Receptive language, Expressive language
Toddlers say together the name of each child who is present.
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[Invite toddlers to join you for some fun in saying our names. Encourage toddlers to sit in a circle. Some may prefer to stand.]
A lot of our friends are here. Let’s say the name of everyone who is here. We can say our name and then clap.
[Point to yourself.]
My name is (your name). I am going to say “(your name) is here” and then clap. Please listen and watch.
(Your name) is here.
[clap, clap]
I’m going to say “(your name) is here” one more time. Please say this with me and clap with me!
(Your name) is here.
[clap, clap]
We can say the name of everyone who is here.
[Ask toddler sitting next to you “What is your name?” Repeat the name for all to hear.]
Let’s say together “(name of toddler) is here” and then clap.
Let’s try it!
[Encourage toddlers to join you in saying: “(name of toddler) is here” and then clapping twice.
Ask the next toddler in the circle “What is your name?” Repeat the name for all to hear.]
Let’s say together “(name of next toddler) is here” and then clap!
[Repeat the process as you move around the circle: invite a toddler to say his/her name, repeat the name, and invite all toddlers to say the phrase “(name of toddler) is here” and then clap twice.]
We had fun saying who is here! We said everyone’s name and clapped. We know the names of our friends. Everyone has a name. We clapped to show we are happy our friends are here. Let’s all clap one more time!
Toddlers enjoy hearing their own name during activities. If a toddler is reluctant to say his/her name when asked, enthusiastically offer the name and encourage all toddlers to engage in the repetitive welcome phrase and clap. Some toddlers will clap only and others may prefer to watch and listen.
Extra support
Enrichment
Receptive language, Expressive language
A toddler participates in a book sharing focused on pictures of different expressions in children’s faces.
Invite a toddler to join you in looking at pictures of children’s faces. Ask the toddler what he/she sees on the cover of the book. Use your own words to describe the pictured face on each page. Explain that you can make a face like the face shown in the book. Emphasize the word “my” when you draw attention to your face. Example: “Our book shows a picture of a happy face. I am making a happy face. This is my happy face.” Encourage the toddler to do the same, emphasizing the word “your.” Example: “You can make a happy face. Let’s see your happy face!” Continue this pattern with the book’s pictures of faces that are easy to mimic.
On the last page of the book, invite the toddler to look in the book’s mirror. Show excitement about seeing the toddler’s face. Example: “We see Asia’s face in the mirror! Asia’s face is in our book!”
Look for opportunities to promote the toddler’s early awareness of how books can be used to learn things. Example: When you invite the toddler to mimic a face, point to the picture in the book as the face we want to make. Avoid requesting the toddler to “make a face like my face.” The Enrichment tip suggested below also involves referring to a page in the book.
This activity builds on toddlers’ natural interest in faces and the fun of making faces. It is meant to be an enjoyable experience. Positively acknowledge whatever faces a toddler makes! The book’s content can help a toddler informally understand there are different kinds of feelings. It is not necessary or appropriate to teach about different emotions in this activity.
Pronouns are an important part of daily life. The session uses the face-making activity to emphasize two pronouns (“my” and “your”) that are linked to toddlers’ emerging sense of self.
Extra support
Enrichment
Receptive language, Expressive language
Toddlers talk about pictures of peers engaged in activities in their room.
Be Prepared: Gather and/or take pictures of current toddlers engaged in interest areas and other activities in your room. If possible, make sure each toddler in your room is included in one or more pictures. Assemble the pictures in an album or book.
Invite small groups of toddlers, one group at a time, to look at pictures of children doing things in your room. Focus on pictures that include toddlers in the group looking at the pictures with you.
Invite toddlers to say what is happening in the picture and who is in the picture. Encourage a toddler to point to what he/she is describing. Repeat and expand on toddlers’ words. Examples: “Yes, this is a picture of you giving your baby doll a bottle! Your baby doll was hungry, so you are feeding her.” “Jaxon is reading a book in this picture.” Offer information only if toddlers seem uncertain. Example: “I think I see Emmanuel in this picture. Can you find Emmanuel?”
The activity is an opportunity to promote toddlers’ emerging language skills by encouraging them to talk about what and who. Toddlers may initially respond to a picture by saying who is in the picture. Affirm their responses in a way that invites more talk. Example: “Yes, this is Sammy. What is he doing in this picture?”
It is not necessary to have firsthand knowledge of what happened in a picture in order to talk about it. Toddlers can talk about pictures of activities they did not experience or observe by simply describing what they see in the picture. Example: “What do you think is happening in this picture?” The discussion of pictures is not intended to be about recall.
Some toddlers may talk about specific toys or materials shown in a picture. The picture also may prompt some toddlers to tell what they have done or like to do (not in the picture) with the toy or material. Positively acknowledge all language contributions to the session.
Extra support
Enrichment
Materials Needed: Making Faces: A First Book of Emotions by Abrams Appleseed, album of pictures (Option 3), several age-appropriate mirrors or large wall mirror
Place book, album, and mirror(s) in a comfortable area of the room for toddlers to explore on their own or with a peer(s). Toddlers may repeat parts of an activity option, such as making faces in a mirror (Option 2). Children especially enjoy looking at pictures of themselves and friends. Encourage toddlers to locate and name pictures of their friends and caregivers in the album (Option 3).
Materials Needed: album of pictures of activities in your setting
Expand Option 3 to include all children in your setting. Toddlers and older children will enjoy talking about the names and activities of infants as well as themselves.
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