representative of daily life (e.g., puts doll in high chair and feeds her with a spoon).