Social interaction skills
A toddler engages with a caregiver in open-ended play involving a dollhouse and furnishings, and people figures.
Be Prepared: Provide the dollhouse, furnishings, and people figures for toddlers’ open-ended exploration each day for one week prior to implementing this option. Children’s familiarity with the materials will enhance their engagement of the activity and reduce the likelihood of several or more toddlers wanting to join an activity designed for one-to-one use. Place the dollhouse and its furnishings on a low table or the floor.
[Invite one toddler to play with the dollhouse, furnishings, and people figures. Position yourself on the floor next to the toddler.]
Look at all of the things you can play with.
[Name and point to some of the items available, especially parts of the dollhouse you think would be of interest to the toddler.]
I would like to sit next to you while you play.
What would you like to play with?
[Pause for, and then acknowledge, the toddler’s response. Example: “You pointed to the baby. I think you want to play with the baby.”]
[Describe the toddler’s actions. Examples: “You are holding a baby and a man.” “You put a lot of people in the house.” “You moved the daddy and baby to the dollhouse kitchen.”
Invite the toddler to tell what he/she is doing. Example: “Would you like to tell me what you are doing?”
Repeat and extend the toddler’s words. Example: “Yes, you are holding Daddy and Baby Tina.”
Briefly and periodically describe the toddler’s communications with you. Examples: “You are telling me about the baby.” “You are talking with me about the dollhouse.”
If the toddler invites you to hold a figure, imitate his/her actions or become a part of the play theme. Example: The toddler may be putting all people figures to bed. If you are unclear about the toddler’s play theme, ask the toddler if there’s something he/she would like you to do with the figure given to you.
If the toddler does not directly invite you to be part of the play after several minutes, ask the toddler if you may use one of the figures.
Pause for the toddler’s response. If the toddler gives you a figure, ask how you should use it. Example: “What do you think I should do with this person?” If the toddler does not respond to your request to use one of the figures, continue to describe the toddler’s actions.]
[Let the toddler know when you need to move to another area. Describe several highlights of the play and let the toddler know his/her play can continue without you. Example: “We talked about some of the people figures in the dollhouse. You are playing with the daddy and baby today. Daddy is feeding the baby in the kitchen. I enjoyed being with you. Maybe later you can tell me what else you do with the dollhouse today.”]
Some toddlers may talk while they move the figures. Some toddlers will intentionally move the figures around without speaking much. Your occasional descriptions and questions will let the toddler know you are engaged and may enrich his/her understandings or intentions of the play. Be careful to not talk the entire time. Pause frequently so the toddler has clear opportunities to talk or act in silence. Acknowledge that a toddler is telling you something or talking with you, as indicated in option 1. Maintain your focus on the toddler’s play regardless of whether there is much child verbalization.
At this age, toddlers’ play often represents a theme that you can comment on. Toddlers often act out familiar routines from home with people figures. Toddlers may engage in pretend play about mealtime, playing a game with a child or adult, or going to bed. Some toddlers may create fantasy scenarios for the figures.
If it is necessary for you to leave the toddler’s play area to attend to other toddlers, be sure to tell the toddler you need to go somewhere (and plan to return, if this commitment is possible). Remember that the goal of this option is to facilitate interaction with a toddler, not to set up the toddler for independent play. Attempt to provide responsive attention to the toddler for up to five minutes if the toddler remains engaged with the items and dollhouse.
Extra support
Enrichment
Social interaction skills
A toddler engages with a caregiver in open-ended play involving a dollhouse and furnishings, people figures, and additional related materials.
Be Prepared: Provide a second dollhouse or a barn plus people and animal figures as a play option for toddlers who want to join your one-to-one activity with a dollhouse.
This option expands on the first option by providing additional materials and focused opportunity for theme-based play tailored to a toddler’s interests and abilities. Offer this option to toddlers who seem ready to play with additional items and maybe to develop a stronger theme for their play.
Use your understanding of the child’s readiness to engage in creative uses of items to determine what and how many items you present for play. Limit the offer of additional items to the car and/or animal figures if you anticipate it may be overwhelming to offer the full range of additional items listed in Materials Needed.
Some of the items may be easily incorporated into a play theme related to a family living in a house. Examples: A toddler may drive the car to/from work, a store, or child care center and have fun figuring out where to park it near the dollhouse. Other items, such as lids, offer the toddler a chance to engage in creative thinking about their uses.
Use multiple strategies, such as the following, to initiate and sustain interaction with the toddler without directing the play:
Be sure to pause frequently so the child has clear chances to talk. Give your attention to the toddler for about five minutes to foster his/her interaction skills. End your one-to-one time with a clear explanation the toddler can understand.
Each toddler may pursue dollhouse play in a particular way. A major advantage of the one-to-one setting is the opportunity to promote use of materials or themes of special interest to a toddler. Some toddlers may be interested mostly in playing with one child figure and one adult figure. Some toddlers may represent family routines, such as eating, traveling from place to place, or going to bed. Some toddlers may focus on creating spaces for the people or animal figures. Encourage creative use of the open-ended materials.
Example: The star builders can be stacked or connected. Some toddlers may view the star builders as part of a playground for the people and/or pet figures.
The most important part of your role is to look for opportunities to responsively promote the toddler’s communication of ideas and perhaps turn-taking in play that is based on a theme developed by the child.
Play-based interactions may be new to some toddlers. You may find, for example, that describing a toddler’s actions does not promote a verbal response from the toddler. Stay close and continue to offer elements of a play narrative the toddler may wish to further develop. Example: “I see you put a baby on a bed. Maybe it is nighttime.” Pause for the toddler to react. Watch the toddler’s facial expressions as you speak. You may notice a head shake or a smile that indicates the toddler is engaged in listening.
Toddlers’ comfort in interacting with you in a play-based setting may take time to develop. Be patient and continue to offer repeated opportunities that build on prior exchanges or toddler interests you notice in the here-and-now.
If another toddler(s) wishes to join your one-to-one activity, offer play items (see Be Prepared) that can be explored next to the child who is the focus of your one-to-one exchange. After a few minutes, shift your attention to the other child(ren).
Extra support
Enrichment
Social interaction skills
Toddlers participate in open-ended play with a caregiver that emphasizes noticing another toddler’s actions, playing together, and give-and-take peer conversations.
Llama, Llama, Red Pajama by Anna Dewdney
Sit on the floor with several toddlers in the block area. Talk about the items available and invite toddlers to play. Encourage toddlers to use the materials as they wish, individually or together. If appropriate, suggest or model appropriate use of the toys without directing the play.
Encourage toddlers to notice one another’s actions. Example: “Jasmine made a tiny house and covered it with the felt.” Describe toddlers’ play actions and talk about the activity as it is happening. While it may feel peculiar at first, describe the obvious interactions. Examples: “We are playing together.” “Cameron, you listened to Daniel’s words.” “You are getting along together.” Point out actions that might lead to peer social interaction. Example: “Cameron, I see that Alexander is watching you put the blocks in a line. Would you like to tell Alexander what you’re doing?”
Encourage toddlers to play with peers when there is a natural opportunity to do so. Example: “Angel and Dimitri, you are both using blocks to create animal homes. Would you like to make another animal home by playing together?” Stay close to play pairs to facilitate communication. Example: “Angel is saying she wants a little block. Will you please give her one from our pile?”
Your primary role is to periodically comment on and facilitate peer social interactions. It is appropriate to model interactions with one toddler, especially give-and-take exchanges. Avoid a sustained one-to-one exchange with a toddler that could exclude others from interacting. Demonstrate the use of positive words and phrases. Example: “Thank you for showing us the animal bed.”
The play materials provide a focus for interactions. Some toddlers may be most interested in the people figures or in using the blocks. Toddlers may line the blocks end to end or stack them before they begin to create enclosures or involve people figures in their play. Some toddlers may use the figures in their play, whereas other toddlers may focus entirely on an aspect of building with blocks. Toddlers may use the felt squares in a variety of ways. Examples: The squares may be “a blanket for the grandma” or an item for hiding a figure (“You can’t see him now”) or a place where people sleep (“the kids go to sleep”).
Notice the impact of your comments on toddlers. Be careful to not describe or ask too much (toddlers are unlikely to talk when you are talking) while remembering that your main task is to model and facilitate positive social interactions. Your interactions with one toddler are likely to be noticed by others.
Respond immediately to any aggressive play or actions that may frighten or hurt a toddler. If it is necessary to redirect a toddler’s behavior, remember that other toddlers are listening and observing. Provide clear explanations with words toddlers understand. Focus a redirection on language that explains what to do, rather than what not to do. Example: “Devin, we are gentle with our toys. We move our animal figures so they do not crash blocks.” An immediate reminder may be appropriate: “No crashing. Gentle play.”
Extra support
Enrichment
Materials needed: dollhouse, people and pet figures, sensory table, water, white paper, tape, chubby crayons, and books
There are several options for center activities, depending on toddlers’ interests. One possibility is to continue to make the figures and dollhouse available for exploration. Another option is to place the people figures and pet figures in the sensory table with a small amount of water. You may wish to add two drops of baby shampoo for bubbles. A third option is to cover a low table with white paper and tape at the corners. Provide chubby crayons for scribbles. Sit with toddlers and scribble. Encourage toddlers to tell what they are doing with their crayons.
In addition to a center activity, place richly-illustrated books about families in baskets in at least two places in the room.
Materials needed: dollhouse
The first option in this activity plan may also be used with preschool-age children who show interest in playing with the items and dollhouse. Adjust your interaction and play style to the age and interests of the child. Infants may be interested in watching your one-to-one interactions with other children, perhaps while holding an object similar to an item involved in the play.
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