Concentration
A toddler watches and helps a caregiver determine whether two items are the same or different.
Be Prepared: Secure four pairs of identical toys, such as two teddy bears, two trucks, two ducks, and two cups (eight toys total). Place all toys in the basket. Use toys of your choice. The activity description includes examples of cups, teddy bears, and toy trucks.
[Invite one toddler to join you in looking at some toys.]
We have a basket of toys.
What toys are in our basket?
[Encourage the toddler to remove one toy at a time and say its name. Repeat what the toddler says. Example: “You said ‘duck,’ Marco. You are holding a toy duck!” Offer the toy’s name if the toddler does not say it, and encourage the toddler to repeat the name with you. Return toys to the basket.
Display one set of items that are the same and one set of items that are not the same, as suggested below:]
Some of the toys in the basket are the same. Here are two cups. They are the same. Things that are the same are a match. These two cups match. The two cups match because they are the same.
[Pick up a cup and a teddy bear.]
These two toys are different. This is a cup, and this is a teddy bear. They are not the same. These two toys are not a match.
[Return all toys to the basket.]
I would like you to help me find toys that match. Toys that match are the same.
[Invite the toddler to pull one toy from the basket.]
This is a toy truck. I am going to look through the toys in our basket to find another toy truck. Two toy trucks would be a match. Two toy trucks are the same.
[Look through the toys in the basket, picking up several different toys, one at a time, and talking about how they are the same or different. Example: “This is a cup. Is this cup the same as the toy truck? No! The cup and the truck are different. They do not match.” Then pick up a toy truck from the basket.]
[Hold up the two toy trucks in front of the toddler.]
This is a toy truck. This is another toy truck! The two trucks are the same. Things that are the same are a match. The two trucks match!
[Put aside the two matching toys.]
Now let’s try to find two more toys that are the same.
[Invite the toddler to select one toy from the basket. Encourage the toddler to say the name of the item. Offer the name if the toddler does not provide one.
Once again, look through the toys in the basket and pick up several toys, one at a time, to hold next to the item pulled by the toddler. Begin the comparison with an item that is different from the toy pulled by the toddler.]
[Repeat and expand on the toddler’s comments. Emphasize how the two toys are different.]
[Hold up next to each other the two toys that are the same. Ask the toddler whether the toys are the same or different.
Describe how the two toys are the same. Emphasize that the two toys are a match.]
You watched and helped me find two toys that were the same. We looked at some toys that were different. We found toys that are the same. What do we call two things that are the same? (a match)
Concentration
A toddler finds a toy in a basket that matches a toy selected by a caregiver.
Be Prepared: Secure four pairs of identical toys, such as two teddy bears, two trucks, two ducks, and two cups (eight toys total). Place all toys in the basket. Use toys of your choice. The activity description includes examples of cups, teddy bears, and toy trucks.
Invite a toddler to join you in finding two toys in a basket that match. Explain or remind the toddler that items match when they are the same. Introduce the basket of toys and show two toys that are the same. Describe how they are the same. Example: “Each of these two cups is red. We pretend to drink from the cups when we play in housekeeping. The two cups match because they are the same.” Then show two different toys and ask the toddler whether the toys are a match. Why not?
Next, pull a toy from the basket and say its name (or invite the toddler to say its name). Invite the toddler to look at the toys in the basket to find another toy that matches the toy you pulled. Give the toy you pulled from the basket to the toddler so he/she can hold and look at it closely. If appropriate, offer verbal support for finding another toy that is the same. Example: “Jaylen, you are holding a teddy bear. Are the teddy bear and the toy truck the same? (pause for response that you affirm) The bear and the truck are not a match. They are different.”
Repeat the process by pulling another toy from the basket, if the toddler remains interested. Offer similar types of support. Emphasize the concept of a match.
Conclude the activity by describing the toddler’s concentration efforts. Example: “You looked at each of the toys in the basket. You found a toy that matched another toy!”
Concentration
A toddler independently finds items in a basket that match.
Be Prepared: Select four to five pairs of identical toys (8–10 total). Select toys that are different from items included in Options 1 and 2 if the toddler participated in Option 1 or 2. Place all toys in the basket.
Invite a toddler to find toys in the basket that match. Remind the toddler that items that match are the same. Present the basket of toys and encourage the toddler to pick one toy, place it on the floor, and look closely at all other toys in the basket to find one that matches. Encourage the toddler to pull other toys from the basket, one at a time, to hold next to the target toy. The toddler can put toys that do not match into a separate collection (not return to the basket). After a match is found, all toys (except the two matching toys) should be returned to the basket. Suggest the toddler find another set of matching toys if he/she remains interested. It is not necessary for the toddler to find all matching toys in the basket, although some toddlers may be eager to do so. Conclude the activity by describing the toddler’s concentration actions. Example: “You looked closely at the toys in the basket. You found toys that match!”
The options in this activity plan advance a toddler’s skills in concentration by introducing and emphasizing the concept of a match. A prior activity plan (Block 4) focused on comparing objects and encouraged toddlers to determine whether two objects were the same or different. The same-or-different comparison is central to determining whether items match. Option 3 should be pursued with a toddler who has demonstrated some skill in looking closely at two items as part of a comparison. Consistently emphasize the process of finding a match, particularly looking closely at how toys are the same or different.
Extra support
Enrichment
Materials Needed: large basket, four pairs of matching toys that differ from those used in Options 1–3
Place toys in the basket for two toddlers to use in a matching game they play together. Encourage toddlers to take turns picking one item from the basket and then finding the matching item. Some toddlers may prefer to work together to find matching toys. Provide more than four pairs of matching toys if toddlers want to play some more.
Materials Needed: two toys that match (more if the activity is popular)
Be Prepared: Hide one of two matching items in your setting.
Show a toy to a toddler and invite him/her to find the “hidden” matching toy. After the toddler finds the matching toy, ask how the two toys are the same (how they match). Offer more practice with a different pair of identical toys if the toddler enjoys the activity. Two toddlers or a toddler and an older child in your setting could work as a team in finding a hidden matching toy. A school-age child may enjoy hiding the matching toy. Also, a toddler will have fun hiding a matching toy for you to find.
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