Problem-solving
A young infant considers how to explore one or two toys.
[Lay a non-mobile infant on his/her tummy on the floor for a few minutes of tummy time. Sit on the floor close to the infant so he/she can see and hear you.]
[Use the infant’s name as you tell him/her about the two smiling toys. Place the toys where the infant can easily see both little animal figures.]
Do you see our toys?
[Point to each toy.]
Here is the turtle and here is the hedgehog.
[For an infant who is learning to control his/her head, encourage looking at the animals. For an infant who can roll over, place the toys in front of the infant where he/she can reach them.
[Briefly describe the infant’s actions. Examples: “You held your head up to see the smiling animals.” Or, “You saw the smiling animals and reached forward to get a hold of the turtle.”]
The very young infant’s challenge in this activity is to figure out how to explore one or both toys. For a very young infant, looking at a toy will occur before moving toward the toy. Looking is a valuable form of exploration. For an infant who is learning to control his/her head, lifting the head and looking at one or both toys are appropriate ways to address the challenge. These actions represent forward movement in both cognitive and motor development. The act of looking occurs before an infant will try to reach for a toy.
The decision to look at or reach for one or both toys is another problem for an infant to consider in this activity. It is not important for the infant to touch or explore both toys. Some infants may get one toy and explore it with his/her hands and maybe mouth. Some infants initially may want to reach for both toys and then figure out that he/she can pursue one toy at a time. As indicated in the activity description, move a toy(s) closer to an infant who communicates frustration. Verbally acknowledge his/her frustration as you move the toy(s).
Extra support
Enrichment
Problem-solving
An infant figures out how to take a toy out of a box.
Invite an infant to play a game using two toy animals and two small boxes. Sit on the floor facing an infant and place the toys between you. Point to and describe the little animal toys. Tell the infant the animals want to go into their houses.
While the infant is watching, place one animal into each little box. Talk about each animal going into the house as you place each one. Example: “Our little turtle is going in his house. Bye-bye, turtle.” Encourage the infant to peek into the box.
Ask the infant if he/she can get the turtle out of the box. Pause for the infant to consider how this problem might be pursued. Offer suggestions if it appears the infant is uncertain about how to consider your request. Describe or demonstrate reaching into the box or turning the box upside down to shake out the toy. Offer a demonstration with one box only so the infant has the opportunity to try your approach with the second box.
Respond with happy surprise if/when the infant takes the animal out of the box! Next, ask if the infant can get the other toy out of its box (house). Acknowledge the infant’s efforts in getting the toy out of the box. Emphasize the words in and out.
Pay close attention to whether the infant seems to comprehend your verbal request to take the toy animal out of the box. Retrieving the toys is likely to be an infant goal independent of your request because the whereabouts of the toy animals will be of interest. Understanding that an object (or person) exists even when we cannot see the object (or person) is an important cognitive milestone, technically known as object permanence. Use short sentences for your request to get the toy out of the box and emphasize the word “out.” If you offer a demonstration, be sure to offer the second toy/box as a turn for the infant to implement a solution to the problem of how to get the toy.
If the infant is uninterested in the little animals, select toys that are more appealing to him/her, such as little vehicles or cloth toys. Encourage the infant to reach into the box or turn the box upside down to shake the toy out.
Some infants may enjoy added challenge of a two-step process to get the toy, as suggested in the Enrichment tip.
Extra support
Enrichment
Problem-solving
An infant joins a caregiver in finding and retrieving a “lost” toy.
When the infant is not looking, place one small animal toy on the step of a foam-covered infant climbing form that is surrounded by play mats. Invite a mobile infant to help you find the toy. Example: “I want to show you a neat toy turtle. But I do not know where it is. Let’s find our lost turtle.” Sit on the floor close to the infant climbing form. Describe the places you are looking. Example: “Is turtle in the dolly bed?” (Look in doll bed.) “We looked in the doll bed. We did not see the turtle. Is turtle on our little climber?” If necessary, point to the location of the toy animal you placed on the step. Describe the infant’s reaction to seeing the toy. Example: “You are smiling. You are happy we found the toy turtle!” Encourage the infant to retrieve the toy.
Some infants may crawl or walk to the toy and simply take it off the climbing form. Other infants may go up the first small step to get the toy turtle. Offer assistance if necessary. Some walking infants may need to hold your hand when carrying the toy. Share the infant’s delight in finding and getting the toy.
Pay attention to how the infant manages two different problems in this activity. The first is the search for the lost toy. Offer more or less support for looking for the toy based on the infant’s approach to this task. The activity description’s example of looking in the dolly bed is intended as a demonstration of how you and the infant can look for the toy. You can extend the search by asking the infant if there are other places we should look or suggesting other places to look. The second problem for the infant to address is how to retrieve the toy. The approach will differ by the infant’s motor development skills. Offer assistance when needed. At about 11 months of age, many infants are skilled at crawling and pulling up to stand. Some infants may be walking. Even though the toy is small enough for the infant to grasp in one hand, stay close by to give physical support if needed. Notice that the activity’s goal statement recommends a collaborative arrangement for the toy search.
Extra support
Enrichment
Materials needed: colorful toys, soft toy, nesting cup, containers or cloth bags
Arrange colorful toys for non-mobile infants to see from various distances. Hold an infant on your lap with an interesting toy to explore.
For early mobile infants, arrange several familiar toys in a novel way to create interest in getting things. Example: put a small soft toy inside a nesting cup and place it in a spot for an infant to discover.
For mobile infants, place a few small toys inside containers or cloth bags to support problem-solving skills.
In the course of one day, toddlers and preschool-age children will encounter problems they can solve with your help and guidance. Encourage toddlers to pull a paper towel out of a dispenser, or turn off the water faucet. Guide a toddler in how to pull a chair out from the table.
Help a preschool-age child arrange blocks or toys on a shelf so they all fit side by side. Provide small bags for crayons that zip or snap closed and assist preschool children in opening and closing the bags.
© 2024 The Trustees of Purdue University | All Rights Reserved