Be Prepared: The session is an opportunity for a toddler to use blocks to represent something directly related to his/her interest. Identify 1–2 interests of the toddler you invite to participate in this individualized session with you. Consider some ways the toddler might use blocks to enhance this interest. Examples: For an interest in dolls, blocks could be benches or chairs for dolls to sit on or beds for dolls to sleep in. For an interest in farm animals, blocks could be used to make a fence around an area where animals live and are kept safe. For an interest in a firetruck or safety vehicles, blocks could be used to make a road for the firetruck to use in reaching a fire.

Determine an appropriate way to initiate a play session with a toddler: (1) Ask a toddler who is already engaged in play with materials of the toddler’s choosing whether it’s okay to join his/her play, or (2) invite a toddler to play with you in an interest area that appeals to the toddler or with materials of interest to the toddler.

If you join a toddler’s ongoing play, ask and observe what the toddler is doing, so you can join the play in a supportive way that acknowledges the toddler’s lead.

If you invite a toddler to play in an area or with materials of interest to the toddler, use the most appropriate place in your room. The play does not need to occur in the blocks area. Present or point to play materials you anticipate will be of interest to the toddler and ask the toddler what he/she would like to do with them. Be prepared to offer a suggestion and take a first step with pointing, gestures, and/or actions. Example: “Let’s pretend there’s a big fire over there. Our firetruck needs to get to the fire fast! What should we do?”

At the point a play theme is emerging or established, suggest that maybe a block or set of blocks could be used. Example: “I have an idea. We could use some blocks to build a road for our firetruck. Do you want to do that?” Do not pursue your block idea if the toddler shows no interest in it. There may be another way a block(s) could be used. If a block(s) is incorporated into the play, encourage the toddler to help you get and bring the block(s) to your play area.

If a block is not of interest to the toddler, there may be another item that could represent something related to the play. Example: A red ball could be the big fire the firetruck needs to help put out.

Conclude the session by thanking the toddler for playing together. Briefly talk about the play, emphasizing how the block (or other item) was used in the play.

Invite 2–3 toddlers to join you in an open area of your room to play with cardboard boxes. Open the session by telling the toddlers that we can play with the boxes in ways we wish. Ask an open-ended question, such as “What could we do with these boxes?” or “How can we play with these boxes?” If this does not generate ideas from the toddlers, introduce several ideas that you anticipate will be of particular interest to toddlers in the gathering. Examples: home, car, boat, castle, barn, cave. Try to use a box as is. Try to avoid the potentially time-consuming task of reworking a box (involving cutting and taping), unless this satisfies a toddler’s specific idea of what the box is to represent. Toddlers are likely to pursue parallel play, although several may want to do something together. Comment on toddlers’ actions and talk with each about their plans.