Problem-solving, Object inquiry skills
Toddlers participate in guided play with small fit-together blocks, including opportunities to compare larger and smaller blocks and build a structure.
Be Prepared: This activity is for toddlers who have experience building with the larger blocks offered in Option 1. Secure smaller versions of fit-together blocks, such as Mini Grid Blocks or Little Tikes® Waffle Blocks. The Waffle Blocks may be more challenging for some toddlers than the Mini Grid Blocks because the connectors are somewhat smaller. Also secure one large block used in Option 1 for each toddler.
Gather a small assortment of small toys, such as animal and people figures, dolls, soft animals, and toy vehicles. Select small toys that you anticipate will be of interest to toddlers who participate in the activity. Include several small frog toys as an extension of the book sharing focused on frogs in the current block. Place the toy assortment in a basket or on a tray.
Offer the activity at a large low table or on the floor, away from usual traffic flow. Set up the activity space so all blocks are next to you for distribution to toddlers.
Invite 2–4 toddlers to join you in playing with special blocks. Show the basket or tray of small toys and invite each toddler to take a toy. Explain that we can use our special blocks to make something for our toy. Some toddlers may want to use the toy included in the Option 1 activity. Some toddlers may want to play with several toys. Put aside the basket or tray of unselected toys.
Give each toddler one small block and one large block. Point to and name each smaller block and bigger block. Demonstrate how one block is smaller than the other block by inviting toddlers to put their smaller block on top of their bigger block (flat on the table) or place the two side by side on the table for comparison. Collect the larger blocks at the end of this exploration.
Give each toddler more smaller blocks, so each toddler has 3–4 blocks. Use the strategies suggested in Option 1 for supporting toddlers in their play with the smaller blocks. Important actions include the following:
Conclude the activity by engaging toddlers in a discussion of their efforts.
This activity plan extends Block 19’s use of identical fit-together figure toys to promote problem-solving skills in configuring novel material. Toddlers who are unfamiliar with Grid Blocks, Waffle Blocks, or a similar type of block may spend more time exploring characteristics of a block (object inquiry) than arranging blocks (problem-solving). Devote sufficient time for toddlers to compare block sizes in the opening segment of Option 2.
Both activity options also build on several prior Cognitive activities that offered opportunities to explore constructing a simple structure (Blocks 5, 11, and Option 2 in Block 17). The activities continue the practice of having a purpose for a structure, such as building houses for different types of toy animals. Toddlers who enjoy the early block play stage of stacking and knocking down blocks may benefit from an explicit invitation to build a structure. Example: “I know you like to knock the blocks down. Would you like to make a little house for your toy dog?”
Toddlers bring different fine motor skills to block play. Anticipate and enthusiastically acknowledge a range of approaches to explorations of the novel blocks. Fitting together the blocks may be too challenging for some toddlers, especially with the smaller blocks used in Option 2. The materials can be used creatively with and without fit-together arrangements.
Toddlers often enjoy building the same creation repeatedly. A child’s label for a creation may change; a few blocks lined up may represent a boat one day and a plane the next day. Look for opportunities to talk with each toddler about his/her creation. Simple block arrangements may represent complex ideas.
Most likely, toddlers in the gathering will engage in parallel play with the blocks. Drawing attention to what each toddler is doing with blocks is a useful way to help toddlers notice one another. Problem-solving opportunities with block play become more challenging when several toddlers begin to create an arrangement together. Decisions need to be made about the direction of a runway or road, for example, or how large to make a pretend house. If several toddlers play together to create a large structure, they will generally need an adult close by to assist with peer-to-peer communication. Model and support taking turns and sharing.
Watch for opportunities to deepen toddlers’ understanding of size differences. In addition to the sizes of blocks in Options 1 and 2, draw attention to size in pretend roads, runways, launch pads, houses, and barns. Block play is well suited to strengthening awareness of the concepts of bigger, smaller, longer, and shorter.
Extra support
Enrichment
Materials Needed: Option 1 or 2 blocks, animal and people figures
Extend opportunities to play with the novel materials by placing the Option 1 or Option 2 blocks on a table with animal and people figures. If you provide both large and small blocks, place them on separate tables or on opposite sides of a large, low table.
Materials Needed: see activity description
Preschool-age and older children are likely to enjoy playing with the blocks offered in both options. Encourage them to work together in building a structure(s) or individually building a structure that becomes part of a larger arrangement. Example: One child could build a barn with the smaller (Option 2) blocks and another child could create a house with the larger (Option 1) blocks that sit near each other in a pretend farm.
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