Take your cues for the play interaction from the toddler. Some toddlers will have many ideas about how to use the play materials. If a toddler is unsure how to interact with the toys, provide prompts and suggestions that may interest them, as suggested in the option plan. Toddlers may play with you on the floor or take a toy to another area of the room. If a toddler leaves your play space, wait for a moment to see if the toddler chooses to return or offers an indication (verbal or nonverbal) that he/she would like you to follow.

Pay respectful attention to the toddler’s preferences for your role. If a toddler is content playing next to you on the floor, remain next to the toddler and engage in back-and-forth interactions. If a toddler does not talk with you, show positive regard for the toddler’s play by describing and imitating his/her actions. If a toddler is playing quietly, play quietly next to the toddler while being mindful to not dominate the time together with talk and questions. Acknowledge and thank the toddler for the time together, whether the play period was short or extended. Use the toddler’s name throughout the activity.

Extra support

• Describe the toddler’s actions with the toys and provide words he/she can use as while interacting with the play materials. Examples: “Do you want to play with more cars? You can say ‘more cars, please.’” “I can see you are all done with the toys. Let’s say ‘all done!’”
• Accept and acknowledge each toddler’s approach to one-to-one interaction. Example: “You played with the toy animals and people. I played with the cars next to you. We enjoyed our time together.”

Enrichment

• Provide a simple prop to support continuation of a play interaction. Example: offer small cube blocks for a toddler to use as food for animals or a flat block to make a car ramp.
• Find a book related to a toddler’s play to look at and discuss.

Toddlers are more likely to participate in a singing activity when they are familiar with the song and/or the focus of the song (farm animals). Many toddlers are also familiar with farm animal names and sounds. Some toddlers may join in one or two words of the song, such as the animal sound or the phrase “E-I-E-I-O.” Other toddlers may prefer to hold an animal and listen to you sing the words. A toddler who enjoys songs may want to sing several verses with different animals, whereas another toddler may choose to leave the activity after one or two verses. Recognize and acknowledge all forms of participation. Examples: “You smiled and held the horse while I sang the words of the song. I think you liked hearing me make the sound of the horse!” “You picked each animal you wanted to sing about. You helped me sing some of the words of the song! This was a fun song to sing together.”

Extra support

• If a toddler is unsure which animal to sing about first, offer two choices to choose from.
• A toddler may want to play with the animal figures rather than join you in singing the song. Ask the toddler if he/she would like to hear you sing while playing. If the response is positive, sing a verse of the song quietly while he/she interacts with the toy animals.

Enrichment

• Invite the toddler to help the animals “dance” during the song. The toddler may choose to hop the animal up and down, or to move it around on the floor.
• Invite the toddler to select additional animals from the basket to sing about.

Some toddlers may prefer to play independently with the materials. Consider using the Extra Support tip offered below if this occurs. Other toddlers may choose to play side by side, watching and even imitating your actions with the cars and blocks. As suggested in Option 1, remember to be respectful of the toddler’s preferences for your role in their play.

Notice that some toddlers will enjoy the time with you, seeking your attention and interaction. The toys may be secondary to their interest. Acknowledge and positively respond to each bid for interaction. Example: “You are smiling at how I am driving my car on the bridge we built. You can drive your car on the bridge, too! We are playing together with the cars.”

Extra support

• If a toddler prefers to play alone, play quietly with related materials close by. Provide opportunities for the toddler to observe your actions.
• If the number of play materials is too much for a toddler, limit the activity to several blocks and two cars.
• Acknowledge the toddler’s attempts to express displeasure or object to something. Example: “You are shaking your head ‘no.’ You are done building with the blocks. What would you like to do instead?”

Enrichment

• Add items to the block and car play. Toddlers may enjoy using small cardboard boxes to represent buildings or garages. People and animal figures may further extend play themes.
• Ask a toddler to help you draw lines on a large piece of paper to represent “roads” to drive cars on.