Social interaction skills
A toddler and caregiver work cooperatively on a puzzle.
2 simple puzzles (see Be Prepared)
Be Prepared: Secure two simple puzzles (3–6 pieces each) that are responsive to the interests of the toddler who participates in this activity. Select appropriately challenging puzzles (not a puzzle the toddler has easily put together previously). Offer chubby puzzles or puzzles with a knob on each piece. The activity description assumes butterfly and owl puzzles are offered. These are for illustration purposes only.
[Invite a toddler to work with you on a puzzle. Place the two assembled puzzles in front of the toddler. Point to each when you describe it.]
It is fun to put together a puzzle. We can work together on a puzzle.
Here are two puzzles. This puzzle shows a butterfly. The other puzzle is about an owl.
Which puzzle would you like to work on?
[Move the puzzle not selected out of the work space.]
Let’s take apart the puzzle. We can take turns.
[Encourage the toddler to take out the first piece. Then you remove a second piece. Describe actions and offer guidance on taking turns. Example: “You took out a puzzle piece. Then I took out a puzzle piece. Now it is your turn again to take out a puzzle piece.” Put the removed pieces in a common location near the puzzle.]
We worked together to take apart our puzzle. We can take turns putting together the puzzle. What puzzle piece would you like to put in the puzzle first?
[Quietly describe the toddler’s actions with puzzle pieces without directing the action or interfering with his/her focus. Example: “You are trying different ways to make the piece fit.” Describe your actions. Example: “I am going to turn this piece. I think it might fit if I turn it just a little.” Continue to provide turn-taking guidance, such as “Now it’s your turn.”]
We worked together on a puzzle. We took turns taking the puzzle apart and putting it together. Look at our finished puzzle. We did this together!
Look for ways to support the cooperative focus of the puzzle work. Offer encouraging comments that show you are fully in tune with the toddler’s efforts.
The concept and practice of taking turns is not generally well established with toddlers. An individualized session like the current activity is ideal for promoting this key part of getting along well with others.
If a toddler shows more interest in doing the puzzle by him/herself than cooperatively with you, acknowledge the toddler’s interest and suggest the two of you work together on the first puzzle and the toddler do another puzzle independently or with you nearby. If cooperative puzzle work is not an option, consider other ways to engage in back-and-forth activity with the toddler. Remember this activity is about promoting social interaction skills, not puzzle skills.
Note the activity description does not refer to the number of puzzle pieces in sample discussions with the toddler. This is intentional. It is not necessary to formally teach counting and numbers to toddlers.
Extra support
Enrichment
Social interaction skills
Toddlers work together in passing a ball back and forth.
Invite two toddlers to play a game with the ball and the tunnel. Explain they can work together to pass the ball back and forth through the tunnel. Invite each toddler to sit on one end of the tunnel and roll the ball to each other through the tunnel. Describe each toddler’s actions. Example: “Alayna rolled the ball through the tunnel to Max. Now Max has the ball!”
If the ball stops rolling in the tunnel, state the problem and encourage the toddlers to figure out how to get the ball out. Example: “Wow, the ball stopped in the middle of the tunnel. What can you do to make it roll again?”
After rolling the ball back and forth several times, invite the toddlers to stand up and take turns lifting their end of the tunnel to make the ball move. Encourage toddlers to practice moving their end up and down without the ball, and then work together with the ball. It is not necessary for a toddler to lift his/her end of the tunnel before the ball rolls out. Offer guidance on whose turn it is to lift and whose turn it is to put down their end of the tunnel. Example: “Alayna is lifting her end of the tunnel. That means it is Max’s turn to put down his end of the tunnel.” Point out the consequences of lifting and lowering ends of the tunnel. Example: “Look, the ball is rolling toward Max because Alayna lifted her end of the tunnel. Now the ball is rolling back toward Alayna!”
Conclude the activity by emphasizing how the two toddlers worked together to move a ball back and forth.
Toddlers typically enjoy playing with balls independently and with others. The tunnel adds novelty to ball play and actively promotes cooperation, especially turn taking. Emphasize teamwork rather than success in moving the ball. If insufficient power in pushing the ball into the tunnel becomes a source of frustration in the first segment, promptly move to the second segment (lifting/lowering the tunnel) where pushing the ball is not a factor.
Extra support
Enrichment
Materials Needed: parachute or large sheet, assortment of simple puzzles
Lay the parachute or sheet on the floor or ground outside in a large open area. Invite toddlers to stand around the edges and hold on to a section of the parachute. Explain that everyone will work together to move the parachute. Invite toddlers to hold the parachute “up, up, up” and then “down, down, down.” Consider inviting toddlers to move the parachute up and down quickly (fast) and then slowly. Also consider providing a beach ball for toddlers to move on top of the parachute.
As a second activity, place puzzles of varying challenge on a low table and invite toddlers to work on different puzzles of their choice. Encourage toddlers to work together by doing one puzzle jointly or helping a peer do a puzzle.
Materials Needed: see activity description
Preschool-age children may wish to participate in Option 2 and in the Interest Area activity with a parachute. Older infants will enjoy holding a ball while watching the action in Option 2.
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