Object inquiry skills
Toddlers explore ways to connect different sizes and shapes of fit-together blocks.
Be Prepared: Secure toddler-size fit-together blocks, such as Mega Bloks® by Fisher Price or Duplo® by Lego. Provide two basic shapes in small and big sizes for building. Put the same number and types of blocks on each tray. Providing 6–8 blocks per toddler should be appropriate for an introductory activity.
[Invite several toddlers to a low table to build with blocks. Sit or kneel at eye level with toddlers to facilitate communication.
Point to a big block and a small block when you mention each.]
We have big blocks and small blocks to build with today. Our blocks can fit together. I am going to put two small blocks together.
[Demonstrate and describe how to connect two small blocks.
Encourage each toddler to connect two blocks. Describe their actions. Provide verbal support for connecting the blocks, if needed.]
There are many ways to put our blocks together. We can put together a small block and a big block. We can put together three or more blocks. We can put together different blocks.
[Demonstrate and describe putting together a big block and a small block or whatever combination you think would prompt toddlers to explore possibilities.
Encourage toddlers to try different combinations.
Describe toddlers’ actions. Examples: “Lena, I see you put two small red blocks on top of a big yellow block.” “Carlos, you put together three big blocks.”
Encourage toddlers to talk about their block structures. Example: “What are you doing with your blocks?”
Repeat and expand on toddlers’ comments, such as “Mine can fly.”]
We had fun figuring out how blocks can fit together. We put together big blocks and small blocks. There are many different ways the blocks can fit together.
The activity supports exploration of different shapes and sizes of fit-together blocks while also promoting fine motor skills and imaginative building. A particular way to use the blocks is not required. Some toddlers may be interested in arranging the blocks in a line. Others may be more interested in stacking them to build a tall or big structure. Refrain from providing a model structure that toddlers are expected to create.
Limiting the type and size of blocks helps toddlers focus on the mechanics of putting together the blocks. Hold back more advanced block pieces often included in sets of blocks; these may be used after toddlers have many opportunities to explore basic construction. Providing each toddler with the same number and type of blocks prevents competition for and/or hoarding of blocks.
Toddlers of this age are often interested in building towers. Look for opportunities to support a toddler’s interests, especially when there seems to be a problem with the structure. Stating the problem may be a useful first step in offering support. Example: A tower of small blocks may be unsteady with a large block on top. In this situation, consider pointing to the block on top of the tower and explaining that the big block makes the structure tip over. Pause for the toddler to react. If the toddler seems uncertain about how to proceed, you could ask the toddler if he/she wants to take off the block.
Extra support
Enrichment
Object inquiry skills
Toddlers explore ways to put together Bristle Blocks® of different shapes and colors.
Bristle Blocks®
Put together
Be Prepared: Secure blocks of different shapes and colors, with more cubes and rectangles if toddlers are new to Bristle Blocks®. Provide 6–8 blocks per toddler. Avoid providing people figures, circles, and other special items often included in sets of Bristle Blocks®. Arrange the blocks in random order in the middle of a low table.
Invite 2–3 toddlers to join you at the table to play with the blocks. Encourage each toddler to create what he/she wishes. Hold and describe several individual blocks if toddlers have limited familiarity with the material.
Invite toddlers to show how the blocks can be put together. Describe toddlers’ actions. A toddler can hold one block in each hand and press them together. A toddler may also lay a block on the table and connect another by pressing downward with a second block. Demonstrate how to put two blocks together, if necessary (see Extra Support tip).
Sit or kneel at the table with the toddlers. Participate in the activity by putting together a few blocks but avoid drawing attention to your efforts. Demonstrate cooperation by asking a toddler to pass a block to you. Offer another block in exchange.
Comment on each toddler’s efforts. Draw attention to the color or shapes of blocks. Examples: “These are all the same color, but not the same shape.” “I see you found some blocks that are all the same shape.” At this age, toddlers are not expected to know shape names and may call any round shape a ball. It is fine for you to use shape names, but avoid approaching the activity as an opportunity for teaching about shapes.
This activity extends the Block 10, Option 3 activity in which toddlers were encouraged to put together and take apart Bristle Blocks®.
Generally toddlers begin attaching blocks without a goal in mind. A toddler may put several blocks together, look at the creation, and announce it is a boat or house. Encourage exploration and imaginative building with the blocks. Do not offer a specific structure as a model for toddlers to try to build.
Sometimes a toddler will treat a set of blocks or particular types of blocks, such as all red blocks, as his/her own and refuse to share them with others. Explain the blocks are for everyone to use and encourage the toddler who hoards materials to pass some items to others or put them in the center of the table or play space for others to use.
Extra support
Enrichment
Object inquiry skills
Toddlers explore ways to build structures with fit-together blocks or Bristle Blocks®.
Blocks that connect (see Be Prepared)
Be Prepared: This activity is for toddlers who want to build structures of more than two blocks and have familiarity with and interest in putting together blocks. Offer fit-together blocks (Option 1) or Bristle Blocks® (Option 2) for this activity. Do not offer both. Use toddlers’ interests to determine what material to provide. Provide 10–15 blocks per toddler. Arrange blocks in random order in the middle of a low table.
Invite 2–3 toddlers to build with blocks. Kneel or sit at the table. Use a quiet voice to talk with toddlers about their block building. Consider using the following strategies:
Building with blocks supports toddlers’ emerging skills in reasoning. As toddlers gain fine motor skills in attaching the blocks, they begin to create and remember basic construction. Over time you will see toddlers develop greater skill and understanding of what is achievable with block structures. Block building also supports spatial understanding and basic number sense. At this age, understanding size differences and the meaning of more is appropriate. You may see toddlers match two types of blocks in an early understanding of one-to-one correspondence.
Put away packaging that shows complex block structures. Toddlers may become frustrated if they attempt to duplicate a castle or rocket on a package. Few toddlers will independently build arches or include windows in a structure.
Look for opportunities to support a toddler’s problem-solving skills. Example: If a toddler asks for your help to make a structure stand upright, talk with him/ her about the process of making an upright building. Assume the role of a building coach who asks questions, such as “What if you use the big block first?” Avoid solving a problem for a toddler, but offer concrete suggestions.
Extra support
Enrichment
Materials Needed: blocks, several road signs and vehicles, books about vehicles
Foster continued block building by placing together all blocks of one size in the block area. Create interest in building by adding several road signs and vehicles. Put books about vehicles in the block area. Change the building props as toddlers’ interests change.
Materials Needed: beads, yarn or ribbon, play dough
Toddlers and preschool-age children will enjoy stringing beads. Emphasize how a bead string becomes longer when more beads are added. Introduce patterns with 2–3 colors. Children of all ages will benefit from sensory play opportunities. Infants may feel water and sand. Play dough, when made weekly, provides a calming way for children to explore molding shapes of different sizes. Older children will enjoy building sets with smaller parts.
© 2024 The Trustees of Purdue University | All Rights Reserved