Gross motor development
A toddler practices using a riding toy.
[Invite a toddler to practice using a (riding toy). Help the toddler put a helmet on his/her head, making sure it is securely fastened. Remind the toddler the helmet helps keep our head safe.]
[Kneel in front of the riding toy and hold it steady. Describe your actions and their reasons.]
I will hold the (riding toy) so it does not move.
[Point to the riding toy’s handle.]
This is called a handle. Please hold this handle with your hands.
[Point to or tap the toddler’s leg.]
Now move your leg over the (riding toy).
Now you are sitting on the (riding toy)!
[Acknowledge the toddler’s response. Example: “You have a big smile. I think you are happy sitting on the (riding toy).]
Do you want to make the (riding toy) move?
[If the toddler’s reply is “no,” enthusiastically acknowledge the toddler’s accomplishment of getting on the riding toy.
If the toddler’s reply is “yes,” explain that he/she can make the toy “go” by moving his/her feet on the floor. If the toddler is on a riding toy with a pedal, help him/her put his feet on the pedal and move the pedal with his/her foot. Touch or tap the child’s shoe to give a sensory signal to “push with this foot.”
Describe the toddler’s actions. Example: “Wow, you are making the (riding toy) go by moving your feet.”
If the toddler has difficulty getting the riding toy to move, ask if he/she would like a little push. If the response is “yes,” provide a light push to give the toddler a sensation of moving on the riding toy. Encourage the toddler to push with one foot and then the other foot. Some toddlers may be successful using both feet at the same time on a riding toy that does not have a pedal.
Describe how to stop the toy from moving. Explain that stop means we do not move our legs/feet. Describe the importance of responding to a verbal request and/or hand signal.
Help the toddler get off the riding toy. Emphasize the importance of not moving the toy when getting off.]
[Briefly describe the toddler’s experience on the riding toy. Example: “Devi, you got on the little car and made it move. You got off all by yourself.”]
Learning the sequence of skills for moving around on a riding toy may span several days or weeks. It takes time at the toddler’s own pace to maintain balance while getting on and off the riding toy while holding the toy still, hold the handle while sitting in a balanced position, and coordinate the use of legs and feet to move the toy.
Generally toddlers learn to ride a four-wheel toy before using a pedal toy. Pushing a tricycle with a toddler who cannot use the pedals is not recommended. Some toddlers may enjoy pushing a riding toy from behind before attempting to get on.
Before learning to manage the pedals, you may see a toddler attempt to move a riding toy forward by moving his/her upper body forward and back, in a rocking motion. Talk with the toddler about his/her interest. Example: “Elijah, it looks like you want the trike to go.” Wait for a response. Ask the toddler if he/she would like help.
Note the activity description includes two places where the toddler is explicitly asked whether he/she wants to pursue a next step: making the toy move and wanting help in making the toy move. Accomplishing the first step of getting on the toy may be completely satisfying to some toddlers. A toddler may be pleased to simply sit on the toy and watch other toddlers at play. Urging the toddler to begin riding is not suggested. Giving the toddler a light push without his/her okay also is not suggested.
Close supervision is needed with riding toys because most toddlers do not have well-developed spatial understanding of how to avoid bumping into others.
Extra support
Enrichment
Gross motor development
A toddler practices using a four-wheel riding-toy car.
Help a toddler put on a helmet and secure it. Invite the toddler to get into the riding car. Kneel at the side of the car. Hold the car to prevent it from moving as the toddler gets in. Describe what you are doing.
Steps promoted in Option 1 can be adapted to a car. Give attention to opening and closing the door, keeping the car still while getting in and out, moving legs/feet alternately to make the car move, and making a controlled stop. The actions for moving the riding car are similar to the other riding toys, but the distance between the toddler’s feet is not the same.
Support a toddler’s interest in pretend play as part of using the car. A toddler may enjoy stopping to talk with you about plans, such as “going to the grocery store” or “driving Mommy’s truck.”
Kneeling at eye level with a toddler fosters good communication. You can easily stabilize the riding toy and talk to the toddler from a kneeling position.
Toddlers are often interested in carrying play materials in the car, by putting them on the seat or holding them as they drive. Your room may have rules about carrying items in the car.
You may notice a toddler doing a lot of looking around while using a toy car. Sitting in and moving around on a riding car gives a toddler a new perspective on the environment and other children at play. A spatial perspective for knowing when and how to avoid bumping into furnishings or people is not generally fully developed at this age. Riding-toy play must be supervised by a caregiver.
Extra support
Enrichment
Materials Needed: My First Things that Go by DK Publishing, Freight Train by Donald Crews, Cars and Trucks from A to Z by Richard Scarry, vehicle toys
Extend the interest in riding toys by providing a variety of small toy vehicles on a low surface for toddlers to push with their hands. Also, talk with toddlers about pictures in books focused on different types of vehicles.
Materials Needed: riding toy
Children learn a lot by watching others, and a preschool-age child can help demonstrate proper use of a riding toy in Option 1. Preschool-age children also may enjoy participating in the Interest Area activity.
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