Learning and saying the names of clothes is an enjoyable activity for most toddlers. This is an age (24–36 months) when toddlers generally welcome the cognitive challenge of looking at and comparing details of things, such as the clothing items. Give the toddler time to think about the questions suggested in this activity plan, including questions related to a story theme. Your pauses can be appropriately supportive. Remember to tune into and work with the toddler’s responses to the learning opportunities offered in this activity plan, which are more advanced than the “getting dressed” activity options offered for children 12–24 months of age (Block 9, Cognitive).

Toddlers usually enjoy one-to-one time with an attentive adult and may want to look at some book pictures again.

Extra support

• Expand the toddler’s naming of a clothing item by asking about or naming the body part the clothing item goes on.
• Invite the toddler to talk about personal experiences with a clothing item featured in the story, such as pants of a similar color or a time when socks made his/her feet feel warm.
• If the toddler seems uncertain about how to respond to the Recap question about a clothing item(s) that is hardest to put on, offer two items for comparison. Example: “Is it harder to put on socks or a shirt?”

Enrichment

• Approach parts of the story as a guessing or anticipation activity by asking the toddler what clothing item the story character will put on next.
• Invite the toddler to pretend he/she is putting on an imaginary shirt, such as putting arms through the sleeves and putting his/her head through the hole at the top.

Toddlers will likely vary in their approach to this activity. Some may look closely at each puzzle piece before attempting to “dress” the bear. Others may put puzzle pieces on their bear after a brief look at the puzzle piece. Some toddlers may need additional guidance to place the puzzle pieces in the bear outline. Example: “Imani is holding a shirt puzzle piece. Do you want to put the shirt on your bear, Imani?” Move around the table to engage toddlers in conversation. Acknowledge each type of participation.

Extra support

• Offer gentle prompts to toddlers who are unsure where to place their puzzle pieces. Example: “You are holding a puzzle piece with pants, Maria. The pants can go on your bear’s legs. Where are your bear’s legs?”
• Toddlers who do not wish to place their puzzle pieces in the bear outline may enjoy talking about the items of clothing on their pieces. Example: “Josiah is looking at the shoes. Do you see any more shoes for the bears?”
• Offer the names of items that may be unfamiliar to toddlers, such as overalls and scarf.

Enrichment

• Talk with toddlers about clothing that may be needed for certain types of weather, such as raincoat, sun hat, or mittens.
• Find puzzle pieces for both boots and shoes and talk with a toddler about the difference.
• Talk with toddlers about the clothing they are wearing. Encourage toddlers to find a puzzle piece that looks similar to something he/she is wearing.
• Toddlers may work quickly to complete a figure and may enjoy making a new figure. Also, you might wish to provide other types of puzzles on a nearby table for toddlers to use after working on the bear puzzle.

Some toddlers will enjoy putting the clothing on the bear, whereas others may prefer to examine and talk about the clothing. Most toddlers at this age are developing the skills to put some clothing on independently. Toddlers’ ability to put clothing on a toy bear will vary. Some may be able to put clothing items on the bear independently, and others may need guidance with each item. Pursue conversation with the toddler that seems to match his/her interests: the names of clothing items, how they differ, where they go, and how they are put on.

Extra support

• Offer specific guidance and maybe a demonstration of how clothing items go on the bear, if appropriate. Example: “You are putting the shirt over your bear’s head. A shirt has sleeves for the bear’s arms to go through. Would you like me to help you put your bear’s arms through the sleeves?”
• Affirm each toddler’s level of participation. Examples: “You found the other sock, Ayla!” “You put clothes on your bear. Your bear is all dressed! You chose a shirt, pants, and socks for your bear to wear!”

Enrichment

• Connect the clothing items to clothing the toddler is wearing. Example: “You are wearing blue pants. Let’s see if we can find blue pants in our bag!”
• Invite the toddler to remove the clothes from the bear (naming each one) and put each in the bag/tote.

Materials Needed: teddy bears and dolls in infant clothes; assortment of dress-up shoes; Wooden Dress-Up Puzzle Box; and several books about getting dressed, such as Froggy Gets Dressed by Jonathan London, Getting Dressed with Lily and Milo by Pauline Oud, Jesse Bear, What Will You Wear? by Nancy White Carlstrom, and, if available, Let’s Get Dressed by Caroline Jayne Church

Dress teddy bears and dolls in infant clothes and arrange them in the housekeeping area. Add an assortment of dress-up shoes toddlers can wear in the room. Display books about getting dressed. Put out the Wooden Dress-Up Puzzle Box (Option 2).

Materials Needed: markers, glue, craft materials, figures, Froggy Gets Dressed by Jonathan London

Provide an alternative, separate activity for preschool-age or older children. Older children may enjoy using markers, glue, and craft materials to add clothes to figures you provide. A mixed-age group of children will enjoy hearing you read Froggy Gets Dressed and laughing at the fun nonsense words included with descriptions of winter wear. Older children will enjoy the humor in Froggy’s mistakes. Consider using a funny voice for Froggy’s mom, especially when she says “Frogs are supposed to sleep in winter.”