Problem-solving
A young infant is offered a choice of one of two toys to touch, hold, or manipulate.
Be Prepared: Select two similar types of toys that are different in appearance. Dolls are suggested because infants generally like toys with simple faces. Make sure there is at least one striking difference between the two dolls. You may wish to use the dolls and red and blue pieces of fabric (serving as blankets) offered in Block 18, Cognitive, Options 1 and 2.
Place a nonmobile infant on his/her tummy or back on the floor. Sit facing the infant so he/she can clearly see you and hear your voice. Use the infant’s name, your smiles, and talk to help the infant feel comfortable.
Place the two toys about 12 inches from the infant at the same time. Gently move the two dolls from side to side to draw attention to each. Communicate enthusiasm for the dolls. Describe the infant’s reaction to the two toys.
If the infant looks at one doll more than the other, move the visually favored doll toward the infant so he/she can touch it or hold it. Lightly touch the infant’s hand with the doll if he/she does not reach for or grasp it. Encourage the infant to touch or hold the doll. Place the other doll to your side.
If the infant does not look at one doll more than the other doll, or reach for a doll, put one doll temporarily aside and move the remaining doll gently from side to side. Then place this doll aside and move the other doll gently from side to side in front of the infant. If the infant reaches for a doll when you are moving it, give it to the infant to hold and explore. If the infant does not reach for a doll when you move each, show the two dolls together again. Watch carefully to see if the infant looks at one doll more than the other or reaches toward one of the dolls.
Move the doll that seems to be favored (or a doll of your choice if there does not seem to be a favored doll) toward the infant. It is important for the infant to have access to a doll to touch, hold, or play with. Describe the doll and the infant’s actions with the doll. Provide both dolls if the infant shows interest in both.
Problem-solving
An older infant is offered a choice of one of two toys to use in open-ended play.
Be Prepared: Select two similar types of toys that are different in a major way. Some possibilities include two chunky vehicles, such as a truck and a car, or two different balls, such as bubble ball and a ball with holes. The activity description assumes a truck and a car (two chunky vehicles) are offered. The learning goal is not supported if two different types of toys, such as a vehicle and a ball, are used.
Sit on the floor next to a mobile infant. Use the infant’s name when you show two different toys. Example: “Hello, Ellie. Here is a car. Here is a truck. Would you like to play with the car or the truck? You can choose the car or the truck.” Point and use hand gestures so the infant has clear communication from you about the choice.
If the infant does not promptly reach for a toy, give some attention to the toy choices by gently moving and describing each. Example: “Our toy truck has eyes! Our car has a smooth top.” Then put the two toys in the same location on the floor in front of the infant. Do not place one toy closer to the infant. Again, point and use your words to ask which toy the infant would like to play with. If the infant continues to show no toy preference, remove the two toys from the play space and offer a different set of toy possibilities to the infant, without directly asking the infant to make a choice. Example: “I think you are not interested in these toys. I will put them away. Let’s find something else you would like to play with.”
If the infant reaches for or grasps one of the two toys you present, emphasize the decision and put away the toy not selected. Example: “You picked the little car. The car is fun to play with. I will put away the truck.”
Support the infant’s play with the toy. Example: Create a pretend road or a ramp for a toy vehicle. A ramp can be easily made using any rigid material with its end lifted up slightly. Create a target for a ball by putting a basket on its side. Describe the infant’s play explorations.
It is unusual for an infant to be offered two choices of similar toys. Typically an infant is offered one toy or a collection of toys. The opportunity to choose from two toy possibilities can support the infant’s attention to characteristics of each toy. Showing two similar types of toys heightens the cognitive benefits of looking at two objects presented together. Making the favored toy available is an appropriate form of caregiver responsiveness to the infant’s interests.
Look carefully at the infant’s reactions to the two toys. In a younger infant (Option 1), you may see a slight change in the infant’s gaze or facial expressions. Infants often increase movements of their legs and arms when presented with interesting toys. Some infants may focus more on you than on the toys. If the infant seems mostly interested in your face, smile and talk with the infant. It is fine to put the toys aside if the infant wants to interact with you more than he/she wants to look at the toys.
With an older infant (Option 2), you are likely to see the infant touch or grasp the toy. The infant may want to touch or manipulate each toy as part of decision-making. This exploration is appropriate to support, as indicated in an Extra Support tip. Eventually the infant should be encouraged to select one toy, and the toy not selected should be set aside (see Extra Support tip). Later, if the infant wishes to also play with the toy not selected, make it available with enthusiasm.
Extra support
Enrichment
Materials needed: similar sets of toys as described below
During play interactions and care routines, offer infants a choice when possible, such as placing two wobble toys on the floor at playtime and providing two soft toys side by side. Example: a little bear and a bigger bear. Place similar items together in pairs, such as two matching rattles. Provide a bin or container the infant may use with the toys. Putting things in and dumping them out is a cognitively beneficial activity that also promotes motor skills. Show a mobile infant two books and encourage him/her to pick one to share with you.
Materials needed: materials used during play times, as described below
There are numerous times during the day for encouraging choice-making among toddlers and preschool-age children. During play periods, sit on the floor and tune in to play interactions. Verbalize choices for toddlers. Offer a slight pause between choices and emphasize the word “or.” Examples: “You could wear the vest or the firefighter coat.” “Would you like me to read this book about a kitten or this book about ponies?” “Let’s build something together with our blocks. Would you like to build a zoo, or a farm, or something else?”
Preschool-age and older children are beginning to notice more detail in the environment. Seeing how things are alike and different is interesting to children at this age. Intentionally offer choices that provide opportunities for expanding awareness. Examples: “Would you like the pale yellow paint, or the gold paint?” “Do you want a long block or a short block?”
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