Continue the foundation without creating a test

Age 1 introduced words through clear actions and adult descriptions. Age 2 continues that route while offering more opportunities to connect two familiar ideas. A child who says “bus stuck” has supplied a useful message. The adult can respond, “The bus is stuck because the block is in the way,” without asking the child to repeat the whole sentence.

The extension does not need to be produced immediately. An adult can say obstacle or consequence during an appropriate toy event while the child's own communication stays much simpler. Some entries are readily useful in everyday speech; others are concepts adults model occasionally. All belong to a reference bank rather than a universal developmental order.

What this guide adds

The progression is in the relationships, not only the length of the words. An object can be described by a property, compared with another object, chosen for a purpose or linked with a result. Transparent explains why the toy remains visible inside a container. Reinforce explains what an added support is intended to do. Reconsider shows how new information can change a plan.

Four entries deliberately revisit Age 1 words: sturdy, considerate, habitat and anticipate. They now include clearer reasons, comparisons or practical preparation. Returning to a word with a richer relationship is useful progression. A familiar word does not become obsolete because the next age guide is available.

Keep developmental guidance separate

Professional communication resources describe development across age ranges and advise when individual support may be useful. They do not endorse this editorial list or require these 100 headwords at Age 2. ASHA's milestone resources are not diagnostic tools. The links in the final chapter are starting points for reading their full guidance, including its qualifications.

When an adult has a concern about communication, hearing or loss of previously used skills, appropriate professional advice is more useful than increasing drills from a vocabulary bank. This guide offers teaching examples, not assessment criteria. The Fencing labels here describe an educational sequence and do not claim the status of a clinical treatment.

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Base: answer the child's message

Begin with what the child is communicating. A point towards the bus may mean interest, a request or a comment. Respond to the object and action before deciding which advanced word could fit. “Bus. You want the bus” may be the complete useful response in that moment.

The base word is not a weak version to eliminate. Go, more, back, wet and help carry important meanings efficiently. A child using them meaningfully is participating in communication. Preserve that usefulness while offering a broader model when the setting makes it clear.

Connect: join one or two familiar ideas

A connecting sentence can add an action, property, place or reason: “The bus moves backwards,” “The cloth soaks up water,” or “The block stops the bus.” Choose the relationship that matters to the shared event. A sentence full of unrelated adjectives is longer without necessarily being more informative.

Use grammar naturally in your response. If the child says “car back,” you can say “The car goes backwards.” The expansion models a complete form while preserving the message. There is no need to interrupt with a correction, ask for repeated imitation or make access to the toy depend on a longer utterance.

Extend: let the advanced word do a job

The Maximum Fence version might be “I reverse the car out of the space.” Reverse adds a precise movement relationship. In another scene, “The cardboard is opaque, so the toy is hidden behind it” connects a material property with an observable result. The longer word should improve the explanation rather than decorate it.

Do not speak all three printed ladder sentences automatically. They show the adult how meanings connect. In conversation, use the version that fits and let the child continue the activity. On another day, a similar event can support the next extension without turning the first encounter into a rehearsal.

Return and vary

If the child looks puzzled or loses interest, shorten the sentence or stop commenting. Later, try the same concept with a familiar object in a slightly different situation. Attach can describe a toy carriage joining a train; another suitable connecting toy can provide a second example.

Keep one part of the scene stable when introducing a new relationship. The same toy behind clear plastic and opaque cardboard makes the material contrast easier to follow than changing the toy, container, action and location at once. Variation is useful when it clarifies meaning, not simply because novelty is available.

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No.	Adult extension	Familiar bridge
1	investigate	look → find out what happened → investigate
2	examine	look → look at a detail → examine
3	identify	name → say which one it is → identify
4	distinguish	different → tell things apart → distinguish
5	inspect	check → look for a problem → inspect
6	evidence	clue → information that supports an idea → evidence
7	detail	part → a small feature → detail
8	focus	look → attend to one thing → focus
9	confirm	yes → check that an idea fits → confirm
10	reconsider	again → think about a choice again → reconsider

1. investigate

Investigate means to look for information about a question or event. It adds a purpose to looking: we want to find something out. For a two-year-old, the question should concern an immediate, manageable event, such as where a large toy rolled.

Try it in a real moment: Let a toy roll a short distance during ordinary play. If its location is not obvious, describe your search and look in one plausible place. The child may join by pointing, looking or moving a cushion. Find the toy promptly and continue the game.

Keep the meaning clear: Investigation does not require a correct guess first. Looking in an empty place can provide information. Say “It is not there” rather than treating the search as a failed answer. Keep the search safe and avoid hiding a comfort object to create a problem.

Bridge to a later idea: Later, investigate can describe finding out why something happened through evidence. Today the useful addition is a visible connection between a question and an action that could answer it. A simple search is enough; the child does not need to explain an investigative method.

2. examine

Examine means to look at something carefully to learn about it. It is more focused than a quick glance. A toy wheel, a book's moving flap or a pattern on a familiar cup offers an accessible detail without needing special equipment.

Try it in a real moment: Follow the child's interest in one part of a suitable toy. Turn the toy so the detail is visible and name what you see. Allow handling within the toy's intended use. If attention shifts, let the examination finish rather than insisting on more observations.

Keep the meaning clear: Examining does not always mean touching. A bird or unknown plant can be examined from a safe distance through looking. Choose a method appropriate to the object rather than making physical contact a condition of participation.

Bridge to a later idea: Later, examine supports careful reading, checking work and scientific observation. At this stage it adds deliberate attention to an everyday verb. Revisit the same detail after a change, such as a wheel beginning to turn, so careful looking has something worthwhile to reveal.

3. identify

Identify means to recognise or establish what someone or something is. An adult can identify a familiar toy from its visible features. Naming may be part of identification, but a child can also indicate an object through pointing or another reliable communication method.

Try it in a real moment: Put two familiar, suitable vehicles in view. Describe one distinctive feature and name the vehicle it belongs to. Offer a natural choice about which toy to use next rather than repeatedly asking the child to prove that the label is known.

Keep the meaning clear: A correct selection after pointing differs from selection using words alone. Both can support enjoyable interaction, but they provide different evidence. Describe the assistance you gave if recording an observation for another caregiver or tutor.

Bridge to a later idea: Later, identify helps with locating information and distinguishing features in a problem. Today the seed is matching a familiar identity with something present. Keep the object category stable and avoid introducing several new vehicle names in the same brief exchange.

4. distinguish

Distinguish means to recognise a difference that allows things to be told apart. It adds a practical consequence to noticing difference: a feature helps us decide which is which. Begin with two clearly different objects rather than subtle variations.

Try it in a real moment: Put a large ball and block side by side. Describe the obvious shape difference, then use each in ordinary play. If the child sorts or selects, acknowledge the action without claiming a formal understanding of classification.

Keep the meaning clear: The feature must actually help with the distinction. Colour will not distinguish two red objects. Adults can model precise comparison by naming the relevant feature, even when the child's contribution remains a gesture or familiar noun.

Bridge to a later idea: Later, distinguish supports reading similar words, comparing explanations and making careful choices. Today it extends an everyday contrast into a reason for that contrast. On another occasion, two familiar animals with very different ears can provide a new, equally concrete example.

5. inspect

Inspect means to look at something carefully, often to check its condition. It differs from general exploration because the adult has a particular question, such as whether a toy is intact or a book page is torn. The checking has a practical purpose.

Try it in a real moment: During normal adult preparation, briefly describe checking a suitable toy. Point out a visible feature such as an attached wheel. Then allow ordinary play. A toy with a defect should be removed or repaired appropriately, not handed over as an investigation material.

Keep the meaning clear: Children do not become responsible for certifying safety by hearing this word. The adult still checks the materials and decides what is appropriate. Keep the language about the adult's action rather than asking the child to approve a potentially damaged item.

Bridge to a later idea: Later, inspect can describe checking a model, a bag or a piece of work. Today it helps connect careful looking with prevention: we check before acting. One short, accurate example is more useful than a long list of possible things that could go wrong.

6. evidence

Evidence is information that helps us judge whether an idea is supported. At Age 2 this is mainly an adult thinking word. A visible wet patch beneath a dripping cup provides a concrete beginning, without asking the child to defend a formal conclusion.

Try it in a real moment: If an ordinary small spill occurs, name the patch and the likely event while cleaning it. Keep the observation separate from blame. You can say “Some water spilled” without deciding that the child intentionally caused it.

Keep the meaning clear: Evidence can support an idea without proving every detail. A wet patch does not tell us who moved the cup or exactly when. Adults model better reasoning by staying within what the scene shows instead of turning a clue into a confident accusation.

Bridge to a later idea: Later, evidence becomes central to explanations and reading comprehension. Today the useful relationship is between something visible now and an idea about an event. Use the word occasionally alongside clue or what we can see, keeping abstract argument for later stages.

7. detail

A detail is a particular small feature or piece of information within a larger whole. A wheel's mark, an animal's ear or a pictured door can be a detail. Naming one helps adults move beyond repeatedly labelling the whole object.

Try it in a real moment: Share a clear picture and follow the child's attention to one feature. Name the feature and describe something about it. If the child points elsewhere, make that new focus the next detail instead of guiding attention back to your original plan.

Keep the meaning clear: Small details are not automatically the most important information. A child may need the overall scene first. Begin with “bus” before describing its door, so the new information attaches to a recognisable whole.

Bridge to a later idea: Later, detail supports close reading, drawing and precise description. Today it offers a relationship between part and whole. A useful adult reflection is whether the selected feature helps explain the object or simply adds more words. Choose details that the child can actually see.

8. focus

Focus means to direct attention towards a particular thing. It can describe the adult's own attention rather than become a repeated instruction for the child to sit still. A clear shared object gives the word a concrete reference.

Try it in a real moment: Reduce competing materials to a manageable selection and follow one action that interests the child. Describe your attention briefly. Allow movement, looking away and returning; sustained stillness is not the measure of whether the exchange is meaningful.

Keep the meaning clear: Attention varies with interest, comfort, sensory needs and the setting. A child who moves while listening may still be engaged. Avoid using focus as a judgement about character or as an explanation for every difficulty in an adult-designed task.

Bridge to a later idea: Later, focus supports studying and choosing relevant information. Today it adds intentional direction to looking. The adult can model shifting focus too: first the wheel, then the door. That shows attention as a flexible action rather than a permanent demand to ignore everything else.

9. confirm

Confirm means to establish that something is correct or to check it against information. A first example can involve an adult thinking a toy is inside a basket and then looking. The check matters more than saying yes confidently.

Try it in a real moment: During tidy-up, state a simple expectation about a familiar object and check its location. If it is there, describe the match. If it is elsewhere, calmly revise your statement and retrieve it without turning the error into a performance.

Keep the meaning clear: Repeating an idea does not confirm it. The adult should show a real check, such as looking in the container. This distinction can remain implicit for the child while guiding the accuracy of the adult's example.

Bridge to a later idea: Later, confirm is useful for checking arrangements, facts and answers. Today it gives a sequence to uncertainty: think, check, then know a little more. The child can participate through looking while the adult carries the longer explanatory sentence.

10. reconsider

Reconsider means to think again about a decision or idea, especially when new information appears. It shows that changing a choice can be thoughtful. An adult selecting a book and then noticing a torn page can provide a clear, practical example.

Try it in a real moment: Model a small change of plan in ordinary play. State the original idea, notice one reason to change it and select a workable alternative. Keep the explanation short and continue the activity so the revised choice has a visible result.

Keep the meaning clear: Reconsidering should not mean repeatedly pressuring the child to choose the adult's favourite. When the child's choice is available and suitable, honour it. Use the advanced verb primarily for your own reasoning until a genuine opportunity arises.

Bridge to a later idea: Later, reconsider supports flexible decisions and revision in writing. Today the early idea is that information can alter a plan. A changed choice is not automatically inconsistency or failure; it may be a sensible response to something newly noticed.

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No.	Adult extension	Familiar bridge
11	construct	build → put parts together → construct
12	assemble	join → put the pieces together → assemble
13	dismantle	apart → take a structure apart → dismantle
14	repair	fix → make something work again → repair
15	reinforce	strong → make stronger → reinforce
16	adjust	move → change a little to fit → adjust
17	align	line → put into the right line → align
18	attach	on → join so it stays → attach
19	detach	off → undo a connection → detach
20	stabilise	still → make less likely to move → stabilise

11. construct

Construct means to make something by putting parts together. It can describe a low block bridge or a simple pretend house. The word adds a deliberate building purpose, while the child's own creation may remain exploratory rather than a model of a known object.

Try it in a real moment: Place two large supports and a suitable broad piece close to the floor. Describe the arrangement and let the child contribute within the materials' normal use. Drive a toy through if the opening fits, or adjust the arrangement together.

Keep the meaning clear: A construction does not need to look like an adult's example to be worthwhile. Ask or observe before assigning a name to the child's arrangement. “You put two blocks together” remains accurate when its intended role is unknown.

Bridge to a later idea: Later, construct applies to buildings, explanations and sentences. Today the bridge is part-to-whole action with a visible purpose. Keep the base verb build available, and use construct occasionally when describing how the pieces contribute to the result.

12. assemble

Assemble means to bring parts together into a whole or a group. A large, age-appropriate two-piece toy can make the action visible. Unlike a single push, assembling requires attention to how components connect or belong together.

Try it in a real moment: Offer a simple suitable toy that the child already knows. Show one connection slowly, then allow a turn if wanted. If the fit is difficult, help with alignment rather than repeating a vague instruction to try harder.

Keep the meaning clear: Use only pieces intended for the child's age and the toy's normal operation. The vocabulary does not justify introducing small construction parts. A child can learn from watching an adult assemble an appropriate larger object without handling every component.

Bridge to a later idea: Later, assemble supports following instructions and understanding systems made of parts. Today it connects a visible joining action with a completed object. Revisit by taking the toy apart again, making the relationship between the pieces and the whole easier to experience.

13. dismantle

Dismantle means to take something apart in an organised way. It differs from simply breaking it because the parts may remain usable. A low tower made of large blocks provides a straightforward example that can be reversed by rebuilding.

Try it in a real moment: Remove one large block from a low construction and place it in a basket. Invite the child to continue if interested. Narrate the changing structure and keep the task brief enough that tidy-up does not overtake the play.

Keep the meaning clear: Some real objects should not be dismantled by children. Keep the example within a toy designed to come apart. The word describes the action; it does not grant permission to open household appliances, furniture fittings or electronic devices.

Bridge to a later idea: Later, dismantle can describe taking apart an argument or a machine. Today it offers a useful contrast with assemble: the same parts can move between together and separate. That reversible relationship is more important than perfect pronunciation of the longer verb.

14. repair

Repair means to put something damaged or faulty into working condition. It is more specific than changing an object's position. An adult repairing a torn book cover or replacing an appropriate toy component can model the purpose while keeping tools under adult control.

Try it in a real moment: Describe a real repair that the adult is already carrying out. Show the problem before and the usable result afterwards. The child may watch briefly or choose another activity; participation does not require handling tape, tools or loose pieces.

Keep the meaning clear: Some items cannot be repaired safely or economically. Say when something needs adult attention or must be put aside. Avoid promising that every broken object can return exactly to its earlier state.

Bridge to a later idea: Later, repair supports practical independence and an understanding of maintenance. Today the useful relationship is damage, action and restored function. A repaired page may still show a mark, helping adults explain accurately that working again does not always mean looking completely new.

15. reinforce

Reinforce means to strengthen or support something further. In a simple block structure, adding a broad support can reinforce the arrangement. The word describes a change to strength or stability rather than merely making the construction taller or more decorative.

Try it in a real moment: Build a low structure from suitable large blocks. If it sags or shifts, add an appropriate support and describe the change. Keep any test gentle and close to the floor, allowing the child to explore the new arrangement without a pass-or-fail challenge.

Keep the meaning clear: An extra piece does not automatically reinforce a structure. It may add weight or destabilise it. Adults can say “Let us see whether this helps” and observe the result instead of announcing improvement before checking.

Bridge to a later idea: Later, reinforce can describe strengthening learning, a message or a physical structure. Today it makes support visible. Compare before and after in plain language, keeping the cause-and-effect claim modest when the toy arrangement changes in several ways at once.

16. adjust

Adjust means to make a small change so something fits, works or feels better. It is useful during dressing and play because adults often change position without replacing the whole object. The purpose should remain clear in the sentence.

Try it in a real moment: During an ordinary adult task, name the small change and its reason. In a toy game, adjust a ramp's position slightly if it is not aligned with the clear path. Continue playing after the adjustment rather than turning it into a technical demonstration.

Keep the meaning clear: Comfort cannot be inferred solely from neat appearance. Attend to the child's signals when adjusting clothing or equipment. The adult's intention to make something comfortable does not guarantee that the first adjustment succeeds.

Bridge to a later idea: Later, adjust supports revising a plan, changing volume and refining a design. Today it adds a scale of change: sometimes a little movement is enough. That idea can make problem-solving more concrete than a general instruction to do the whole activity differently.

17. align

Align means to place things in a line or in positions that match appropriately. A simple example is lining up the edges of two large blocks before adding another. The word can also describe matching an opening with a piece designed to fit it.

Try it in a real moment: During a low construction, move one large block slowly until its edge matches another. Describe the visible change. Let the child reposition it differently if desired, and explain the result rather than treating the adult arrangement as the only valid design.

Keep the meaning clear: Alignment serves a purpose in some tasks and is optional in others. A row of toy animals need not be perfectly straight. Avoid turning a useful positional word into a demand that every play arrangement become neat.

Bridge to a later idea: Later, align helps with measuring, diagrams and practical assembly. Today it connects position with fit or support. Keep the reference edge visible, since “align it” alone gives little information about what should match or why that relationship matters.

18. attach

Attach means to join or fasten one thing to another. It is different from merely placing something on top, because the connection holds the parts together in some way. A suitable toy with large connecting parts can show this clearly.

Try it in a real moment: Use an age-appropriate toy designed with a large, secure connection. Demonstrate attaching the pieces during ordinary play. Then move the toy gently so the child can see the connection's purpose, keeping all parts within their intended use.

Keep the meaning clear: Attached does not always mean permanently joined. Some connections are designed to release. Explain the specific toy rather than suggesting that every object touching another is attached or that every attachment can be pulled apart safely.

Bridge to a later idea: Later, attach appears in clothing, construction and sending files. Today the physical meaning gives it a clear home. Compare attached with simply beside on different turns, showing how a connection changes what the two objects can do together.

19. detach

Detach means to separate something from a connection. It is the partner to attach in a reversible toy action. The adult can model the word when removing a large component designed to come off, without encouraging dismantling of fixed or unsafe parts.

Try it in a real moment: With a suitable connected toy, separate the large parts as the design allows. Name the action while it happens, then place the parts where they remain visible. Let the child choose whether to reconnect them or continue another game.

Keep the meaning clear: Detach is not a synonym for break. A broken connection may no longer work, while a designed detachable part can often be joined again. Keep the distinction clear through the toy's actual operation rather than a long abstract explanation.

Bridge to a later idea: Later, detach helps describe removable components and more figurative separation. Today it adds a relationship to off: something was connected, and now that connection has been undone. Repeating the attach-detach pair in useful play can build meaning without a verbal drill.

20. stabilise

Stabilise means to make something more stable or less likely to shift. It extends steady from Age 1 by drawing attention to a change in condition. A broad base beneath a low toy structure provides a visible, manageable example.

Try it in a real moment: Build a low tower with large suitable blocks and notice any movement. Adjust the support while describing what you are doing. If the arrangement remains unsteady, say so and simplify it. The adult can model checking the result rather than assuming the first change solved the problem.

Keep the meaning clear: Do not use unstable furniture or a child's balance as the experiment. Keep the example with toys near the floor. A single stable moment also does not prove that a structure will remain stable under every action.

Bridge to a later idea: Later, stabilise can describe conditions, systems or a physical object. Today it connects an action with reduced movement. Pair it with the familiar description “stays more still” so the longer verb adds meaning while the basic idea remains accessible.

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No.	Adult extension	Familiar bridge
21	transparent	see → see clearly through → transparent
22	opaque	hidden → cannot see through → opaque
23	flexible	bend → bends without breaking easily → flexible
24	rigid	stiff → does not bend readily → rigid
25	elastic	stretch → stretches and returns → elastic
26	absorbent	soak → able to take liquid in → absorbent
27	waterproof	dry → keeps water from passing through → waterproof
28	sturdy	strong → supported firmly → sturdy
29	fragile	break → easily broken or damaged → fragile
30	durable	last → resists ordinary wear → durable

21. transparent

Transparent describes a material that lets us see through it clearly. A clear, intact plastic container can show the idea without introducing glass. The useful relationship is between the material and what remains visible behind or inside it.

Try it in a real moment: Put a large toy inside a suitable clear container with the lid open or removed as appropriate. Describe what you can see through the side. Then compare with an opaque basket during ordinary tidy-up, keeping the toy's location easy to follow.

Keep the meaning clear: Transparent is not the same as empty. A clear box may contain many objects. Nor is every clear material safe to handle; the adult chooses an intact item suitable for the activity rather than asking the child to judge it.

Bridge to a later idea: Later, transparent supports learning about light and materials. Today it gives a reason for seeing an object through a boundary. The familiar bridge “see through” is important because the long adjective alone does not tell the child what feature to notice.

22. opaque

Opaque describes a material that does not let us see through it. A solid cardboard box can illustrate the meaning when a toy inside is hidden from view. The word concerns the material, not whether the container has a lid or opening.

Try it in a real moment: Place a large toy behind a piece of adult-held cardboard, then reveal it from the side. Keep the child comfortable with the brief disappearance. Compare with a transparent container if the contrast arises naturally, without turning it into a long guessing task.

Keep the meaning clear: A window in a cardboard box changes what can be seen through the opening, not the opacity of the cardboard itself. Adults can keep this distinction accurate while using short sentences about the visible scene.

Bridge to a later idea: Later, opaque helps children explain why some materials block a view or light. Today it supports a clear contrast with transparent. Reuse the same toy across the two examples so only the barrier changes, reducing unnecessary new information in the comparison.

23. flexible

Flexible describes something that can bend or change shape readily. A suitable soft toy component or a flexible book cover can provide an example, but the adult should stay within the object's intended use. Flexible does not mean impossible to damage.

Try it in a real moment: Demonstrate a small bend with an age-appropriate object designed for that action. Let it return if it normally does. Describe the movement rather than inviting a strength contest. The child may watch, touch or choose a familiar alternative.

Keep the meaning clear: Some flexible materials remain bent, while others spring back. Do not present returning to shape as part of every flexible object's behaviour. Keep the explanation specific to the example in your hands.

Bridge to a later idea: Later, flexible can describe a plan or a person's willingness to adapt. Today the material meaning provides a concrete beginning. Compare with a rigid block on another occasion, showing that two useful objects can respond differently to the same gentle attempt to move them.

24. rigid

Rigid means stiff or resistant to bending. A large wooden block is a simple example when an adult describes its firm shape. The word does not mean stronger in every way, and a rigid object can still break under unsuitable force.

Try it in a real moment: Hold a large block and a suitable flexible object. Describe one as keeping its shape and the other as bending. There is no need to apply strong force to either. Let ordinary building or handling continue after the short comparison.

Keep the meaning clear: Hardness and rigidity are related in some familiar examples but are different properties. Focus on bending rather than using every firm surface as proof of rigidity. The adult's clear feature selection keeps the vocabulary accurate.

Bridge to a later idea: Later, rigid supports explanations of materials and figurative descriptions of inflexible rules. At Age 2, the contrast with flexible is enough. Name the response you can see, and avoid teaching that one property is always better than the other regardless of purpose.

25. elastic

Elastic describes a material that can stretch and return towards its earlier shape when the force is removed. Use an adult-controlled, suitable example rather than loose bands. The return is what makes the example more specific than simply flexible.

Try it in a real moment: During dressing, briefly show a comfortable stretch in an appropriate waistband while the garment is not pulling on the child. Release it gently and describe the return. Then continue dressing; the ordinary object supplies enough context.

Keep the meaning clear: Avoid loose elastic bands, snapping actions or stretching materials near faces. Elastic objects have limits and can become damaged. The word does not promise endless stretching or a perfect return after any amount of force.

Bridge to a later idea: Later, elastic supports science and understanding how clothing fits. Today the interesting sequence is stretch, release and return. Compare it with a cloth that folds without springing back, helping the adult keep flexibility and elasticity related but distinct.

26. absorbent

Absorbent describes a material able to take in liquid. It builds on absorb from Age 1 by naming a property rather than only an action. A cloth can be absorbent even before it becomes wet during a small clean-up.

Try it in a real moment: During an ordinary clean-up, name the cloth's useful property. Describe the water moving into it and the surface becoming drier. If the child helps, acknowledge the actual wiping action and keep the materials suitable for supervised use.

Keep the meaning clear: An absorbent material can become too wet to take in much more liquid. Absorbent does not mean it holds an unlimited amount. If the cloth needs changing, that practical event offers another accurate observation without an arranged experiment.

Bridge to a later idea: Later, absorbent supports choosing materials for a purpose. Today it connects an object's property with what it can do. The shift from “the cloth absorbs” to “the absorbent cloth” also gives adults a useful way to expand sentence patterns naturally.

27. waterproof

Waterproof describes something designed to prevent water passing through under particular conditions. A suitable raincoat offers a familiar example. Keep the claim specific to the item and its normal use rather than implying that every part or opening blocks all water.

Try it in a real moment: During ordinary preparation for an outing, name the coat and its purpose. If drops are visible on its outer surface afterwards, describe them. Let the practical routine carry the word instead of pouring water over the child or testing clothing unnecessarily.

Keep the meaning clear: Waterproof and absorbent describe different responses to water. A towel takes water in; a suitable raincoat is intended to keep it out. Some products have limits or require care, so adults should rely on the item's instructions.

Bridge to a later idea: Later, waterproof supports design and practical choices about materials. Today it explains why we choose one item for rain and another for wiping. The functional contrast gives the long adjective a clearer purpose than memorising it as an isolated label.

28. sturdy

Sturdy describes something strong and well supported for its ordinary purpose. In Age 1 the word could accompany a broad block base. At Age 2, the adult can add a reason: a wide support helps a low construction remain steady.

Try it in a real moment: Build two low arrangements with suitable large blocks, changing the base while keeping the rest simple. Observe what happens under a gentle adult touch. Describe the sturdier arrangement only if the result supports that description.

Keep the meaning clear: A sturdy toy construction is not safe for climbing. Keep the intended use explicit. Also avoid using sturdy as a judgement about a child's body, confidence or willingness to attempt a physical task.

Bridge to a later idea: Later, sturdy helps evaluate objects for a purpose. Today's progression adds explanation to the earlier label. The child may contribute only “big block,” while the adult models how a property and a reason can appear together in one meaningful sentence.

29. fragile

Fragile means easily broken or damaged. A first example can be an adult-held paper model or a picture of a delicate object. Children can learn the meaning without being asked to handle glass, ceramics or valuable breakable items.

Try it in a real moment: Show an adult-held paper object beside a durable board book. Describe the different handling each needs. Offer the sturdy book for ordinary use, leaving the fragile item under adult control. The contrast can be observed without deliberately damaging anything.

Keep the meaning clear: Fragile does not mean bad or useless. Some fragile objects serve a purpose precisely because of their material or form. Keep the language about properties and appropriate care, avoiding blame if an ordinary accident occurs.

Bridge to a later idea: Later, fragile can describe environments, arrangements or health in particular contexts. Today the physical meaning provides a clear reason for gentle handling. Connect it with an action the adult demonstrates rather than repeating “careful” without showing what changes in the way you hold the object.

30. durable

Durable means able to withstand use over time without being damaged easily. A well-used board book or suitable sturdy toy can provide an example. It is about resistance to wear in normal use, not permission to treat an object roughly.

Try it in a real moment: During reading, briefly compare a board page with a thinner adult-held sheet. Name the board page's usefulness for repeated handling. Continue reading the story rather than asking the child to test how much force the page can withstand.

Keep the meaning clear: Durable is not indestructible. A durable object can still be damaged by water, force or unsuitable use. Adults can model care while explaining why some materials suit a toddler's everyday activities better than others.

Bridge to a later idea: Later, durable supports choices about products, design and reuse. Today it adds a time dimension to sturdy: the object remains useful across many ordinary encounters. A familiar book with signs of age can still be durable, even if it no longer looks new.

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No.	Adult extension	Familiar bridge
31	accelerate	faster → get faster → accelerate
32	decelerate	slower → get slower → decelerate
33	reverse	back → move in the opposite direction → reverse
34	descend	down → move downwards → descend
35	ascend	up → move upwards → ascend
36	navigate	go → find a way through → navigate
37	obstacle	block → something in the way → obstacle
38	boundary	edge → limit of an area → boundary
39	adjacent	beside → directly next to → adjacent
40	diagonal	across → slanting across → diagonal

31. accelerate

Accelerate means to increase speed in this first everyday example. It describes a change, not simply something already moving fast. A toy car going faster down a low, suitable ramp can make the difference visible during supervised play.

Try it in a real moment: Use a stable, age-appropriate ramp close to the floor with a clear stopping area. Release a large toy without pushing it hard. Describe the change if it is visible, then let the child retrieve or redirect the toy within the safe play area.

Keep the meaning clear: Do not call every fast movement acceleration. A toy may move quickly at a roughly steady speed. Keep the adult's sentence tied to an observed increase rather than choosing a technical word simply because the activity is exciting.

Bridge to a later idea: Later, accelerate supports understanding motion and more figurative changes in pace. Today the thinking move is change over time: the same object can be slower and then faster. The familiar bridge gets faster keeps the new verb accessible.

32. decelerate

Decelerate means to decrease speed. It can describe a toy slowing as it travels across a surface after a gentle push. The word highlights a change in movement rather than a fixed label such as slow car.

Try it in a real moment: Push a large suitable toy gently across a clear floor or mat. Watch its movement and describe the slowing if it occurs. Allow another turn if wanted, keeping the game about the visible path rather than a required verbal response.

Keep the meaning clear: Stopping is one possible end of deceleration, but getting slower does not always mean stopping completely. There is no need to explain that formally to the child; simply avoid saying the two words always mean exactly the same thing.

Bridge to a later idea: Later, decelerate belongs to explanations of journeys and movement. Today it forms a useful pair with accelerate across separate encounters. The adult can say “It gets slower” most often and add the longer term when the changing speed is especially clear.

33. reverse

Reverse can mean to move backwards or to change to the opposite direction. A toy bus backing out of a pretend parking space gives the word a clear purpose. Keep the toy's front visible so backwards is understandable in the scene.

Try it in a real moment: Make a broad parking space with two large blocks on the floor. Move a suitable toy backwards out of it and describe the action. Let the child choose another movement; you can name forwards or sideways without correcting the whole game.

Keep the meaning clear: Reversing is not the same as turning the toy around. The toy can keep facing one way while moving backwards. Adults can demonstrate that distinction simply by keeping the orientation steady during the short movement.

Bridge to a later idea: Later, reverse can describe undoing an order or changing a decision. Today the physical meaning comes first. It adds direction to go and back, giving the child a richer sentence about an action already familiar from vehicle play.

34. descend

Descend means to move from a higher place towards a lower place. It can describe a toy travelling down a low ramp or a picture-book character coming down steps. The word is an extension of down, with an action built into it.

Try it in a real moment: Use a suitable low ramp and a large toy during ordinary floor play. Name the starting place and describe the downward movement. If discussing real stairs, attend to the child's safe movement first and use the word as brief commentary.

Keep the meaning clear: Descending does not mean falling. A controlled downward movement and an accidental fall are different events. Choose an example where the path remains clear rather than treating every object moving down as the same kind of action.

Bridge to a later idea: Later, descend supports descriptions of landscapes, travel and sequences of levels. Today it adds a precise motion word to a familiar direction. A toy moving down can be followed by one short result sentence, such as “Now it is on the mat.”

35. ascend

Ascend means to move towards a higher place. It pairs with descend but need not be taught in the same session. An adult moving a toy up a broad, low ramp offers a visible example without asking the child to climb.

Try it in a real moment: Move a soft toy slowly from the bottom of a suitable play ramp to its top. Describe the route in a short sentence and pause. Let the child take the toy elsewhere if wanted; the vocabulary example does not need to dictate the rest of the story.

Keep the meaning clear: Up can describe position as well as movement, while ascend names the movement. A toy already at the top is not still ascending. Adults can preserve that difference by timing the word to the action.

Bridge to a later idea: Later, ascend helps describe stairs, hills and movement through levels. Today the familiar word up stays available beside the extension. Adding a visible destination gives the longer verb a practical purpose rather than making it a decorative substitute for ordinary language.

36. navigate

Navigate means to find or direct a route through a place or situation. For a two-year-old's play, an adult can guide a large toy between widely spaced blocks. The interesting addition is choosing a path rather than merely moving.

Try it in a real moment: Place a few large blocks on the floor with generous clear gaps. Move a suitable toy around one obstacle and describe the route. Let the child choose another path, acknowledging that more than one route may work.

Keep the meaning clear: Avoid constructing physical obstacle courses that exceed the child's abilities just to illustrate the word. The toy route is sufficient. Keep the difference between an adult's plan and the child's chosen movement visible rather than calling any motion successful navigation.

Bridge to a later idea: Later, navigate supports maps, travel and working through information. Today it connects destination, obstacle and path. A short sentence about going around a block can carry the concept while the advanced verb remains an occasional adult model.

37. obstacle

An obstacle is something that blocks or makes a route or activity harder. A large block in a toy road can illustrate the physical meaning. It is not necessarily a bad object; its role depends on where it is and what someone is trying to do.

Try it in a real moment: During vehicle play, notice when a large block interrupts a route. Describe the difficulty, then move the bus around it or relocate the block. Let the child choose a workable option if interested, keeping the scene simple and the materials suitable.

Keep the meaning clear: A block beside the road is not an obstacle to that route. The relationship matters. Adults can make the concept clearer by including the goal: an obstacle to the bus getting through, rather than an object permanently labelled troublesome.

Bridge to a later idea: Later, obstacle can describe a difficulty in learning or planning. Today the visible physical example prepares that metaphor without introducing it as a toddler expectation. The useful thinking move is that changing a position or path can change whether the difficulty remains.

38. boundary

A boundary marks where an area ends or where one space is distinguished from another. A rug's edge can provide a neutral example in play. Some boundaries are physical and others are agreed rules, so begin with the clearly visible kind.

Try it in a real moment: Use a familiar mat as the space for a toy game. Point to its edge and describe the inside and outside areas. Let the child move a toy across the edge when the game allows, making the change in position visible.

Keep the meaning clear: An arbitrary play boundary is different from a safety limit near traffic or water. Explain real limits clearly and supervise appropriately. The vocabulary word does not replace adult protection or make a two-year-old responsible for remembering every boundary independently.

Bridge to a later idea: Later, boundary supports maps, geometry and social agreements. Today it names a limit in a concrete space. Keep the example calm and useful, showing what the edge marks rather than using the word only during correction or conflict.

39. adjacent

Adjacent means next to or adjoining something. It gives a more formal partner to beside. A first example can show two large blocks placed directly next to each other, with a clear reference object and little visual clutter.

Try it in a real moment: Put two large blocks together in a short row and describe their positions. Move one farther away on another turn, showing the changed arrangement. The child can handle the blocks without being asked to maintain the adult's layout.

Keep the meaning clear: Near and adjacent are not always interchangeable. Several objects may be near a basket while only one is directly beside it. Use a simple scene where the relationship is obvious, avoiding a crowded display that makes the reference unclear.

Bridge to a later idea: Later, adjacent appears in maps, geometry and descriptions of spaces. Today it extends beside while preserving the familiar bridge. The adult's accurate sentence is enough; a two-year-old does not need to define adjacency or follow a multi-part spatial instruction.

40. diagonal

Diagonal describes a slanting direction across a shape or area, such as from one corner of a square mat towards the opposite corner. It is more specific than across. A broad movement on the floor can make the path visible.

Try it in a real moment: Move a large toy slowly across a square play area from one corner towards the opposite one. Describe the path once, then allow free movement. A finger tracing a large pictured square is another adult-led example if it suits the child's interest.

Keep the meaning clear: Not every path across a space is diagonal. A straight movement between the middles of opposite sides gives a different example. Keep the corner-to-corner route clear without asking the child to understand formal geometry.

Bridge to a later idea: Later, diagonal supports drawing, shapes and reading diagrams. Today it gives a precise label to one visible path. Return to across for most immediate communication, adding diagonal when the slanting relationship contributes useful information about the movement.

Contents · Previous chapter · Next chapter

No.	Adult extension	Familiar bridge
41	estimate	guess → make a sensible rough judgement → estimate
42	measure	how long → compare with a unit → measure
43	capacity	full → how much a container holds → capacity
44	quantity	how much → amount of something → quantity
45	category	group → things sharing a feature → category
46	classify	sort → group by a chosen rule → classify
47	distribute	give → share items across places or people → distribute
48	combine	together → put together into one group → combine
49	divide	apart → separate into parts or groups → divide
50	proportion	part → part compared with the whole → proportion

41. estimate

Estimate means to make an approximate judgement using available information. It is more purposeful than a random guess, but it does not promise exactness. An adult deciding whether a basket has room for another large toy can model the idea visibly.

Try it in a real moment: During tidy-up, look at the available space and state a modest expectation. Try placing the toy without forcing it. If it does not fit, describe the result and choose another place. The adult's revised judgement becomes part of the example.

Keep the meaning clear: The child does not need to estimate a number or defend an answer. This is a model of approximate thinking. Avoid presenting a lucky guess as evidence of advanced mathematical understanding or making an inaccurate estimate feel like failure.

Bridge to a later idea: Later, estimate supports measurement, calculation and planning. Today it connects looking with a tentative decision. The words “I think” help the adult show that an estimate can be useful while still needing a check against what actually happens.

42. measure

Measure means to find an amount or size by comparing it with a unit or standard. A first playful example can use equal large blocks to compare the length of a toy road. The adult handles the method while the child explores the materials.

Try it in a real moment: Lay a few matching large blocks end to end beside a short toy road, keeping gaps small enough to make the comparison sensible. Describe the action without requiring accurate counting. The child may help place a block or simply watch.

Keep the meaning clear: Using unequal blocks or leaving large gaps changes what the comparison means. Adults can model consistency without correcting every exploratory placement. If the child wants a different arrangement, follow it as play and leave formal measuring for another moment.

Bridge to a later idea: Later, measure supports length, capacity, time and other quantities. Today it adds a method to the broad question “How big?” The aim is seeing that a repeated, consistent reference can help us describe size, not completing a worksheet of numerical answers.

43. capacity

Capacity is the amount a container can hold. It differs from the amount currently inside it. An empty basket still has a capacity, and two baskets may hold different amounts even when both are empty at the start.

Try it in a real moment: During an ordinary tidy-up, compare two suitable open containers with clearly different room inside. Place familiar large toys in one as needed. Describe the available space and use capacity once, keeping the task practical rather than filling everything to the brim.

Keep the meaning clear: Counting different-sized toys does not give a precise comparison of capacity. The adult can make a broad observation without claiming a controlled measurement. If precision matters later, the unit and method will need more care.

Bridge to a later idea: Later, capacity supports mathematics, recipes and practical planning. Today it distinguishes the container's potential from its current contents. A simple sentence about choosing a basket because the toys fit gives this abstract noun a visible, useful reason to appear.

44. quantity

Quantity means an amount or number of something. It is a general word that can apply to blocks, water or other materials. The first example should make clear what is being discussed, since the word alone does not identify the thing or the unit.

Try it in a real moment: Look at two small groups of equal-sized, suitable blocks with an obvious difference in number. Describe one as having more. Add quantity occasionally, without asking the child to count beyond their current interest or ability.

Keep the meaning clear: A taller pile does not always contain a larger quantity; arrangement and object size can affect appearance. Keep your example simple enough that the statement is supported by what is actually present.

Bridge to a later idea: Later, quantity helps discuss measurement, comparison and resources. Today it gives an adult a broad amount word beside more and less. State the object in the same sentence so the new noun remains attached to a clear scene rather than floating as an abstract definition.

45. category

A category is a group formed because things share a relevant feature or purpose. A basket for toy vehicles can be a simple example. Categories are chosen for a reason, and the same object can belong to more than one useful group.

Try it in a real moment: During a short tidy-up, put a few familiar suitable vehicles together. Name the shared feature, then let the child contribute if interested. If a red animal is added, describe its colour connection rather than assuming the child has made a meaningless mistake.

Keep the meaning clear: Categories depend on the rule. A red car belongs with vehicles and with red objects under different rules. Adults can keep the first rule simple without pretending it is the only possible way to group the toys.

Bridge to a later idea: Later, category supports reading, organising information and scientific classification. Today it adds a reason to group. The child's own grouping may reveal an interest worth following, while the adult models how a shared feature can be named clearly.

46. classify

Classify means to organise things into categories using a feature or rule. It extends sort by making the basis of the grouping explicit. A first adult example might separate suitable toy animals and vehicles during an ordinary brief tidy-up.

Try it in a real moment: Use a small, familiar collection with an obvious distinction. Show one placement and explain the rule in plain words. Invite participation without turning the task into a test. If the child starts a different game, let the sorting remain an optional adult model.

Keep the meaning clear: Classifying by colour and classifying by object type produce different groups. Avoid changing the rule midway without explaining it. The adult's consistency makes the relationship clearer, even when the child is not yet following the rule independently.

Bridge to a later idea: Later, classify supports knowledge organisation and comparison. Today it links a visible action with a reason. A two-year-old may contribute a single placement or a familiar noun; the full explanation belongs to the adult and can be shortened as needed.

47. distribute

Distribute means to give or place things among several recipients or locations. It describes how items move across a group, not necessarily whether the amounts are equal. A pretend picnic with large toy items offers a clear model.

Try it in a real moment: Set out two or three soft toys and suitable large pretend items. Place an item beside each toy while describing the action. Let the child change the arrangement or choose a role, keeping the scene flexible and clearly pretend.

Keep the meaning clear: Distribution does not automatically mean fairness or equality. If every toy receives one cup, say that specific fact. Avoid using the word to demand that the child surrender an important personal object during an upsetting moment.

Bridge to a later idea: Later, distribute helps explain resources, deliveries and mathematical relationships. Today it adds a group pattern to give. The visible recipients and objects make the meaning concrete without requiring the child to understand formal sharing rules or calculate amounts.

48. combine

Combine means to bring things together so they form a group or work together. It can describe adding two small sets of large blocks into one basket. The original parts remain relevant even though the arrangement changes.

Try it in a real moment: During tidy-up, move two small, visible groups of suitable blocks into one container. Describe the starting groups and the resulting collection. If the child empties the basket, use that action to talk about apart or separate rather than insisting the combined arrangement remain.

Keep the meaning clear: Combining does not always create a new material. Blocks brought together remain blocks. Mixing ingredients can involve a different kind of change, so keep the first example within a visible grouping that does not require an explanation of chemistry.

Bridge to a later idea: Later, combine supports addition, cooking and joining ideas. Today it connects parts with a larger collection. A short before-and-after description gives the adult's advanced verb a clear job while familiar words such as together and more remain useful to the child.

49. divide

Divide means to separate something into parts or groups. A simple example uses a group of large toys moved into two baskets. The groups do not have to be equal unless that is stated as part of the task.

Try it in a real moment: Take a small familiar collection during tidy-up and place some items in each open container. Describe the action. Let the child contribute naturally, then finish the practical task without requiring a specific number in either basket.

Keep the meaning clear: Dividing a collection and physically cutting an object are different examples of the same broad idea. Use the collection example first. There is no need to introduce cutting tools or formal arithmetic symbols to make the meaning visible.

Bridge to a later idea: Later, divide supports mathematics, maps and organisation. Today it forms a useful contrast with combine. The child can see one group become two and two groups become one across different play encounters, giving later explanations a concrete history to draw on.

50. proportion

Proportion describes a part in relation to a whole, or the relationship between amounts. This is an adult concept word at Age 2. A basket where most of the visible toys are vehicles can provide a broad, non-numerical example.

Try it in a real moment: During a familiar sorting moment, describe what makes up much of the collection. Keep the group small and the contrast obvious. The child may name a car or move a toy; no calculation or fraction language is expected.

Keep the meaning clear: Proportion is not simply the number of objects considered alone. Three cars form different proportions in a group of four and a group of twenty. Adults should keep the whole collection in mind when selecting an accurate sentence.

Bridge to a later idea: Later, proportion supports fractions, statistics and design. Today the seed is part-to-whole comparison. Use the longer noun rarely and retain plain language such as “most are cars,” so the idea remains connected to the visible group rather than an abstract mathematical definition.

Contents · Previous chapter · Next chapter

No.	Adult extension	Familiar bridge
51	disappointed	sad → sad about an unmet hope → disappointed
52	relieved	better → less worried after a concern ends → relieved
53	uncertain	not sure → not knowing yet → uncertain
54	confident	sure → feeling able to try → confident
55	hesitant	wait → pause before acting → hesitant
56	eager	want → very keen to begin → eager
57	overwhelmed	too much → finding the situation hard to manage → overwhelmed
58	contented	happy → quietly satisfied → contented
59	affectionate	love → showing warmth or fondness → affectionate
60	compassionate	kind → caring about someone's difficulty → compassionate

51. disappointed

Disappointed means unhappy because something hoped for did not happen. It is more specific than sad. If an outing changes or a toy is unavailable, the adult can offer the word tentatively while responding to the child's actual needs.

Try it in a real moment: Use the word in a naturally occurring situation or a gentle toy story. State the changed plan clearly and offer a realistic next step. Keep the feeling separate from the practical boundary; naming disappointment does not require reversing every necessary decision.

Keep the meaning clear: Do not assume that every protest is disappointment. Discomfort, tiredness or confusion may also be involved. Begin with the known event and use may or seem when interpreting an internal feeling.

Bridge to a later idea: Later, disappointed supports reflection on expectations and coping. Today the addition is a relationship between hope and outcome. The child can be understood without producing the label, and the adult can provide both empathy and a clear account of what happens next.

52. relieved

Relieved means feeling less worried or uncomfortable because something difficult has ended or been resolved. A toy story about finding a missing bag can provide a simple context without creating a real worry for the child.

Try it in a real moment: Tell a short story with a clear problem and quick resolution. Name the event before the feeling: the bag was missing, now it is here. Let the child move the toy or choose the next action rather than asking for an emotional explanation.

Keep the meaning clear: Relief and happiness can overlap, but relief specifically connects with a concern easing. Keep that reason visible. Avoid hiding a comfort object or delaying reassurance just to create an opportunity for the new word.

Bridge to a later idea: Later, relieved helps describe changes in feelings across a story. Today it introduces an emotional before and after. Adults can also model their own small relief accurately, such as finding keys, without assigning adult responsibilities or worries to the child.

53. uncertain

Uncertain means not sure about something or not knowing what will happen. Adults can model it when deciding which toy route will work. The word makes room for checking rather than pretending every question has an immediate obvious answer.

Try it in a real moment: Choose a manageable toy arrangement with two clear possibilities. State your uncertainty and try one suitable option. Describe the result calmly. The child may participate through watching or moving the toy, without being required to settle the question verbally.

Keep the meaning clear: Uncertainty is not a flaw to correct instantly. It can be a normal stage before finding out. Avoid making the child responsible for reassuring the adult about matters beyond the game or carrying emotional uncertainty that belongs to grown-ups.

Bridge to a later idea: Later, uncertain supports careful claims and decision-making. Today the useful sequence is not sure, check and learn something. The advanced adjective helps the adult model an honest relationship with knowledge while the simple bridge remains available.

54. confident

Confident means feeling sure of one's ability or judgement in a situation. It does not guarantee success, and it need not look loud or enthusiastic. A familiar task may feel manageable while a new one still needs support.

Try it in a real moment: Model the word about your own experience, or offer a tentative description when the child approaches a familiar activity readily. Name the helpful history: repeated play, a clear setup or available support. Let the child ask for help even in a familiar task.

Keep the meaning clear: Avoid labelling one child confident and another shy as fixed identities. The same child may feel differently across people and settings. A quiet response is not evidence that confidence is absent, and a bold attempt is not proof of secure understanding.

Bridge to a later idea: Later, confident supports reflection on readiness and evidence. Today it connects familiarity with a willingness to act. Keep confidence separate from correctness, so an unsuccessful attempt can still receive practical support without becoming a judgement about personality.

55. hesitant

Hesitant describes pausing or holding back before doing something, often because of uncertainty. It is an observation with a possible reason, not a diagnosis of fear. A child may need time to look at an unfamiliar toy or person.

Try it in a real moment: Use a soft toy story with a new setting and a calm pause. Offer a way to look first or approach with support. If the child shows hesitation in real life, respect the signal and respond to the situation rather than narrating a lesson over it.

Keep the meaning clear: Pausing can have many causes, including processing information or noticing another interest. Avoid treating hesitant as a permanent trait. State what you can see and leave room for the child's own communication to clarify what is needed.

Bridge to a later idea: Later, hesitant helps describe decisions and character reactions in stories. Today it adds a possible meaning to a pause while modelling patience from the adult. The useful response is often more time or clearer information, not pressure to act quickly.

56. eager

Eager means strongly interested in doing or having something, often with an expectation of beginning soon. It can describe a child's interest in a familiar story, but adults should connect the word with the actual situation rather than assuming excitement means consent to every next step.

Try it in a real moment: When the child brings a book or approaches a familiar activity, acknowledge the request and begin when practical. Use eager once if it fits the visible communication. Continue following the child's signals as the activity develops.

Keep the meaning clear: Eagerness can change quickly. A child who wanted the book may decide to turn pages differently or move away. The word describes a current relationship to an activity, not a promise that the child will sustain attention for an adult-planned duration.

Bridge to a later idea: Later, eager supports precise descriptions of motivation and anticipation. Today it adds intensity to want while preserving the child's agency. Adults can model their own eagerness too, keeping the reason concrete: “I am eager to see which picture comes next.”

57. overwhelmed

Overwhelmed describes feeling unable to manage the amount or intensity of what is happening. It may involve noise, demands, emotion or several things at once. At Age 2, the word is primarily for helping adults think and respond carefully.

Try it in a real moment: Model the word through a gentle story about too many toy demands, or use it briefly when a real situation clearly calls for support. Reduce demands and offer an appropriate change. The response should help, rather than ask the child to explain the feeling while struggling.

Keep the meaning clear: A single behaviour cannot establish overwhelm. Describe the setting and attend to the child's signals without making a confident diagnosis. Also check practical needs such as comfort, rest and familiar support.

Bridge to a later idea: Later, overwhelmed supports self-advocacy and planning manageable tasks. Today it can help adults replace a judgement such as naughty with a more careful question about the situation. The child benefits from responsive action even without using the advanced label.

58. contented

Contented means calmly satisfied with the present situation. It is a useful contrast with excitement: pleasure does not always involve laughter, noise or energetic movement. A child quietly enjoying a familiar activity may appear contented, though the adult should remain tentative.

Try it in a real moment: Use the word in a calm toy scene or describe your own feeling during a pleasant routine. Keep the activity simple and allow the child to choose whether to remain. A quiet reading moment can end naturally without being treated as lost success.

Keep the meaning clear: Stillness alone does not prove contentment. A child may be tired, uncertain or disengaged. Look at the wider interaction and respond to communication rather than using the label to justify ignoring changing needs.

Bridge to a later idea: Later, contented helps describe mood and contrast different forms of enjoyment in stories. Today it broadens happy beyond visible excitement. Adults can model nuanced emotion language without requiring the child to choose between several abstract feeling words.

59. affectionate

Affectionate describes showing love or fondness through a warm action or manner. A kind message, a welcome smile or a wanted cuddle can be affectionate. Physical contact is one possible expression, not a requirement for demonstrating care.

Try it in a real moment: In a toy story, let one character greet another with a smile, wave or invitation to sit nearby. Describe the warmth. Follow the child's preferred form of interaction and keep real greetings respectful of whether touch is wanted.

Keep the meaning clear: A child does not need to hug or kiss someone to prove affection or politeness. Do not use the new word as pressure for contact. Describe multiple ways people can show fondness, leaving room for individual preferences.

Bridge to a later idea: Later, affectionate supports understanding relationships and tone in stories. Today it connects a caring attitude with observable, respectful actions. A warm greeting can carry the meaning clearly without asking the child to explain another person's internal feelings or perform a social display.

60. compassionate

Compassionate means showing care towards someone who is having a difficult experience. It adds a specific reason to kindness. An adult helping a toy character after a small pretend mishap can model the idea without creating real distress.

Try it in a real moment: Tell a short story in which a toy needs manageable help. Show a practical response, such as retrieving a dropped large toy item. Let the child join if interested, and continue without requiring an emotional performance or verbal explanation.

Keep the meaning clear: Compassion does not mean the child must solve every problem or accept unwanted contact. The adult can show care while maintaining a boundary. Avoid interpreting a toddler's limited response as evidence of an uncaring character.

Bridge to a later idea: Later, compassionate helps discuss motives, community and ethical choices. Today the early link is noticing difficulty and offering suitable help. A clear action makes the word more accessible than praise about being a wonderful person without naming what was thoughtful.

Contents · Previous chapter · Next chapter

No.	Adult extension	Familiar bridge
61	request	ask → ask for something → request
62	respond	answer → react to a message → respond
63	explain	tell → tell how or why → explain
64	negotiate	agree → work towards a shared arrangement → negotiate
65	compromise	both → each changes something → compromise
66	permission	may → agreement before doing something → permission
67	consent	yes → freely agreeing to a choice → consent
68	include	join → make room for someone → include
69	contribute	help → add something to a shared activity → contribute
70	considerate	kind → adjust for another person's needs → considerate

61. request

A request is an act of asking for something, and request can also be a verb. It gives adults a useful way to describe communication without insisting that asking must take one spoken form. A gesture, sign or word may carry a clear request.

Try it in a real moment: Offer a genuine choice between two familiar books. Respond to the child's selection and describe the communication naturally. If the request is unclear, check one possibility and observe the response rather than requiring a rehearsed sentence before beginning.

Keep the meaning clear: Not every request can be granted, but every clear communication can be acknowledged. Explain a practical limit in familiar language and offer a real alternative where possible. Avoid using request as a condition for essential care or comfort.

Bridge to a later idea: Later, request helps distinguish asking, demanding and offering in different settings. Today it connects communication with a desired action. The child's message matters before its grammatical form, giving the adult a foundation for gentle expansion rather than repeated correction.

62. respond

Respond means to react to something said, done or noticed. A spoken answer is one kind of response, but an action or gesture can also respond to a message. The word helps adults see communication beyond question-and-answer drills.

Try it in a real moment: Follow a child's friendly gesture or sound with a related response. Describe your action briefly if useful. Leave time for another turn without demanding one. A shared exchange can be complete after only a few comfortable contributions.

Keep the meaning clear: A delayed or different response is not necessarily a refusal to communicate. Processing time, competing attention and the setting can affect what happens. Record the visible response rather than deciding that the child ignored a message intentionally.

Bridge to a later idea: Later, respond supports conversation, reading tasks and practical reactions. Today it names the connection between one person's contribution and another person's action. Adults can model responsive listening by following the child's focus instead of supplying the same prepared line regardless of what the child does.

63. explain

Explain means to make something clearer by telling how it works or why it happens. A description tells what is present; an explanation adds a relationship. At Age 2, adults can model brief explanations while accepting much shorter child contributions.

Try it in a real moment: During toy play, name a clear event and one visible reason. Move the block if the child wants the bus to continue. Let the changed result complete the explanation rather than asking the child to repeat the whole causal sentence.

Keep the meaning clear: An explanation should fit the evidence. Avoid attributing motives to a child or toy mechanism without knowing them. “The wheel is caught” is more useful than a story about the toy being naughty when the real issue is mechanical.

Bridge to a later idea: Later, explain supports learning across subjects. Today it gives the adult a clear job: connect an event with a reason the child can see. Keep because attached to one simple relationship, leaving multiple causes and abstract justifications for later development.

64. negotiate

Negotiate means to discuss or adjust possibilities to reach an arrangement. With a two-year-old, the adult does most of the verbal work and offers limited, genuine options. The word should not imply that a child is expected to manage complex disagreements independently.

Try it in a real moment: In an optional shared game, offer two workable roles or turns. Acknowledge the child's response and adjust if practical. Keep the exchange short and clear. If a safety boundary is involved, state it directly rather than pretending it is open to bargaining.

Keep the meaning clear: Negotiation requires real possibilities. Repeatedly asking until the child accepts the adult's only preferred outcome is not a meaningful example. Nor should a distressed toddler be expected to solve another child's needs without support.

Bridge to a later idea: Later, negotiate supports collaboration and conflict resolution. Today the early idea is a plan that considers more than one participant. The adult models clear options and responsive adjustment, while the child can contribute through a choice rather than a full verbal agreement.

65. compromise

A compromise is an arrangement in which participants accept some adjustment rather than getting everything originally wanted. It differs from one person always giving way. A gentle toy story can make the idea visible without forcing a real child to surrender a valued object.

Try it in a real moment: Use two soft toys with different pretend preferences. Give each one a part in a workable plan and describe the result. Invite the child to choose the next detail, keeping the scene playful and the arrangement understandable.

Keep the meaning clear: Not every situation needs a compromise. Safety, consent and essential care may require a clear boundary. Avoid presenting unwanted physical contact or unequal treatment as something a child should accept to prove social maturity.

Bridge to a later idea: Later, compromise supports understanding relationships and collective decisions. Today it offers a simple alternative to one winner and one loser. The adult's example should show what each participant changed, rather than using the noun as a vague command to stop disagreeing.

66. permission

Permission is agreement that an action is allowed. It can involve a person, a rule or a responsible adult. A first example can show an adult asking before using someone else's book, making the social relationship visible.

Try it in a real moment: During a calm exchange, ask to look at a book the child has and wait for a clear response where the choice is genuinely theirs. Accept a refusal in optional play and choose another book. The adult's behaviour gives the word meaning.

Keep the meaning clear: Permission must be appropriate to the situation. A toddler cannot authorise unsafe actions, and adults still provide necessary care. Keep optional ownership and contact examples clear without suggesting that every practical boundary can be decided by the child.

Bridge to a later idea: Later, permission supports consent, shared spaces and responsible use of resources. Today it connects asking with another person's choice. A respectful adult response teaches more about the concept than requiring the child to repeat “please” while the adult takes the object anyway.

67. consent

Consent means freely agreeing to a particular action or situation. At Age 2, use simple optional examples such as whether to join a game or receive a hug, while adults remain responsible for safety and necessary care. Agreement is specific and can change.

Try it in a real moment: Offer a genuine optional invitation: “Would you like a hug, a wave or space?” Follow the child's clear preference. The advanced word may remain in adult reflection, while the immediate child-facing language stays familiar and direct.

Keep the meaning clear: Silence, freezing or lack of resistance should not automatically be read as agreement. Keep checking the child's communication in optional contact or play. Do not use the vocabulary example to suggest that a toddler can consent to unsafe or adult matters.

Bridge to a later idea: Later, consent supports respectful relationships and understanding boundaries. Today the foundation is practical: a person's choice about an optional interaction matters. The adult demonstrates that by accepting no, changing course and continuing the relationship warmly.

68. include

Include means to make someone or something part of a group or activity. It can describe inviting a toy character into a story or providing a role in a shared game. The useful addition is participation, not merely physical closeness.

Try it in a real moment: Add a soft toy to a simple pretend scene and give it a clear part, such as choosing a book. If another child is present, adults can help create suitable participation without demanding immediate sharing of every object.

Keep the meaning clear: Inclusion should consider comfort and access. Being placed beside a game does not necessarily mean someone can participate. Adults can adjust materials or roles, while respecting a child's wish to watch first or choose a different activity.

Bridge to a later idea: Later, include supports group work, writing and set relationships. Today it connects belonging with an actual opportunity to take part. Describe the role you created so the verb adds information beyond a general instruction to be nice or let everyone do everything.

69. contribute

Contribute means to give something that helps a shared activity or result. The contribution can be an object, action or idea. A child placing one large block while an adult holds the base offers a small but complete example.

Try it in a real moment: During shared construction, name each person's actual role. Invite an optional contribution that the child can manage. If the child offers a different piece or idea, consider whether it can fit the activity rather than treating only the planned action as useful.

Keep the meaning clear: A contribution need not be equal in size to someone else's. Adults naturally provide more support. Avoid turning the word into a requirement that the child earn care or approval through helping with adult responsibilities.

Bridge to a later idea: Later, contribute supports teamwork and discussion. Today it adds a part-to-whole relationship to help. A specific sentence about what was added gives clearer information than general praise, and it leaves room for the child's contribution to be small, spontaneous and meaningful.

70. considerate

Considerate means taking another person's needs into account. Age 1 could introduce the word through an adult lowering a voice. Age 2 can add a visible reason and an alternative action, such as moving a lively game away from someone resting.

Try it in a real moment: Model a practical adjustment in a real routine or a toy story. Explain whose need is involved and what changes. Keep the child's own need for play visible by offering a suitable place or activity rather than simply demanding silence.

Keep the meaning clear: Consideration is not one-sided self-erasure. A child who needs help can still call out. Adults should avoid using the adjective as praise for suppressing discomfort or accepting an arrangement that does not meet basic needs.

Bridge to a later idea: Later, considerate supports thoughtful social decisions. Today's progression links another person's situation with a workable response. The child can participate through moving a toy or choosing a quieter game while the adult carries the fuller explanation.

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No.	Adult extension	Familiar bridge
71	germinate	grow → a seed starts growing → germinate
72	develop	grow → change towards a later form → develop
73	mature	grown → reach a later grown stage → mature
74	wilt	droop → lose firmness and droop → wilt
75	decay	old → break down over time → decay
76	evaporate	dry → liquid changes into vapour → evaporate
77	dissolve	mix → spread into a liquid as a solution → dissolve
78	float	up → stay supported at a liquid's surface → float
79	sink	down → settle below the surface → sink
80	habitat	home → surroundings that support a living thing → habitat

71. germinate

Germinate means to begin developing from a seed under suitable conditions. It is a more specific partner to sprout from Age 1. An adult-maintained plant or clear picture sequence can show the early change without giving loose seeds to a young child.

Try it in a real moment: Look at an adult-held picture or a safely placed growing plant. Name the seed in the picture and the new growth. Keep the child away from small seeds, loose soil and unknown plant parts, using observation rather than handling to support the word.

Keep the meaning clear: A seed does not germinate simply because a child waits beside it for a few minutes. The process takes time and depends on conditions. Adults can describe a real change across photographs without promising an immediate result.

Bridge to a later idea: Later, germinate supports plant life cycles and experiments. Today it adds a starting stage to grow. The child may notice only the little shoot, which is a useful concrete focus while the adult models the more precise process word.

72. develop

Develop means to grow or change towards a more complete or later form. It can describe a plant producing new leaves or a skill becoming more usable. Begin with a visible, non-evaluative example rather than judging the child's development during play.

Try it in a real moment: Compare an adult's earlier photograph of a familiar plant with its current appearance. Point out one visible change. The child can look, name a leaf or move on; remembering the earlier state independently is not required.

Keep the meaning clear: Development is not always a simple straight line towards bigger. Different living things change in different ways. Keep your first sentence specific to the plant or pictured event rather than making broad claims from one example.

Bridge to a later idea: Later, develop helps describe ideas, stories, bodies and skills. Today it adds a time relationship to a familiar object. A clear before-and-after comparison gives the adult a reason to use the word without turning the child's own progress into a performance under observation.

73. mature

Mature can mean fully grown or developed in a relevant way. With young children, the plant meaning is a useful starting point. A mature tree can be compared with a young sapling in pictures, without making maturity a moral demand on the child.

Try it in a real moment: Share a clear picture showing a young plant and a larger established tree of the same kind if available. Name the difference in stage. Follow the child's interest in the trunk, leaves or animals around it rather than explaining a full life cycle.

Keep the meaning clear: Large and mature are not identical. Some mature plants remain small, and different species grow to different sizes. Keep the comparison within an accurate example rather than treating size alone as proof of age.

Bridge to a later idea: Later, mature appears in discussions of development and judgement. Today the physical stage meaning is enough. Avoid saying a two-year-old should act mature when upset; the vocabulary belongs to understanding a scene, not expecting behaviour beyond the child's current support needs.

74. wilt

Wilt means to become limp or drooping, often when a plant lacks enough water or experiences other stress. It is more specific than sad plant, which assigns a human emotion. An adult can describe a visible leaf without assuming a single cause automatically.

Try it in a real moment: If a plant already shows wilting, observe it from a safe distance and describe the visible change. The adult can check the plant's care needs separately. Do not deliberately deprive a plant of care to create a vocabulary example.

Keep the meaning clear: Wilting can have several causes, so avoid promising that any drooping plant simply needs more water. Keep observation and explanation separate: the leaf droops is visible; the reason may require adult investigation.

Bridge to a later idea: Later, wilt supports plant care and descriptions of changing condition. Today it replaces an imprecise emotion label with an observable physical state. A later photograph showing recovery, if it actually occurs, can connect the word with change over time without guaranteeing every plant will recover.

75. decay

Decay means to break down or decompose over time. Fallen plant material in a picture or an adult-maintained compost illustration can show the idea. It is not simply the same as becoming old, and it need not be explored through handling unsafe materials.

Try it in a real moment: Look at a clear picture of a fresh fallen leaf and a more broken-down leaf. Describe one visible change in colour or structure. Keep unknown plant material, mould and compost out of the child's handling and mouthing space.

Keep the meaning clear: Decay is a natural process in many settings, but not every change in colour means decay. Adults should select accurate examples and avoid teaching that all old things are dirty or no longer useful.

Bridge to a later idea: Later, decay supports ecosystems and material cycles. Today it introduces a different kind of change from growth. The adult can say “It breaks down slowly” as the accessible bridge, leaving microorganisms and chemical processes for much later explanation.

76. evaporate

Evaporate means for a liquid to change into vapour. A small water patch becoming dry over time can provide a starting observation, but the vapour is usually not visible. This makes the full explanation an adult model rather than something the child can directly verify alone.

Try it in a real moment: During an ordinary day, notice a small clean water patch on a safe surface and revisit it later. Describe the visible change without asking the child to wait beside it. A before-and-after adult photograph can help if the interval is long.

Keep the meaning clear: Water can also leave a surface by being wiped up, spilling elsewhere or soaking in. Do not call every disappearance evaporation. Choose an example whose context supports the explanation, and avoid saying the water has ceased to exist.

Bridge to a later idea: Later, evaporate supports weather and changes of state. Today it connects a familiar outcome, dry, with a possible process. The simple bridge remains useful while the adult keeps the invisible part of the explanation accurate and modest.

77. dissolve

Dissolve means to become incorporated into a liquid so the original solid is no longer seen as separate pieces, as in a suitable substance forming a solution. It is different from melting or merely breaking into smaller visible fragments. At Age 2, use an adult-controlled familiar context.

Try it in a real moment: If an adult is already preparing something appropriate, describe the change from a safe observing position. The child does not need to handle powders, hot liquids or ingredients. A simple picture explanation can also carry the word without arranging a tasting experiment.

Keep the meaning clear: Not everything stirred into water dissolves. Some materials remain suspended or settle. Adults should use an accurate example and avoid telling the child that the substance has vanished from existence.

Bridge to a later idea: Later, dissolve supports science and cooking. Today it distinguishes one kind of mixing from another. The useful language link is between visible separate grains and a liquid that no longer shows those grains, with the fuller explanation left to the adult.

78. float

Float means to remain supported on or within a fluid instead of settling to the bottom. A suitable bath toy at the water's surface gives a simple first example. The word is familiar, but explaining the relationship makes it a useful Maximum Fence entry.

Try it in a real moment: During closely supervised water play already appropriate for the child, name a floating toy and point to its position. Keep adult attention on safety. The child can move the toy gently, while the adult describes what actually happens.

Keep the meaning clear: Floating does not simply mean light or small. Shape, material and other factors matter. Avoid a rule that every small object floats or every heavy object sinks, since common examples would quickly contradict it.

Bridge to a later idea: Later, float supports explanations of buoyancy and design. Today the focus is the toy's relationship to the surface. A clear positional sentence adds useful meaning without requiring the child to understand the forces that make the behaviour possible.

79. sink

Sink means to move down into a liquid or towards its bottom in this physical example. It contrasts with floating at the surface, but the adult should use suitable materials rather than introducing small objects or unsafe containers for an experiment.

Try it in a real moment: If a large, age-appropriate water-play object naturally sinks, describe its movement during closely supervised play. Retrieve it promptly as needed. There is no need to assemble a collection of household test objects or make the activity a prediction quiz.

Keep the meaning clear: A toy being pushed under water by an adult may rise again when released; that is different from freely sinking. Keep the action and explanation accurate. The word should describe what happens without disguising the adult's force.

Bridge to a later idea: Later, sink supports science and figurative language. Today it gives a precise verb to a visible downward change. Pair it with float across separate encounters, while avoiding unsupported rules based only on size or weight.

80. habitat

A habitat is the natural environment in which a living thing lives. Age 1 could link a frog with a pond. Age 2 can add a simple reason: the surroundings provide features the animal uses, such as water, shelter or food.

Try it in a real moment: Share an accurate picture of an animal in its environment. Name the animal and one relevant feature. Let the child follow the picture's action, adding a short explanation only when the feature is clear and appropriate to that animal.

Keep the meaning clear: Different species have different needs. Avoid saying all frogs or all birds live in exactly the same place. Also distinguish a pet's bed or enclosure from a natural habitat rather than treating every animal home as a cage.

Bridge to a later idea: Later, habitat supports ecology and understanding environmental change. Today's progression connects place with need. The child can hear a concrete because sentence while the adult remains responsible for choosing accurate examples and avoiding broad claims from a single picture.

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No.	Adult extension	Familiar bridge
81	narrator	voice → the voice telling a story → narrator
82	setting	place → where a story happens → setting
83	episode	part → one connected event in a story → episode
84	dilemma	choice → a difficult choice between options → dilemma
85	consequence	next → a result of an action → consequence
86	intention	want → what someone means to do → intention
87	perspective	view → how things look from a position → perspective
88	pretend	play → act as if something is different → pretend
89	retell	again → tell an event another time → retell
90	summarise	main → tell the important part briefly → summarise

81. narrator

A narrator is the voice or person telling a story. The narrator may differ from the characters doing things within it. At Age 2, the adult can make the distinction through a very short toy story, without expecting a formal explanation from the child.

Try it in a real moment: Move a soft toy through one simple action while speaking about it in your ordinary voice. Then let the toy speak one short line in a different comfortable voice if the child enjoys it. Return to narrating the action.

Keep the meaning clear: A funny voice is optional. The important distinction is who tells and who acts, not the performance. Avoid making the story so elaborate that the adult's explanation replaces the child's opportunity to move the toy or choose what happens.

Bridge to a later idea: Later, narrator supports reading perspective and understanding information in stories. Today it gives a name to the adult's familiar storytelling role. The child may simply listen or provide a character action, which is enough to keep the relationship concrete.

82. setting

A setting is the place and often the time in which a story happens. Begin with place: a park, home or pretend shop. The word connects the background with the action rather than treating scenery as unrelated decoration.

Try it in a real moment: Choose a simple book with a clear location. Name one visible feature that supports the place, such as a bench or trees. Then follow the character's action. In toy play, a familiar mat can represent a setting without needing an elaborate model.

Keep the meaning clear: A single tree does not prove that every pictured scene is a park. Use the book's clear context and keep your claim accurate. The child does not need to identify the setting independently or explain evidence from an illustration.

Bridge to a later idea: Later, setting supports comprehension and writing. Today it adds a relationship between place and event. A short statement such as “The story happens here” can remain the bridge while the adult occasionally supplies the more precise noun.

83. episode

An episode is a connected event or section within a longer sequence. It can describe the part of a toy story in which a bus gets stuck and is freed. The useful idea is a meaningful section, not merely any random page or moment.

Try it in a real moment: Tell a short scene with a beginning problem and a quick result. When it ends, describe it as one part of the story. Let the child start another action if interested, without requiring a complete retelling.

Keep the meaning clear: Episode is an adult organising word here. A two-year-old need not divide a narrative formally or remember every event in order. Keep the immediate story simple enough that the action remains enjoyable and understandable.

Bridge to a later idea: Later, episode helps discuss longer books, series and remembered events. Today it introduces part-to-whole structure in storytelling. The adult can notice where one connected event ends and another begins while the child's contribution stays grounded in characters and actions.

84. dilemma

A dilemma is a difficult choice, often because each option has a drawback or important consequence. It is more specific than any choice between two pleasant toys. A gentle pretend story can show competing needs without burdening the child with a real adult decision.

Try it in a real moment: Use two soft toys in a short, clearly pretend scene. State the two possibilities in plain language. The adult may choose a practical resolution, such as taking the book along if the story allows. Let the child suggest an action through play rather than demanding reasoning.

Keep the meaning clear: Do not create distress or make a child choose between important relationships to demonstrate dilemma. Also avoid labelling an ordinary preference as a major crisis. The word's precision depends on a meaningful difficulty in the options.

Bridge to a later idea: Later, dilemma supports understanding motives and ethical choices. Today it introduces the idea that a decision may involve more than wanting one thing. The fuller concept can remain in the adult's narration while familiar words carry the scene.

85. consequence

A consequence is a result that follows from an action or event. It is not automatically a punishment. A toy bridge blocking the road may have the consequence that a bus cannot pass, giving the adult a neutral, visible example.

Try it in a real moment: During an ordinary toy game, describe a clear action and its result. Then change the arrangement if the child wants to continue. Keep the tone curious and practical, allowing the result to inform the next move.

Keep the meaning clear: Not everything happening afterwards is a consequence of the earlier action. Choose a close, supported relationship. Avoid using the word mainly as a threat, since that can obscure its wider meaning as a neutral result.

Bridge to a later idea: Later, consequence supports stories, planning and social judgement. Today it extends cause and effect from Age 1 into a sentence about what an arrangement changes. The child may contribute a simple “stuck” while the adult models the longer relationship.

86. intention

An intention is what someone means or plans to do. It is different from the outcome that actually occurs. Adults can model their own intention during play, where they know it directly, rather than confidently assigning hidden motives to a child.

Try it in a real moment: State a simple plan before acting. If the result differs, describe both without blame: “I wanted it to stay; it fell.” Then adjust the arrangement or stop. The visible difference between plan and result gives the noun a concrete role.

Keep the meaning clear: An accident does not reveal a harmful intention. Avoid saying a child meant to upset someone simply because an object fell or a person cried. Start with observable events and offer support before interpreting motives.

Bridge to a later idea: Later, intention supports reading characters and resolving misunderstandings. Today it helps separate wanting to do something from succeeding. The adult's honest account of their own action offers a clearer model than asking the child to explain complex motives under pressure.

87. perspective

Perspective can mean a viewpoint or way of understanding something. Begin with the physical meaning: a toy looks different from the front and from the side. This makes the advanced idea accessible through a change in position.

Try it in a real moment: Sit on different sides of a large suitable toy and describe one visible feature from your place. Turn the toy slowly to show another view. The child can move or look without needing to explain what another person knows.

Keep the meaning clear: Physical viewpoint and understanding another person's beliefs are different levels of the concept. Do not claim that one toy-viewing game demonstrates mature perspective-taking. Keep the first example about the visible sides and positions.

Bridge to a later idea: Later, perspective helps discuss stories, art and disagreements. Today the foundation is that position affects what is seen. A clear concrete example can later support the more abstract idea that people may have different information or interpretations.

88. pretend

Pretend means to act as if something is true for a game while it is not literally happening. It belongs in this advanced bank because the adult can make the boundary between representation and reality clear through simple, enjoyable play.

Try it in a real moment: Offer suitable large pretend-play materials and follow the child's actions. Label the invented scene gently: “Pretend tea.” If the child uses the cup in another way, describe that exploration rather than insisting on the adult's story.

Keep the meaning clear: Do not assume every action is symbolic. Placing a cup near teddy might be an experiment with objects rather than a tea scene. Adults can offer a pretend interpretation without claiming to know the child's intention.

Bridge to a later idea: Later, pretend supports stories, role play and distinguishing imagined events from real ones. Today it adds a useful framing phrase. The child can enjoy an invented action while the adult keeps food, water and real care routines accurately distinguished from the game.

89. retell

Retell means to tell a story or event again, usually keeping its main sequence or meaning. At Age 2, adults can model a very brief retelling while children contribute a word, gesture or action. A complete independent narrative is not required.

Try it in a real moment: After a simple toy event, describe what happened in a sentence or two. Let the child move the toy to show a remembered part. If a detail changes, acknowledge the contribution and keep the exchange conversational rather than correcting every difference.

Keep the meaning clear: A child may begin a new story instead of recalling the old one. That is a different activity, not automatically a failed retelling. State your own account clearly while allowing imaginative play to take another route.

Bridge to a later idea: Later, retell supports comprehension, memory and sharing experiences. Today it connects a recent event with language after it has ended. Concrete toys or pictures can support the account, reducing the demand to hold the whole sequence in mind without any visible reference.

90. summarise

Summarise means to give the main point or events briefly. It differs from repeating every detail. At Age 2, this is an adult modelling word: the adult can shorten a familiar story to one useful sentence while the child listens or contributes.

Try it in a real moment: After a short familiar book, offer one plain sentence about the central event. Pause for a response without requiring one. If the child points to a favourite minor detail, discuss it warmly rather than insisting that only the adult's summary matters.

Keep the meaning clear: What counts as main information depends on the purpose. A bedtime reminder and an explanation of a character's problem may select different details. Keep the first example simple and avoid teaching that a summary is merely the shortest possible sentence.

Bridge to a later idea: Later, summarise supports reading and organising knowledge. Today it shows that a longer experience can be represented in a brief account. The adult's choice of relevant information is the model, while the child's own language may remain much shorter and more immediate.

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No.	Adult extension	Familiar bridge
91	previous	before → the one just before → previous
92	subsequent	next → coming after an event → subsequent
93	immediate	now → happening without delay → immediate
94	gradual	slowly → changing little by little → gradual
95	temporary	for now → lasting a limited time → temporary
96	permanent	stays → intended to last → permanent
97	possible	can → could happen or be done → possible
98	probable	likely → more likely to happen → probable
99	alternative	another → a different available option → alternative
100	anticipate	next → prepare for an expected event → anticipate

91. previous

Previous means earlier, often the one directly before the current item or event. A familiar book's previous page provides a concrete example. It adds a relationship to before by linking an earlier part with the one being considered now.

Try it in a real moment: During shared reading, briefly return one page and describe the connected scene. Let the child choose where to look next. The adult can use previous alongside before without requiring the child to remember the earlier picture independently.

Keep the meaning clear: Previous is relative to a reference point. The previous page changes as we move through the book. Avoid presenting it as the permanent name of one page or using it in a long sequence of instructions.

Bridge to a later idea: Later, previous supports reading, instructions and comparing attempts. Today it gives a clear relationship between two nearby moments. A physical page turn helps make the time connection visible, while the adult keeps the sentence short and the familiar bridge available.

92. subsequent

Subsequent means happening or coming later than something else. It is a formal adult extension of next or later, and does not always mean immediately next. Use a clear two-event example so the reference point remains easy to follow.

Try it in a real moment: Describe a familiar two-part routine as it occurs. Use simple first-and-then language most often, adding subsequent occasionally in your own narration. The child can participate in the routine without being asked to use the formal term.

Keep the meaning clear: A subsequent event follows in time but is not necessarily caused by the first. Reading after tidy-up does not mean tidy-up mechanically causes reading. Adults can preserve that distinction while keeping the immediate language simple.

Bridge to a later idea: Later, subsequent supports formal reading and explanations of sequences. Today it extends temporal ordering. The word should remain an occasional adult model, with next and later doing most of the practical communication needed to help the child know what is happening.

93. immediate

Immediate describes something happening at once or very soon without an intervening delay. It can help adults distinguish an action available now from one planned later. A visible response in a toy game gives the word a concrete setting.

Try it in a real moment: Use a suitable familiar cause-and-effect toy at a comfortable volume. Press once and describe the close timing between action and sound. Let the child take a turn if wanted, while allowing exploration rather than repeated performance on command.

Keep the meaning clear: Immediate does not mean more important, and not every response occurs instantly. Some toys have delays. Describe the actual timing rather than choosing the word because the action and result seem related in a general way.

Bridge to a later idea: Later, immediate supports planning and understanding urgency. Today it adds a timing relationship to cause and effect. Keep real urgent instructions plain and direct; the advanced adjective is for explanation, not a substitute for familiar words when quick adult action is needed.

94. gradual

Gradual describes a change that happens in small steps over time rather than all at once. A low toy ramp being raised slightly in stages can show the pattern, while a plant's growth may require pictures across several days.

Try it in a real moment: In a suitable floor-level setup, make one small adjustment, pause and describe the difference. A picture sequence can also show a gradual change. Keep the child's task simple; the adult carries the comparison across time.

Keep the meaning clear: Gradual and slow overlap but are not identical in every use. The key idea here is small successive changes. Do not claim that every development follows a smooth, predictable progression or that a child must improve at a fixed pace.

Bridge to a later idea: Later, gradual supports describing growth, learning and changing conditions. Today it offers an alternative to sudden change. A clear before, middle and after can make the relationship more visible without requiring a toddler to estimate duration or explain a developmental process.

95. temporary

Temporary means lasting for a limited time rather than being permanent. A toy road moved aside during clean-up can illustrate the word if the adult knows it can be rebuilt. The promise should remain realistic and specific.

Try it in a real moment: During an ordinary change of setup, explain what is happening now and what may happen later. Use a simple visible cue, such as putting the blocks in an accessible basket. Avoid vague promises if the later activity is not actually likely or available.

Keep the meaning clear: Temporary does not tell us exactly how long something lasts. A two-year-old may need a clearer routine marker such as after lunch. The advanced adjective can accompany that practical information rather than replacing it.

Bridge to a later idea: Later, temporary supports planning and understanding change. Today it distinguishes a current arrangement from an everlasting one. Adults can show that a space or game may change while the familiar materials remain available, helping language connect time with a visible environment.

96. permanent

Permanent means lasting or intended to remain for a long time, rather than being a short-term arrangement. At Age 2, use a modest adult example such as a fixed feature of a familiar toy or room, while avoiding claims that nothing can ever change.

Try it in a real moment: Compare a normal fixed room feature with a movable play arrangement. Describe what adults intend to keep and what will be put away. The child need only notice the difference in routine; no abstract definition is required.

Keep the meaning clear: Permanent is often used relative to a practical purpose, not as a guarantee of eternity. A shelf can still be removed by an adult. Avoid promising permanent access to people or objects when circumstances could change.

Bridge to a later idea: Later, permanent supports understanding materials, arrangements and commitments. Today it forms a contrast with temporary. Keep the first example concrete and accurate, showing how intended duration affects the way adults organise a space without demanding that the child understand distant time.

97. possible

Possible means able to happen or be done under the circumstances. It is not a promise that an event will occur. An adult trying a different toy route can make the distinction visible without requiring formal probability language.

Try it in a real moment: Show a broad, suitable opening and a large toy that fits. State the possibility, then move it through gently if wanted. On another turn, consider a different route. The activity stays about available actions rather than answering a verbal quiz.

Keep the meaning clear: Something can be possible but not advisable or permitted. Adults still choose safe, appropriate actions. Keep the first examples within ordinary suitable play rather than using possibility language to invite risky demonstrations.

Bridge to a later idea: Later, possible supports planning, hypotheses and imagination. Today it adds a space between impossible and certain: an action could work. A clear, immediate example helps the advanced adjective remain connected to an understandable choice.

98. probable

Probable means likely to happen or be true based on the available information. It does not mean certain. At Age 2, the adult can model a tentative expectation about a familiar toy action while the child watches what actually happens.

Try it in a real moment: Use a suitable low ramp with a clear path. State the expectation briefly, release a large ball and describe the result. If it stops unexpectedly, notice the difference without pretending the prediction was guaranteed.

Keep the meaning clear: Probable is an adult reasoning word, not a required toddler judgement. Avoid assigning numerical chances or claiming that one outcome establishes a general rule. The useful model is careful expectation followed by checking.

Bridge to a later idea: Later, probable supports uncertainty, evidence and planning. Today it builds on predict from Age 1 by qualifying confidence. The plain phrase “I think it will” can carry most of the interaction, while the longer adjective appears occasionally beside it.

99. alternative

An alternative is another option that can be chosen. It is useful when a plan or toy route does not work, because it turns attention towards a workable next possibility. The option must genuinely be available rather than an empty promise.

Try it in a real moment: During vehicle play, notice a blocked path and show one other clear route. Let the child choose it or suggest a different action. Keep the number of possibilities small so the relationship between the problem and the alternative remains visible.

Keep the meaning clear: An alternative need not be identical to the original choice. A different book may be available when one needs repair, but the child may still feel disappointed. Acknowledge that feeling rather than treating the offered option as proof that the original preference no longer matters.

Bridge to a later idea: Later, alternative supports flexible planning and comparing ideas. Today it adds a constructive next move after difficulty. The adult models finding another route without demanding that the child abandon a preferred plan instantly or explain the trade-off verbally.

100. anticipate

Anticipate means to expect something and sometimes prepare for it. Age 1 could introduce the word through a familiar song. Age 2 can connect expectation with a practical action, such as placing a basket where a gently rolled ball usually stops.

Try it in a real moment: In a familiar, suitable ball game, prepare a low container before rolling. Describe what you expect and what you do in response. Let the child watch, place a large item or change the game without requiring an independent prediction.

Keep the meaning clear: Anticipation is based on expectation, not certainty. If the ball stops elsewhere, adjust the plan and name the result. Do not claim that a child's early movement proves they understood the adult's full explanation or planned several steps ahead.

Bridge to a later idea: Later, anticipate supports reading ahead, preparation and considering needs. Today's progression links before and after with purposeful action. The child can contribute a familiar “ball” or “go,” while the adult models how language helps us think one practical step forward.

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Morning: prepare and adjust

While getting ready, adults can describe a real small change: “I adjust the strap so the bag sits comfortably.” The sentence names an action and a purpose. Continue checking the child's comfort rather than assuming the first adjustment works. The child's response may give information that leads to another adjustment.

One accurate sentence is enough. There is no need to add fasten, attach, align and stabilise during the same movement. A long bank is useful because it offers choices across days, not because every routine must carry many target words.

Play: construct, check and change

A low block bridge gives several possible language moments. First construct it. If the opening is too narrow, examine the gap. If another route works, name it as an alternative. These words belong to different points in the event, and only the ones that fit should be used.

Let the child direct part of the play. A bridge can become a house or a row of blocks. The adult can describe the new arrangement without returning it to a predetermined correct model. Purposeful language can follow imaginative change just as well as a planned construction.

Books: keep the scene clear

When sharing a book, name the character and setting in ordinary words first. “Bear is in the park.” Add the adult term when useful: “The park is the setting.” If the child is interested in a small door, describe that detail rather than insisting on a full account of the scene.

A short retelling after a familiar event can be helpful: “The bus stopped. Then the bear moved the block.” The child's contribution might be “move block” or an action with the toy. Treat that as participation, and let the adult's fuller sentence remain a model rather than a required answer.

Outdoors: describe supported claims

An outdoor observation may invite habitat, mature or boundary. Choose one clear relationship. A pictured frog near water can support a habitat sentence if the example is accurate for that animal. A visible rug edge during play may be a simpler starting boundary than an abstract rule about public space.

Keep observation separate from explanation. A drooping leaf is visible; why it droops may require investigation. Adults can say “The leaf is wilting” without automatically deciding it needs more water. That careful distinction gives the child a useful model of how words relate to evidence.

Evening: tell the main event

After a short familiar story, the adult can summarise one central event. “Teddy lost the book and found it again.” The child may prefer a minor picture detail, and that interest can still lead to a warm conversation. Summarising is an adult option, not a rule that every page must be reduced to its main point.

End with a predictable transition in familiar language. Advanced vocabulary should not make an already tired child work harder to understand immediate care. The book can close, the day can settle and the same word can return another time.

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A transparent container and a hidden toy

An adult puts a large familiar toy inside an open clear container. The child says “bus there.” The adult replies, “Yes, the bus is inside. We can see it through the side.” If attention continues, the adult adds, “The side is transparent, so the bus stays visible.”

Next, an adult-held cardboard piece blocks the view. “Now the cardboard hides it. The cardboard is opaque.” The same toy keeps its identity and location while the barrier changes. That stable reference makes the contrast clearer than presenting several unfamiliar materials at once.

If the child removes the cardboard, respond to the action: “You moved it; now we can see the bus.” There is no need to ask which material is transparent or demand a definition. The event has already supplied a useful connection between property, action and result.

A blocked route and another possibility

A toy road is interrupted by a large block. The child pushes the bus against it and says “stuck.” The adult confirms the visible problem: “The block is in the way.” Obstacle can now add precision: “That block is an obstacle on our road.”

The adult shows a wider route around it. “Here is another way. This route is an alternative.” The child might drive around, move the block or change games. Each response offers information about the child's current interest; none requires the adult to complete a planned vocabulary sequence.

If the adult originally expected the narrow opening to work, they can model reconsidering: “I thought it would fit. I reconsider my plan because the opening is too narrow.” The language connects changed information with a changed decision, rather than treating an unsuccessful first plan as failure.

Two toy guests and a shared arrangement

Two soft toys are part of a pretend picnic. One is placed beside the book and another beside the toy cups. The adult distributes the suitable large items, describing who receives what. The scene makes a group relationship visible without needing a real conflict between children.

One toy wants the blue mat and the other wants the bear story. The adult offers a simple compromise: one chooses the place, the other the book. The word names a visible arrangement in which both preferences matter. It does not mean one participant must always give up.

The child may offer a different solution through play. The adult can acknowledge it without claiming that a complete negotiation skill has been mastered. The richer terms support the adult's explanation, while the toy actions keep the immediate meaning reachable.

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Choose a connected trio

For a construction week, select construct, adjust and stabilise. They serve different purposes within a familiar activity. Construct names making the structure, adjust names a small change and stabilise names the intended improvement in steadiness. Keep build, move and still beside them as accessible bridges.

Do not turn the trio into a required daily quota. Some days one word fits and another does not. The plan is a reminder to notice meaningful opportunities, not a promise that the child will produce three new advanced words by the weekend.

Change one relationship at a time

Begin with a familiar toy and a simple setup. Later, change the opening, position or material so the same word meets a new example. This gives adults a way to broaden meaning without making every feature of the scene unfamiliar.

For example, adjust can apply to a bag strap on one day and a toy ramp on another. The shared idea is a small purposeful change. The adult should name the purpose each time, helping the word connect across contexts while avoiding a detached synonym drill.

Review the adult's choices

At the end of the week, ask which sentences were useful and which interrupted the activity. Did the advanced word add precision? Was the familiar bridge clear? Did the adult leave time for a contribution? These questions improve teaching more directly than counting repeated words.

Keep one or two concrete notes if several adults share care. “Used opaque with the cardboard; child moved the card to reveal the bus” is useful. “Opacity mastered” is a much stronger claim than the single event supports and gives the next adult less practical information.

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Record the support in the scene

An observation includes what the adult said, what else was visible and what the child did. Pointing, gaze, familiar routines and object placement may all help a response. A child selecting a toy after a gesture has participated meaningfully, but that event differs from responding to the spoken word alone.

This distinction is useful for parents and tutors because it guides the next encounter. The aim is not to remove every support as quickly as possible. It is to understand what made the exchange clear and choose a manageable next variation.

Recognise several forms of contribution

A child may contribute a familiar noun, a short phrase, a gesture, a sign or an action with the toy. The adult can respond to the meaning and expand naturally. “Bus stuck” can receive “The bus is stuck behind the block” without demanding an immediate longer version.

Repetition is another possible contribution, but repeating a word does not alone establish flexible understanding. Look for meaning across appropriate situations over time, while avoiding informal testing that turns ordinary play into a sequence of adult demands.

Include the full language context

Families may use several languages across caregivers and settings. English examples in this guide do not require abandoning those languages. ASHA encourages communication in languages caregivers are comfortable using. Natural, meaningful exchanges remain the central context for the words.

When sharing observations or seeking advice, include relevant language exposure and communication across people and settings. A judgement based only on English in one unfamiliar interaction can miss important information. Direct translations of the printed ladders may also need changes to sound natural in another language.

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Exercise one: choose the meaningful extension

A child watches a toy car get faster down a suitable low ramp. Which adult sentence is clearer: “The magnificent vehicle is incredibly extraordinary,” or “The car accelerates; it gets faster”? The second gives the advanced word a visible meaning. The first supplies praise and length without explaining the observed change.

Now adapt the sentence if the car moves at a roughly steady speed. Accelerates would no longer be the right description. “The car moves quickly” is more accurate. The best word depends on the event, not on which term was selected before play began.

Exercise two: find the unsupported claim

An adult sees a wet patch beneath a cup and says, “This proves you deliberately poured water out.” The visible patch supports that water is present and may support an inference that some spilled. It does not establish who moved the cup or what anyone intended.

A better response is practical and precise: “Some water spilled here. I will get a cloth.” Evidence can then be modelled carefully if useful. The example teaches the adult to keep observation, inference and motive separate rather than attaching a sophisticated word to an accusation.

Exercise three: repair the social example

An adult asks a child to choose between a hug and a wave, then insists on a hug after the child selects a wave. What needs changing? The offered choice was not honoured. In an optional greeting, the adult should accept the wave and continue warmly.

Permission and consent become meaningful through the adult's behaviour, not through requiring a polite phrase. Necessary care and safety involve different responsibilities, which should be explained honestly. A toddler is not expected to decide every adult boundary or manage another person's emotional response to refusal.

Exercise four: expand without correcting

The child says “block there” while pointing to an obstacle. A useful adult expansion is “The block is in the road; it is an obstacle for the bus.” The adult preserves the message and supplies grammar and a new relationship.

An unhelpful response would ignore the message and demand that the child repeat the complete sentence three times. The immediate purpose is shared understanding. A later encounter can revisit obstacle in another clear route game without turning the first exchange into a performance.

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Keep earlier words active

The series moves through ages, but language development does not require leaving each earlier bank behind. Sturdy can remain useful while a child learns reinforce. Habitat can return with a clearer reason. Anticipate can connect a familiar song with a practical preparation.

Progression can involve broader contexts, more precise meanings and a greater role in conversation. It need not consist of replacing a familiar word with a rarer synonym. An accurate simple sentence is always available, even when the adult knows a more formal alternative.

Add reasons gradually

At Age 2, the adult often supplies because while the child contributes the key object or action. Later, the child may supply more of the relationship. Let that contribution develop through meaningful exchanges rather than demanding an explanation whenever a toy moves.

An adult can also model uncertainty: “I think this will fit; let us check.” That prepares a route towards prediction and evidence without treating a correct guess as proof of advanced reasoning. The language and the experience can deepen together over repeated, varied encounters.

Find the connected series route

Use Base Fence Age 2 for essential everyday words, Connecting Fence Age 2 for sentence-building bridges and this Maximum Fence article for selective precision and early explanation. These are connected resources with different jobs. A family can move between them according to the child's current communication and the situation.

Age 3 is the next Maximum Fence instalment in the requested progression. Until it is published, return to a familiar cluster or try a clearer context for one idea. The current guide is complete as a reference bank and does not require a future article to make today's interaction worthwhile.

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Is this a list every two-year-old should say?

No. It is an adult modelling bank. Some words may become useful child language, while others remain occasional adult explanations for much longer. The number 100 describes the reference collection, not a developmental requirement or a pass mark.

Why include words such as subsequent or proportion?

They give adults a route towards ideas that later reading will use. At Age 2, they should appear rarely, beside clear familiar bridges and visible examples. The adult does not need to use every entry, and the child does not need to define an abstract term.

Should I correct short or incomplete sentences?

Respond to the meaning and model a natural expansion. A short phrase can carry a clear message. Requiring repeated imitation can interrupt the exchange, whereas a responsive full sentence offers a model while preserving the child's purpose.

Can I use all three fences in one session?

You can move between them naturally, but there is no requirement to say every ladder aloud. Use the version that fits the moment. The printed sequence is mainly a planning aid for adults who want to see how familiar meaning connects with extension.

What if the child chooses a different activity?

Follow the new focus where practical. A different activity may offer another useful word or may need only familiar language. The guide supports conversation; it does not require keeping the child inside a planned vocabulary activity until a target is produced.

How many words should I introduce each week?

This article sets no acquisition quota. Choosing a small connected set can help adults notice opportunities, but the useful number depends on context and the child. Revisit meanings naturally and reflect on the quality of exchanges rather than counting advanced repetitions.

Can a tutor use the guide with a parent present?

Yes. The tutor can model one short interaction and explain the choice to the parent afterwards. Keep adult explanation separate from the child's play time where possible. The parent should leave with a manageable routine, not a long list of words to test.

Does a correct response show mastery?

One response provides information about that moment. The child may have used gestures, context, familiarity or the word itself. Note those supports and revisit in appropriate varied situations. Avoid claiming broad mastery from a single selection or imitation.

When should I seek individual advice?

If you have concerns about communication, hearing or loss of previously used skills, consult an appropriate healthcare or speech and language professional. Bring concrete observations and the child's language context. Additional advanced-word practice is not a substitute for understanding a concern.

What is a good first action today?

Choose one familiar activity and one fitting relationship. During a block game, construct or adjust may be useful. During reading, setting or detail may fit. Keep the simple bridge available, offer one meaningful sentence and let the interaction continue.

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The headword selection, sentence ladders, activities and adult exercises are original teaching material. Professional sources below provide developmental context and general communication guidance; they do not validate the 100-word selection or endorse the Maximum Fence teaching label.

Read ASHA's Communication Milestones: Age Ranges and its 2–3-year resource for their full context and qualifications. HealthyChildren, published by the American Academy of Pediatrics, provides a complementary discussion of language development at age two. Use professional guidance for individual developmental questions rather than converting this editorial bank into an assessment checklist.

The connected eduKate routes below link the current age's essential vocabulary and sentence-building stages with the previous Maximum Fence guide and the broader Vocabulary Learning System. The kindergarten sample serves an older stage and is included as future reading, not as a target for a two-year-old.

ASHA: Communication Milestones—Age Ranges

ASHA: Communication Milestones—2 to 3 Years

HealthyChildren: Language Development—2 Year Olds

Base Fence Age 2: essential vocabulary

Connecting Fence Age 2: sentence bridges

Previous: Maximum Fence Age 1

eduKate: Top 200 Vocabulary Words for Kindergarten

eduKate Vocabulary Learning System

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Continue exploring the series

Open the complete Children’s Vocabulary Ages 1–12 series hub · Vocabulary Learning System.

Age 1: Everyday Age 1 · Base Age 1 · Connecting Age 1 · Maximum Age 1

Age 2: Everyday Age 2 · Base Age 2 · Connecting Age 2 · Maximum Age 2 (this guide)

Age 3: Everyday Age 3 · Base Age 3 · Connecting Age 3 · Maximum Age 3

Age 4: Base Age 4 · Connecting Age 4