Object inquiry skills, Problem-solving
A toddler explores putting different basic shape items in the corresponding holes of a shape sorter.
Be Prepared: Select four simple shapes from the shape sorter for the toddler to use. Refer to the items as shapes during the activity. The activity promotes awareness of differences in shapes but does not teach shape names. Shape names are introduced when children are 3–5 years of age.
[Invite a toddler to join you to work with a shape sorter. Sit facing the toddler and arrange four shape pieces close to him/her. Point to the sorter and to shapes as you describe each.]
This is called a sorter. Our sorter has different kinds of holes. Let’s use our finger to go around some of the holes.
[Trace the outline of several holes with your finger. Encourage the toddler to do the same. Point to two contrasting holes to show how the holes are different. Example: “Look at this hole. It is round. Look at this hole. It is straight. It is not round.”]
These are called shapes. We have different kinds of shapes. Let’s use our finger to go around some of the shapes.
[Trace the outline of several shapes with your finger. Encourage the toddler to do the same. Point to two contrasting shapes to show they are different. Example: “Let’s feel this shape. It is round. Now look at this other shape. It has points on it. Let’s feel the points.”]
Each shape goes in a different hole in our sorter.
[If the toddler has limited experience with a shape sorter, hold a simple shape above its respective hole. Put the shape in the hole if you anticipate the toddler would benefit from a demonstration.]
We want to put all of the shapes in the sorter. Each shape will go in one hole only.
What shape do you want to use first?
Do you see a hole on our sorter that you think your shape will go in?
[Provide quiet time for the toddler to take the lead in finding a hole that matches his/her selected shape.
Offer just enough assistance for the child to be successful, using one or more of the following strategies:
Encourage the toddler to select and find a hole for each of the remaining three shapes, one at a time. Provide support as needed.
Repeat the task if the toddler is interested. Involve the toddler in removing shapes from the sorter.]
You worked hard to put the shapes in the holes. Each shape fit in its own hole. You found a hole for each shape!
Shape sorters offer a reasonable challenge with prompt feedback. Either the shape fits or does not fit a hole, and there’s a pleasant sound when the shape hits the bottom after going through its hole.
Toddlers differ in amount of experience with a shape sorter. Adjust your description of the sorter based on the toddler’s familiarity with the toy. Keep in mind that shape sorters come in different sizes and shapes, and a sorter a toddler has used elsewhere may be unlike the sorter in your room. Offer time and encouragement for the toddler to explore the sorter if he/she has limited experience with a sorter.
Some toddlers may pursue a trial-and-error approach with each shape, attempting to put the shape in holes that already have been used or are visually quite different from the shape. This approach suggests the toddler may need your help in moving more slowly to look carefully at each hole in relation to the shape. Provide some structure for the toddler’s efforts by using the approach suggested in the BEGIN section with each shape. You also might want to limit the number of shapes the toddler is asked to put in the sorter. Example: “(Toddler’s name), let’s try to slow down here. Here are two shapes we can try to put into the sorter. Let’s move our finger around the shape and then look at some holes.”
If you observe signs of frustration in the toddler, clearly communicate your confidence in the toddler’s ability. Example: “I know you can figure this out. You can do this!” Also, consider using one or more of the Extra Support tips aimed at making the task less challenging.
The activity can be productively pursued without knowledge of shape names. Shape names are introduced when children are 3–5 years of age, as noted above. Avoid adapting the activity into a lesson on shape names.
Extra support
Enrichment
Problem-solving
A toddler explores finding pegs of the same shape and stacking them on a pegboard.
Be Prepared: Secure a pegboard toy that includes chunky-size pegs in different shapes that can stack on top of one another. Select 3–4 pegs of each of three basic shapes: circle, square, triangle (total: 9–12 pegs). Put the pegs in the container and place the container near the pegboard. Similar to Option 1, the activity described below promotes awareness of differences in shapes but does not teach shape names.
Invite a toddler to join you in working with a pegboard. Put the pegboard on a low table in front of the toddler, with the pegs in an adjacent container. Point to and say the name of the pegboard and draw attention to the holes in the board. Encourage the toddler to feel the holes. Emphasize the holes are the same. Example: “This is called a pegboard. Look at the holes in our pegboard. Let’s feel some holes. The holes are the same.”
Explain that the items in the container are called pegs. Remove one peg from the container. Show and explain how the peg has a part that goes in our pegboard. Demonstrate putting the stem of the peg in a hole in the pegboard. Remove the peg and invite the toddler to put it in a hole of his/her choosing. Invite the toddler to take the peg out of the pegboard.
Remove two pegs of different shapes from the container. Put the two pegs with the peg previously removed from the container—each representing a different shape—in front of the toddler. There are now three pegs of different shapes on the table. Explain that our pegs are different shapes. Draw attention to each shape (without saying its name), move your finger around the shape part of the peg, and encourage the toddler to do the same with each shape. Do not draw attention to the colors of shapes.
Encourage the toddler to put each of the three pegs in different holes of his/her choice in the pegboard. Remove a peg of any shape from the container, show it to the toddler, and explain that it is the same shape as a peg already in our pegboard. Hold the shape next to the same shape on the pegboard and emphasize the shapes are the same. Then put its stem in the same shape of peg on the pegboard. Explain that we can stack our shapes on the pegboard.
Take another peg of a different shape (not the shape you just stacked) from the container, give it to the toddler, and ask the toddler if he/she can find a peg just like the shape of this peg on the pegboard. Pause for the toddler to explore this problem on his/her own. Provide verbal support as needed. Encourage the toddler to put this peg in the same-shaped peg on the board. Explain that he/she is stacking pegs on our pegboard.
Continue this process by giving the toddler (or inviting the toddler to take) one or two pegs at a time from the container. After all pegs are on the board, enthusiastically recognize that the toddler stacked pegs of the same shape on our pegboard. If time and toddler interest permit, invite the toddler to remove all pegs from the pegboard and place them in the container.
Toddlers generally enjoy stacking toys that easily fit together and the increases in the height of stacked pegs gives feedback on progress. Similar to Option 1, this activity can be productively done without knowledge of shape names. Yet the consistent comparison of the shapes of pegs can strengthen awareness of shape differences.
A self-regulation task in the activity is to focus on the shape and not the color of the peg. If a toddler notices color differences or says the name of a color, support his/her understanding of a color name and emphasize that we are looking for shapes that are the same. We are not paying attention to color in this game. The pegs in our stacks can be different colors.
A toddler may find it too challenging to find pegs of the same shape but enjoy putting pegs in the pegboard, perhaps in different holes or stacked. If this occurs, adapt your approach to the activity to support the toddler’s focus. Positively acknowledge the toddler’s interest and actions with the pegs. Example: “Look, you put a peg in every hole on our pegboard!”
Extra support
Enrichment
Problem-solving
Toddlers hold a block and find an outline drawing of the shape of the block on a large piece of white paper.
Be Prepared: Secure five blocks in each of three different basic shapes: five circles, five squares or rectangles, five triangles. Avoid using both squares and rectangles. Cover the table with white paper. Tape the corners of the paper to the table to prevent the paper slipping. Trace the block shapes with a black marker in random order around the edge of the table. Trace each block in a consistent way in its relation to the edge of the paper. There should be one traced block for each available block. Example: five traced circles, five traced squares, five traced triangles. Put the actual blocks in random order in the middle of the table so it is easy for toddlers to reach them.
Invite several toddlers to put a block on top of a drawing (traced image) of the same block shape. Open the session by pointing to and describing the drawings (traced images) and the actual blocks. Explain and show how a drawing is the same as one of the block shapes. Demonstrate by putting a block of each shape on top of its corresponding drawing (three demonstrations). Draw attention to the shapes by moving your finger around the outside of each block. Encourage toddlers to do the same. Emphasize how the actual block is the same shape as the drawing.
Invite each toddler to pick any block from the center of the table and look for a drawing that is the same as the block shape. Repeat this process until all blocks have been put on a corresponding drawing or toddlers lose interest. Provide verbal support as appropriate. Avoid teaching shape names.
This activity can heighten toddlers’ awareness of differences in block shapes without the use of shape names. Provide just enough support to help a toddler find a drawing that is the same shape as the block. The activity may begin slowly as toddlers figure out the task and become easier as toddlers come to realize three shapes are represented among the blocks and drawings. Similar to Option 2, a toddler may be more interested in putting a block on each drawing without regard to shape. Positively acknowledge this motor accomplishment.
Extra support
Enrichment
Materials: items used in Options 1, 2, and 3
Place materials used in each of the activity options in an area of the room that is free of distractions so toddlers can continue to play as a follow-up to participation in one or more of the activity options. Although each material can be used independently after guided use, remain nearby to provide verbal support as appropriate.
Materials Needed: see activity description
Offer any of the options with preschool-age children. In Option 3, include both squares and rectangles. Also, encourage preschool-age children to say the names of shapes. Provide shape names when a child seems uncertain. Names and characteristics of basic shapes are introduced in ELM Curriculum activities for children 3–5 years of age.
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