Concentration
A toddler looks at and puts together animal picture cards that are the same.
*Matching picture cards (see Be Prepared)
*Printables provided
Be Prepared: Collect two picture cards of each of the following animals: cat, dog, cow, duck, sheep, and rabbit (total: 12 cards). Select 2–3 animals (two cards each, for a total of 4–6 cards) to feature in the first round, with remaining animals (two cards each) featured in a second round.
Invite one toddler to sit at a low table with you to look at and put together animal picture cards that are the same. Display 2–3 sets of picture cards, face up, on the table with identical cards in different locations (none together).
Encourage the toddler to look at each card and then put together cards that are the same. Help the toddler put the matching cards next to each other. 
Explain that cards match when they are the same. Two cards that each show a cat are a match because they are the same. Put two different cards next to each other and ask the toddler if the cards match. Explain they are not a match because they show different animals.
Offer a second round of finding cards that are the same. Put the remaining cards (6–8 cards total) on the table, face up and in random placement. Again, encourage the toddler to look at each card and then put together cards that are the same.
If the toddler seems interested in a third round, place all 12 cards on the table, face up, for the toddler to look at and put together.
Conclude the session reminding the toddler that he/she looked closely at pictures of animals and put together pictures that were the same. Cards that match are the same.
Concentration
Toddlers look at sets of two randomly selected animal picture cards to determine whether the cards are the same or different.
*Matching picture cards (see Be Prepared)
*Printables provided
Be Prepared: Secure a set of matching cards for the following four types of animals (two cards each): cat, dog, cow, and duck.
[Invite 2–3 toddlers to help you match some picture cards. Sit at a table facing toddlers. Display four cards: two that show a cat, one that shows a cow, and one that shows a dog.]
Our cards show animals. Some of our cards show the same animal.
[Point to the two cards that show a cat.]
These two cards show a picture of a cat. The picture of the cat is the same on each card. These two cards match because they are the same. Both cards show a cat.
[Point to the card that shows a dog.]
Please look at the animal on this card. What type of animal is shown on this card?
[Invite toddlers to name the animal pictured on the card. Recognize each response. Example: “Lilly said ‘bow-wow.’ Lilly knows that this animal can say ‘bow-wow.’”]
This card shows a dog. Here is another card.
[Point to the card that shows a duck.]
[Pause for toddlers to respond and acknowledge each response.]
These two cards are different. They do not show the same animal. One card shows a duck. The other card shows a dog. These two cards do not match.
We are going to play a matching game with our animal cards!
[Put the following matching cards into two piles, with cards organized in a different order in each pile: cat, dog, cow, and duck.) Place the piles face down in front of toddlers.]
I am going to pick a card from each pile. I wonder if the two animals will be the same or different.
[Pick up and display one card from each pile.]
[Remind toddlers: cards that match are the same. Describe briefly how we determine whether the cards match, emphasizing the concepts of same and different. Example: “We look at both cards. We figure out whether the cards are the same or different. The cards match if they are the same.”
Place the two cards face up next to each other on a separate part of the table.]
Let’s find out what animals are shown on our next two cards.
[Continue the process of selecting one card from each pile and asking toddlers the questions suggested above. Continue to emphasize the importance of looking at the two cards to find out whether they are the same or different. At the end of each comparison discussion, place the two cards next to each other on another part of the table.
After the four sets of cards have been compared, draw toddlers’ attention to the sets of cards. Point to each set of two cards and, for each set, ask whether the two cards are the same or different. Then ask toddlers to point to the sets of cards that match.]
We looked at pictures of animals on cards. We figured out whether the pictures were the same or different. What do we call cards that show the same animal? (a match)
Concentration
Toddlers independently take turns looking at sets of two randomly selected animal picture cards to determine whether the cards are the same or different.
*Matching picture cards (see Be Prepared)
*Printables provided
Be Prepared: Secure a set of matching cards for the following six types of animals (two cards each): cat, dog, cow, duck, rabbit, and sheep.
Invite two toddlers to join you at a table to play a matching game. Show toddlers two sets of cards: two that match and two that do not match. Describe how the matching cards are the same. Example: “This card has a picture of a cow on it. This card also shows a picture of a cow. These two cards show the same animal. These two cards match because they show the same animal.” Ask toddlers whether the other set of two cards is the same or different. Example: “These cards do not match. Why don’t they match? (cards show different animals; animals are not the same)
Organize the cards into two piles of six cards each, with cards randomly organized in each pile. Each pile should have one of each of the six animals. Place the cards face down in front of toddlers.
Invite the two toddlers to take turns in (1) pulling one card from the top of each pile, (2) putting the cards face up on the table, and (3) telling whether the cards match. Remind toddlers what it means to take turns: only one person touches and talks about the cards when it is his/her turn.
As a follow-up to each child’s decision on whether cards match, ask why the cards match (or do not match). The intent is to encourage the toddler to explain that cards are match because they are the same or cards do not match because they are different.
To emphasize the importance of looking closely at each picture, elaborate on each toddler’s comment about why cards match or do not match. Example: “Sam’s cards show a picture of a dog and cat. The cards do not match because the animals are different.” It may be sufficient to elaborate on the first card comparisons of each toddler.
Toddlers may be interested in a second round, using reshuffled cards in each pile. Conclude the activity by reminding (or asking) toddlers that we determined whether two cards matched by looking at the animal pictures and figuring out whether the animals were the same or different.
The activity offers opportunities for toddlers to look at and compare pictures of animals. Each option promotes the concepts of same and different plus the idea that cards match when they are the same. Options 1 and 2 intentionally help children focus on the same and different comparison before encouraging a toddler to say whether the cards match. In contrast, the more challenging Option 3 promotes a toddler’s comparison of same and different after the toddler determines whether cards are a match.
The activity is not intended to be an animal identification task. Knowing the names of animals is not a requirement for determining whether the pictures are the same or different. Some toddlers may recognize but not promptly recall the name of an animal.
Option 3 offers the additional challenge of waiting patiently while a peer takes a turn. Some toddlers may show impatience by offering a decision about the other toddler’s match. Offer a reminder of what it means to take turns and give a “warning” in advance of a child taking a turn if a child has shown impatience previously. Example: “Now it is Jake’s turn to pull and look at the cards. Remember, Simon, you need to be quiet and watch Jake work with the cards he pulls. You will get a turn after Simon takes his turn.”
If it appears toddlers participating in Option 3 would like a stronger peer relationship focus, the option can be modified into a more collaborative activity by inviting each child to pull one card from a pile and then (a) jointly determine or (b) take turns determining whether the cards match. The challenge here is to avoid having one toddler dominate decisions about a match.
Extra support
Enrichment
Materials Needed: *four unmatched animal cards, four toy animals that match the picture cards
Display the four animal cards on a low table and invite 2–3 toddlers to look at and name the animals on the cards. Encourage the toddler(s) to find the toy animal that matches each picture card.
*Printables provided
Materials Needed: *picture cards (one each) that show the following animals: cat, dog, sheep, cow; Big Red Barn by Margaret Wise Brown; farm animal figures (optional)
Read the book with children, emphasizing animals illustrated in the book. At the conclusion of the book, lay the farm animal picture cards face up on a low table. Revisit each of the illustrations of animals in the book and invite toddlers and older children to find a displayed card that shows the same type of animal. Babies may enjoy holding toy animal figures that represent some of the animals in the book.
*Printables provided
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