This option is an opportunity for toddlers to practice making marks and to become more familiar with making lines, and maybe circles, without formal instruction. It is beneficial to point out lines and circular shapes (and other markings) made by toddlers without offering a model that toddlers are expected to follow. Toddlers are not expected to draw identifiable objects. If a toddler wants to draw a particular image, point out lines and circles that may be in the image. Examples: “Mommy’s head is a circle.” “The dog’s leg is a line.”

Some toddlers may use both hands for coloring. It is not necessary to guide a toddler to use one hand only.

The activity’s side-by-side work with other toddlers is an opportunity for children to learn and practice social skills. Provide strong modeling as suggested in the activity description. Watch for opportunities to acknowledge toddlers’ positive social interactions, such as moving over if another toddler joins the activity.

Extra support

• Attempt to individualize your involvement so you focus on each toddler’s efforts for a short but focused period of time. If necessary, move around the table so you can sit next to a toddler and talk about markings.
• Maintain an informal, easy demeanor so toddlers feel free to color as they wish.
• Encourage toddlers to try a new color.
• Re-position yourself next to a toddler who may need extra support.

Enrichment

• Point out differences in the length of lines (long, short) and contrasting sizes of circular shapes.
• Demonstrate how to lightly push down with the crayon to make a brighter color. Explain that “how hard we push” on the crayon makes a difference in what our mark looks like. Toddlers may wish to experiment with amounts of pressure they put on their crayon.

The shape of the plate offers an opportunity for toddlers to explore making circular motions with their crayon. Demonstrating and describing how to move a crayon around and around a plate will likely provide sufficient guidance for toddlers’ creative uses of crayons.

Coloring on a firm surface, such as a paper plate, is a good time to show and describe what happens when pressure is applied to a crayon. Crayons (compared to markers) can foster hand control and give toddlers opportunities to apply different amounts of pressure to the crayon. Example: press down, use a crayon lightly. This experience can heighten toddlers’ awareness of how control of their fingers and hands contributes to use of a drawing or coloring tool. More generally, pointing out that we use our fingers and hands to hold, move, and apply pressure to the crayon can support toddlers’ emerging understanding of finger and hand control.

Paper plates that have ridges can enhance toddlers’ exploration of coloring by drawing attention to what a crayon can look and feel like on a bumpy surface.

Although it is appropriate for you to point out the aspects of coloring described in the plan, decisions about what and how to color should rest with the toddler. Some toddlers may draw curving lines around the plate, whereas other toddlers will prefer to mark in the center of the plate. Some toddlers may turn the plate over and put marks on two sides. The plate may lead some toddlers to create a coloring theme focused on food.

It is not necessary for a toddler to follow or create a theme to benefit from coloring. The plan’s suggestion that you ask toddlers to describe how they drew on their plate focuses on the coloring process, not their product.

Toddlers are likely to differ in whether they want to stand or sit to color. Some may want to color on a second plate.

Extra support

• Look closely at toddlers’ facial expressions and whether they are looking at another child’s efforts. There may be clues regarding how you can support a toddler’s exploration. Example: “Sam, I see that you are looking at the dark lines that Noah made. Would you like to make dark lines, too?”
• Offer to put your hand over a toddler’s hand if he/she communicates confusion or frustration about how to press down to make a deeper or bolder color.

Enrichment

• If possible, secure large cardboard pizza plates for toddlers to color on, especially if there is strong interest in using the paper plates.
• Placing the colored plates in the dramatic play area may prompt creative play-based uses of the plates.
• As a possible follow-up activity, toddlers may enjoy having a peekhole cut in the paper plate after their plate is colored. On the back of the paper plate, draw a two-inch circle and cut a hole for toddlers who wish to have a peekhole. For this age, one larger hole is easier to see through than two eye holes. Ask toddlers to describe what they see when they peek through the hole.

This activity provides toddlers with practice in coordinating large and fine motor actions. Look at toddlers’ efforts to walk in a circle around the table while also holding a marker on the paper. A second round of the activity may help toddlers become more accustomed to the motor actions.

If it appears the activity is too challenging for some toddlers, arrange for toddlers to take turns going around the table with you or consider the Extra Support tips. You also may wish to arrange for another adult to walk with toddlers so you can monitor the activity and provide guidance where appropriate.

Extra support

• At the beginning of the session, provide a demonstration of walking around the table and making a big circle on the paper.
• Invite a toddler to walk next to you while going around the table.
• For a toddler(s) who finds the activity too challenging, provide another table and paper for coloring with several markers.

Enrichment

• Consider playing calm recorded music as you and the toddlers walk around the table making lines of color. Stop the music when you pause the activity (after the first round of walking) to encourage toddlers to look at and talk about the coloring they have done together.
• Make the colorful work available after the activity if toddlers want to draw around the edge of the large paper with circles on it.
• Reverse the direction of a third (not second) round of walking around the table to provide toddlers with experience in holding the marker in their opposite hand.