12-Month-Olds
First words emerge around 12 months. At this age, infants look to adults as a point of social reference and as models for imitation. Further, they demonstrate an increased capacity for shared attention( consciously focusing on the same thing at the same time). They also begin to form narrative memories, or the ability to remember past events in a connected way( like details from a recent trip to the park)( Berk 2022).
These milestones provide rich opportunities for early childhood educators to show 12-month-olds that diversity, inclusion, and curiosity are positive and desirable. This can be done by using diverse images when introducing infants to new words and ideas, like family or helper. Educators can also intentionally share books and stories that present people with minoritized identities as unique individuals who are the main characters of their own stories( e. g., Lola at the Library, by Anna McQuinn, and We Sang You Home, by Richard Van Camp) as opposed to minor or background characters( Dowdall et al. 2020; Gonzalez et al. 2021; Curenton et al. 2022).
18-Month-Olds
At 18 months, toddlers increasingly use simple labeling words, such as baby, eyes, ball, and big. They also start to notice color differences— even if they cannot yet correctly identify or label colors( Berk 2022). Color recognition gives children a foundational context for future learning about race; it also provides them with adjectives they can use to describe physical features, such as eye and hair colors( Derman-Sparks & Edwards, with Goins 2020). Educators can point out colors in the environment with an intentional focus on teaching the names of skin tones( black, brown, pink, tan, golden, beige, and white).
Eighteen-month-olds are also starting to understand emotion words and to express their personal wants and needs more clearly( Berk 2022; Zubler et al. 2022). In response, educators can describe facial expressions and label expressed emotions. As toddlers begin to advance in their understanding of cause and effect and notice when others are sad or hurt, educators can point out the effects of children’ s actions on others:“ Ouch, biting hurts. Let’ s use gentle touch”( Main et al. 2017).
Importantly, young children find it easier to accurately identify the emotional expressions of those whose physical appearances are most familiar to them and harder to identify the emotions of those whose facial features are less familiar( Quinn et al. 2020). This makes it important for educators to use opportunities that arise during child-to-child interactions or when viewing photos or books to intentionally point out the facial expressions and emotions of children with a variety of physical features.(“ She is crying, and her mouth is down; she looks sad.”)
2-Year-Olds
Language further emerges in the second year, including more words to describe and categorize( Berk 2022). In addition, 2-year-olds have a growing sense of self( Vygotsky [ 1962 ] 2012): They differentiate between themselves and others, and they begin to understand that others can have similar or different feelings about things( Repacholi & Gopnik 1997; Rochat & Striano 2000; King 2021).
Early childhood educators can help toddlers gain perspective by pointing out the desires and feelings children have in common and the ways they may respond differently to things.(“ Maya likes the applesauce best, but Jojo prefers her blueberries. We all like different things.”) Educators must be mindful that, beginning in the toddler years, young children may use
I Can You Can
› Use words to name familiar objects › Play in ways that represent my everyday experiences › Understand words for basic emotions › Express my personal wants and needs › Notice when others are sad or hurt
18 MONTHS
› Describe different skin colors, hair textures, and eye shapes
› Talk with me about emotions and feelings including my own and others
› Show empathy through emotional expression and caring actions toward me and others
Winter 2025 Young Children 89