The main task of education in the second year of life is to create conditions for a variety of actions with objects. Communication between the adult and the child is of a cooperative nature. The adult acts as a model for new actions and as the main connoisseur of the baby’s successes. Gradually individual actions are combined into a chain and a procedural game develops. Thus, the baby rolls the car and brings it into the garage; playing with a doll, feed it and put it to bed. In play, children reproduce the simplest of plots and episodes of their own life and that of adults. Having mastered individual actions, the child usually begins to resist assistance from an adult in practical activities. These displays of independence by the child should be respected and the initiative should be encouraged
The desire of the child to imitate the actions of the adult should be encouraged. If he expresses a desire to wash dishes, you can give him a unbreakable plate, a cup, put on a chair in front of the sink. Show him how to wash with a brush and cloth. Adults should encourage the child to self-care: give an opportunity to dress, wash, button or zipper up, pull on mittens, etc.
Praise your baby for his/her successes. If your child is not doing well, help him or her cope with difficulties, support and make him or her feel successful. You should not praise for unsuccessful actions. Assessment of children’s achievements should be adequate to the result achieved. Well-deserved praise can be expressed very emotionally, with enthusiasm and joy for the child, but a negative assessment should always be brief and be accompanied by statement that the failure was caused by objective difficulties and can be overcome. It is desirable to give the child an opportunity to cope with difficulties in cooperation with an adult.
When assessing your child, do not use impersonal evaluations of the “good” or “bad” type. The evaluation should be detailed and give the child criteria for success or failure in each specific case. This promotes his/her independence and control over his/her own actions.