2-Day 2’s

Tuesday & Thursday, 9:00 am – 12 Noon

3-Day 2’s

Monday, Wednesday & Friday 9:00 am –12 Noon

Children must be 24 months by December 31st of the enrollment year.

2-Year-Old Curriculum Overview

The Presby 2’s curriculum focuses on sensory and social development, exploration and discovery. Based on a STEM/STEAM philosophy, students engage in structured and unstructured play, experiential learning, pre-literacy opportunities, music and art. Additionally, fine and gross motor activities are incorporated to provide a multi-sensory approach to learning. Above all Presby 2’s have fun and make friends!

2’s Curriculum


  • Curiosity and Initiative
    • Ask questions and seek answers from a variety of sources
  • Engagement with Environment, People and Objects
    • Maintain interest in self-selected activities and may seek to engage other or ask questions
  • Cause and Effect
    • Vary actions to observe different results (i.e., hot lever harder to see if results change)
  • Attributes, Sorting and Patterns
    • Identify differences between objects across multiple characteristics (i.e., texture, color, shape, size)
  • Problem Solving
    • Use spatial relationships to solve problems (i.e., fit pieces into puzzles)
  • Symbolic Representation
    • Act out relational roles in play (i.e., mom or dad with baby)
  • Choosing and Planning
    • Make choices based on preferences
  • Task Persistence
    • Complete self-selected short-term activities many times to gain mastery
  •  Cognitive Flexibility
    • Realize when something is not working and with adult assistance can try another approach
  • Working Memory
    • Remember where recently used objects were placed
  • Regulation of Attention and Impulses
    • Maintain focus on high-interest activities in the face of routine distractions
    • With adult support, resist impulses in structured settings for brief, but increasing periods of time

Social and Emotional Development

  • Managing Separation
    • Manage most separations without distress and adjust to new settings and adjust to new settings with support from a trusted adult
  • Regulation of Emotions and Behavior
    • With adult support, use self-soothing techniques to calm
  • Regulation of Impulses and Behavior
    • Begin to control behavior by responding to choices and limits provided by an adult
  • Emotional Expression
    • Begin to communicate about feelings, including the cause and reaction to these feelings (i.e., “I miss my mommy. I sad.”)
  • Recognition and Response to Emotions in Others
    • Label a variety of emotions in pictures and others’ expressions
  • Sense of Self
    • Identify self, family members, teacher, and some peers by name
  • Self-Concept and Competency
    • Regularly engage in familiar tasks. Begin to show independence by attempting to do things on their own even when tasks are difficult for them
  • Play/Friendship
    • Seek out other children and will interact with other children using common materials

Physical Development and Health

  • Mobility
    • Walk up and down stairs alternating feet on steps with railing held
  • Large Muscle Movement and Coordination
    • Catch and throw a playground ball with an adult a short distance away
    • Jump with two feet
    • Kick a ball in a forward direction
  • Visual Motor Integration
    • Use common tools that require eye-hand coordination with precision and for their intended purpose (i.e., hammer peg, twist handle to open latch, put body parts on Potato Head)
  • Small Muscle Movement and Coordination
    • Use writing tools or paint objects with some control and purpose
  • Feeding Routines/Nutrition
    • Feed self with minimal spilling
  • Dressing and Hygiene
    • Attempt to complete basic self-care routines (i.e., dressing, undressing, toileting, and washing) although may still need caregiver assistance
  • Physical Activity
    • Demonstrate increasing strength and endurance sufficient to actively engage in a total of 60 minutes of physical activity spread over the course of a day

Early Language, Communication, and Literacy

  • Word Comprehension
    • Demonstrate an understanding of an increased vocabulary, influenced by experience and relationships
  • Language Comprehension
    • Follow two-step directions
  • Vocabulary
    • Uses nouns and verbs to label experiences, actions, or events
  • Expression of Ideas, Feelings, and Needs
    • Uses inflection in phrases or sentences to ask a question
  • Language Structure
    • Uses speech that is mostly intelligible to familiar adults
  • Language for Interaction
    • Converse with adults and peers about common experiences or events
  • Interest and Engagement with Books
    • Sustain attention for short periods of time while being told a story or reading a favorite picture book
  • Understanding of Stories or Information
    • Enjoy telling and retelling stories and information
  • Book Concepts
    • Turns pages of a book
  • Print Concepts
    • Recognize some familiar signs and symbols in the environment (i.e., logos, signs for familiar store)
  • Phonological Awareness
    • Recognize environmental sounds (i.e., animal or vehicle sounds such as “Baa-baa” or “Beep-beep”)
  • Drawing and Writing
    • Draw simple shapes to represent ideas and write messages using controlled linear scribble

Creative Arts

  • Music
    • Show response to qualities of different music with variations in physical movement (i.e., children walk, bounce, slide, rock, sway in response to qualities of rhythm)
    • Repeats parts of simple songs
  • Visual Arts
    • Create art in a variety of media with some control and own purpose
  • Drama
    • Engage in simple pretend play activities
  • Dance
    • Demonstrate directional and spatial awareness involving time (fast/slow), space (high, middle, low), or energy (hard/soft) (i.e., moving like a turtle, jumping like a frog, floating like a feather)

Early Mathematical Discovery

  • Number Names
    • Say or sign number sequence up to at least five. Use other number names but not necessarily in the correct order
  • Cardinality
    • Count two to three objects using one-to-one correspondence
  • Comparison
    • Compare collections of 1 to 4 similar items verbally or nonverbally
  • Number Operations
    • Use some vocabulary related to relative quantity (i.e., “more/less”)
  • Measurement
    • Have an increasing vocabulary related to number, size, and quantity (i.e., use words such as “tall/long”)
  • Sorting and Classifying
    • Sort based on one attribute with adult support
  • Spatial Relationships
    • Find objects or locations based upon landmarks and position words
  • Identification of shapes
    • Match familiar shapes with different size and orientation

Early Scientific Inquiry

  • Questioning and Defining Problems
    • Ask simple questions related to things observed through the senses (“what” and “why”)
  • Investigating
    • Manipulate materials and comment on the impact of own actions
  • Unity and Diversity of Life
    • Observe features of plants and animals and explore function of features
  • Living Things and Their Interactions with the Environment and Each Other
    • Observe a variety of living things obtain food as a source of energy for surviving.
  • Energy, Force, and Motion
    • Observe different ways objects move (i.e., roll, bounce, spin, slide) and what happens when they interact (collide)
  • Earth’s Features and Effects of Weather and Water
    • Describe common features of the earth (i.e., sky, land, and water) and what is found there (i.e., birds, fish, stars)

Credit: The Connecticut’s Early Learning and Development Standards