Problem-solving, Object inquiry skills
Toddlers figure out how to make a chain of snap beads get shorter.
Be Prepared: Prepare chains of snap beads with three beads per chain. Prepare at least one chain for each toddler you anticipate will participate in the activity. Place an empty tub in the center of the activity area for collecting beads removed from chains.
Place two chains of snap beads on the floor or table in front of you and the toddlers. Explain these are chains of beads. Point to and name each bead in one of the chains. Example: “Here is a bead. Here is another bead. And here is another bead.” It is not important for toddlers to count the beads or to know how many beads are in a chain.
Ask toddlers what we can do to make a chain of beads get shorter. Put your separated and open hands above a chain of beads, on either end of the chain, and move your hands toward each other to communicate the idea of shorter. Pause for toddlers to think about and maybe respond to the question.
Build on toddler comments or actions. Explain that we can make a chain of beads shorter by taking off a bead. Put the two chains of beads next to each other. Remove one bead from one of the chains. Describe how you pull a bead from the chain. Show and explain that the chain with the removed bead is now shorter than the other chain of beads.
Give each toddler a chain of three beads each. Encourage toddlers to pull apart the beads on their chain. Invite toddlers to put the beads from their chain in the container in the middle of the gathering.
Describe toddlers’ efforts to pull off a bead (make a chain shorter). Use words related to size to describe what happens when toddlers pull apart beads. Examples: shorter, short, fewer.
Offer a playful story about each chain. Example: “Once there was a chain of beads that wanted to be shorter. Jamal pulled one bead from the chain. The chain got shorter. Then Jamal pulled one more bead from the chain. The chain was not a chain any more. It was one bead!” Note that this story example emphasizes how the chain got shorter. Each child will enjoy hearing about his/her chain.
After toddlers pull apart their chains, put together chains of 3–4 beads each to provide each interested toddler with more practice in pulling beads from a chain.
Support the problem-solving focus of this activity by clearly stating the opening question—What can we do to make our chain of beads get shorter?—and pausing for toddlers to possibly respond. Look for a puzzled look or other indication that a toddler(s) may not be familiar with the concept of shorter. Consider repeating the hand gestures suggested in the activity description to communicate the idea of the chain getting shorter.
Toddlers will enjoy pulling apart the connected beads. Some children may need a repeated demonstration or other forms of extra support (see Scaffolding Tips). Some children may want to explore characteristics of a bead, or connected beads, with eyes and fingers. Point out key parts of the bead that facilitate a connection, if appropriate. There also may be toddler interest in connecting beads, which is a more challenging skill for most toddlers. Support interest in connecting beads, keeping in mind this is the focus of Option 2 and many children may benefit from continued practice with pulling apart connected beads (the goal of Option 1).
Extra support
Enrichment
Encourage children to compare the length of their chain to the length of a hand in order to emphasize the idea that the chain gets shorter as beads are removed. It is not necessary to measure a chain.
Problem-solving, Object inquiry skills
Toddlers figure out how to make a chain of snap beads get longer.
Be Prepared: Prepare chains of snap beads with three beads per chain. Prepare at least one chain for each toddler you anticipate will participate in the activity. Place additional beads in a tub.
Place two chains of snap beads on the floor or table in front of you and the toddlers. Remind toddlers these are chains of beads. You may wish to point out each of the beads in one of the chains. Example: “This is a bead. This is a bead. This is a bead.” It is not important for toddlers to count the beads or to know how many beads are in a chain.
Ask toddlers what we can do to make a chain get longer. Put your separated and open hands above a chain of beads, on either end of the chain, and move your hands slightly away from each other to communicate the idea of longer. Pause for toddlers to think about and maybe respond to the question.
Build on toddler comments or actions. Explain that we can make a chain of beads longer by putting a bead on our chain. Put the two chains of beads next to each other. Add one bead to one of the chains. Describe how you put a bead on a chain. Show and explain that the chain with one more bead is now longer than the other chain of beads. Emphasize the chain is longer when a bead is added.
Give each toddler a chain of three beads. Place the tub of extra snap beads in the center of the work area. Encourage toddlers to put the beads on their chain, one bead at a time.
Describe toddlers’ efforts to make a chain longer. Use words related to size to describe what happens when toddlers add beads. Examples: long, longer, bigger, more.
As with Option 1, toddlers will enjoy hearing a playful story about each chain. Example: “Once there was a colorful chain of beads that wished to be longer. Jamie put one more red bead on the chain. The chain got longer. Jamie added two green beads, and the chain was even longer! Then Jamie added a blue bead to each end of the chain, and it was really long!”
Note that this story example emphasizes the concepts of longer and more. The story includes the colors of beads to support children’s color knowledge. Color knowledge is not an activity goal, however, and color does not need to be mentioned in a story. Even though stories will be similar, each toddler will value a story that features his/her efforts!
During the opening segment of the activity, look for a puzzled look or other sign that a toddler(s) may not be familiar with the concept of longer. If appropriate, repeat the suggested hand gestures aimed at communicating the idea of a longer chain of beads.
In addition to realizing that adding snap beads will make a longer chain, there is the problem-solving task of exploring how to connect two snap beads. A first step is to figure out that the hole of one bead needs to be lined up with the protruding part of another bead. Acting on this understanding involves eye-hand coordination. Look for ways to support each toddler’s active participation in each of the problem-solving tasks of making a longer chain of beads. The activity is not intended to follow a “do what I do” format only.
Putting together snap beads is generally a more challenging task than pulling apart connected beads (the focus of Option 1). Some children may need a repeated demonstration or other forms of extra support (see Scaffolding Tips). Provide just enough help for a child to experience success. Some children may want to explore characteristics of a bead with eyes and fingers. Point out key parts of the bead that facilitate a connection, if appropriate. There also may be toddler interest in pulling apart beads, which is an easier skill for most toddlers. This can be a valuable way to understand how snap beads work. Support the effort with words, such as shorter, smaller, or fewer. Toddler interest in pulling apart (vs. putting together) snap beads may indicate that Option 1 is appropriate for now.
Extra support
If a toddler has difficulty adding a bead to his/her chain, hold an end bead in the chain and encourage the toddler to attach another bead by pressing downward. Emphasize how the hole of one bead is lined up with the part of the other bead that goes into the hole. Once the toddler masters the task of attaching one to another, he/she can hold two beads.
Enrichment
Problem-solving , Object inquiry skills
Toddlers explore how to pull apart connected star builders.
Be Prepared: Assemble different configurations of connected star builders, using at least six builders per configuration. Prepare one configuration for each of the toddlers you anticipate will participate in the activity. Different types of creations will support the excitement and challenge of the activity. Keep nearby one star builder you can show toddlers at the beginning of the activity. The activity begins with one creation. Put other configurations aside so they do not distract toddlers’ attention at the beginning of the activity.
[Place one of the configurations of star builders on the floor or table, in the center of the work area.]
What is sitting in front of us?
[Follow-up prompt, if needed: “What are we looking at?”
Observe and listen as toddlers respond. Repeat and expand on ideas. Example: “Tiana said ‘star.’ The neat thing sitting in front of us is a star. Does our special creation have one star or many stars?”]
Our special creation is made with star builders. Here is a star builder.
[Show one star builder.]
There are many star builders in our neat creation.
Do you think it would be hard to pull apart all of the star builders in a creation like the one we are looking at?
Let’s try to pull apart the star builders in a creation.
There is one special creation for each of us. Each creation is different.
[Give each toddler one creation. Invite toddlers to remove one star builder at a time from their creation. Encourage toddlers to take their time.
Encourage each toddler to put the removed star builders near his/her work area.
Watch how toddlers approach the task. Offer assistance as needed (see Extra Support tip).
Encourage toddlers to tell how they are pulling apart their creations. Describe their actions.]
[After several builders have been removed from each creation:]
[Continue to talk with toddlers about their efforts.
After all or most toddlers have finished pulling apart the star builders in their creations, draw their attention to the pile of star builders each has put in his/her work area. Example: “Look at the star builders sitting next to each of us. What happened?”]
The star builders used to be part of neat creations. We pulled apart the creations. We figured out how to take apart the creations. The creations got smaller. Now we have small piles of star builders. The star builders are no longer connected.
For many toddlers, star builders are a more complex material to work with than the snap beads featured in Options 1 and 2. Provide time for toddlers to look at the star builder creations offered at the beginning of the session. It is valuable for each toddler to own and solve the problem of how to pull apart a configuration of star builders. An important transition occurs when a toddler realizes the larger creation is made up of individual star builders. Offer just enough assistance for a toddler to succeed on his/her own. If assistance is needed, begin with verbal support and then a demonstration if verbal support is insufficient.
Be sensitive to the possibility of a “race” to see who can pull apart his/her creation the fastest. A race orientation defeats the goal of careful exploration of star builders and how they are connected. Monitor your comments so toddlers who readily pull star builders from their creation do not receive more enthusiastic praise than toddlers who are at a beginning level of skill in manipulating the builders.
Extra support
Enrichment
Materials Needed: star builders, snap beads, warm water, sensory table
Place a basket of star builders in the play area or on a low table. Encourage toddlers to create star chains. Place a range of shapes made from star builders—from simple to three-dimensional—on low tables for toddlers to discover. On another day, toddlers may enjoy connecting star builders or other materials that connect (such as snap beads) in the sensory table with warm water.
Materials Needed: star builders, snap cubes, pop tubes
Comment on the types of shapes made by toddlers. Example: “I see Kennedy and Mateo connected their stars. Wow, it is like a long friendly snake.” Encourage star connector work with questions, such as “Does your friendly snake need more stars?” Other children in your setting may be interested in star builders. Infants often enjoy putting stars into containers and taking them out. Older children may enjoy connecting other play materials, such as snap-together cubes or pop tubes.
© 2024 The Trustees of Purdue University | All Rights Reserved