Object inquiry skills
A toddler participates with a caregiver in playing with large blocks.
Be Prepared: Secure big soft blocks, or big cardboard building bricks. Identify a space where a toddler may move around and play with blocks.
[Invite a toddler to join you in playing with large blocks. Place several blocks in the center of the activity area.]
Today we can play with big blocks. I want to show you two ways to use blocks.
[Demonstrate and describe each of the following two arrangements:
Arrange three blocks side by side. Explain: “We begin with one block and put more blocks next to it.”
Stack two blocks. Explain: “One block is on top; the other block is on the bottom (or on the floor).”]
Now it is your turn to use the blocks the way you want.
How do you want to use the blocks?
[Provide ample time for a toddler to consider what he/she wants to do.]
[Describe a toddler’s actions with the blocks. Example: “Margaret, you pushed all the blocks to the wall. You put the blocks in a line. What are you going to do next?”
Talk with the toddler about what he/she is doing without giving specific directions. Example: If a toddler piles the blocks in a random mound, simply say “You made a big mound of blocks!”
It is not necessary or helpful to talk throughout the activity, but there is cognitive benefit in showing that you are paying attention and in describing what is happening.
If a toddler is unsure about how to start playing with the blocks, ask him/her to help you line up the blocks or stack the blocks. Another option is to invite the toddler to move one or more of the blocks you put in an arrangement at the beginning of the activity.]
[Describe what the toddler did with the blocks. Example: “You carried the big blocks all around our area. The blocks were here, and you moved them to the edge of the rug. Now the blocks are side by side in a line.”]
Typically blocks are used to build a representation of a thing or place, such as a house or a plane. Young toddlers generally do not make enclosures with blocks, however. It is more likely a younger toddler will put blocks together in ways that are similar to the two arrangements you offer in the opening segment of the activity. It also is likely that a younger toddler will approach blocks as interesting objects to move about the room. Carrying objects from place to place is a favorite activity for children who are new to walking and moving objects. This action can support the development of spatial awareness, among other benefits. If a toddler wishes to carry a block to another area, observe to learn his/her objective. Walk along with the toddler. Describe his/her actions and your response. “Philip, you are carrying a big block. I will watch you to find out about your idea.” You may see a toddler use a block as a chair.
Look for opportunities to suggest a theme or a special interest for a toddler’s work with blocks. Example: If a toddler likes trains, line up several blocks and use your hand as a pretend train. Make a toot-toot sound.
Provide a solid amount of time for a toddler to consider what to do with the blocks without risking the chance the toddler will lose interest. Keep in mind that some toddlers may need you to model block play and to provide some ideas, as suggested in the activity plan description.
Extra support
Enrichment
Object inquiry skills
Toddlers participate with a caregiver in road-building block play.
Be Prepared: In the building area, place three cardboard bricks end to end with a small car on top. By limiting the number of toddlers, the activity sets the stage for children to explore shapes and sizes of the blocks. With a few toddlers participating, each child has enough space to move or arrange blocks in various ways. Identify several toddlers who have similar experiences and skills with blocks.
Invite 3–4 toddlers to join you to play with blocks. Draw attention to the little toy car on the block and suggest the blocks are like a road. Explain that our blocks are a pretend road. Begin to add more blocks. Toddlers will enjoy lining up blocks side by side on the floor. As toddlers extend the road or make new roads, explain that we can make a road longer by putting more blocks next to the blocks at the ends of the road.
One or more toddlers may not be interested in a road-building theme and opt to pursue their own interests with the blocks. Some toddlers may build something from their imagination. At this age, even two blocks together can stand for any idea a child holds in his/her mind. It is important to have an adequate supply of blocks available so individual pursuits can be explored.
Young toddlers most likely will engage in parallel play and focus on their own task. Although the road-building theme will appeal to many toddlers, pay close attention to each toddler to determine his/her interest in the blocks. Talk with toddlers who are interested in building roads as well as the children who simply explore stacking. Some toddlers may simply move blocks from one spot to another or investigate the block shapes. A toddler’s work does not need to represent anything. Allow plenty of time for toddlers to explore and to express themselves with words or actions.
Some toddlers may get satisfaction from removing blocks from the shelves. If a toddler feels determined to get all the blocks off the shelf, observe and give verbal supports. Describe the toddler’s actions and announce the completion of the task. Example: “Okay, Joey. Now you have moved all the blocks.” Guide the toddler’s attention to building with the blocks. Example: “What would you like to do with the blocks next?” Or, “Would you like to build with me?”
Maintain a positive play environment by using a friendly voice and making positive comments about each toddler’s block play. The toddlers will be aware of your expressions and tone of voice.
Extra support
Enrichment
Object inquiry skills
Toddlers participate with a caregiver in building pretend items for toy farm animals.
Be Prepared: Place farm books and farm animals in the block area. Learn the words and tune for the Old MacDonald song. The goal of the activity is to introduce the idea of using blocks to represent a structure or place. The activity can be adapted to other play themes.
Invite 3–4 toddlers to join you in the block area. Sit on the floor facing the toddlers and sing several verses of “Old MacDonald Had a Farm.” Explain that we will play with some farm animals and blocks. We can use the blocks to build things for the farm animals. The things we build can be part of a farm.
Say the names of the farm animal figures as you distribute two animals to each toddler. Then invite toddlers to use blocks to make something for their two animals. Provide time for toddlers to think about what they might make for their animals. Offer suggestions if toddlers seem uncertain about what to build. Examples: beds for animals to sleep on, a path (road) for animals to walk on, a fence to keep animals in one area, a home to live in. If it seems a concrete illustration would be helpful, place two blocks end to end and encourage a toddler to add more blocks for a road to a field where animals play.
Describe what toddlers do with their blocks and toy animals. (Giving toddlers an animal for each hand reduces the chance of disputes over sharing.) Invite the toddlers to make a farm with the blocks. Suggest ways to enhance the play, when appropriate. Remind toddlers that together we are making a farm. Give plenty of encouragement for all types of efforts. Allow ample time for putting blocks away. Playfully approach cleanup as taking “our farm apart.” Generally, toddlers can put two items back on the shelf.
Early block building may appear disorganized because toddlers generally do not yet understand the properties of blocks. You may see toddlers arrange blocks in lots of different ways. Some toddlers may line up blocks end to end. Two toddlers might cooperate in making a pile of blocks. A pile of blocks may represent something fantastic because it is big! It is not necessary for blocks to be organized in a particular manner. You may see toddlers get blocks on their own and arrange them in their own way. Because toddlers in most room configurations differ in age, there will be a range of abilities in manipulating objects. Some toddlers may begin to understand the concept of making a structure, whereas other toddlers will simply enjoy moving the blocks. When you place two blocks side by side and say it is a bed or a home for animals, you introduce the idea blocks can be used to represent things and places. With time and repeated experiences, young children begin to understand more ways to use the blocks.
Extra support
Enrichment
Materials Needed: cardboard building bricks, big foam blocks, carts, carriages and/or wagons, cardboard boxes
It is beneficial for toddlers to have access to block play each day. Cardboard bricks and big foam blocks can be placed in two separate areas of the room. Table blocks can be displayed on or near a flat surface. Toddlers need ways to haul the blocks around indoors, such as carts, carriages, or wagons. Putting objects into a toy shopping cart and moving it to another spot involves spatial learning. On another day, provide cardboard boxes of the same size and encourage the toddlers to manipulate them.
Materials Needed: small balls, pail, different-sized building materials, beanbags.
Mobile infants will enjoy taking objects apart or taking objects out of a container. Provide simple toys that mobile infants can control themselves, such as small balls and a pail. Infants will enjoy putting balls into the pail, carrying the pail of balls, and taking them out. Demonstrate making a simple house or farm for animal figures. Sit on the floor with toddlers to talk about how to make the farm bigger. Provide a variety of building materials in different sizes. Help a toddler stack up a pile of beanbags. Preschool-age and older children normally enjoy using fit-together builders.
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