Be Prepared: Secure different types of water-safe toys so toddlers have experiences in cleaning smooth and rougher surfaces, corners, and angles. Put 2–3 inches of warm water in the sensory table with a few drops of tear-free soap or shampoo. Place the toys on a tray.

Invite 2–4 toddlers to join you at the sensory table to wash some of our toys. Present the tray of toys and invite each toddler to take a toy to wash. Encourage toddlers to put their toy in the water and move their fingers around the toy.

After a brief period of toy exploration, present the sponges and invite each toddler to take one. Encourage toddlers to squeeze a sponge when it is dry, put it in the water, take it out of the water, and squeeze it wet. Talk about how the water comes out of the sponge. Then invite toddlers to use the sponge to clean their toy. Encourage toddlers to use their sponge to get all parts of the toy clean. Describe how toddlers are using a sponge, including possible differences in whether a toy is being washed while held above the water or submersed in the water.

Then present the washcloths and invite toddlers to use a washcloth to clean their toy. Collect the sponges in one of the bowls before distributing a washcloth. Again, encourage toddlers to squeeze the washcloth when it is dry, put it in the water, take it out of the water, and squeeze it wet. Talk about how the water comes out of the washcloth. Invite toddlers to use the washcloth to clean their toy. Describe how toddlers are using a washcloth, including whether the toy is being washed in or out of the water and how a toddler is using his/her fingers to move the washcloth. Example: “Sam is using his finger to push part of his washcloth into a hole in his toy.”

Collect the washcloths in the second bowl and distribute towels for toddlers to use in drying their toy. You may wish to encourage toddlers to step back a bit from the sensory table while drying their toy. Describe how toddlers are using a towel. Example: “Sam has his toy all wrapped up in a towel. He is using both of his hands to dry the toy. Paige is using her towel to dry different parts of her toy.”

Conclude the session by thanking toddlers for working hard to get our toys clean. Briefly summarize what happened, especially how toddlers approached the task of washing a toy.

Engage 2–3 toddlers in talk about how we use different parts of the kitchen in your room’s housekeeping area. Use a mix of open-ended questions and brief descriptions that build on toddlers’ interests and activities in the kitchen. Examples: “What are you cooking?” “How do we use a sink?” Include some attention to cooking and washing dishes, if appropriate. Use gestures frequently. Repeat and build on toddlers’ responses and describe their actions. Give attention to the appliances (stove, sink, refrigerator), specific dishes and utensils, and food materials that could be used with an appliance or dishes. Follow toddlers’ leads. It is not necessary to pursue discussion of all appliances, dishes, or food items. Provide a brief demonstration of how an item can be used if it appears toddlers are not certain. Invite toddlers to try out your demonstration.

Invite a toddler to join you in your room’s building area to fix or make something. Present the box of toy building tools and encourage the toddler to hold items of interest. Example: “Look at all of our building tools. What tool do you like (or want) to use?” Talk with the toddler about how the item could be used. Use open-ended questions and expand on the toddler’s comments or actions. Example: “You are using the saw to cut a block. What are you making?” Demonstrate uses of tools that seem unfamiliar to the toddler. Give attention to fixing and making. It is not necessary to use each tool. Conclude the session by describing what happened.