This is one of several activities for older toddlers (24–36 months) that use a simple memory game to promote executive-function skills. These skills include paying attention (watching) and holding onto and using information (remembering). Executive function also involves inhibiting natural thoughts and responses that are not helpful to the situation. In Option 1, for example, the caregiver demonstrating how to play the game looks away from the toy rabbit briefly and explains that looking elsewhere makes it impossible to know where the rabbit is hiding. In a second round of the game, the caregiver works hard to watch the toy rabbit. Similar activities are offered in Blocks 3 and 12, each with a different set of materials.

Look for ways to provide support to both toddlers who participate in Option 3. The experience of moving and hiding the rabbit is as important as watching and remembering. Incorporate supports suggested in Option 2 if toddlers find Option 3 to be too difficult. Taking turns is generally a new experience for older toddlers and your guidance in Option 3 is especially important. Describe both roles when you announce a new turn. Example: “Now it is Samantha’s turn to make the toy rabbit hop and hide. It is Julian’s turn to watch the rabbit and remember where the rabbit is hiding.”

Toddlers differ in the ease or difficulty of developing executive-function skills. Toddlers who are at a beginning level of watching and remembering may benefit from repeated participation in the game through Options 1 and/or 2.

It may be tempting to use the activity as a guessing game by encouraging toddlers to not look when the rabbit hides. A guessing game does not promote short-term memory skills, however. Avoid using the word “guess” as part of the activity, such as saying “make another guess” if a toddler does not select a correct pot. Instead, lift the pot to reveal the rabbit and try another round.

Toddlers who are familiar with the story of Peter Rabbit (Optional Reading) may enjoy having the game introduced in relation to Peter Rabbit hopping around the garden and hiding from Mr. McGregor.

Extra support

• If a toddler incorrectly identifies a pot in Option 2, put the pot with its opening face up so only two pots clearly remain for considering where the rabbit is hiding.
• If it is challenging for a toddler to remain focused on the actions of the rabbit in Option 2, focus on the hopping part of the game and encourage the toddler to describe what the rabbit is doing. Move the rabbit with slow and intentional motions. Example: “Let’s watch the rabbit hop around. Where is the rabbit now? Where is he hopping to next?”
• If Option 2 is too challenging for a toddler, use two pots instead of three. Also, incorporate some of the Option 1 strategies into Option 2.

Enrichment

• Invite the toddler in Option 2 to make the toy rabbit hop and hide while you watch and remember where the rabbit is hiding.
• In Option 2, move the location of one or more pots after you hide the rabbit. Encourage the toddler to watch the pot where the rabbit is hiding.