problem solving play for toddlers

Discovery Play with Littles

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15 Powerful Problem Solving Activities for Toddlers and Preschoolers

I looked over to her table and she’s crying. Again. While everyone else is happily working away, she sat there, unable to move, just crying. 

Not asking for help.

Not trying to solve her problem.

Just crying.

I took a deep breath before heading over. We’ve already been at this for several months…isn’t it about time the problem-solving has kicked in yet?

One glance and I could tell what her problem was. She didn’t have her pencil.

Know how I knew?

It laid on the floor beside her. In plain sight.

As a kindergarten teacher, I don’t jump right in and solve problems for kids. It’s good for them to try to solve the problem themselves. This is something she struggled with. 

I reminded myself of the need for patience and empathy as I walked up to her. “What’s wrong, Amanda?” 

“I…can’t…find…my…pencil….” she sputtered out between sobs. 

“Ok, that’s a problem we can solve. What have you tried?” 

“I don’t know.” 

After a long time trying to first, calm her down, and second, come up with some strategies she could try, she finally found her pencil. At that point, everyone else had finished the project. 

What is Problem Solving?

Problem-solving is the process of finding a solution to your problem . This can be quite tricky for some young children, especially those with little experience in finding more than one way to solve a problem.

Why is Problem Solving Important? 

Problem-solving skills are used throughout childhood into adulthood. As adults, we solve problems on a daily basis. Some problems we solve without thinking much- I wanted to make tacos for dinner but forgot to buy the ground beef. What are we going to have for dinner now?

Other problems are significantly more complicated. 

Problems for kiddos can be problems with friendships, the inability to find something that’s needed, or even what to do when things don’t go your way. 

Kids who lack problem-solving skills struggle to maintain friendships or even begin to attempt to solve their own problems. 

Children who lack problem-solving skills are at a higher risk for depression as well.

What Are Problem-Solving Skills?

Problem-solving skills are:

• Breaking Down a Problem into Smaller Parts
• Communication
• Decision-making
• Logical Reasoning
• Perseverance

That’s a big list to teach toddlers and preschoolers. Where do you begin?

The Problem-Solving Steps

Sometimes kids are so overwhelmed with frustration that it affects their ability to solve problems.

Kids feel safe in routines, and routines help them learn and grow. After a few times of repeating this routine, you’ll find your kiddo starts to do this on their own. 

It’s important not to skip straight to solving the problem , because your kiddo needs to be in a calm state of mind to solve the problem, and also they need to know their feelings are valid. 

• The first thing to do when your kiddo is struggling with problem-solving is to validate their emotions.

In doing this, they will feel more understood and learn that their emotions are okay. There are no bad feelings, and we must learn how to manage our emotions. 

This might sound something like “Oh, I can see you are really frustrated that the block won’t fit on there right. Let’s take some deep breaths to help us calm down before we think about what to do next.”

• Next, work through your calm-down process . This may be taking some deep breaths together, hugging a stuffie, or giving your kiddo some quiet time to calm down their heart and mind.
• Identify the problem . This sounds like something you may have already done (before the meltdown) but it’s important to be very clear on the problem you’re solving. Have the child tell you their problem out loud.
• Move on to solution-finding . When your kiddo is ready, talk about what the problem is and three possible solutions. When possible, let your kiddo do all of the talking. This allows him to practice his problem-solving skills. It’s important to remind him that the first thing he tries may not work, and that’s ok. There’s always another way to solve the problem. If he’s prepared for this, solutions that don’t work won’t be such a frustrating experience. 
• After you’ve done that, test your solutions one by one. See what works. If you haven’t found a solution yet, go back and think of different ways you might be able to solve your problem and try again.

Are you tired of hearing “It’s TOO HARD!” followed by a meltdown?

Using this one simple phrase you’ll get in this powerful lesson, you’ll not only be able to help your kiddo not give up but you’ll:

>Activate their superpower of perseverance so that they can turn around a meltdown and keep trying

>Inspire them to use perseverance …even when it’s hard

>Teach them to recognize the warning signs of giving up , and how to turn it around by taking control of their choices.

Grab your powerful FREE video lesson to teach your kiddo one of the most powerful keys to perseverance.

Powerful Activities that Teach Problem-Solving Skills to Toddlers & Preschoolers

These activities below may look simple, but don’t let that deter you from trying them. A lot happens in little developing brains and these powerful activities help toddlers and preschoolers make connections and develop {many} essential skills-more than just problem-solving.

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Puzzles are fun and a great way to encourage cognitive development in children. They are great for spacial reasoning and strengthening problem-solving skills. They also develop memory skills, critical thinking, and the ability to plan and execute the plan. Toddlers will enjoy the simple puzzles, and preschoolers will do great with floor puzzles with larger puzzle pieces.

Doing Simple Chores

Doing simple chores is a great way to teach children problem-solving skills, and it strengthens responsibility and perseverance as well. 

During the toddler years , you may start with just picking up their toys, or helping you put their dirty clothes in the hamper. 

Preschoolers can take their dirty dishes to the sink (or load them in the dishwasher), collect the trash, dust, wipe baseboards, and do their own personal care items like making their bed, taking care of their dirty clothes, and putting clean clothes away.

Stacking Rings

When watching a toddler play with stacking rings it doesn’t look like much is happening, but playing with these toys is full of ways to encourage development. It helps with visual and spacial perception and planning ahead, but it also with balance control, crossing the midline, creative play, and gross motor skills. Not to mention it’s a great opportunity to practice problem-solving. 

Playing Hide-and-Seek

Hide and seek has many surprising benefits for kids. Playing hide and seek is like a treasure hunt that helps develop gross motor skills and encourages physical development, as well as problem-solving skills. It also helps young children develop visual tracking, working memory, and social-emotional skills.

Imaginative Play

Imaginative play (also called role-play) builds important skills. Through pretending to be in different situations, kids develop social skills, emotional skills, better communication, and problem-solving skills. Imaginative play is a great idea for young toddlers all the way to older children.

Free Play 

Many young children don’t have {enough} time for free play. Free play is important for healthy brain development , not only developing imagination, cooperation, physical skills, and independence but also providing a great opportunity to strengthen problem-solving skills. 

Playing with Wooden Blocks

Building blocks are a fun way for children to develop creative thinking, imagination, problem-solving, fine motor skills, and if working with others, cooperation, communication, and friendship.

Playing Memory

Memory games improve attention, focus, visual recognition, and concentration. It helps children recognize details and of course, strengthens problem-solving skills. 

Ask Questions

When I see my son struggling with something, my first instinct is to give him choices or at least lead him in the right direction. The better thing to do is to ask very open-ended questions that lead his process, not his thoughts.

Questions like “What’s one way to solve your problem?” are much more effective in teaching problem-solving skills than “Well, where did you last see your stuffy?” 

Read Books and Social Stories

Reading books is one of my favorite ways to teach any skill. It’s extremely effective at teaching, and it’s also an amazing bonding time with kids.

When we read stories, our brain reacts as if we’re living in the story. This is why reading books about skills such as problem-solving is so effective. 

Kids of all ages learn from the people they love . (Yes, even those older kids who you don’t think are paying attention.) Often as adults, we’re too busy going through our daily routine to think about talking about the way we solved the problem at work that day.

Talking about how you use skills such as problem-solving, perseverance, and integrity is a great way to set an example, and an expectation that this is how we do things, and it will provide encouragement for your kiddo to do the same.

Scavenger Hunts

Scavenger hunts are a great group activity that can strengthen your child’s logical thinking and problem-solving skills.

When Your Kiddo is Ready, Add These Activities

Preschoolers would benefit from all of the fun activities on the list above and when they’re ready, feel free to add in the following activities.   

Mazes are great for problem-solving and perseverance, but your kiddo will need to have decent fine motor skills to do these activities. Mazes are one of our favorite activities. We love to take our activity book of mazes in the car with us for road trips. 

Board Games  

Board games are a good way to strengthen problem-solving, teamwork, planning skills, patience, sportsmanship, and communication skills. They also strengthen family relationships by providing some intentional time of connection .

Any board game can also be turned into an academic game with just a deck of cards for whatever skill you’re working on. If you’re working on the alphabet, put one letter on each card. Before each player’s turn, they draw a letter card and say the letter’s name. (You may accidentally forget the name of a letter every now and then to see if your kiddo is really paying attention!) 

Allow Opportunities for Hands-On Investigations

Kids are tactile. They love to touch and explore things with their hands. This is a good activity for toddlers also, as long as they are out of the putting everything in their mouth stage. Hands-on exploration is great for language development, sensory exploration, and problem-solving.

Allowing kids to investigate with their hands allows them to see how the world works up close. It also gives them time and space to try to make things work…and problem-solve when it doesn’t go as they think it should.

The Most Difficult Way (and Most Important Way) To Strengthen Problem-Solving Skills

Watching our kids struggle is hard ! We don’t want to see them having a hard time…and most of the time we don’t want to deal with the impending meltdown. Standing back and giving our kids time and space to work through even simple problems is hard to do. It’s also the most important way to strengthen problem-solving skills. 

As parents, we’re like frogs in boiling water. When our kids are infants, they need us to recognize their needs and solve them immediately. As they get older, they can point to what they want, but we still have a lot of interpreting and problem-solving to do on our own. If we aren’t careful, we stay in this stage and don’t teach our kiddos the steps to problem-solving for themselves. 

The next most difficult thing? Allowing natural consequences to happen. (As long as your child is safe of course.) If your child saves their money for a long time to buy a new toy, but walks down the toy aisle and picks up something you know they’ll be disappointed with, let it happen. It will teach a valuable lesson that will last for years to come.

Another Essential Part of Problem-Solving

Perseverance is a big part of problem-solving. We are rarely able to solve problems the first time, and it’s essential that kids can find more than one solution to a problem. Studies have found that perseverance is actually the biggest predictor of success, even more than aptitude or raw talent. 

An entire module is dedicated to perseverance in our course for kids, Super Kid Adventures . Your kiddo will get 25 teacher-led lessons on character traits (perseverance, empathy, friendship, responsibility, and wellness) and activities that take their learning further. 

Want a free preview? Grab a FREE Perseverance video lesson that teaches your kiddo one of the most important secrets that help them use perseverance.

Want More? 

If you like this, you’ll love: 

The Ultimate List of Books that Teach Perseverance

7 Simple Ways to Encourage Independence in Young Children

How to Help Your Child Develop Self-Help Skills

Your Turn 

What are your favorite ways to teach problem-solving skills?

About Elizabeth

Elizabeth is a mama of two boys, a former teacher, and the founder of Discovery Play with Littles. Her mission is to make raising kids with character simple and fun. Join us for our best learning through play ideas, character growth activities, and family connection ideas so you can watch your child thrive.

Reader Interactions

As a SLP trying to guide parents as I work with their child. I would like to know what toys to recommend to my parents as I assist in guiding their child’s development in cognition and expressive language.

Perseverance is the biggest predictor of success, even more than raw talent or aptitude.

Grab a FREE lesson to teach your kiddo one of the keys to perseverance...which is how we talk to our brains.

They'll learn what to say when they encounter something difficult, and why it's so important.

PLAY is often talked about as if it were a relief from serious learning. But for children play is serious learning. Play is really the work of childhood. -Mr. Rogers

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Home • Toddler • Play And Activities

13 Problem-Solving Activities For Toddlers And Preschoolers

Intriguing ideas to boost their analytical and rational thinking skills.

Elisabeth Daly is a state-certified high school English teacher. Over her two decade career, she has taught students in grades 9-12 at both public and private high schools, and worked as an adjunct professor at her local community college. ... more

Kavita has a diverse background in finance, human resources, and teaching. She did her MBA in Finance and HR at Solapur University, and bachelor in Education at Pune University. After working for thre... more

Rohit Garoo is a writer-turned-editor with over 9 years of experience in content writing, editing, and content marketing. He did his bachelors in Science at St. Xavier's College, Hyderabad, and master... more

Vibha is a coder turned content writer. She holds a Masters degree in Computer Applications from Osmania University, Hyderabad and a certificate in 'Introduction To Child Psychology'. Her passion for ... more

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Problem-solving preschool activities are an essential part of learning, leading to the development of the most crucial skills for your child. Your child’s journey between realizing a problem and finding a solution involves effort, thinking, and patience. What comes in between realization and solution is important to understand, as it is the key to a lightning-fast intellect. The process is the most beautiful part, which is also the beginning of making a new genius for the world to witness. These little minds could one day become billionaires, philanthropists, or someone far more successful .

Read on to know some of the problem-solving activities for toddlers and preschoolers and how it helps them.

What Is Problem-Solving?

Image: IStock

Problem-solving is the art of realizing a problem and finding an apt solution by a series of interconnected thoughts in the cognitive area of the mind (1) . It requires identifying the problem and pondering over the causes and attempting to chalk out the reason. The next step would be to find a solution out of the many alternatives. Identifying the causes of a problem would involve some deep thinking, which can benefit a child’s growth and aid in their character development.

What Are Problem-Solving Skills?

Problem-solving skills are what every child needs to survive in this world. A few problem-solving skills are analytical thinking, logical reasoning, lateral thinking, creativity, initiative, persistence, negotiation, listening skills, cognitive skills, math skills, and decision-making. Good communication skills are also important as they improve the self-esteem of your child.

Why Is Problem-Solving Important In Preschool?

As parents, you may not want to fill your child’s minds with every problem-solving ability. But you must trust the process, as it is the most important phase of life, and they are learning new things every day.

• During preschool, they are constantly interacting with friends and surroundings. They come across various problems and learn from them. The best part is that it will be effortless for them to pick up these skills faster as they are in their learning stage.
• Also, the earlier they learn, the better it is (2)
• Children in preschool are introduced to the realm of creativity and imagination through storytelling and poems. It will be the perfect time to enhance their creative abilities.
• Children usually try to ignore things beyond their understanding. But problem-solving skills might help them see things differently.
• Developing problem-solving abilities can help them take new initiatives.

How To Teach Problem-Solving Skills To Preschoolers?

Making them listen with patience and willingness is a skill that will help them comprehend what you teach them. Here are some steps that you can follow:

• Teach them how to approach a problem in a practical way. Allow them to explore and find solutions by themselves. Problem-based learning will stick with them forever.
• Make them do simple household chores in their own way. And, there is no right or wrong style to it. Kitchen experiments are a great way to learn.
• Every kid is unique and has a different pace of learning. A teacher/ parent will have to be observing to analyze the best way to teach them.
• Usually, the first step would be to identify the problem.
• Once they find solutions, tell them to evaluate the pros and cons. And choose the best solution.
• Teach them to take failure positively.
• Encourage group activities as children tend to be active when their peers are along.

13 Problem-Solving Activities For Toddlers

You may try several problem-solving activities at home. We have listed some of the best activates here:

1. Simon Says

One of the children becomes Simon and gives commands. The rest have to follow the commands and enact only when they hear ’Simon says’ at the beginning of the command. If anyone acts when the words ‘Simon says’ is not told at the beginning, then that particular child is out. This game will improve listening skills and response time.

2. Tic–tac–toe

The game teaches decision-making and the cost of consequences. This game involves two players. One player has to mark X anywhere on the tic-tac-toe, followed by another player marking O. The idea is to make a horizontal, vertical, or diagonal line with either three X’s or O’s. Both players have to stop each other from winning. Sounds fun, right?

3. Treasure hunt

Divide the children into groups and give them clues to find hidden objects. Activities such as treasure hunt evidently improve their problem-solving skills and induce the idea of competition.

Puzzles can make a child think out of the box. They can develop a child’s logical reasoning. Arranging the crumbled pieces will surely improve their level of patience.

5. Hide and seek

Playing in a group can make them less shy and socialize with others. And, with hide and seek activity, children can learn devising strategies, escaping from a troublesome situation, and various other skills.

6. Sorting together

Give them various toys, pieces of clothing, or other random objects at home and some bins. Now ask your child to sort and place everything in the right bin. See how good they are at classifying the objects.

7. Spot the difference

Show them printouts of two similar pictures, with one picture having some differences. Ask them to spot the differences. This helps in actively improving their concentration and attention to detail.

8. Matching animals with sounds

Play sounds of various animals and let the children guess their names. You can also take them to an animal farm where they can observe their behavior. This activity may improve their sound recognition ability over time.

Give your child a blank canvas and some paints or coloring pencils. Let them get creative and produce a masterpiece.

10. Memory games

Memory games can improve a child’s retaining capacity. One such game is to sit in a circle and play “Chinese Whisper.” In this game, kids sit in a circle. Each of them has to whisper a word in their peer’s ear. The same word, along with a new one, is whispered into the next child’s ear. This should be continued till the last child in the circle announces it for all to hear.

11. Fort building

Building forts using toy material, Lego, pillows, or blankets can be fun. During the process of building a fort, children may have to face minor or major difficulties. Overcoming such issues and completing the target successfully helps in the improvement of logical and analytical abilities.

Solving mazes can also help a kid improve their approach towards dealing with problems and dead ends. It will enable lateral thinking and thinking out of the box.

13. Stacking rings

Stacking rings is an effective problem-solving activity for children as it enhances their cognitive skills, spatial awareness, and fine motor abilities. The task requires careful consideration of size, shape, and balance, fostering critical thinking and problem-solving skills. Children must strategize the order and orientation of the rings to successfully build a stable tower. This activity encourages creativity as they experiment with different stacking techniques. Give children a set of rings in varying sizes and materials for this activity. Ask the children to construct the tower and be watchful to prevent it from collapsing, as it offers them valuable insights into cause-and-effect relationships. Challenge them to create the tallest tower possible to promote teamwork and perseverance as they refine their approach through trial and error.

Frequently Asked Questions

1. What are the stages of problem-solving?

Problem-solving is a cognitive skill that works through six stages – searching and determining the problem, generating alternative ideas or solutions, evaluating alternatives, selecting the best suitable solution, implementing the solution, and follow-up (3) .

2. At what age do toddlers begin problem-solving?

According to research, children begin problem-solving right after birth. Children learn problem-solving through exploration between zero to two years, whereas, by three years of age, they learn problem-solving through experimenting and trial and error. Four-year-olds learn problem-solving through cooperative activities with peers and friends. By five and six years, kids get enough experience to deal with problems that would need abstract thinking skills (4) .

3. How do toddlers develop critical thinking skills?

Critical thinking skills don’t develop in a day or week. Rather, it takes constant exposure to environments that hone a child’s critical thinking abilities. Indulging toddlers in critical thinking activities by asking open-ended questions or engaging in activities such as block constructing and puzzles and motivating them to think out of the box are simple ways to bolster your child’s critical thinking.

Problem-solving activities for toddlers enhance their thinking abilities and promote early brain development. You may introduce problem-solving activities such as tic-tac-toe, Simon says, hide and seek, treasure hunt, puzzles, etc., to enhance cognitive skills in toddlers. The problem-solving skills in preschoolers help them cope with various situations and mingle with other children. Problem-solving skills help children think differently and take the initiative in making decisions and solving problems. These activities help build the skills without any force or pressure.

Infographic: Hone Your Toddler’s Problem-Solving Skills

Illustration: Momjunction Design Team

Get the high-quality PDF version of this infographic.

Key Pointers

• Honing your child’s problem-solving skills during preschool can help them see things differently and enhance their creative abilities.
• Teach them to find the problem and use their analytical abilities to find a solution.
• Simon Says, treasure hunt, puzzles, and spot the difference are a few problem-solving activities a toddler can try.

Image: Stable Diffusion/MomJunction Design Team

• You Can Do It: Teaching Toddlers Problem-Solving Skills. https://va-itsnetwork.org/you-can-do-it-teaching-toddlers-problem-solving-skills/
• Developing Problem-Solving Skills At Early Age. https://kennedyglobalschool.edu.in/developing-problem-solving-skills-at-early-age-takes-kids-long-way-as-they-grow/#respond
• Problem solving. https://www.healthywa.wa.gov.au/Articles/N_R/Problem-solving
• Development: Ages & Stages–How Children Learn to Problem-Solve. https://eric.ed.gov/?id=EJ738434
• Fact-checker

Elisabeth Daly MSEd

Kavita kankani mba, bed, rohit garoo bsc, mba, vibha navarathna mca, latest articles, 17 best ipad and android painting and drawing apps for kids.

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8 Engaging Problem Solving Activities For Toddlers

Learning to problem solve is an important life skill that is learned through years of practice and patience. These 8 problem solving activities for toddlers and preschoolers are proven ways to help give your child a head start with this skill.

We can not always be there to help our little ones solve their problems. We CAN, however, provide them with the right tools and resources to help them learn to solve problems independently.

What is Problem Solving?

Problem solving is essentially the process of finding a solution to a problem. To successfully problem solve, children first have to analyze the problem in detail, think about it critically, figure out what needs to be done, brainstorm different strategies to remediate the issue, and then evaluate if the solution was successful.

For children, this can be a very complex and difficult process simply because of their lack of experience.

Since we draw on our knowledge and experience when faced with obstacles, it is important we expose our children to activities that will help give them both the knowledge and experience they need to help face these challenges.

Why Problem-Solving is Important for Young Children

Learning to problem solve is incredibly important during early childhood. Not only does it play a major role in a child’s cognitive development , but it is also a critical component of their academic success and ability to maintain healthy relationships.

When children can effectively solve a problem, it drastically improves their self-esteem and self-confidence. This is especially important when it comes to academics.

Children who can not effectively problem solve tend to get frustrated easily and they may begin showing signs of avoidant behaviors. This can cause children to feel incompetent in school and with relationships which can ultimately lead them to falling behind academically.

Luckily, children learn at an incredible rate, especially during those first couple of years. As you expose your child to different problem-solving activities they will gain the confidence needed to face any challenge they may encounter.

Problem Solving Skills in Early Childhood

Problem-solving skills require the cognitive capabilities to think through a problem and take appropriate action. Some problems may need a simple fix while others may require the use of many of these skills.

Examples of Problem Solving Skills:

• Adaptability and flexibility
• Analytical thinking (being able to break a complex problem down into more manageable parts)
• Communication
• Creativity and innovative
• Critical thinking
• Decision making
• Logical Reasoning
• Negotiation

How to Teach Problem Solving Skills (+ Strategies)

The best way to teach this skill is to expose your child to various activities that will require a bit of critical thinking and problem-solving.

The problem solving activities for toddlers listed below is a great place to start!

While this skill can be learned during free play , children will develop even stronger problem-solving skills if you encourage this type of thinking and reasoning during certain activities.

Strategies For Parents, Caregivers, or Teachers:

1. Model problem solving by talking out loud in front of your child

Since children lack the experience, they may find it difficult to problem solve. Try modeling this skill when you run into daily problems.

For example: ”I ran out of sugar to make my coffee sweet. Since I do not have any more sugar, what can I put in my coffee to make it sweet? I will put some honey because honey is naturally very sweet!”.

2. Ask open-ended questions

When children approach you with a problem, try asking open-ended questions to help them solve the issue on their own.

Here are some example questions:

• Why did your blocks fall over? What can we do next time to make it stronger?
• What other games you can play with your ball?
• What are some other things can you use to make the fort bigger?

Sometimes children just need a little push to help them find creative solutions.

3. Avoid fixing every problem for your child

One of the best things you can do for your child is to avoid fixing every problem for them.

Whether it is a toy-related issue, a difficult math equation, or a social conflict with a friend or sibling. Try to encourage your child to solve some of these issues with as much independence as possible.

8 Problem Solving Activities for Toddlers and Preschoolers

Here are 8 simple problem solving activities for toddlers and preschoolers. While these activities may seem to be very simple and basic, do not let that fool you. Learning through play is the best way to ”teach” our children the skill of problem solving.

Puzzles are a great activity to encourage skills like trial and error, persistence, and patience. Each new puzzle presents a new set of challenges that the children have to work through.

When children are around 2 years of age you can start with plastic or wooden shape sorters. As they get older and their skills develop, you can give them more complex puzzles to complete like 9 or 12-piece puzzle sets.

2. Sorting Activities

This activity is so simple because you can sort anything including toys, clothes, and even fruits and veggies.

Children learn to compare, contrast, and classify based on what they are observing. This helps with logical thinking, analytical thinking, and it gives children a sense of order. This type of systematic thinking is very helpful for problem solving because it teaches children to perform tasks in a structured manner, much like the steps to solve a problem.

3. Board Games

Board games are a great problem solving activity for toddlers and preschoolers! I love that it can be interactive with young children and adults!

When children are younger, it is best to start with simple games like Zimboos . This is a stacking game that requires children to analyze, critically think, and collaborate with others to make sure the pyramid stays balanced.

As children get older you can advance to more complex games like Quirkle . This game includes a puzzle-like component that allows children to develop their spatial recognition, planning, and problem solving skills. 

4. Construction Play

Construction play using mega blocks, wooden blocks, or even train track sets is an amazing way to help support your child’s brain and cognitive development.

Everything from planning what they want to build to figuring out what to do when certain pieces don’t fit together helps children learn the foundational skills for problem solving.

These are the types of toys I would encourage all parents to have readily available for their children.

5. Story Time Questions

There are so many amazing benefits of reading to your child and it is one of the best listening activities for kids !

As you read to your child, try making it an engaging experience. You can start by asking them open-ended questions to really help them think through certain problems and scenarios.

Here are some examples of the types of problem-solving questions that can be asked during a read-aloud:

• What healthy foods should the caterpillar have eaten to not get a stomach ache?
• The Duck and Penguin don’t like each other, what can do they to work it out and become friends?
• If you lost your shoe, how would you try and find it?
• If your kite got stuck in the tree, how would you try and get it down?

6. Fort Building

I remember always building forts as a child and constantly running into problems. The blankets were always too small, or I couldn’t get them to stay in place!

This is why it is such a great activity for problem-solving! Children have to plan, make decisions, analyze, evaluate, and solve problems. The best part is that most kids will persevere through despite all these challenges because the end result is so much fun!

7. Simple House Chores

If there is one thing I have learned since becoming a mom is that kids love to help! I really enjoy involving my toddler when I am doing work around the house.

To encourage practice with problem-solving, ask your child questions so they can think of solutions to your problems. If your child is still young, this is a great opportunity to model problem solving by simply talking out loud.

Here are some examples:

• These clothes are really dirty, what should we do?
• How can we make our clean-up time faster?
• There are so many toys on the floor, how can we sort and organize them?

8. Scavenger Hunts

Scavenger hunts are an incredible learning activity for kids. Since kids learn best through play , it is important to make learning an enjoyable experience for them.

I love scavenger hunts because of how many different skills are involved. Children have to use their observational skills, critical thinking skills, and imagination to solve the problem and complete the tasks.

These are also very customizable. You can use words, pictures, or even descriptions depending on your child’s skill level.

I hope can incorporate some of these problem solving activities for toddlers into your daily routine to help your child become a master problem solver!

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Easy Problem Solving Activities For Toddlers

Problem solving activities for toddlers are not only a great way to boost their critical thinking skills but also provide playtime fun for curious little minds.

These daily activities help toddlers develop important cognitive and motor skills while enhancing their creativity and imagination. By engaging in problem solving activities, toddlers learn to think logically, make decisions, and develop a growth mindset.

In this article, I have curated a list of easy problem solving activities for toddlers that help your kids learn through the power of play. These activities require minimal preparation and offer maximum fun for your child – all while promoting language skills and social skills.

This post may contain affiliate links. Full  privacy policy and disclosure here.

Key Takeaways:

• Problem solving activities promote critical thinking and cognitive development in toddlers.
• Engaging in problem solving activities helps toddlers develop important motor skills.
• These activities enhance creativity and imagination in toddlers.
• Toddlers learn logical thinking and decision-making through problem solving activities.
• Curated a list of 50 easy problem solving activities for toddlers to enjoy.

The No-Stress Prep Principle to Toddler Activities

When it comes to toddler activities, the key is to keep it simple and stress-free. The last thing parents need is complicated setups and multiple materials to juggle. That’s where the no-stress prep principle comes in. By providing activities that require minimal preparation and materials, parents can ensure low-effort, high-reward fun for their toddlers.

Table of Contents

These no-stress activities not only provide entertainment but also contribute to cognitive development, fine and gross motor skills, as well as creativity and imagination. Toddlers engage in problem-solving tasks such as sorting and matching, which promote cognitive development and critical thinking.

At the same time, these activities focus on refining fine and gross motor skills. Toddlers can practice pinching small objects or jumping and hopping, enhancing their physical coordination and strength.

Moreover, these low-stress activities foster creativity and imagination in toddlers. Through open-ended play, they have the opportunity to express themselves and explore their ideas. Whether it’s building a tower with blocks or creating a pretend play scenario with dolls, these activities encourage imaginative thinking.

By following the no-stress prep principle, parents can provide their toddlers with enriching and enjoyable activities that support their cognitive, physical, and creative development. Let’s take a look at some examples of these easy and rewarding toddler activities.

Benefits of the No-Stress Prep Principle

With these no-stress activities, parents can create a fun and enriching environment for their toddlers while minimizing the effort needed to set up and prepare. Finding the balance between simplicity and engaging experiences is key to ensuring that both parents and toddlers can enjoy quality time together.

Sticky Wall Art

Looking for a simple and mess-free activity to engage your toddler’s senses and enhance their fine motor skills and creativity? Look no further than sticky wall art! With just painter’s tape and a few pieces to stick and re-stick, your little one can enjoy endless fun while developing important skills.

Sticky wall art offers a sensory experience that captivates toddlers as they explore the sticky texture of the tape. This tactile exploration stimulates their senses and encourages curiosity. As they peel and stick the pieces onto the walls or floors, toddlers also develop their fine motor skills by practicing grip and hand-eye coordination.

But that’s not all—sticky wall art is a fantastic opportunity for your toddler to unleash their creativity and imagination. They can arrange the pieces in any way they like, creating their own unique artwork. This open-ended activity allows them to express themselves and develop a sense of pride and accomplishment in their creations.

Create a designated area in your home for sticky wall art, whether it’s a wall or a large piece of cardboard on the floor. Stick the painter’s tape in various shapes and patterns, leaving plenty of space for your toddler to stick the pieces. Provide your child with a variety of materials they can use, such as foam shapes, fabric scraps, or even cut-up pieces of construction paper.

Encourage your toddler to explore the stickiness of the tape, experiment with different arrangements, and peel and re-stick the pieces as many times as they like. This interactive and sensory-rich activity will keep them engaged and entertained for hours while fostering their cognitive and motor development.

In conclusion, sticky wall art is a fantastic activity for toddlers that offers a sensory experience, enhances fine motor skills, and sparks creativity. With just painter’s tape and a little imagination, you can provide your child with a fun and educational sensory play opportunity that will keep them coming back for more.

Colander Pipe Cleaners

If you’re looking for a simple and creative activity to keep your toddler entertained, colander pipe cleaners are the perfect solution. All you need is a colander and some pipe cleaners. Show your little one how to thread the pipe cleaners through the holes in the colander, creating a colorful and tactile masterpiece. This activity not only helps develop fine motor skills and hand-eye coordination but also encourages creativity and imaginative play.

By manipulating the pipe cleaners and exploring different ways to thread them through the colander, toddlers can experiment with shapes, patterns, and colors. It’s a hands-on sensory experience that stimulates their senses and engages their curious minds.

Watch as their concentration levels increase while they focus on the task at hand. The satisfaction of completing their unique creation will bring a sense of accomplishment and boost their confidence.

Colander pipe cleaners are an excellent activity for both solo play and interactive play with siblings or friends. You can even turn it into a friendly competition, challenging your little ones to create the most elaborate designs.

So grab a colander and some pipe cleaners and let your toddler’s creativity run wild!

Nature’s Paintbrush

Are you looking for a creative and sensory painting activity for your toddler? Look no further than Nature’s Paintbrush! This activity allows your little one to explore the wonders of nature while enhancing their sensory perception and unleashing their creativity.

To get started with Nature’s Paintbrush, all you need to do is step outside and collect some leaves or twigs. These natural materials will serve as your toddler’s paintbrushes, providing a unique and textured painting experience.

With Nature’s Paintbrush, your toddler can create beautiful artwork using the vibrant colors and shapes of leaves or the interesting patterns and textures of twigs. This activity not only engages their senses but also encourages their artistic expression and imagination. As they experiment with different strokes and techniques, they will discover new ways to use nature’s paintbrush to bring their ideas to life.

Nature’s Paintbrush is a wonderful way to connect your toddler with the natural world and foster a love for nature. It provides a hands-on experience that allows them to appreciate the beauty of the outdoors while developing their fine motor skills and hand-eye coordination.

So, why wait? Let your toddler’s creativity bloom with Nature’s Paintbrush and watch as they create masterpieces inspired by the beauty of nature.

Mega Block Jumping

Mega block jumping is a fun and interactive gross motor activity that promotes active play and coordination in toddlers. This simple yet engaging activity allows little ones to burn off energy while developing their physical skills.

All you need for mega block jumping is a few large building blocks and a soft surface. Set up a line or a small platform using the blocks and encourage your toddler to jump from one block to another. This activity challenges their coordination and balance while providing them with a sense of accomplishment as they successfully land on each block.

Mega block jumping not only helps toddlers build their gross motor skills but also promotes the development of strength and agility. It gives them an opportunity to explore their physical abilities and improve their balance and spatial awareness.

Benefits of Mega Block Jumping:

• Enhances coordination and balance
• Promotes active play and physical development
• Builds strength and agility

Mega block jumping is a fantastic way to incorporate active play into your toddler’s routine. It provides them with an enjoyable and stimulating experience while supporting their physical development. So grab some large building blocks and watch your little one have a blast while jumping to new heights!

Snowball Pick Up

Snowball pick up is a festive and engaging indoor activity for toddlers. All you need are some soft balls or crumpled pieces of paper to represent snowballs. Spread them out in a designated area and encourage your toddler to pick them up and put them in a container.

This activity is not only a great way to develop fine motor skills but also provides sensory play as toddlers feel the texture of the “snowballs.” It’s a fun and interactive way to bring a touch of winter magic into your home.

As your toddler engages in snowball pick up, they will develop their hand-eye coordination and grasp control, honing their fine motor skills. The sensory experience of touching and holding the “snowballs” stimulates their tactile senses, providing a multi-sensory play opportunity. It’s a wonderful indoor activity that keeps toddlers entertained while also promoting their physical and cognitive development.

The Big List Of Problem Solving Activities For Toddlers

• Sorting Games: Provide objects or toys for young children to sort by color, shape, or size, encouraging critical thinking and classification skills – there all kinds of possible solutions for shape sorting games.
• Sensory Bins: Create sensory bins filled with various materials like rice, beans, or water along with scoops and containers, prompting toddlers to explore and problem-solve through sensory play. You can use open ended questions to prompt the play scene, or encourage free play to help encourage independent play.
• Obstacle Courses: Set up simple obstacle courses using pillows, cushions, and other household items, challenging toddlers to navigate and problem-solve to complete the course.
• Water Play: Offer water play activities with cups, funnels, and toys, allowing toddlers to experiment with pouring, filling, and problem-solving through water exploration.
• Nature Walks: Take toddlers on nature walks, encouraging them to observe and problem-solve as they encounter different elements like rocks, leaves, and insects.
• Shape Matching: Provide shape sorting toys or puzzles for toddlers to match shapes to corresponding holes, promoting spatial awareness and problem-solving skills.
• Cooking Together: Involve toddlers in simple cooking activities like mixing ingredients or assembling sandwiches, fostering problem-solving and following instructions.
• Animal Matching: Introduce matching games with pictures or figurines of animals for toddlers to pair together, enhancing memory and problem-solving abilities.
• DIY Crafts: Engage toddlers in age-appropriate DIY crafts using materials like paper, glue, and recycled items, encouraging creative problem-solving and self-expression.
• Story Sequencing: Use picture cards or storybooks to prompt toddlers to sequence events in a story or solve a basic problem, enhancing comprehension and problem-solving through storytelling.
• Pattern Recognition: Create patterns using blocks, beads, or stickers for toddlers to replicate, promoting critical thinking and pattern recognition skills.
• Sensory Exploration: Offer sensory exploration activities with materials like playdough, slime, or kinetic sand, encouraging toddlers to encourage problem solving skills  through tactile experiences.
• Block Stacking Challenges: Encourage toddlers to build tall towers or structures with blocks, fostering spatial reasoning and problem-solving as they balance and stack and come up with creative solutions with creative thinking. Building toys are a must have for every toddlers toy box!
• Color Mixing: Provide paint or colored water for toddlers to experiment with mixing colors, promoting problem-solving and exploration of cause and effect.
• Shadow Play: Use flashlights or natural light to create shadows, prompting toddlers to explore and problem-solve by manipulating objects to create different shadow shapes.
• Music and Movement: Engage toddlers in music and movement activities like dancing or playing instruments, fostering problem-solving and creativity through rhythm and movement.
• Outdoor Scavenger Hunts: Organize scavenger hunt in the backyard or park, challenging young toddlers to find and collect items based on visual cues or descriptions – focusing on developing cognitive skills.
• DIY Sensory Boards: Create sensory boards with textures like sandpaper, fabric, or bubble wrap for toddlers to explore and problem-solve through tactile stimulation.
• Building Bridges: Provide materials like blocks, cardboard, and tape for toddlers to construct bridges or ramps for toy cars or animals, encouraging problem-solving and engineering skills.
• Imaginative Play Prompts: Offer props or costumes for toddlers to engage in imaginary play scenarios, prompting problem-solving and creativity through role-playing.
• Number Games: Introduce simple number games or counting activities using toys or everyday objects, promoting numeracy skills and problem-solving through counting and sorting.
• Shape Hunt: Go on a shape hunt around the house or outdoors, challenging toddlers to find and identify different shapes in their environment. This is a really simple activity that doesn’t require toys for young learners.
• DIY Marble Runs: Create simple marble runs using cardboard tubes, ramps, and tape for toddlers to design and problem-solve as they experiment with gravity and momentum. This is so great for brain development and fine motor skills as well.
• Building with Recyclables: Provide recyclable materials like cardboard boxes, tubes, and bottles for toddlers to build and problem-solve as they construct imaginative structures.
• DIY Puzzles: Make homemade puzzles using pictures or drawings mounted on cardboard for toddlers to assemble, promoting problem-solving and visual-spatial skills.

How can problem solving activities benefit toddlers?

Problem solving activities for toddlers are a great way to boost their critical thinking skills while also having fun. These activities help toddlers develop important cognitive and motor skills, as well as enhance their creativity and imagination. By engaging in problem solving activities, toddlers can learn to think logically, make decisions, and develop a growth mindset.

What is the no-stress prep principle for toddler activities?

When it comes to toddler activities, the key is to keep it simple and stress-free. The no-stress prep principle focuses on providing activities that are easy to set up with minimal materials, while still offering maximum fun and learning opportunities for toddlers. These activities promote cognitive development by involving sorting, matching, and simple puzzles. They also help toddlers refine their fine and gross motor skills through activities like pinching and jumping. Additionally, these activities encourage creativity and imagination, allowing toddlers to express themselves through play.

How can I create sticky wall art with my toddler?

Sticky wall art is a simple and mess-free activity that toddlers will love. All you need is painter’s tape and some pieces for your toddler to stick and re-stick on the walls or floors. This activity provides a sensory experience as toddlers explore the stickiness of the tape and work on their fine motor skills by peeling and sticking the pieces. Additionally, it allows toddlers to use their creativity and imagination as they create their own art on the sticky wall.

What is the nature’s paintbrush activity for toddlers?

Nature’s paintbrush is a fun and sensory painting activity for toddlers. Simply step outside, collect some leaves or twigs, and use them as paintbrushes. This activity not only allows toddlers to explore different textures and sensations, but it also promotes creativity as they create unique artwork using natural materials. It’s a great way for toddlers to connect with nature while also engaging in a fun and creative activity.

How can I engage my toddler in mega block jumping?

Mega block jumping is a simple yet engaging activity that helps toddlers burn off energy and develop their gross motor skills. All you need are some large building blocks and a soft surface. Encourage your toddler to jump from one block to another, challenging their coordination and balance. This activity promotes active play and helps toddlers build strength and agility. It’s a great way to keep your little one entertained while also promoting physical development.

What is snowball pick up for toddlers?

Snowball pick up is a festive and engaging indoor activity for toddlers. All you need are some soft balls or crumpled pieces of paper to represent snowballs. Spread them out in a designated area and encourage your toddler to pick them up and put them in a container. This activity is not only a great way to develop fine motor skills but also provides sensory play as toddlers feel the texture of the “snowballs.” It’s a fun and interactive way to bring a touch of winter magic into your home.

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I'm a mom of 3 and has a passion for helping children reach their human potential. She enjoys helping parents raise confident and healthy kids by explaining how to handle situations using positive and peaceful parenting. I believe that creating strong bonds through small daily interactions is super powerful in changing behavior to the positive direction. It really only takes a few moments a day! Welcome to my blog, and I hope you find a lot of value here.

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Some skills gained from the problem-solving activities include lateral thinking, analytical thinking, creativity, persistence, logical reasoning, communication skills, and decision-making skills. 

The Importance of Problem-Solving Activities for Toddlers

In almost every stage of growth, children are likely to encounter some difficulties. How they handle these challenges depends on the skills they have built over time.

That’s why every parent should invest in quality problem-solving activities for their child. The skills mentioned above are critical for toddlers, and it can be challenging to develop them.

Early ages are the best time for children to learn how to solve different problems in a fun way. 

In many cases, many young mothers are students who dream of spending as much time as possible with their children, but they are held up with advancing their knowledge in their areas of specialization.

To have more time for toddlers as young mothers, you can use the online essay writer service EduBirdie to have your research papers written by top writers. EduBirdie has great writers, and you will receive quality work at the right time. This automatically translates to excellent scores.

If you have more time with your child, you are likely to notice the challenges they are going through and choose the best problem-solving activities for them.

The more problem-solving activities they perform, the more likely the child will develop excellent skills that will enable them to navigate most of the challenges in their lifetime. Here are some simple problem-solving activities for toddlers:

1. Building a maze

Building a maze is fun outside and one of the best activities for 2-year-old toddlers. Since toddlers can’t yet do a maze in an activity book, this is a great way to use their problem solving and navigation skills.

Draw a big maze on the pavement with sidewalk chalk . Then, make passages, including a few that end in a dead-end. Teach your toddler how to walk through and find their way out.

Allow them to try it on their own. The more trials, the better the child gets at figuring out the best way out. If the child gets used to the simple maze, you can draw a more complex one, adding more dead-end passages to make finding their way out more complicated.

This way, you will enhance their cognitive skills, which are vital for success in their life.

Puzzles are some of the best sensory activities for toddlers. They help a lot in enhancing the thinking capabilities of toddlers.

A puzzle is a big set of muddled-up things that must be sorted out and put back together.

The best type of puzzle for children is wooden puzzles , as they last longer, and the frame provides a structure to guide the child while playing. Inset puzzles are perfect for toddlers, especially ones with familiar objects (transportation, animals, colors, and shapes).

So, make an effort to sit with your child and help them play different puzzles. It’s even better than leaving your toddler to play with fancy toys with flashing lights and music.

Solving puzzles is real learning and allows the students to build their skills at their own pace. It’s ok to let them get a little frustrated! The more you leave them to independently figure it out, the quicker they will gain the skill.

3. Following patterns

Following patterns is just a simple activity that can be played with colored blocks, counters, or shapes. In this case, the child should simply make a pattern with the blocks and vary it by changing the patterns’ colors, shapes, or sizes.

At first, you can demonstrate how to make simple patterns to your child and then make the patterns more complex as they get used to the simple ones. Following patterns train the toddler to analyze given information, make sense of it, recognize the pattern it should follow, and then recreate it.

For the complex patterns, carry out the first few steps and then ask your child to continue.

4. Board games

Playing board games is an excellent way to develop your problem-solving skills, and your child can quickly start with simple games. This could be CandyLand ( a huge hit with little ones) or Chutes and Ladders .

Board games teach toddlers the skill of following rules and moving logically.

With time, you can introduce games that require deeper thinking and planning, like Monopoly Junior. This game will require you to explain a lot, and sometimes you will have to play with the child.

You can also let your child play Go Fish to teach them how to think ahead and solve the problems they will encounter in the future.

Related Post: Perfect Board Games for 2 Year Olds

5. Storytime questions

Stories are a great way of teaching children moral values and the problem-solving skills they require for their lifetime. During storytelling, develop a habit of asking questions to help the child develop higher-order thinking skills like comprehension.

It’s simple: pause for a few minutes and pose questions about the story. Start with simple questions, like “What did the boy say?” or “Where did the family go?.”

Then move onto more abstract thinking, problem solving questions, like “what will the boy do now that his pet died?” or “what can the girl do to find her lost toy?”

You can also pose an unexpected question to make the child more attentive. Storytime questions teach toddlers to pay attention to details and concentrate on one activity at a time.

It also reinforces the message you were trying to pass to the toddler. As a result, the toddler will easily remember the story’s moral lessons and apply them when faced with challenges in their lifetime.

6. Building with construction toys

Construction toys could be engineering blocks, Legos, or a proper set of wooden blocks that can be used to construct simple structures.

Everything the toddler will build is challenging as it requires critical thinking in brainstorming what to build and how to put the different pieces together.

The design built should be functional and work as expected. So, let the child construct freely and occasionally set for them a challenge to be completed within the set time with specific conditions.

This could be building two towers with a bridge joining them or building a creature with three arms standing on its own. Let the kids exercise their brains until they find a way to make the structure work.

7. Classifying and grouping activities

Classifying and grouping activities are among the best sensory activities for toddlers. You can easily do this with a tin of buttons or by unpacking the dishwasher. The idea behind classifying and grouping activities is to teach the skill of categorizing information.

There are several button activities for your kids that you can adopt, and they include a messy play tray, making a nameplate, sorting buttons, ordering buttons, or making a button necklace.

Each activity will teach the child an important skill they need to solve problems in the future.

When was the last time you engaged in any of the activities discussed above with your child? Start young with these problem-solving activities that help them navigate most of the challenges in their lifetime.

Take time and choose one of the activities discussed above for your toddler. 

Author’s Bio

Helen Birk is a magnificent writer who creates beautiful stories that leave her readers asking for more. She’s been a wonderful storyteller and her years of experience help her do even better every time she takes up a new book to write. She’s currently planning a book that talks about the role of AI in the development of school education.

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Problem Solving Activities for Toddlers

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7 Problem Solving Activities for Toddlers

If you have a toddler, challenges like tough homework problems or social dilemmas are still a long way off. But their brains are already working to build the cognitive skills they’ll need to solve life’s “big” problems later on. For now, problem-solving activities – even ones that seem simple to us – can help them boost their cognition, resilience, and creativity. Best of all? These “problems” are actually fun! Here are seven simple problem-solving activities for toddlers and preschoolers you can start trying right away!

Memory Games

Those little memory card games with matching pictures are great for building concentration, memory, and problem-solving skills in your toddler! Many sets might come with a few too many pairs for a toddler to handle without help, so start with just three to four pairs and see if they can match them up! As they begin to master that, you can add in more and more pairs until they’re working with the entire deck. If you don’t have a deck, you can easily DIY your own with online printables or your own drawings.

Shape Sorters

Shape sorters are a classic problem-solving toy for young toddlers. In addition to matching the shapes to the correct holes, they’ll also need to figure out why the shapes don’t always fit into the hole, requiring them to rotate the shape or make subtle adjustments to their grip.

Sorting/ Grouping by Category

Sorting activities are excellent for toddlers’ problem solving and cognitive development, so there’s no need to stop with shape sorters! Set up simple activities that allow them to sort by a variety of categories. This can be as simple as letting them unload the dishwasher silverware tray into the silverware organizer. Or ask them to gather up all the yellow items they see in a room.

Rotating puzzles is a great way to keep the problem-solving challenge fresh for your toddler. Even a familiar puzzle can present a fun, “new” challenge for your toddler if they haven’t seen it in weeks.

Hide the Teddy Bear

One cognitive milestone for two-year-olds is the ability to find an object that’s been hidden under two or more layers. Once they’ve mastered that, they’ll be ready for more advanced hiding games. Try hiding a teddy bear or other toy when they aren’t looking and then give them clues to find it. You can start off with basic directions and then progress to tougher clues or games of warmer/ colder.

Help Mommy/ Daddy

Toddlers love to help, and helping Mommy or Daddy with a problem can be a lot less frustrating than solving their own. For example, if your little one has been determined to put on their own socks lately but always ends up super frustrated, try mimicking the same problem yourself and asking for their help. You can coach them through the process (“Now we need to stretch out the opening of the sock!”), and because their emotions aren’t already running high, they’ll be more likely to actually absorb your tips. You can model how to stay calm through frustrating situations and help them build confidence in their ability to tackle the same problem later.

Constructive Play Toys

The ability to build a block tower of four or more blocks is actually considered a cognitive milestone for two-year-olds. For three-year-olds, a tower of six or more blocks is the expected milestone. That’s because building anything, even a simple block tower, is a true problem-solving challenge for toddlers. Blocks, train sets, and other building toys let your child work out how to balance, fit pieces together, and deal with frustration as they learn to master the challenge.

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13 Problem-Solving Activities For Toddlers And Preschoolers

Problem-Solving Activities

Problem-solving skills are vital for a child’s cognitive development. They help kids think critically, make decisions, and become more independent. As a parent or caregiver, you can nurture these skills in toddlers and preschoolers through a variety of engaging activities. Let’s explore 13 problem-solving activities that will not only entertain but also educate your little ones.

1. Building with Blocks

Age Group: Toddlers and Preschoolers

Description: Encourage your child to build structures with blocks. Start with simple designs and gradually increase complexity. This activity enhances spatial reasoning and problem-solving abilities.

Playing with building blocks is a timeless and versatile activity that promotes problem-solving skills in young children. As they stack blocks to create structures, kids learn about balance, stability, and the concept of cause and effect. They discover that if they place a block in a certain way, the structure becomes more stable. This understanding is fundamental to problem-solving.

2. Shape Sorters

Age Group: Toddlers

Description: Shape sorters teach toddlers about shapes, sizes, and how objects fit together. It’s a fun way to introduce problem-solving concepts.

Shape sorters are classic toys that introduce toddlers to basic problem-solving. The child must figure out which shape corresponds to each slot in the sorter. This activity enhances their ability to categorize and match objects based on their attributes. It’s a simple yet effective way to lay the foundation for more complex problem-solving skills.

Age Group: Preschoolers

Description: Jigsaw puzzles challenge preschoolers to solve problems by finding the right fit for each piece. They improve spatial awareness and patience.

Puzzles are excellent tools for enhancing problem-solving skills in preschoolers. When kids work on jigsaw puzzles, they learn to analyze the shape, color, and pattern of each piece. They must figure out where each piece fits in the overall picture. This process involves trial and error, spatial reasoning, and the development of patience—an essential component of problem-solving.

4. Sorting Games

Description: Sorting games with colored objects or shapes help kids categorize and organize, promoting logical thinking.

Sorting games engage children’s problem-solving abilities by encouraging them to categorize and organize objects based on specific criteria. For instance, you can provide a mix of colored objects and ask your child to sort them by color. This activity promotes logical thinking as they identify patterns and make decisions about where each item belongs.

5. Scavenger Hunts

Description: Create scavenger hunts at home or in your backyard. Give clues to find hidden treasures, stimulating critical thinking and problem-solving.

Scavenger hunts are not only thrilling but also fantastic for developing problem-solving skills. You can organize indoor or outdoor hunts with clues that require critical thinking and problem-solving to decipher. Children must follow clues, make connections, and strategize to locate hidden treasures, fostering their problem-solving abilities.

6. Building Simple Machines

Description: Use everyday materials like cardboard, string, and pulleys to create simple machines. Children can experiment and learn about cause and effect.

Engaging in hands-on activities like building simple machines is a fantastic way to introduce problem-solving concepts. Children can use everyday materials to create pulleys, levers, or ramps. As they experiment with these simple machines, they observe cause-and-effect relationships, encouraging them to think critically and find solutions to challenges they encounter during the construction process.

7. Storytelling

Description: Encourage imaginative problem-solving by asking your child to come up with solutions to challenges in their stories.

Storytelling not only stimulates creativity but also encourages problem-solving in young children. When kids invent stories, they often encounter dilemmas that require resolution. By asking your child how the characters in their stories overcome challenges, you prompt them to think creatively and find solutions—an invaluable problem-solving skill.

8. Cooking Together

Description: Involve your child in age-appropriate cooking activities. They’ll have to follow instructions and make choices, enhancing decision-making skills.

Cooking together is a delightful way to introduce problem-solving to children. It involves following recipes, making choices about ingredients, and adapting to unexpected situations (like a spill). These activities encourage decision-making and critical thinking as children participate in the cooking process.

9. Obstacle Courses

Description: Set up indoor or outdoor obstacle courses with challenges that require problem-solving and decision-making.

Creating obstacle courses at home or in the yard provides opportunities for preschoolers to engage in problem-solving and decision-making. Children must figure out how to navigate the course, overcome obstacles, and make choices along the way. This physical activity complements cognitive development by promoting quick thinking and strategizing.

10. Pattern Recognition

Description: Use everyday objects or cards to create simple patterns. Ask your child to continue the pattern or identify what comes next.

Pattern recognition is a fundamental problem-solving skill that can be introduced through simple activities. You can use everyday objects like buttons or cards with patterns to engage your child. Encourage them to identify and extend patterns, which enhances their ability to recognize sequences and make predictions—a critical component of problem-solving.

11. Planting and Gardening

Description: Gardening teaches children about cause and effect as they care for plants and watch them grow.

Gardening is a hands-on activity that teaches children about cause and effect—a crucial aspect of problem-solving. When kids care for plants and witness their growth, they learn how their actions impact the world around them. Gardening fosters a sense of responsibility and encourages children to think about the consequences of their actions.

12. Role-Playing

Description: Role-playing scenarios where your child has to solve problems, like playing doctor or chef, fosters creativity and critical thinking.

Role-playing scenarios, such as playing doctor or chef, provide opportunities for children to engage in imaginative problem-solving. These activities encourage creativity as children devise solutions to various role-playing challenges. Whether they’re diagnosing a stuffed animal or creating a pretend meal, kids develop problem-solving skills through these scenarios.

13. Science Experiments

Description: Conduct age-appropriate science experiments that encourage hypothesis testing and problem-solving.

Age-appropriate science experiments are perfect for fostering problem-solving skills in preschoolers. These experiments often involve forming hypotheses, conducting tests, and analyzing results—key elements of problem-solving. Encourage your child’s curiosity by engaging in safe and enjoyable science experiments together.

These problem-solving preschool activities for toddlers and preschoolers not only promote cognitive development but also provide hours of fun and quality time together. Remember to adapt activities to your child’s age and developmental stage, allowing them to explore, learn, and grow at their own pace.

In conclusion, nurturing problem-solving skills in young children is essential for their overall development. These activities offer a balance between education and enjoyment, helping your child build critical thinking skills that will benefit them throughout their lives.

Frequently Asked Questions

1. What are the problems in joining my kid in a Preschool?

Joining your child in a preschool can have several challenges, including separation anxiety, adjustment to a new routine, socialization issues, and concerns about the quality of education and care provided. It’s essential to communicate with the preschool staff, address your child’s needs, and gradually ease the transition to make the process smoother.

2. How to teach problem-solving skills to children and preteens?

To teach problem-solving skills to children and preteens, encourage them to:

Identify the problem.

Brainstorm possible solutions.

Evaluate the pros and cons of each solution.

Make a decision and implement it.

Reflect on the results and learn from the experience.

3. How to keep children busy during their pre-school time?

To keep children engaged during their preschool time, consider activities like art and craft, storytelling, outdoor play, educational games, music, and group activities. Preschools often offer a variety of structured and creative activities to stimulate children’s minds and bodies.

4. What are some preschool programs for kids?

Preschool programs for kids often include activities like early literacy and numeracy, creative arts, physical play, socialization, and learning through play. Many preschools also follow specific educational approaches like Montessori, Waldorf, or play-based programs to cater to different learning styles.

5. How preschool activities impact a child’s learning pace?

Preschool activities play a significant role in a child’s learning pace. They help children develop cognitive, social, and emotional skills, which are essential for academic success. Engaging in age-appropriate activities can foster a love for learning, improve attention span, and enhance problem-solving abilities.

6. What are problem-solving activities that kids can do at home?

There are various problem-solving activities kids can do at home, such as puzzles, board games, scavenger hunts, building challenges with blocks or LEGO, cooking and following recipes, and science experiments. These activities promote critical thinking and decision-making while having fun.

Also Check: Preschools in India

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About toddler play and cognitive development

Play is vital for your toddler’s cognitive development – that is, your toddler’s ability to think, understand, communicate, make memories, imagine and work out what might happen next.

This is because play is one of the main ways that your toddler explores the world. Toddlers at play are experimenting, thinking, solving problems and learning all the time.

Spending time playing with your toddler is especially good for your toddler’s cognitive development. That’s because playing together builds your relationship and sends a simple but powerful message – you are important to me. This message is key to helping your toddler learn about who they are and where they fit in the world. It also gives your toddler confidence to keep exploring and learning about the world.

A warm and loving relationship with your toddler lays the foundation for all areas of your child’s learning and development.

What to expect: toddler cognitive development and play

Toddlers will probably:

• think you know what’s going on inside their minds
• have difficulty separating what’s real and what’s pretend – for example, they might be easily frightened by monsters in cartoons
• be curious and keen to experiment and explore unfamiliar things
• be able to use words like ‘dark’, ‘loud’, ‘hard’ or ‘heavy’ in the right way, and understand the meaning of these words by 3 years
• enjoy exploring all their senses – sight, sound, taste, touch and smell
• be able to follow simple instructions from 18 months
• use trial and error to start problem-solving – for example, if they can’t fit a puzzle piece in one spot, they might try it somewhere else
• have favourite books, stories and songs – so be prepared for a lot of requests to read or sing it ‘again’!

Toddlers are determined to try everything , even activities that might not be suitable for their age. They’re just trying to figure out how things work.

For example, at 12-16 months, your toddler will want to explore all toys and objects within reach – banging, dropping, pushing and shaking them to see what happens. A safe home environment will give your toddler the freedom to explore without getting hurt.

Your toddler might now understand that there are groups of things in the world. By about 16 months, your toddler might be able to sort objects into types – for example, by colour, shape or size. This helps with early maths thinking. Toys and household items like pegs and plastic cooking utensils are good for this kind of play.

Toddlers don’t know how all the concepts fit together. For example, your toddler can see that things flush down the toilet. But toddlers don’t realise that they themselves can’t be flushed down the toilet too. Or that if a leg rips off a favourite doll or teddy bear, the same doesn’t happen to a real person. Taking the time to explain these concepts can ease your toddler’s fears.

If you’re concerned about your toddler’s development, it’s a good idea to get help early. Talk with your GP , your child and family health nurse or your toddler’s early childhood educator .

Play ideas to support cognitive development in toddlers

It’s good to try plenty of different play activities with your toddler. This promotes cognitive development by giving your toddler many ways to learn about their world.

Here are everyday play ideas to support your toddler’s thinking and learning:

• Help your toddler put together basic puzzles.
• Give your toddler fun bath toys for measuring, scooping and pouring. You can talk about why some things sink and others float.
• Read books and recite nursery rhymes together. By 2 years, you can leave out words from your toddler’s favourite stories and ask your toddler to tell you what happens next.
• Sing simple songs that involve actions or animal sounds. For example, ‘Heads and shoulders’ or ‘Old MacDonald’ .
• Give your toddler things to sort, like coloured blocks, shapes or pegs , or plastic cups and containers of different sizes.
• Give your toddler toys with buttons to push to make something happen.
• Put together a box of materials for simple art and craft activities . This can include finger paint, crayons and paper, coloured chalk for drawing and writing on outdoor paths, scrap materials or playdough . Let your toddler decide what to make.
• Play outside in the backyard, at your local park or at the beach.

It’s a good idea to let your child take the lead with play , because toddlers learn best when they’re interested in an activity. When you follow your toddler’s lead, you can use your toddler’s interests to help them learn something new.

If your toddler is having difficulty with a play activity, you can ask what they might do next to solve the problem, or you can gently offer ideas. For example, ‘Where else could that puzzle piece fit? Have you tried turning it the other way?’ And celebrating effort will encourage your toddler to tackle new problems. For example, ‘Well done – you’ve found the right spot for it!’

Screen time, digital technology use and toddler cognitive development

Current national and international guidelines recommend that children under 2 years shouldn’t have screen time other than video-chatting with people they know. This is because very young children learn best through everyday experiences like physical play, outside play, creative play and social time with family and friends.

If you choose to let your older toddler have some digital play , it’s best to focus on making quality media choices for your toddler and sharing screen time and digital technology with them.

WELL BEINGS WITH ALYSIA

Cognitive Activities: Ideas for Toddlers 1 to 3 Years Old

As a developmental therapist working in early intervention, I’m excited to share my favorite cognitive activities for toddlers aged 1 to 3. These fun and developmentally appropriate activities can be enjoyed at home or in the classroom.

Support toddlers’ cognitive development with interactive activities that enhance executive function and problem-solving.

Cognitive Development

Cognitive development is the building of mental and intellectual skills. For toddlers, this is thinking, learning, and understanding. Here’s what it looks like:

• Curiosity about the world and how things work
• Knowledge of objects and their functions
• Longer attention span for activities
• Pretend play and role-playing with objects
• Learning numbers, counting, and “more”
• Sorting and noticing similarities and differences
• Creative problem-solving in various ways

Check at FAQs at the end of this post to learn more.

Cognitive Activities for Toddlers

Nature play.

Nature play offers toddlers an open-ended, sensory-rich experience, fostering cognitive development and executive function skills. From exploring the outdoors and experiencing different weather to engaging in risk-taking play and moving through obstacles, these activities promote emergent science, recognition, and motivation, enhancing attention and persistence in playful ways.

• Exploring outdoors
• Experiencing different weather
• Na ture scavenger hunts
• Fill + dump with rocks, pinecones, or sticks
• Sink or Float with nature objects
• Moving through obstacles (over, under, around, through)

Cognitive Skills : emergent science, recognition, motivation, attention, persistence

Loose Parts Play 

Loose parts play offers toddlers open-ended materials to explore, promoting cognitive development through creative manipulation. This unstructured play fosters emergent math and science skills, encouraging persistence, reasoning, and the ability to watch and imitate others. Learn more about the  benefits of loose parts play   and check out a  giant list of loose parts materials .

• Plastic bottles and jugs
• Electric Tea Lights
• Fabric Squares
• Nature Objects

Cognitive Skills : using objects in a new way, emergent math, emergent science, persistence, reason/logic, watching and imitating others

Imagination Games

Imagination games play a vital role in toddler cognitive development by encouraging role-play and introducing symbolism. Favorite imagination play toys include costumes, toy animals, and toy vehicles. These activities enhance cognitive skills, such as imaginative play, motivation, and memory, while fostering discovery and self-expression.

• Pretending to be an animal
• Cars, trains, construction vehicles
• People figures
• Animal figures
• Find the toy
• More imagination games for toddlers

Cognitive Skills : imaginative play, motivation, using objects in new ways, memory, exploration/discovery, watching and imitating others, finding hidden objects

Books and reading are wonderful cognitive activities for toddlers, introducing early literacy skills and broadening understanding of objects, living things, and people through symbolism. Engage your child by exploring illustrations, adding actions to books, and reading books about your child’s interests.

• Find and name objects in the pictures
• Connect stories to real life
• Play with the sounds of letters and words
• Emphasize rhyming and alliteration
• Choose books that match your child’s interests

Cognitive Skills : identifying objects when they are named, attention, reason/logic, exploration/discovery

Sensory Play

Sensory play is a fantastic cognitive activity for toddlers, providing an immersive body-mind experience. Engage your child with sensory bins, dough play , sensory books, painting, and eating new foods. Sensory play allows toddlers to begin building early science skills.

• Water tables
• Sensory bins
• Eating new foods

Cognitive Skills : reason/logic, emergent science, emergent math, persistence, motivation, exploration/discovery

Music and Fingerplays

Music and fingerplays are excellent cognitive activities for toddlers, fostering memory, attention, and cause-and-effect understanding. Engage toddlers with singing, dancing, and musical instruments to promote emergent math and science skills while encouraging imitation and following instructions. Learn how dancing supports the vestibular and proprioceptive systems .

• Scarf dancing
• Pot and pan band
• Rhythm sticks
• Fingerplays (The Itsy Bitsy Spider or Patty Cake)
• Music set with children’s instruments

Cognitive Skills : memory, attention, following instructions, watching and imitating others, cause and effect, emergent math, emergent science

Block play offer a fun cognitive activity for toddlers, nurturing creative, early science, and math skills. Engage your child with open-ended building with anything from tree blocks to Magnatiles for a perfect blend of STEM learning and imaginative development.

Discover all our favorite block activities for toddlers ages 1 to 3.

Cognitive Skills : emergent science, emergent math, imaginative play, using objects in a new way, reason/logic, problem-solving

Puzzles & Close-Ended Toys

Close-ended toys benefit cognitive development, building trial-and-error and problem-solving skills and instilling confidence. However, they should not replace other play experiences as they can lead to frustration. Striking a balance between close-ended and open-ended toys is key for fostering holistic cognitive growth in toddlers.

• Puzzles (chunky or knob puzzles)
• Shape sorters
• Stacking/nesting cups and rings
• Pop-up toys
• Hammer and peg toys

Cognitive Skills : emergent science, emergent math, cause and effect, attention, reason/logic, problem-solving, persistence

Cognitive Activities in Daily Routines

You can also enhance toddlers’ cognitive development through daily routines. Explore these simple ways to nurture their learning and understanding in day-to-day activities.

• Counting with food at meals
• Sorting toys at clean-up time
• Water play in the bathtub
• Completing household chores together 
• Practicing dressing and undressing
• Singing in the car

Cognitive Skills : cause and effect, attention, reason/logic, problem-solving, persistence

FAQs: toddler cognitive development

Cognitive skills for a toddler include the ability to think, learn, and understand as they explore and interact with the world around them.

Here is a list of skills related to cognitive development for 1, 2, and 3-year-old toddlers:

Executive Function

• Reason/Logic
• Persistence
• Following simple directions
• Finding hidden objects
• Imaginative play
• Using objects in new ways

Recognition

• Identifying objects when they are named
• Understanding the purpose of familiar objects

Emergent Science

• Problem-solving
• Exploration/curiosity
• Cause and effect
• Observation

Emergent Math

• Spacial awareness
• Matching/sorting
• “More”

Created with: Head Start Early Learning Outcomes Framework, Teaching Strategies Objectives for Development and Learning , and the CDC Developmental Milestones .

Signs of cognitive development delays in toddlers may include:

• Not pointing at items
• Losing skills once had
• Not searching for items they saw you hide
• Not learning familiar items
• Not mimicking others
• Not able to follow simple instructions

This is not a comprehensive list of potential delays. Contact your pediatrician if you have concerns about your child’s development. Remember, while checklists like the CDC Milestone Tracker help, there is no replacement for intuition. 

For those in the United States, you can also contact your  local early intervention services  for an evaluation. 

While limited use of educational apps and programs can be beneficial, it’s essential to balance screen time with other forms of play. Hands-on, interactive learning experiences are vital for cognitive development during the toddler years.

Adding cognitive activities at home and in the classroom is crucial for supporting and nurturing your toddler’s brain development. Engage in nature play , imagination games, reading, sensory play, music, blocks, and close-ended toys to foster holistic cognitive growth. By integrating these activities into daily routines, you create a strong foundation for your toddler’s future development and learning.

More activity ideas

The Magic of Container Play: Boost Baby & Toddler Learning

Literacy Ideas for Babies: Easy Activities from My Infant Classroom 

The Best Block Play Activities & Environments for Young Children

My Ultimate Guide to Nature-Based Early Childhood Education

Developmental Therapist

Hello, I'm Alysia (uh-lee-shuh), a developmental therapist for infants and toddlers with a B.S. in Early Childhood Education and a minor in Special Education. As the founder of Well Beings with Alysia, I'm demystifying child development for parents and early educators. Learn how to introduce the play-based activities, books, nature materials, and toys I use in classrooms and early intervention. Contact me: [email protected]

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The Imagination Tree

Creative play and learning for kids

20 Activities for Toddlers

June 10, 2014 by Anna Ranson

Here are 20 fun and simple activities for toddlers that will keep them engaged and busy with sensory, fine motor, problem solving and curiosity!

If you, like me, have a busy 2 year old in your home or work setting, you’ll already know how much they like to get their hands into everything, investigating how things work, what you can do with them, what something feels like and how much mess and noise they can create! This is the absolute bursting point of discovery and their development is so rapid at this stage of their busy little lives. They need to find out about the world as much as possible by doing, moving and handling, and they need to do that by trying it for themselves.

Aside from the usual (and very necessary) trips to the park, supermarket, play ground and other day to day activities in the home and out and about in the neighbourhood, this collection of 20 activities have all been tried and tested with my 3 children and proven to be easy to set up, engaging for them to test out and great for those busy little hands and brains!

Enjoy now or pin your favourites for later (by clicking through to the individual post then pressing Pin It):

Threading with giant cardboard beads

Play a hide and seek game to find the matching pairs

Construct towers with hair rollers

Drop coloured pom poms down the rainbow coloured tubes

 Set up one of these simple Discovery Boxes to explore new materials and how they can be used together

Sort coloured pom poms into rainbow egg cartons

Make pictures and patterns on the window with foam and water

Make a colour themed sensory tub to play in

Try painting with Jello finger-paints. (They smell amazing!)

Mix potions and natural materials in the water table

Print shapes using cardboard tubes

Make our best ever no-cook play dough recipe  and use it to make birthday cake, roll out snakes, push in twigs and buttons etc and explore!

And here is our full Toddler Play archive   for more browsing when you have some time! There are literally dozens and dozens of ideas, so I was only able to select a few for this collection.

Are you looking for Baby Play Ideas ? We have those too! See a collection in this post :

I hope these are helpful! Let me know which are your favourites if you try any.

June 11, 2014 at 9:46 pm

Thankyou for all of your hard work on all of your amazing posts. Your children are so lucky to have so many wonderful activities set up for them.

June 13, 2014 at 2:44 pm

Awww thanks so much Jessica!

June 14, 2014 at 12:33 pm

Absolutely loved looking through the 20 activities & will try them out on my almost 3 year old grandson ASAP. There is one activity I don’t understand – the one involving pom poms (drop & shoot) – the “drop” part is obvious, but I can’t work out the “shoot.” When you have time, would you mind explaining it please? Thank you Ros

June 23, 2014 at 4:30 pm

Hi, My name is Tiffany, I am currently in school to become an Early Educator. I have an assignment that I need a little assistance with. I am to name/describe a creative art activity for toddlers(18-36mos) and then modify that same activity for children 6-8y/o. I am having a time coming up with an activity that I can morph for a young child.

Thank you for any help,

Tiffany Faulk

[…] 20 Activities for Toddlers […]

[…] right, he’s playing quietly. You see, the night before I had been inspired by this list of activities to keep toddlers busy. So to buy myself some uninterrupted dinner-making time, I set up a pile of coloured pom poms with […]

Privacy Overview

Helping Your Baby Reach Greater Wonders

25 Cognitive Activities for Toddlers to Boost Development

• Your child’s brain grows the most during toddlerhood than during any other time of their lives.
• There are many factors that affect cognitive development—genes, relationships with caregivers, screen time, nutrition, sleep, learning disabilities, physical activity and environment.
• There are certain cognitive milestones your toddler should reach by the time they are three years old.
• There are many fun cognitive activities to help your child reach their milestones.

Do you feel like crying when your toddler asks you to sing the same song you’ve been singing for the past hour? Do you want to hide the book you’ve read three times a day for the past month? 

I have good news for you! Every time you sing or read to your child, you’re boosting their cognitive development! This may be of little comfort to you when you’re on your tenth rendition of “Itsy Bitsy Spider,” but once you learn how important toddler cognitive skills are, you’ll muster up the strength to sing until your voice is hoarse.

If you need a break from singing, there are tons of cognitive activities for toddlers that you can do to boost their development! 

All About Your Toddler’s Cognitive Development

Cognitive development refers to how children think, develop fluid reasoning , explore, gain knowledge and problem solving skills, and learn more about the world around them. 

As toddlers develop cognitive skills, their memory, attention, adaptability, understanding of cause and effect, language skills, intelligence, and critical thinking improve. 

Toddler cognitive development is hugely important in laying the groundwork for these skills. It was highlighted in a 2021 article published by the University of Minnesota that by three years of age, a child’s brain is already 80% developed! 

While your child is still in their toddler years, you have the perfect window to develop their cognitive skills. Since most brain growth and connections happen in the first three years of a child’s life, it is more difficult for children to develop their cognitive skills later in life. Even early literacy skills can be gained through cognitive activities for toddlers. 

Factors That Can Affect Cognitive Development During Toddlerhood

You’ve probably heard the term “nature vs. nurture.” Nature refers to the genes our children inherit from us, and nurture refers to our children’s experiences, interactions with others, and general upbringing. 

When it comes to cognitive development in toddlers, both nature and nurture affect their cognitive abilities. 

Our genes are out of our control, but they are only one piece of the puzzle. There are many other factors within our control that promote cognitive development during toddlerhood, including:

• Warm, affectionate, positive interactions with dependable caregivers
• Limited screen time with exposure to cognitive toys 
• Early intervention for children with learning disabilities
• Good nutrition with balanced meals and vitamin supplements if necessary to aid in brain development
• Quality sleep to help the brain remember information
• Physical activity, especially outdoors, improves cognitive skills
• Limited exposure to chronic, toxic stress (neglect, abuse, certain types of punishment and unreliable caregivers)
• A physically safe environment with head protection to prevent brain injuries during falls
• Limited or no exposure to toxins such as lead
• Vaccinations to protect against infections, including those that prevent brain swelling 

What Are the Cognitive Developmental Milestones for Toddlers?

Every child develops at their own rate, but these are some of the cognitive developmental milestones you can expect in early childhood:

From 1 to 2 Years

• Tries to imitate adults
• Points out familiar objects in picture books
• Understands the difference between “me” and “you”
• Knows what everyday items are used for
• Points to items to get attention
• Pretend plays with dolls or stuffed animals (i.e. pretending to feed them)
• Points to one body part
• Scribbles independently
• Follows 1-step directions
• Puts things in containers and takes them out 
• Has memories of past events
• Recognizes familiar people by name
• Finds easily hidden objects

From 2 to 3 Years

• Imitates more advanced adult actions like washing dishes or doing laundry
• Names objects, colors, animals, and letters in picture books and everyday life
• Sorts objects by category
• Stacks rings on a peg in size order
• Understands their own reflection in a mirror
• Finds things even when hidden under two or three covers
• Completes sentences or rhymes in familiar stories
• Plays make-believe games (pretend play)
• Builds towers of at least four blocks
• Follows two-step directions (e.g. “Pick up your toy and put it in the bin.”)
• Finishes puzzles with 3-4 pieces
• Draws a circle after watching an adult draw it

3 Years Old

• Helps get themselves dressed
• Knows their name, age, and gender
• Follows step-by-step directions
• Uses buttons, levers and moving parts on toys
• Does imaginative play (e.g. pretends they are a dog or makes up stories for their dolls)
• Builds towers of more than six blocks
• Screws and unscrews lids or turns door handles

What Can You Do to Boost Your Toddler’s Cognitive Development? 

Play is key! Toddlers learn the most from playing, and your job is to support that play. This means exploring with your child, playing with them when appropriate and giving them space for independent play when needed. 

As your child is playing, describe new objects they encounter and ask questions about what they’re doing. When it comes to play, your toddler is the leader, and you’re there to make sure they’re getting the most out of it.

During play, refrain yourself from helping your toddler too much. Instead, give them tips for what they might try when they get frustrated.

There are many different types of play you can organize for your toddler—free play, pretend play, outdoor play, play with cognitive activities and toys (cause-and-effect toys, matching games , sorting games, categorizing games, puzzles), and social play with other children. Each type of play is beneficial to toddler cognitive development and should be encouraged. 

Also, spend some time focusing on vocabulary and language skills. Use a variety of words when interacting with your toddler. Sing songs and nursery rhymes together and read to them often. Most importantly, show patience and warmth when responding to your toddler.

If you’re concerned with your toddler’s cognitive development, talk to a doctor or therapist to see if early intervention is needed.

25 Fun Cognitive Activities for Toddlers

Providing quality cognitive activities for toddlers may have you feeling overwhelmed. We’ve got you covered with fun cognitive development activities that will boost your toddler’s development and keep you both smiling along the way!

• Provide wooden blocks for stacking and building.
• Go on a scavenger hunt looking for specific things (things that start with a certain letter or are a certain color).
• Provide a bucket of soapy water and sponges outside to wash toys with.
• Go on a treasure hunt outside (collect acorns, rocks, leaves, etc.) and have them make art with their treasures. 
• Play games to practice following directions like “Follow the Leader” or “Simon Says.”
• Throw rocks into a body of water and predict how big the splashes will be.
• Let them pretend play with kitchen utensils.
• Write letters on post-its and have your toddler stick them to objects whose names begin with each letter.  
• Make animals out of playdough with your child.
• Let them match their socks or sort their toys by color.
• Go outside and try to figure out which direction the wind is coming from.
• Gather items and have your toddler sort them based on color, category, shape, etc. 
• Provide matching games and puzzles .
• Draw a simple picture and then cut it into a few pieces. Have your toddler put the pieces back together. 
• Practice counting throughout the day—how many stairs they go up or down, how many times they go down the slide at the park, how many cheerios they eat, etc.
• Cook with your child to teach them how to follow directions, measure, and learn numbers. 
• Cut post-its into shapes and have your child stick them to objects they find that match each shape. 
• Go outside during each season and make notes of what you hear, see, feel, and smell. 
• Create an art box with scrap paper, crayons, markers, and other materials and let them have free time to create. 
• Sing songs and come up with actions to do during each song that your toddler can imitate.
• Take your toddler to a local children’s museum, a local farm, library, or even the grocery store to provide for exploration. Ask questions while you both explore.
• Have other children come over for playdates to help with social skills. 
• Look in the mirror with your child and have them make faces to show different emotions. Playing with mirrors helps children develop their self-image and learn nonverbal cues.  
• Bury treasures (small toys, rocks, acorns, etc.) in sand or wood chips outside and have your child find them.
• Add fun containers to the bath for pouring, measuring, and experimenting with which items float and which items sink .

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Problem-solving and Relationship Skills with Infants and Toddlers

Woman: Places, everyone. Are the lights ready? Three, two, one.

Mike Browne: Ooh-whee! Estoy aqui, estoy listo. I am here. I am ready and let's rock and roll!

Becky Sughrim: I'm ready, too!

All: [Singing] "Teacher Time.” "Teacher Time.” "Teacher Time.” "Teacher Time.” "Teacher Time.” "Teacher Time.”

Mike: Hello, everyone. You know that never gets old. I'm like sitting here jogging along. Welcome, everyone, to our third infant and toddler episode of "Teacher Time" this program year. I'm Mike Browne. My pronouns are he/him. And I'm joined by...

Becky: Becky Sughrim, and my pronouns are she/her.

Mike: And we are from the National Center on Early Childhood Development Teaching and Learning. And as always, we are super excited to be here with you all today. Thank you for joining us. We have been focusing all of our episodes this past season of "Teacher Time" on positive behavior support. So far, we talked about many different things. We talked about the importance of relationships. We talked about how to support emotional literacy. Today is going to be another fun one on problem-solving and friendship skills and building friendship skills with infants and toddlers.

I would love to call to your attention to the Viewer's Guide, where you can find it in the Resource Widget. This season our Viewer's Guide is a Viewer Guide from birth to five. It includes age-specific information for infants, for toddlers, for preschool children. It's packed full of so many different things — resources, helpful quick tips, reminders that you can take right into your learning space. And there's also a note-taking space in which you can use to jot down some notes for today. You can download the guide and use it throughout our time together for taking notes, reflecting, planning, and please, as always share the Viewer Guide with your colleagues.

Becky: During our time together, we're going to be focusing on a number of things. We're going to first talk about some positive behavior support teaching practices. Then we're going to take some time to promote your wellness and our wellness and connect our affective practices to brain development in our new segment this season called "Neuroscience Nook.”

Then we're going to take a look at the "Teacher Time" basics. In "Small Change, Big Impact" and in our "Focus on Equity" segments, we're going to talk about individualized strategies that build a sense of belonging and promote social and emotional skill with all children, including children who have a variety of learning characteristics.

Of course, we will wrap up our time together as we always do with the "BookCASE," where Mike got to meet with our "Teacher Time" librarian, and we connect our topic to books that you can share with children and families.

Mike: As we begin, let's check in using our famous, world famous, "Teacher Time" Tree. Enter to the Q&A, which is that purple widget, what number are you feeling today? What number creature that you're showing up and you want to relate to us. And, of course, you can jot down why you're feeling like that.

I will get us started. I am feeling a little like, I don't know, I like the lighter colors, I like the 11, 12 because yesterday I got a chance to visit a classroom and one of the first children I had when they were infants, they saw me, they ran up to me and they were like, "Mike?” And I was like, "I haven't seen you in two-and-a-half years!” And like, just jumped up and gave me a big hug and now I'm feeling all cuddly and cozy. What about you, Becky?

Becky: That's such a great story. Thanks for sharing, Mike. That makes me feel warm and fuzzy thinking about it. I feel like a number 10. I'm excited for today. I'm ready to be with everyone and just open arms ready to learn and be alongside with you and all of our participants.

Mike: We got some tens, we got some fives in the chat, we've got some ones. Keep them coming. Let us know how you're feeling and we're going to rock and roll to our next slide.

Becky: Thank you. I got a little excited. We are very excited, as you can tell, that we're going to be focusing on positive behavior supports this season. We have focused on this on our last two infant/toddler webinars as well. And you probably already know this, that social-emotional development is one of the domains in Head Start Early Learning Outcomes Framework, or the ELOF. And the practical strategies we're going to be talking about today are going to be focusing on the relationships with other children subdomain of the social-emotional development domain as you can see highlighted here.

We have been working our way through the pyramid. And we've been thinking about the pyramid model, and this is a Positive Behavior Support, or PBS framework that is proactively addressing the social-emotional development and challenging behaviors that young children might experience.

And the framework offers a continuum of evidence-based teaching practices that are organized into four levels of support. The first level is nurturing and responsive relationships. The second level is high-quality supportive environments. Then we have the purple, the third level, social and emotional teaching strategies, and the top of the pyramid, intensive intervention.

And today, we're going to be focusing on that third level of the pyramid, or a second-tier support where we're talking about social and emotional teaching strategies. If you want learn more about the pyramid model, we hope that you will check out the recourses in your viewer's guide from the National Center of Pyramid Model Innovations, or NCPMI in the Resource List section.

Mike: We would love to hear — because I'm already like I need a sip of water — we'd love hear using that purple Q&A widget some of the strategies and practices that you have in place in your center, and your learning environment that really supports problem-solving and relationship skills with infants and toddlers. Once again, type that into the chat using your purple Q&A widget.

Once again, I'm going to start it. I think one practice that I did specifically with infants is whenever we're by the door and it's during pickup time, we will have that child, just look up and we're like, "Oh, is someone's parent here? Or someone's caregiver here?” And they'll go "Dada! Dada!" And I say, "Oh, should we go over to such-and-such, Nico, and say, 'Oh Dada's here?'" "Let's come with me.” You're building that relationship with the child and building relationship between the children.

And something that I like to do with toddlers when they're a little bit older, I love doing like a little scavenger hunt. I'll say, "Oh my goodness! I lost my coffee!” "My adult drink.” Well, maybe not adult drink, some coffee. "Let's go find it!” "Hmm, you're getting warmer. You're getting colder" They've been learning about spatial awareness, difference in temperature, things of that nature.

Becky: And also the collaboration of working together as a team if you're in a group care setting, all trying to find coffee that we need in the morning. Let's see what we have in the Q&A talking about having a welcome song with each child's name.

Mike: We're having some redirect. Redirection is always key.

Becky: Having open-ended questions with toddlers. Totally. And one of the things that I like, which I'm sure is going to also come up in the chat is to engage in that narration when a toy struggle is happening or there's a problem where we're talking about what the toddlers are doing, and what we see. And just letting them know what's happening in real-time.

Mike: That sounds like something we should talk about on Parallel Play.

Becky: Yeah. If you haven't checked out our podcast, we hope that you will. Mike and I also host a Parallel Play podcast. Let's think about positive behavior supports. As we know, the pyramid model is one way we can engage in positive behavior supports. And let's think a little bit deeper about what positive behavior supports are and what they mean. This is really a positive approach to prevent and address challenging behavior or behaviors that adults find challenging.

And the number one thing to remember is that PBS is proactive. That we're proactively thinking about ways in which we can prevent challenging behaviors from occurring. It's positive and proactive. And at the heart of PBS is this recognition that challenging behavior is communication. That challenging behavior is used to communicate a message like, "I want to play with that person or that other toddler.” Or "I want to turn right now.” Or "I want to play in the sensory bin too.” Or something like, "I want that green ball.”

There's all behavior is a form of communication and children are sending us a message. Educators can be their best detectives and together with the family uncover what the child is trying to communicate through their behavior and then teach the child a more effective way to communicate and problem solve with support.

Mike: We’re going to turn it back right to you. I hope your fingers are ready. We're going to be doing this all day. Let's turn the attention back to you. We do our best caregiving and teaching when we feel well ourselves. Really engaging in self-care practices can help educators, admin, everyone build greater social and emotional capacity to work through problem-solving together.

And our ability to support children with problem-solving and relationship skills starts with our ability to really center ourselves by noticing and observing all the little things that are happening within our bodies, with as little judgment as possible and really softening to what is. We can help young children work through challenges with peers, for a more grounded, balance, soft, and objective place by naming what we see happening come. Before we support the children in our care with problem-solving and relationship skills, it's super important that we find ways to regulate our own feelings throughout the day.

Just by taking a minute right now, we're going to do a quick little body scan to know what's happening in our bodies, to really softening to that moment, like I said earlier, slowing down and centering ourselves at any point of the day, but specifically right now since I'm going to ask you all to do it with me. This practice supports our well-being first, enabling us to hold a really non-judgmental space and respond intentionally and responsibly to children cues, behaviors, and communication, as we support them in building healthy relationships with each other. Get your wiggles out.

You might want to start in the seated position, or if you're laying down, maybe you're on a standing desk, I don't know, whatever feels comfortable to you and just start to slowly bring your attention to your body. You can close your eyes. I would love to close my eyes, but the blinding lights are in front of me. I won't do that. Only close your eyes if you're feeling comfortable.

And just start to notice your body wherever you are. As you inhale, and as you exhale have that really sense of relaxation. And you can notice your feet, or your body on the floor. You can notice — for me, I notice the seat underneath me or that if I lean back, the back of the chair against me. That was a lot of words I wanted to say.

Bring your attention now to your stomach area. If it feels tight, right, let us soft it. Imagine you're on a beach somewhere. I know one of our participants says they're going on vacation. Notice your hands, and your arms, and your shoulders. Let them be soft. Let your jaw and your face muscle soften up. And notice your whole body just being present. Then take that one last deep breath.

Now, if you're so inclined to, feel free to share how you are feeling during or feel now after the body scan. What shifts do you notice? Me, oh, I was like, I got a lot of things in my shoulders. I was like, I need to go to a massage place.

Becky: I was thinking the same thing. So much tension I hold in my shoulders and my neck. We're on the same page, Mike.

Mike: There you go.

Becky: As these are coming in let's start to think about problem-solving in relationship skills. Social competencies like self-regulation, empathy, perspective-taking, and problem-solving skills are all really key to foundational healthy social-emotional development. This includes positive interactions and friendships, or relationships between peers. Educators can help children learn these skills that are necessary to develop healthy peer relationships and find ways to work though social conflicts with children and providing support with the child.

The first thing that we can do with infants and toddlers is about modeling problem-solving skills. And if we model problem-solving skills early on, this will build a foundation of problem-solving and relationship skills that children can build on and will be able to access with adult support as they develop and start to use these skills more independently. As children become more independent and more mobile, they tend to run into situations in the natural environment that can lead to frustration or challenging behavior like a toy is out of my reach, or I also want to play in the sensory table and someone is already there.

If we teach children problem-solving skills and they become good problem solvers on their own, and with our support, their self-esteem increases in their ability to solve problems. They're more likely to cope with a certain level of frustration and engage in less challenging behavior. There might be some children in your care who don't readily learn these skills through foundational teaching strategies like modeling or co-regulation, and this might include children with disabilities or suspected delays.

It's important to be aware of the process of all children and use more individualized practices to teach these skills to children who need more support. And we will talk more about that in the basics. Let’s look at some key ideas. When we're thinking about working with toddlers there's three key ideas we want to think about when supporting problem-solving and relationship skills. The first one is promoting healthy relationships. Educators can model relationship skills with things like sharing or helping or cooperating like you were talking about.

Mike: Yeah.

Becky: Earlier, Mike, with everyone helping you to find your coffee, and providing comfort, and making suggestions in play, and then celebrating each other. That's a big piece of promoting healthy relationships. And teachers can also create developmentally appropriate opportunities for practicing these skills throughout the day, like setting up a space for two or three toddlers to play together at one time. There might be limited space, and limited materials. This way toddlers can practice turn taking and sharing, like we see in this picture on the left.

And we might also start to notice in the toddler years that children could be showing preferences for a particular playmate. This is also a great time to pause and think about what value do we put, or you put, on peer relationships, and how do you expect peers to act with each other? And our awareness of these questions, and our responses to these questions is really supportive of our equitable teaching practices.

Mike: Can I take the middle one?

Becky: Yeah. Yeah!

Mike: Perfect because I love teaching about problem-solving. Conflict happens all the time in case you never have been in an early childhood classroom, but I don't think this — I think this audience knows. Conflicts happen all the time in early childhood environments where children are really just learning to manage their emotions or behavior through co-regulation. Remember, these are the first times that they might be having these types of emotions. They're like, "Whoa! What is going on?”

Toddlers are beginning to reason, and really beginning to understand simple consequences. Educators can describe the problem. We can offer solutions. Then that's how we can support toddlers in trying a couple different new strategies out. Like, how I imagine as I'm looking at this middle photo, I imagine this educator something — I'm trying to channel my inner educator. "I see you reaching out and you're touching Zoa's leg. I wonder if you're wanting some more space. You can say, 'I need some more space please.'"

Becky: Yeah, totally. Thank you so much, Mike. The next key idea we want to talk about is teach problem-solving in the moment. Problem-solving is hard work as we know, and educators can help toddlers use the problem-solving steps in the moment by first being proactive and anticipating social conflicts before they happen.

This might be being close, as we see in this picture on the right, that the educator is close to the child, supporting her through this interaction. We can also provide support by describing steps for solving the problem and modeling them and supporting the child in going through them. We can also generate solutions together and then we can celebrate success.

And, of course, we want to you remember to individualize the strategies you used to provide support on these skills based on the learning characteristics and needs of the children you support. Some children may need the amount of language used to be modified. Some children may need visual cues or gestures paired with verbal language. Some children may need specific feedback on consequences to help them learn the effect of their behavior on the environment. Again, please stay tuned for the basics and we're going to share some more information about providing specific feedback.

Mike: Let's now take a second to pause and watch a clip on teaching problem-solving in the moment and how that might look like with toppers.

[Video begins]

Teacher: Are you guys taking turns? Would you like to have a turn? OK. Cayden's turn. Now, whose turn is it to put one on top?

Cayden: It's Marcos!

Teacher: It's Marcos' turn. Marcos, did you hear that? He said it's your turn.

Marcos: I make a red one.

Teacher: Your turn. Wow! Your turn! Look at how many blocks — you guys, what could you tell Ryan? Say, "Ryan, that was my tower.”

Marcos: Stop!

Ryan: That was my tower.

Teacher: Stop. That was a good word. Look it, we could get our — oh, I took my cards off. Look it, we could use our cards. We could use our cards, Ryan. Ryan, we could use our cards. Look it, what could we do? You could wait and take a turn to knock it down. Look, you have your own tower to knock down. And you guys did such a good job of ignoring him when he knocked your tower down. Nice job.

[Video ends]

Mike: There was so many wonderful moments here that I just loved. Use our Q&A, purple Q&A widget to type in what did you notice, what did you see, what did you want to express? And we'll kick us off. The first thing that I'm just thinking about is that the educator was the proximity of the educator. What's close by to really support and to anticipate — not jump in right away, but just to anticipate a little bit around problem-solving in the moment.

Becky: Yeah. Like, what we're talking about. Being close. I notice that the educator was narrating the turn-taking and supported turn-taking too.

Mike: And even when the block fell, the educator gave the child words to say and then asked for the toddler for their input.

Becky: Yes, giving the child the words to say because sometimes in the moment they don't know what to say. That's really helpful. I also love this idea of having the solution cards close by. That they were within arm's reach. She didn't have to leave the block area to go and get them.

Mike: As we think about educators and being responsive and thinking about everyone in the learning environment, really, I saw the educator also talking to all the children who were involved. It wasn't just to the child who knocked off the block. Talk to all the children involved about what they can do in order to solve this problem moving forward or next time because it will happen again.

Becky: Yes. And the educator provided positive feedback, which I saw come through the chat giving specific feedback and praise and of utilizing the solutions. We also saw that the educator was very attentive. She was calm, and encouraging, and involving everyone. More comments about being calm and a soft tone of voice which makes a huge difference.

Mike: Exactly. As we move through this presentation, and this, our time together, remember to take time — or let's do it right now. Let's take another moment to pause and reflect on these questions that will support equitable teaching practices. I think the three that you mentioned earlier were how do you expect peers to act with one another with each other? Another one that you said was — you remembered it, you said it.

Becky: Yeah, it was think about how do we feel about conflict or disagreement, or debates?

Mike: That reminds me. The last one that you said was do you listen openly to all children when there is a problem. Just keep these in the back of your mind and because we're probably going to revisit this in a little bit.

Becky: Thank you, Mike, for those reflective questions. Let's think about key ideas for problem-solving and relationship skills with infants since it’s slightly different than toddlers. When we think about promoting healthy relationships with infants, that's what the work is all about. It's all about relationships. This means modeling healthy relationships with the infants in your care so they can feel what it feels like to be in a healthy relationship. It also means modeling healthy relationships with other adults in the learning environment, so infants can see what healthy relationships look like.

Educators can create opportunities for infants to play side-by-side and interact with each other like we see in this picture on the left. The two educators are sitting close together with three infants in their laps. The infants are close enough to notice and reach out for each other, and maybe after they're done reading the book, the infants are placed on the carpet together where they can explore the books on their own and with each other.

Mike: When I just think about the other photo, this where it says, "Practice problem-solving." The one on our right, this is about being aware of infants' cues. Remembering that some infants may not give clear or predictable cues. All infants have different temperaments and varying temperaments, and that creates varying abilities to give cues.

Also, think about infants with disabilities or suspected delays. They may not be using behaviors we're typically accustomed to, such as eye gaze or vocalization, especially if they are the only — and especially if we're working with children who are typically neurotypical. It's important for adults to be very intentional about their observations and what behaviors they recognize as cues. Watch for situations that may trigger stress, or conflict, and provide comfort to those infants while describing what the problem is or was and possible solutions.

Narrate what you are doing in the moment to problem solve as you go along. Like in this picture on the right, you might say something like — I always like pretending to say something, you might say something like, "Oh, I see your holding on to this book. And this looks like it might be a problem. You both look very upset. Hmm. How about we try looking at the book together at the table?”

Becky: Right now, let's watch what promoting healthy relationships with infants might look like. As you're watching this clip, please put in the Q&A what you might say to the two infants that would help promote peer relationships.

Teacher 2: Thank you. Do you want to stand up? Do you need a diaper, Ivy? You need a diaper? She actually [Inaudible] because she was doing something at the table.

Teacher 3: Okay. You going back?

Teacher 2: [Inaudible] Wow! Look at you.

Becky: I love this video so much.

Mike: I'm, like, grinning ear-to-ear.

Becky: What did you notice, Mike, about the video?

Mike: I noticed that these two infants are playing next to each other and they're naturally sharing. They're naturally being in community with one another, which involved naturally taking turns, holding, and lifting up the basket.

Becky: It's such a beautiful moment and I love, like you said, the natural turn taking that's happening. As comments are coming into the chat, one of the things I might say to the two children in this video clip are, "Oh, I see you are both using the basket. Look at how you can take turns.”

Mike: Or I would say something like, "Oh, you two are playing next to each other.” Acknowledging this beautiful interaction, with a lot of excitement and warmth in my tone, a voice.

Becky: And yes, the tone of voice is so important because what we say is just as important as how we say it and how we say it is just as important as what we say.

Mike: And I would even say in just say the joy that's happening, because we often don't look at our Black children, our Black boys, as joyful beings. You can tie that all in together.

Becky: There's so much joy happening in this clip, but I think it gives us a both a lot of joy. Let's see in the chat we're having some comments coming in about, "Oh wow, good job sharing," or let's see here, I'm looking, there's so many things that coming up.

Mike: "It's nice to see you two playing together with the basket.”

Becky: "I see you are sitting together, and you are being kind to each other.”

Mike: "Wow, good job sharing.” And that positive tone, once again.

Becky: Yes, lots of comments about — and stating the child's names and how they are sharing the joy. It's wonderful. Keep bringing those in and our wonderful Q&A team will send them out. Mike, I want to hear more about neuroscience now.

Mike: Of course, you do. Research tells us that the early years are foundational. Most important part, especially when brain development, in adults we play a vital role in supporting a healthy brain development, connection and architecture.

In this segment, Neuroscience Nook, we are so excited to connect this research to everyday teaching practices. An important side note before we continue, and as questions using that purple Q&A widget comes in, remember we absolutely want to hear from you. We just don't want to sit here and talk, we want to hear from y'all. If you got questions, comments, concerns, thoughts, ideas, share them with us, or post them in the "Teacher Time" Community in My Peers.

Executive function. The pre-mental cortex begins to develop early on in life. This area of the brain is responsible for what are known as the executive functioning skills. And it's essential for the development of strong and healthy relationships. As you can see on this graphic, it includes so many different things.

Attention, being able to focus on a task. Working memory, being able to remember rules and procedures. Self-regulation and the ability to control impulses which I didn't have last night when I was eating ice cream. Organization, switching between tasks, flexible thinking, problem-solving, planning behavior, decision-making, motivation.

All of these skills are important to problem-solving and heathy relationships. We can help young children, support young children, to start developing this critical relationship building and problem-solving skills through responsive caregiving and affective teaching practices that are responsive to the individual child's needs. Just like we mentioned in our most recent episode of "Teacher Time," in case you missed it you can go back on…

Becky: DTL Push Play, and you can access our first two infant toddler webinars about building relationships and emotional literacy.

Mike: There you go. I always like to throw it to you because I always forget where exactly it is. But yes, just like she said. We encourage you to look back at the last two years guides, Building Relationship with Children Birth to Five, and Emotional Literacy with Children Birth to Five to see more about the importance of nurturing relationships and the impact on the developing minds. Looks like I also have the next slide. Now let's hear from Dr. Juliet Taylor as she described the development of executive functioning skills.

Juliet Taylor: I'm going to show you a graphic of how executive function develops over time. Here's sort of a graphic representation. And one thing to point out is that we are not born with executive function skills in place. We're born with the potential to develop them, or not, depending on our experiences, our neurophysiology, and the interactions between those things.

This graph shows that on the horizontal axis you can see this is ages birth to 80. And notice that there's not an even distribution between the ages. And that is because there are particular peeks in executive function development. You can see skill proficiency on the vertical axis. And I'm going to highlight a couple of areas where you see tremendous growth and executive function skills. And that is really in the preschool ages between three to five. And then in early adolescents to early adulthood, there's another spike in development.

The foundations of executive function are laid down in the earliest months and years of life. And that really happens through basic, sort of serve and return it's sometimes called, or those basic interactions between child and adult that happen over, and over, and over again. And that spike really does happen in the preschool years after children have verbal language.

Becky: This is such a helpful graphic and such a helpful explanation of executive functioning skills. I'm a visual learner, it meets my learning needs.

Mike: Exactly. We are not born with executive function, but we are born with the potential to develop them. That is why our work, whether it's your direct support, or your indirect support, or you're just hanging out in the back. It's so important that our work is with infants and toddlers to create that lifelong success. We can't say it enough to you. What you are doing is important work. I know we tired sometimes but stick with it. We love you. And thank you for being here with us.

Becky: Yes. I second that. I also, from this video, I think about these peeks in executive functioning that there's a peek between three to five years old right after children have verbal language. And toddlers are just entering into that spike in executive functioning skills which is —I love thinking about that and what does that mean, and what does that mean for toddler behavior, and toddler development.

Mike: And the last two things that are really coming up for me in this one is the foundation of executive function is laid out in the very few first months and years of life. Learning is having in the room and right out as soon as you leave. I was like, I don't know how I'm going to work that. The last thing I was thinking of is the importance of serve and return. If you're like, "What is serve and return?” You know where you can find that? In our last webinar that we did.

Becky: In our "Building Relationships with Infants and Toddlers," we talk a lot about serve and return. Now it's time for the basics. We've talked a lot about the importance of problem-solving and relationship skills. Let's shift to looking at practical strategies for how to support these skills with infants and toddlers.

We're going to do that by getting back to the basics. The basics are a collection of strategies that could be used in any setting with infants and toddlers. And the "Teacher Time" basics are behavioral expectations in advance, attend to and encourage positive behavior, scaffold with cues and prompts, increase engagement, create or add challenge, and provide specific feedback.

In this season of "Teacher Time," we have been focusing on two letters of the basics every episode. We hope that you will join us for all of the webinars this season. And remember, if you've missed the last two webinars on building relationships and emotional literacy with infants and toddlers, you can access those on DTL Push Play. We invite you to tune in to our future webinars. There's a registration link in the resource list if you want to sign up for that now so that you can get all of the basics of positive behavior of sorts.

Today, we're going to be looking at examples of C, create, or add challenge and S, specific feedback to support problem-solving and relationship skills. Let's take one look at how we can create or add challenge. When we're thinking about supporting problem-solving and relationship skills, we can add challenge by carefully selecting toys and materials for the learning environment that support taking turns, waiting, and learning how to share.

This might look like putting out a ball track, or a car track, or a toy that naturally supports turn taking where the children have to wait before sending a ball or a car down the track, or where one ball or one car will fit on the track at a time. Or maybe you put out stacking rings and encourage children to stack together since only one ring could be stacked at a time like we see in this picture on the left.

You could also create waiting games with the materials and routines that you have in the learning environment, like waiting to go down the slide or waiting to go through the tunnel like we see in this picture on the right. You might also sing a song while you wait to wash your hands, or like one of our participants said in the beginning, you have a greeting song in the morning where the children have to wait to do their special dance, or their special move until they hear their name.

Mike: I think that is a great segue, it's almost like you've seen this before, into us watching a video of what a waiting game might look like in the learning environment with a toddler. As you watch the video, we invite you to share once again in the Q&A how you see the educator supporting waiting, and what would you do to support toddlers with waiting in your program center?

Teacher 4: OK, one, two, three, go!

Connor: Whee!

Teacher 4: Good job, Connor.

Teacher 5: You want to count? OK. One, two, three, four, five, go!

Teacher 5: Yay! One, two — Oh, she couldn't wait, could she? She just couldn't wait. That's fine. She went on two. That's good. You want to count? Ah! Hailey didn't want to wait either. That's fine.

Mike: You can see right away, like you heard the counting, the toddler is down before they can actually go down the slide.

Becky: And I loved that the educator honored when the toddlers did wait and when they just couldn't wait. And she said, "Oh, she couldn't wait. That's fine.”

Mike: And it looks like someone in our chat just beat us to it before we said that. There's so much waiting to happen in this video in taking turns, waiting at the top of the slide, toddlers waiting for their turn.

Becky: There’s so much and it felt like this was a very natural turn taking game for this group of toddlers. It felt like it was familiar to them. And it felt like it was something that they were enjoying.

Mike: And just thinking about like my own culture being Afro-Caribbean, in my culture we love to give children control over the waiting time. They want to wait until they are down the slide, the first child is down the slide to climb up, they have that control. Or we'll say, "Hey, how many seconds do you think we should wait?” We're giving them that power, that control.

Becky: I love that. The real traces and the agency. We have a few comments coming in from the chat. Just the encouragement and patience from the educator. That there was a countdown as a verbal strategy and we also saw that the educator was giving examples of waiting, like naming who waited and who couldn't wait.

Let’s  think about specific feedback and providing specific feedback is another way that educators can support problem-solving an relationship skills. Providing specific feedback is about naming and acknowledging when you see a child engage in building relationships.

It might sound like, "Oh, you're helping me put on Natalie's coat.” Or "I saw you get a tissue for Kai. That was so kind.” And the key to specific feedback is being specific. Thinking about what you see and what you saw that toddlers or infants do. Educators can also provide specific feedback to a child when they see them taking turns or sharing, or trying to solve a problem, or playing next to each other, or even playing with a child. That might sound like, "Oh look, Nora is watching you. I think she wants to play too.”

And providing specific feedback is a helpful tool to teach children what to do. You might provide feedback on how to be a friend, or how to solve a problem like, "Hmm, I see that you two are frustrated and have a problem. Let get our solution kit for some ideas.” Or you might say, "Oh, you knocked into Lucas because you were running, and you didn't see him. Let's see if he's okay.”

It's about offering specific ideas of what the toddler can do next and then supporting the infants and toddlers with those next steps and those skills. Remember that, again we said this earlier, how feedback is given, including what you say and how to you say it is important and should be individualized to meet the learning characteristics and temperament of each child.

Mike: Do you remember those three questions I asked earlier? Or you asked them and then I reiterated them? Here's where it comes up again. Three questions. How do you expect peers to act with one another? How do you feel about conflict? And do you listen openly to all children? This is where we are going to apply them.

In our segment Small Change Big Impact where we share how small and adjustments to the way we set up our learning environments, modify a curriculum, or engage with children can make a huge difference in a child's learning. We know that children vary in their learning characteristics and how they engage with people, and materials, and learning environment.

These small changes, and these curriculum modifications are made so that the individual child -- they're made thinking about the individual needs of a child in order to promote their engagement, their participation, and we know that children are more engaged when they have opportunities to learn.

Some children might need more highly individualized teaching practices to help them learn problem-solving such as imbedded teaching or intensive individualized teaching, making curriculum modifications based off a child's individual learning needs can be a great place to start to support this engagement.

Today we're going to be focusing on environmental supports like making physical adjustments to the learning environment to promote participation, engagement, learning problem-solving, relationship skills, the two things of today's talk. When you think about the strategies of physical adjustments, I would love for us to consider changing the space, the location, and arrangement of materials, of activities, to really support the needs of individual children. Like, setting up the smallest space, for example, for a few toddlers to sit together and read a book, or a small sensory table where a few children can play together at the same time. Do you got any ideas?

Becky: I think about managing materials and supplies. Materials could be used in many ways to support individual children with problem-solving and relationship skills. We can think about adding in materials, taking out materials, varying materials, and strategically using the materials to support a desired behavior. You might take out some materials to encourage sharing and turn-taking between toddlers, or you might bring in materials that support waiting. Like, we talked about in the basics.

Or maybe, you set up larger items like tumbling mats, or a large balance beam like we see in this picture in the middle where one child is walking at a time and one child takes a turn at a time. You could also bring in materials that are more engaging and fun with two children, like a rocking boat, or a toddler-safe seesaw.

Mike: For our last one, you can always add visual cues. You could add simple ones. You could add complex ones. I don't know. Do you. Individual cues can really promote relationship between peers and problem-solving skills like sharing a hug or giving a high-five.

Once again, check out the viewer's guide for more suggestions and resources on ECLKC. We encourage you to observe each child to see how they engage in specific areas with a group, and with each other. This can help us think about what are some of the best ways to support the child in building peer relationships and problem-solving skills by individualizing the support that you provide and how to you modify the environment.

Once again, viewer's guide has all these information and tips and tricks of the trade. Let's take a break. Well, we're going to take a break. Y'all aren't going to take a break. To watch a video of how an educator intentionally changes the setup of the environment to support her interactions. And of course, whatever comes to your mind, type it into your purple Q&A widget.

Teacher 6: There we go. Are you ready to make soup? Come here. Oops. This one is not broken. We can put water in it. We can hold water. Ready? Oh, Joy wants to do it. Joy, do you want to put some water in here?

Boy: I would.

Teacher 6: You want to help, too? Can you wait one minute? Just wait for Joy's turn? Oh, I don't think she liked that. Can you give it back to Joy, please? Oh!

Teacher 6: What happened?

Mike: This educator knows how much the toddlers at the table loves to play with water. To support this toddler were peer interactions and relationships. The education staff set up the water vents near the dramatic play areas. Did you notice that? Where two toddlers were making soup.

Becky: And as we got to see the children interacted with each other and the soup making moved from the dramatic play area to the table. The educator really supported turn taking at the end of this clip when she narrated what was happening, she used sign language, and asked specifically asked one toddler to give the scoop back to another toddler. We saw a lot of individualizing practices in this video where thinking about a child's interest, thinking about some games that other children were playing, and how we can bring those two together.

Mike: If you are in my classroom, we're making caldo, we're making pozole. But that's neither here or there. Throughout this webinar we have been discussing ways to foster social-emotional skills for all children. Becky, what are we going to talk about more in this segment?

Becky: Thanks, Mike. We're going to think about those reflective questions that we've been mentioning throughout the webinar. In our focus on equity segment, we're going to be using our equity lens to take a closer look at implicit bias and how that impacts how we interact with children and support them in building problem-solving skills, and relationship skills. The value we place on peer relationships and the way we go about building and maintaining them are influenced by our family, our culture, our community, and our experiences.

Sometimes our subtle biases can interfere with our ability to approach conflict between children with an open mind and help them solve problems in a way that is respectful and fair to all children involved. Uncovering these biases take time and reflection. Again, some of these helpful questions to reflect on are — what value do you place on peer relationships? How do you expect peers to act with each other? How do you feel about conflict, disagreements, or debates?

Mike: Do you listen openly to all children when there is a problem?

Becky: And is there a child that you are more likely to make negative assumptions about when a problem involves that specific child? We just encourage you to ask a friend, or a colleague, or a coach to video record you during a time of day when there tends to be more conflict between children. Then go back and watch the video and notice how you respond and interact with each child involved in the conflict. And again, ask yourself, "Does every child receive the support and instruction they need?”

Mike: I am just a little bit excited for this because I'm featured on it. "Teacher Time Library," Emily Small, with someone you clearly recognize that you see in this video, me, Mike Browne, I got to sit with our "Teacher Time" librarian, Emily, and I'm so excited about this month's book. Let's watch me, Emily, make the CASE.

Mike: Welcome to "Teacher Time Library.” My name is Mike Browne. My pronouns are he/him and I'm joined by the wonderful...

Emily Small: Emily Small. And my pronouns are she/her.

Mike: I am so excited to be here today with you all because we have a great selection of books that Emily has curated to be able to share with us today. And it is all centered around our theme of relationships with other children, which is within the social-emotional development domain of our ELOF goals.

Today, we are going to make the case. The CASE, what is that? You might be unfamiliar. You might not. But either way I'm going to refresh your memory. CASE is an acronym that we love to use in order to make connections between the books and what we're trying to hope to achieve within our ELOF domain.

C is pretty simple, C for cookie, also means connecting to ELOF, which is our Early Learning Outcome Frameworks. A, which is about advancing vocabularies. Books are an amazing opportunity. It is both a window, a mirror, and a sliding door into worlds that can really build children's emotional language, vocabulary, and concept development.

S, now this one is a bit of a long one, but it's about supporting engagement. And engagement looks different for each and every single child. Books stirs creativity. It stirs or imagination and by listening to the voices of children, we can really find ways to support them in being active participants not just in their learning, but of their learning environment.

And last but not least we have E. E is about extending the learning well beyond the books. Think about the questions in your curriculum, your provocations, and the activities that you do each and every single day. How can you plan that, so it connects to STEM? How can you use STEM to connect to dramatic play. How can you connect dramatic play to mental health? And so on and so forth because we're all about loving and nurturing the entire child. But that's enough about me, we going to throw it over to these books. And this first one is my favorite, not just because we are matching.

Emily: Yes, we do match today. A quick note before we get into them. I actually borrowed these from my local library. But also, I encourage everyone to check out their local library rather than just having to purchase the items.

Emily: Our first one is "Blocks" by Irene Dickson. We have two friends, Ruby and Benji who are in parallel play with one another in the block area. Benji would really, really like one of Ruby's red blocks and he takes it. And we see what happens next. How they problem solve, how their peer relationship grows, and then we actually have a third friend enter the picture at the end named Guy. There's a chance to make a prediction about what will happen next.

Mike: STEM.

Emily: Yes. We have that nice high gloss cover, we've got "Mine, Mine, Mine, Yours" by Kimberly Gee.

Mike: We hear, "Mine, mine, mine" a lot with toddlers.

Emily: Yes.

Mike: Not so much "Yours," but that's okay.

Emily: We have some great examples in this one of some repetitive phrases on every page. For instance, we have "Jump, jump, jump, bump.”

Mike: That happens.

Emily: All the time. And then we have "Sorry, sorry, sorry.” "That's okay.” But in the pictures, we're seeing a chance for the children to check in on one another.

Mike: And I think that's so important. Especially when we're talking about social-emotional development is that it's not just enough to say, "Sorry," but how are we also coaching in educating our children in order to say, "Hey, check in, what do you think might help them feel better?” We can take it to another level.

Emily: Definitely. That's "Mine, Mine, Mine, Yours.” Then we have this tiny little board book called "The Last Marshmallow.” It's part of the Storytelling Mass series. There's a bunch in this series. I highly recommend them. You can, again, see I borrowed it from my library. And it is a very cold day, just like it is today, and some friends would like two cups of hot chocolate but there's three marshmallows.

Mike: I'm already hearing the STEM, the math right there.

Emily: They each get one but there's one left and they have to problem solve to figure out how they're going to make this fair.

Mike: Oh, like you said, it's a very cold day, give it to me.

Emily: That's the "The Last Marshmallow" by Grace Lin. And then the one we're going to make the case for is "You Hold Me Up" by Monique Gray Smith and Danielle Daniel. This one, I love the illustrations in this book so much. For our connection, our C, this book uses the phrase, "You hold me up when," and then it gives us very specific examples of how people feel connected and respected to one another. For our advanced vocabulary, we see words such as kind, learn, respect, comfort. Those are great words to be using as part of your daily routine with children.

For our S for supporting engagement, the words on the page reference the illustrations but they don't say specifically what's happening. As children are showing interest in them, talk about what is going on in the illustration. We're seeing this family it looks like baking together. You can comment on that.

Mike: You can even talk about how the intergenerational family is well in this one.

Emily: Yes. There's multiple images throughout this book that show intergenerational families. And then for E, extending the learning, one of the other examples they give is "You hold me up when you sing with me," and so, we know that singing is a great thing to do with infants, especially for those early verbal skills. I would encourage you to incorporate some singing and then of course some musical instruments as well.

Mike: You can even point out and say, "Oh, what type of instrument do you think this is?” And it's perfect because there's this book that was written and illustrated by First Nation People. You can talk about Indigenous people and how they're still alive and they're thriving. There's multiple ways to tie in so many key concepts.

Emily: Absolutely. That's "You Hold Me Up" by Monique Gray Smith and Danielle Daniel.

Mike: Now, what we don't have is one of my other favorite books and that's "Kindness Makes Us Strong," which you can always pick up at...

Emily: Your local library. It comes in a really nice big board book format which is great for both reading individually with children or in a group setting.

Mike: Well, I don't know about you, Emily, but I am ready to go read some books...

Emily: Awesome.

Mike: ...to color, to do it all. Maybe not first. Right now, we are going to say goodbye. But until next time, take care of yourselves and we can't wait. We are wrapping up today's episode and I can't wait to check out my local library to see all those great books that they have. Remember to check out the viewer's guide for complete book list. And if you work with toddlers, Emily also made the case for another book not shown here, "Kindness Makes Us Strong.” Again, all the info is in your viewer guide.

Becky: We just want to say thank you so much for joining us today. We are so excited that you are here and I also want to invite you to next months "Teacher Time" webinar, "Problem-Solving and Relationship Skills in Preschool.” And you can find the registration link in your Resource List Widget for the next three "Teacher Time" webinars. Sign up now. We hope to see you there.

We are also excited to let you know about our Dual Language Celebration Week coming up. Please make sure to register for that as well. And that widget is going to pop up on your screen right after we say goodbye. Thank you so much and we just can't wait to see you until next time.

Mike: Happy Black History Month, everyone. Happy Dual Language Learner Celebration Week. Until next time.

Children are born ready to solve problems! Infants and toddlers rely on supportive relationships to learn how to recognize problems and find solutions. Problem-solving involves patience, persistence, and creativity from both the child and the adults in their lives. As infants and toddlers explore their world and engage in play with peers, challenges and conflicts provide opportunities to learn and grow. Discuss practical strategies to foster problem-solving and relationship-building skills with infants and toddlers.

Note: The evaluation, certificate, and engagement tools mentioned in the video were for the participants of the live webinar and are no longer available. For information about webinars that will be broadcast live soon, visit the Upcoming Events section.

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National Centers: Early Childhood Development, Teaching and Learning

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Audience: Teachers and Caregivers

Series: Teacher Time

Last Updated: December 18, 2023

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The Power of Playful Learning in the Early Childhood Setting

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Play versus learning represents a false dichotomy in education (e.g., Hirsh-Pasek & Golinkoff 2008). In part, the persistent belief that learning must be rigid and teacher directed—the opposite of play—is motivated by the lack of a clear definition of what constitutes playful learning (Zosh et al. 2018). And, in part, it is motivated by older perceptions of play and learning. Newer research, however, allows us to reframe the debate as learning via play—as playful learning.

This piece, which is an excerpt from Chapter 5 in  Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8, Fourth Edition (NAEYC 2022), suggests that defining play on a spectrum (Zosh et al. 2018, an idea first introduced by Bergen 1988) helps to resolve old divisions and provides a powerful framework that puts  playful learning —rich curriculum coupled with a playful pedagogy—front and center as a model for all early childhood educators. ( See below for a discussion of play on a spectrum.)

This excerpt also illustrates the ways in which play and learning mutually support one another and how teachers connect learning goals to children’s play. Whether solitary, dramatic, parallel, social, cooperative, onlooker, object, fantasy, physical, constructive, or games with rules, play, in all of its forms, is a teaching practice that optimally facilitates young children’s development and learning. By maximizing children’s choice, promoting wonder and enthusiasm for learning, and leveraging joy, playful learning pedagogies support development across domains and content areas and increase learning relative to more didactic methods (Alfieri et al. 2011; Bonawitz et al. 2011; Sim & Xu 2015).

Playful Learning: A Powerful Teaching Tool

This narrowing of the curriculum and high-stakes assessment practices (such as paper-and-pencil tests for kindergartners) increased stress on educators, children, and families but failed to deliver on the promise of narrowing—let alone closing—the gap.  All  children need well-thought-out curricula, including reading and STEM experiences and an emphasis on executive function skills such as attention, impulse control, and memory (Duncan et al. 2007). But to promote happy, successful, lifelong learners, children must be immersed in developmentally appropriate practice and rich curricular learning that is culturally relevant (NAEYC 2020). Playful learning is a vehicle for achieving this. Schools must also address the inequitable access to play afforded to children (see “Both/And: Early Childhood Education Needs Both Play and Equity,” by Ijumaa Jordan.) All children should be afforded opportunities to play, regardless of their racial group, socioeconomic class, and disability if they have been diagnosed with one. We second the call of Maria Souto-Manning (2017): “Although play has traditionally been positioned as a privilege, it must be (re)positioned as a right, as outlined by the  United Nations Convention on the Rights of the Child, Article 31” (785).

What Is Playful Learning?

Playful learning describes a learning context in which children learn content while playing freely (free play or self-directed play), with teacher guidance (guided play), or in a structured game. By harnessing children’s natural curiosity and their proclivities to experiment, explore, problem solve, and stay engaged in meaningful activities—especially when doing so with others—teachers maximize learning while individualizing learning goals. Central to this concept is the idea that teachers act more as the Socratic “guide at the side” than a “sage on the stage” (e.g., King 1993, 30; Smith 1993, 35). Rather than view children as empty vessels receiving information, teachers see children as active explorers and discoverers who bring their prior knowledge into the learning experience and construct an understanding of, for example, words such as  forecast  and  low pressure  as they explore weather patterns and the science behind them. In other words, teachers support children as active learners.

Importantly, playful learning pedagogies naturally align with the characteristics that research in the science of learning suggests help humans learn. Playful learning leverages the power of active (minds-on), engaging (not distracting), meaningful, socially interactive, and iterative thinking and learning (Zosh et al. 2018) in powerful ways that lead to increased learning.

Free play lets children explore and express themselves—to be the captains of their own ship. While free play is important, if a teacher has a learning goal, guided play and games are the road to successful outcomes for children (see Weisberg, Hirsh-Pasek, & Golinkoff 2013 for a review). Playful learning in the form of guided play, in which the teacher builds in the learning as part of a fun context such as a weather report, keeps the child’s agency but adds an intentional component to the play that helps children learn more from the experience. In fact, when researchers compared children’s skill development during free play in comparison to guided play, they found that children learned more vocabulary (Toub et al. 2018) and spatial skills (Fisher et al. 2013) in guided play than in free play.

Self-Directed Play, Free Play

NAEYC’s 2020 position statement on developmentally appropriate practice uses the term  self-directed play  to refer to play that is initiated and directed by children. Such play is termed  free play  in the larger works of the authors of this excerpt; therefore, free play is the primary term used in this article, with occasional references to self-directed play, the term used in the rest of the DAP book.

Imagine an everyday block corner. The children are immersed in play with each other—some trying to build high towers and others creating a tunnel for the small toy cars on the nearby shelves. But what if there were a few model pictures on the wall of what children could strive to make as they collaborated in that block corner? Might they rotate certain pieces purposely? Might they communicate with one another that the rectangle needs to go on top of the square? Again, a simple insertion of a design that children can try to copy turns a play situation into one ripe with spatial learning. Play is a particularly effective way to engage children with specific content learning when there is a learning goal.

Why Playful Learning Is Critical

Teachers play a crucial role in creating places and spaces where they can introduce playful learning to help all children master not only content but also the skills they will need for future success. The science of learning literature (e.g., Fisher et al. 2013; Weisberg, Hirsh-Pasek, & Golinkoff 2013; Zosh et al. 2018) suggests that playful learning can change the “old equation” for learning, which posited that direct, teacher-led instruction, such as lectures and worksheets, was the way to achieve rich content learning. This “new equation” moves beyond a sole focus on content and instead views playful learning as a way to support a breadth of skills while embracing developmentally appropriate practice guidelines (see Hirsh-Pasek et al. 2020).

Using a playful learning pedagogical approach leverages the skill sets of today’s educators and enhances their ability to help children attain curricular goals. It engages what has been termed active learning that is also developmentally appropriate and offers a more equitable way of engaging children by increasing access to participation. When topics are important and culturally relevant to children, they can better identify with the subject and the learning becomes more seamless.

While educators of younger children are already well versed in creating playful and joyful experiences to support social goals (e.g., taking turns and resolving conflicts), they can use this same skill set to support more content-focused curricular goals (e.g., mathematics and literacy). Similarly, while teachers of older children have plenty of experience determining concrete content-based learning goals (e.g., attaining Common Core Standards), they can build upon this set of skills and use playful learning as a pedagogy to meet those goals.

Learning Through Play: A Play Spectrum

As noted previously, play can be thought of as lying on a spectrum that includes free play (or self-directed play), guided play, games, playful instruction, and direct instruction (Bergen 1988; Zosh et al. 2018). For the purposes of this piece, we use a spectrum that includes the first three of these aspects of playful learning, as illustrated in “Play Spectrum Showing Three Types of Playful Learning Situations” below.

The following variables determine the degree to which an activity can be considered playful learning:

• level of adult involvement
• extent to which the child is directing the learning
• presence of a learning goal

Toward the left end of the spectrum are activities with more child agency, less adult involvement, and loosely defined or no particular learning goals. Further to the right, adults are more involved, but children still direct the activity or interaction.

Developmentally appropriate practice does not mean primarily that children play without a planned learning environment or learn mostly through direct instruction (NAEYC 2020). Educators in high-quality early childhood programs offer a range of learning experiences that fall all along this spectrum. By thinking of play as a spectrum, educators can more easily assess where their learning activities and lessons fall on this spectrum by considering the components and intentions of the lesson. Using their professional knowledge of how children develop and learn, their knowledge of individual children, and their understanding of social and cultural contexts, educators can then begin to think strategically about how to target playful learning (especially guided play and games) to leverage how children naturally learn. This more nuanced view of play and playful learning can be used to both meet age-appropriate learning objectives and support engaged, meaningful learning.   

In the kindergarten classroom in the following vignette, children have ample time for play and exploration in centers, where they decide what to play with and what they want to create. These play centers are the focus of the room and the main tool for developing social and emotional as well as academic skills; they reflect and support what the children are learning through whole-group discussions, lessons, and skills-focused stations. In the vignette, the teacher embeds guided play opportunities within the children’s free play.

Studying Bears: Self-Directed Play that Extends What Kindergartners Are Learning

While studying the habits of animals in winter, the class is taking a deeper dive into the lives of American black bears, animals that make their homes in their region. In the block center, one small group of children uses short lengths and cross-sections of real tree branches as blocks along with construction paper to create a forest habitat for black bear figurines. They enlist their friends in the art center to assist in making trees and bushes. Two children are in the writing center. Hearing that their friends are looking for help to create a habitat, they look around and decide a hole punch and blue paper are the perfect tools for making blueberries—a snack black bears love to eat! Now multiple centers and groups of children are involved in making the block center become a black bear habitat.

In the dramatic play center, some of the children pretend to be bear biologists, using stethoscopes, scales, and magnifying glasses to study the health of a couple of plush black bears. When these checkups are complete, the teacher suggests the children could describe the bears’ health in a written “report,” thus embedding guided play within their free play. A few children at the easels in the art center are painting pictures of black bears.

Contributed by Amy Blessing

Free play, or self-directed play, is often heralded as the gold standard of play. It encourages children’s initiative, independence, and problem solving and has been linked to benefits in social and emotional development (e.g., Singer & Singer 1990; Pagani et al. 2010; Romano et al. 2010; Gray 2013) and language and literacy (e.g., Neuman & Roskos 1992). Through play, children explore and make sense of their world, develop imaginative and symbolic thinking, and develop physical competence. The kindergarten children in the example above were developing their fine motor and collaboration skills, displaying their understanding of science concepts (such as the needs of animals and living things), and exercising their literacy and writing skills. Such benefits are precisely why free play has an important role in developmentally appropriate practice. To maximize learning, teachers also provide guided play experiences.

Guided Play

While free play has great value for children, empirical evidence suggests that it is not always sufficient  when there is a pedagogical goal at stake  (Smith & Pellegrini 2008; Alfieri et al. 2011; Fisher et al. 2013; Lillard 2013; Weisberg, Hirsh-Pasek, & Golinkoff 2013; Toub et al. 2018). This is where guided play comes in.

Guided play allows teachers to focus children’s play around specific learning goals (e.g., standards-based goals), which can be applied to a variety of topics, from learning place value in math to identifying rhyming words in literacy activities. Note, however, that the teacher does not take over the play activity or even direct it. Instead, she asks probing questions that guide the next level of child-directed exploration. This is a perfect example of how a teacher can initiate a context for learning while still leaving the child in charge. In the previous kindergarten vignette, the teacher guided the children in developing their literacy skills as she embedded writing activities within the free play at the centers.

Facilitating Guided Play

Skilled teachers set up environments and facilitate development and learning throughout the early childhood years, such as in the following:

• Ms. Taglieri notices what 4-month-old Anthony looks at and shows interest in. Following his interest and attention, she plays Peekaboo, adjusting her actions (where she places the blanket and peeks out at him) to maintain engagement.
• Ms. Eberhard notices that 22-month-old Abe knows the color yellow. She prepares her environment based on this observation, placing a few yellow objects along with a few red ones on a small table. Abe immediately goes to the table, picking up each yellow item and verbally labeling them (“Lellow!”).
• Mr. Gorga creates intrigue and participation by inviting his preschool class to “be shape detectives” and to “discover the secret of shapes.” As the children explore the shapes, Mr. Gorga offers questions and prompts to guide children to answer the question “What makes them the same kind of shapes?”

An analogy for facilitating guided play is bumper bowling. If bumpers are in place, most children are more likely than not to knock down some pins when they throw the ball down the lane. That is different than teaching children exactly how to throw it (although some children, such as those who have disabilities or who become frustrated if they feel a challenge is too great, may require that level of support or instruction). Guided play is not a one-size-fits-all prescriptive pedagogical technique. Instead, teachers match the level of support they give in guided play to the children in front of them.

Critically, many teachers already implement these kinds of playful activities. When the children are excited by the birds they have seen outside of their window for the past couple of days, the teachers may capitalize on this interest and provide children with materials for a set of playful activities about bird names, diets, habitats, and songs. Asking children to use their hands to mimic an elephant’s trunk when learning vocabulary can promote learning through playful instruction that involves movement. Similarly, embedding vocabulary in stories that are culturally relevant promotes language and early literacy development (García-Alvarado, Arreguín, & Ruiz-Escalante 2020). For example, a teacher who has several children in his class with Mexican heritage decides to read aloud  Too Many Tamales  (by Gary Soto, illus. Ed Martinez) and have the children reenact scenes from it, learning about different literary themes and concepts through play. The children learn more vocabulary, have a better comprehension of the text, and see themselves and their experiences reflected. The teacher also adds some of the ingredients and props for making tamales into the sociodramatic play center (Salinas-González, Arreguín-Anderson, & Alanís 2018) and invites families to share stories about family  tamaladas  (tamale-making parties).

Evidence Supporting Guided Play as a Powerful Pedagogical Tool

Evidence from the science of learning suggests that discovery-based guided play actually results in increased learning for all children relative to both free play and direct instruction (see Alferi et al. 2011). These effects hold across content areas including spatial learning (Fisher et al. 2013), literacy (Han et al. 2010; Nicolopoulou et al. 2015; Hassinger-Das et al. 2016; Cavanaugh et al. 2017; Toub et al. 2018; Moedt & Holmes 2020), and mathematics (Zosh et al. 2016).

There are several possible reasons for guided play’s effectiveness. First, it harnesses the joy that is critical to creativity and learning (e.g., Isen, Daubman, & Nowicki 1987; Resnick 2007). Second, during guided play, the adults help “set the stage for thought and action” by essentially limiting the number of possible outcomes for the children so that the learning goal is discoverable, but children still direct the activity (Weisberg et al. 2014, 276). Teachers work to provide high-quality materials, eliminate distractions, and prepare the space, but then, critically, they let the child play the active role of construction. Third, in guided play, the teacher points the way toward a positive outcome and hence lessens the ambiguity (the degrees of freedom) without directing children to an answer or limiting children to a single discovery (e.g., Bonawitz et al. 2011). And finally, guided play provides the opportunity for new information to be integrated with existing knowledge and updated as children explore.

Reinforcing Numeracy with a Game

The children in Mr. Cohen’s preschool class are at varying levels of understanding in early numeracy skills (e.g., cardinality, one-to-one correspondence, order irrelevance). He knows that his children need some practice with these skills but wants to make the experience joyful while also building these foundational skills. One day, he brings out a new game for them to play—The Great Race. Carla and Michael look up expectantly, and their faces light up when they realize they will be playing a game instead of completing a worksheet. The two quickly pull out the box, setting up the board and choosing their game pieces. Michael begins by flicking the spinner with his finger, landing on 2. “Nice!” Carla exclaims, as Michael moves his game piece, counting “One, two.” Carla takes a turn next, spinning a 1 and promptly counting “one” as she moves her piece one space ahead. “My turn!” Michael says, eager to win the race. As he spins a 2, he pauses. “One . . . two,” he says, hesitating, as he moves his piece to space 4 on the board. Carla corrects him, “I think you mean ‘three, four,’ right? You have to count up from where you are on the board.” Michael nods, remembering the rules Mr. Cohen taught him earlier that day. “Right,” he says, “three, four.”

Similar to guided play, games can be designed in ways that help support learning goals (Hassinger-Das et al. 2017). In this case, instead of adults playing the role of curating the activity, the games themselves provide this type of external scaffolding. The example with Michael and Carla shows how children can learn through games, which is supported by research. In one well-known study, playing a board game (i.e., The Great Race) in which children navigated through a linear, numerical-based game board (i.e., the game board had equally spaced game spaces that go from left to right) resulted in increased numerical development as compared to playing the same game where the numbers were replaced by colors (Siegler & Ramani 2008) or with numbers organized in a circular fashion (Siegler & Ramani 2009). Structuring experiences so that the learning goal is intertwined naturally with children’s play supports their learning. A critical point with both guided play and games is that children are provided with support but still lead their own learning.

Digital educational games have become enormously popular, with tens of thousands of apps marketed as “educational,” although there is no independent review of these apps. Apps and digital games may have educational value when they inspire active, engaged, meaningful, and socially interactive experiences (Hirsh-Pasek et al. 2015), but recent research suggests that many of the most downloaded educational apps do not actually align with these characteristics that lead to learning (Meyer et al. 2021). Teachers should exercise caution and evaluate any activity—digital or not—to see how well it harnesses the power of playful learning.

Next Steps for Educators

Educators are uniquely positioned to prepare today’s children for achievement today and success tomorrow. Further, the evidence is mounting that playful pedagogies appear to be an accessible, powerful tool that harnesses the pillars of learning. This approach can be used across ages and is effective in learning across domains.

By leveraging children’s own interests and mindfully creating activities that let children play their way to new understanding and skills, educators can start using this powerful approach today. By harnessing the children’s interests at different ages and engaging them in playful learning activities, educators can help children learn while having fun. And, importantly, educators will have more fun too when they see children happy and engaged.

As the tide begins to change in individual classrooms, educators need to acknowledge that vast inequalities (e.g., socioeconomic achievement gaps) continue to exist (Kearney & Levine 2016). The larger challenge remains in propelling a cultural shift so that administrators, families, and policymakers understand the way in which educators can support the success of all children through high-quality, playful learning experiences.

Consider the following reflection questions as you reflect how to support equitable playful learning experiences for each and every child:

• One of the best places to start is by thinking about your teaching strengths. Perhaps you are great at sparking joy and engagement. Or maybe you are able to frequently leverage children’s home lives in your lessons. How can you expand practices you already use as an educator or are learning about in your courses to incorporate the playful learning described in this article?
• How can you share the information in this chapter with families, administrators, and other educators? How can you help them understand how play can engage children in deep, joyful learning?

This piece is excerpted from NAEYC’s recently published book  Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth Through Age 8,  Fourth Edition. For more information about the book, visit  NAEYC.org/resources/pubs/books/dap-fourth-edition .

Teaching Play Skills

Pamela Brillante

While many young children with autism spectrum disorder enjoy playing, they can have difficulty engaging in traditional play activities. They may engage in activities that do not look like ordinary play, including playing with only a few specific toys or playing in a specific, repetitive way.

Even though most children learn play skills naturally, sometimes families and teachers have to teach children how to play. Learning how to play will help develop many other skills young children need for the future, including

• social skills:  taking turns, sharing, and working cooperatively
• cognitive skills:  problem-solving skills, early academic skills
• communication skills:  responding to others, asking questions
• physical skills:  body awareness, fine and gross motor coordination

Several evidence-based therapeutic approaches to teaching young children with autism focus on teaching play skills, including

• The Play Project:  https://playproject.org
• The Greenspan Floortime approach: https://stanleygreenspan.com
• Integrated Play Group (IPG) Model: www.wolfberg.com

While many children with autism have professionals and therapists working with them, teachers and families should work collaboratively and provide multiple opportunities for children to practice new skills and engage in play at their own level. For example, focus on simple activities that promote engagement between the adult and the child as well as the child and their peers without disabilities, including playing with things such as bubbles, cause-and-effect toys, and interactive books. You can also use the child’s preferred toy in the play, like having the Spider-Man figure be the one popping the bubbles.

Pamela Brillante , EdD, has spent 30 years working as a special education teacher, administrator, consultant, and professor. In addition to her full-time faculty position in the Department of Special Education, Professional Counseling and Disability Studies at William Paterson University of New Jersey, Dr. Brillante continues to consult with school districts and present to teachers and families on the topic of high-quality, inclusive early childhood practices.  

Photographs: © Getty Images Copyright © 2022 by the National Association for the Education of Young Children. See Permissions and Reprints online at  NAEYC.org/resources/permissions .

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Jennifer M. Zosh, PhD, is professor of human development and family studies at Penn State Brandywine. Most recently, her work has focused on technology and its impact on children as well as playful learning as a powerful pedagogy. She publishes journal articles, book chapters, blogs, and white papers and focuses on the dissemination of developmental research.

Caroline Gaudreau, PhD, is a research professional at the TMW Center for Early Learning + Public Health at the University of Chicago. She received her PhD from the University of Delaware, where she studied how children learn to ask questions and interact with screen media. She is passionate about disseminating research and interventions to families across the country.

Roberta Michnick Golinkoff, PhD, conducts research on language development, the benefits of play, spatial learning, and the effects of media on children. A member of the National Academy of Education, she is a cofounder of Playful Learning Landscapes, Learning Science Exchange, and the Ultimate Playbook for Reimagining Education. Her last book, Becoming Brilliant: What Science Tells Us About Raising Successful Children (American Psychological Association, 2016), reached the New York Times bestseller list.

Kathy Hirsh-Pasek, PhD, is the Lefkowitz Faculty Fellow in the Psychology and Neuroscience department at Temple University in Philadelphia, Pennsylvania.  She is also a senior fellow at the Brookings Institution. Her research examines the development of early language and literacy, the role of play in learning, and learning and technology. [email protected]

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You Can Do It: Teaching Toddlers Problem-Solving Skills

Problem-solving skills are necessary for early childhood development

Problem-solving skills build upon how toddlers sense, think, and understand the world around them, making them vital for early childhood development. By being active participants in exploration, toddlers learn to make connections they can apply to other areas of life through new experiences.

Luckily, curiosity and play-based activities come naturally to toddlers. But you can encourage them to develop problem-solving skills by showing them exercises and activities that will inspire them to think creatively and critically.

Identify the problem

Problem-solving means finding solutions to a problem. And the ability to solve problems requires mental development, which toddlers need to think, communicate, and take action.

In terms of cognitive development, problem-solving skills include the following:

• Analytical thinking, breaking down a problem into manageable parts
• Lateral thinking, solving problems creatively
• Decision-making
• Logical reasoning
• Persistence
• Communication
• Negotiation

Toddlers are like little scientists constantly experimenting with cause and effect, socially and physically. This interest is a marker for the development of problem-solving skills, so keep their natural efforts focused to encourage their problem-solving.

Determine the solution

Although as adults we are inclined to help toddlers, letting them solve problems on their own helps them learn better problem-solving skills. Independence will also encourage them to develop the confidence needed for more advanced problem-solving.

The language you use to address a toddler or answer their questions also presents an opportunity to teach problem-solving. Ask a toddler for their opinion on or interpretation of a problem, and make an effort to guide them toward their own solution. Ask questions that start with   what ,   why ,   how ,   when ,   where , and   who , and look to them for answers.

Aside from giving a toddler independence to play and learn, consider the following simple activities to promote their problem-solving:

• Working with blocks, nesting boxes, or stacking rings
• Putting together puzzles
• Playing hide-and-seek with objects
• Grouping like items together
• Engaging in imaginative play with household objects
• Playing games such as Simon Says, Tic-Tac-Toe, or spot the difference between two similar pictures
• Playing dress-up
• Drawing in their own book
• Doing simple chores such as wiping counters or sweeping
• Stringing macaroni, cereal, or chunky beads
• Building forts from boxes or sheets
• Matching animals with their sounds
• Playing memory games
• Answering story-time questions

Challenging a toddler to solve problems doesn’t need to be difficult or expensive, but you should do so while they’re still young. Investing time and effort into helping them learn these skills now will give them a foundation to overcome obstacles independently throughout life.   The VA Infant & Toddler Specialist Network helps improve the quality of care for infants and toddlers through extensive resources, services, and education for caregivers.   Learn more   about how we can help you improve the standard of care.

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Apr 08, 2024

14 Toddler Activities for Indoor and Outdoor Time

Toddlerhood is a time of wonder and exploration that passes in the blink of an eye. At this age, growth comes quickly, and with it comes the need for activities that both keep them entertained and support their overall development.

That's where this guide comes in. We've curated a comprehensive collection of indoor and outdoor activities that are developmentally appropriate (and super fun) for any toddler.

Before we dive in, let's take a closer look at why purposeful play is so important for toddlers and how you can choose the best activities for your child’s unique needs and interests.

Introduction to Toddler Activities

When planning activities for your toddler, it's important to consider their developmental stage . The ages of 2 and 3—while only one year apart—bring with them big differences in ability, interest, and attention span. That’s in addition to your child’s unique and individual needs. 

By 2 and a half years old, most little kids should be able to do things like:

• Show basic problem-solving skills, like standing on a small stool to reach something.
• Follow basic, two-step instructions, like “Pick up the toy and bring it here.”
• Learn basic routines, like knowing when it’s time to clean up toys or get ready for their bedtime routine .

These milestones can help you gauge your toddler’s developmental stage. That, in turn, can help you decide which of the following activities are most appropriate for them.

Benefits of Engaging Toddler Activities

Purposeful play offers numerous benefits for toddlers' growth and development. From hide-and-seek to storytime before bed, let's explore how engaging activities support three key areas: motor skills, social interaction, and creativity.

• Developing gross and fine motor skills – As they engage in physical play, toddlers develop strength, balance, and body awareness. Activities like stacking blocks or playdough play dates further help refine hand-eye coordination and dexterity. 
• Improving communication – Another key developmental milestone is the ability to play with others—or at least alongside them. Activities like dress-up, Simon Says, or picnic dates help build social skills with their peers and siblings. Cooperative play isn’t just about playing nice, it’s a pillar for learning how to build teamwork and collaboration among young kids.
• Boosting creativity – Whether its pillow-fort parties or sand castle surprises, engaging your little one with open-ended playtime lets little brains flex big imaginations. Besides laying the foundation for developing valuable problem-solving skills , such creative activities are also shown to help toddlers with naming and understanding those tricky, hard-to-explain emotions like sadness and anger.

By providing a nurturing and stimulating environment, you'll help your little one thrive during these crucial early years.

Choosing Age-Appropriate Toddler Activities

In addition to development milestones, it’s also important to keep in mind your toddler’s age and physical growth. This contributes to a safe play environment where you and your child can focus on what matters: having fun and growing closer together.

Let’s explore a few activities specifically meant for older (3+ years old) toddlers:

Sensory Play for Young Toddlers

During the earlier developmental stages, getting hands-on experience through a sensory activity is often better at keeping a busy toddler engaged. Consider kids activities like: 

Sandbox shenanigans – Let your toddler experience gritty grains of sand and the sun’s warmth.

Makeshift music – Turn a spoon and lid into a drum set or a can of dried beans into a pair of maracas.

Pool playtime – Let your toddler splash and swim to their heart’s delight in a small, supervised kiddy pool.

Activities like these help your child develop a keener feel for their five senses—building new connections in their brain through exciting sounds, sights, and sensations that set the stage for more complex thinking abilities.

Educational Games for Older Toddlers

While most toddlers will always be up for a round of pool playtime, older toddlers can benefit from a little more mental stimulation. Try out some games such as: 

• Puzzle play – Age-appropriate puzzles can engage your toddler’s brain with their colorful simplicity.
• Guess the sound – What does the fox say? Teach your toddler animal sounds by playing fun clips and videos.
• Sink or float – A fun activity that allows little kids to learn a little science is seeing which toys sink in water and which ones don’t. 

By engaging in these activities, you help your child prepare for future learning experiences and foster a love for exploration and discovery.

Indoor and Outdoor Toddler Activities

Nowadays, kids (yes, even toddlers!) tend to spend more time on their smartphones than in the sunshine. But to grow up big and strong, a good balance of movement and outdoor activity is recommended.  

Here are a few indoor and indoor and outdoor activities for toddlers to keep them active and engaged:

• Rainy day indoor play – Building forts out of blankets and pillows, crafting with recyclable materials, and imaginative play with dolls and action figures is a fun activity that can keep toddlers engaged for hours.
• Outdoor adventures and exploration – Backyard games invite tiny feet to tread, jump, and run on a path filled with discovery and giggles. Sidewalk chalk, nature walks, and simple hide-and-seek games are some of the best outdoor activities for kids that create a sense of exploration and adventure.

The key is to strike a balance between structured outdoor activities and open-ended, child-led play. By engaging in a variety of play experiences, your child can work on crucial skills, explore their interests, and develop a love for learning. 

DIY Toddler Activities on a Budget

There’s no need for expensive toys or exotic trips to keep your busy toddler engaged. Many everyday items like kitchenware, papers, and keys can be transformed into treasures of their own, sparking joy without the hefty price tag.

Household Items Turned Play Materials

With a little creativity, cardboard boxes become cars, ribbons become scarves, and empty toilet paper rolls become binoculars. Here are a few DIY ideas to make your toys out of household objects:

• Make your own playdough – With some flour, salt, water, and food coloring, you can craft homemade and kid-friendly playdough, ready for any and all creative projects.
• Bring stories to life with sock puppets – Make reading more engaging by creating puppets out of socks or paper bags to represent characters in the story.
• Build a sensory bin – Fill a large container with fun textured items like rice, beans, pasta, or water beads for a full sensory playground experience. This sensory activity is a great idea to help support your child’s fine motor skills and cognitive development.

Even when you’re on a budget, every day is a chance for a new story—written with the simplest of things.

Nature-inspired DIY Activities

Here are some simple, budget-friendly ways to bring the wonders of the natural world into your child's play:

• Nature walk collection – Go on a walk and collect leaves, rocks, sticks, and flowers—whatever catches your toddler’s eye. Sort them at home or use them for art projects.
• DIY bird feeders – A simple activity is to make DIY bird feeders. Use recyclables like toilet paper rolls, coat them with peanut butter, and roll them in birdseed. Hang outside the window for easy birdwatching.
• Water cycle experiment – Fill a sealable plastic bag with a bit of water and some blue food coloring, then tape it to a sunny window to observe the water cycle in action.

Studies show that these and similar activities help your toddler develop a deeper appreciation for the environment—and their place within it.

Encouraging Learning Through Play 

Play is a powerful vehicle for early childhood learning. By integrating educational elements into fun experiences, you can support your toddler's cognitive, language, and social-emotional development .

To make playtime even more exciting and educational, you might try to: 

• Engage in interactive storytelling – Ask open-ended questions about the characters, plot, and pictures to encourage critical thinking and comprehension. Use different voices, facial expressions, and gestures to bring the characters to life, modeling expressive language and emotional understanding.
• Choose educational toys – Interactive stories and stuffed animals allow for multiple ways of playing. Other toys like building blocks and construction sets develop spatial reasoning, problem-solving skills, and fine motor skills.

Whatever toys you choose, aim to draw out your child’s natural curiosity through every simple activity. Play off their unique preferences to tailor a learning experience that’s as fun as it is memorable.

Growth Through Play: The Slumberkins Way

Engaging your toddler in purposeful activities lays the foundation for a lifelong love of learning and discovery. By providing a rich array of age-appropriate activities that span indoor and outdoor settings, you create endless opportunities for your little one to grow.

Remember, play is the work of childhood—so have fun exploring and creating together! And if you need a little help bringing learning to life, Slumberkins ’ collection of cuddly Snugglers and relatable storybooks are here to help.

By choosing Slumberkins, you're planting the seeds of resilience, empathy, and self-confidence, seeds destined to sprout into lifelong learning and success.

CDC. Important Milestones: Your Baby By Thirty Months. https://www.cdc.gov/ncbddd/actearly/milestones/milestones-30mo.html

Healthlink BC. Benefits of Physical Activity for Toddlers. https://www.healthlinkbc.ca/benefits-physical-activity-toddlers

Creation Station. How do creative activities benefit my child? https://www.thecreationstation.co.uk/inspiration/how-do-creative-activities-benefit-my-child

Healthline. What are the benefits of sensory play? https://www.healthline.com/health/childrens-health/sensory-play#benefits

Forbes. Children Who Play Outdoors Are More Likely To Protect Nature As Adults. https://www.forbes.com/sites/trevornace/2017/08/21/children-play-outdoors-more-likely-protect-nature-adults/?sh=43db13566641

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Parents, stop trying to solve your kids’ problems. Their mental health depends on it.

I am in a unique position in my dual role as parent and pediatric psychologist.

Like most parents, I want to alleviate our children’s suffering by doing whatever I can. We hate to see our children worry and struggle. With the best of intentions, we think we are being helpful by trying to solve our kids’ problems for them.

As a pediatric psychologist, I know that taking this path often leads to our kids feeling more worried the next time something difficult happens. In fact, by solving our children’s problems for them, we interfere with our children’s ability to develop the effective coping mechanisms needed to deal with these challenges.

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For example, if you let your child stay home from school on a day they have a test or had an argument with a friend, their brain gets the message that avoidance is the safest option, and they will likely feel more anxious and less equipped when this comes up again.

I'm a psychologist for trans kids. Why I have to leave Texas to keep doing my job.

Want your teen to feel happier? Less anxious? Get them off their phone and social media.

The Centers for Disease Control and Prevention’s recent Youth Risk Behavior Survey report illuminated a youth mental health crisis. Against this background, Nemours KidsHealth commissioned the national What’s Worrying America’s Kids survey of more than 500 youth, ages 9-13. These kids were asked in January about their frequency and sources of worry as well as their coping mechanisms.

The study found that more than a third of children worry at least once a week, with their tendency to worry progressing with age. Older children are more likely than their younger counterparts to report feeling like they will never stop worrying, with 48% of 13-year-olds vs. 22% for 9-year-olds reporting that feeling.

How to teach kids to solve their own problems

Although these findings may seem disheartening, the research also found that among the younger children polled – ages 9 to 11 – more than 75% say they turn first to their parents for information or advice, but that number dwindles to an average of 51% for 12- and 13-year-olds.

This shows that as parents and caregivers, we have a clear window of time when our kids are all ears, turning to us first for information and advice. It is our responsibility to leverage this opportunity to teach our kids the tools and coping mechanisms they need to grow into healthy young adults.

I like to compare parents and caregivers to scaffolding on buildings − it is our job to provide our kids with the support they need as we help them develop the tools to solve their problems. Being there, validating kids and talking with them while they face the hard stuff is what makes kids resilient.

Instead of solving problems for your kids, try the tips below:

• Know what worry looks like. Based on our survey, we know that kids feel worry through their thoughts but also through their bodies! Pay attention if your child has a stomachache or headache the same time daily; check in to see whether their emotions could be contributing to their physical feelings.
• Normalize worry. Let your kids know that it is normal to have worries and concerns. By normalizing worry, you can help your children feel more comfortable sitting with their worry and brainstorming ways to deal with it. Allow them to feel negative emotions without offering solutions.
• Validate feelings. Tell your kids you understand their worries and try to empathize with them. Do not brush off your kids’ worries by trying to push them aside. Show empathy and acceptance for how they feel, so kids feel comfortable continuing to share their thoughts and feelings. You can say something like, “It sounds like you’re really worried; I can understand why that test would make you feel that way. I’m here for you.”
• Ask kids what is on their minds. Encourage open dialogue and conversation. Ask open-ended questions and let kids share their thoughts. You can try something like, “What’s on your mind today?”
• Don’t be too quick to give advice. Ask questions to learn more about what your child is worried about. Don’t try to immediately offer advice, but instead instruct your child in the direction of what would make them feel better and talk through these ideas with your child. You can offer to brainstorm with them about solutions, especially with younger kids.
• Don’t always save the day. If your child forgets their lunch, or is worried about a sports tryout, don’t rescue them every time. It’s OK if they have to buy lunch that day or go to the tryout with butterflies! This helps kids by letting them experience very small difficulties and learn how to regulate around them.

As a parent, I know it feels hard not to immediately step in, but working with your children to develop these healthy coping skills will teach them how to deal with the regular worries and stresses of life and grow up to become healthy young adults.

Meghan Walls is a pediatric psychologist and the director of external affairs in Delaware Valley for Nemours Children’s Health, a member of the Delaware Early Childhood Council and co-chair of the Data and Policy Committee for the lieutenant Governor’s Behavioral Health Consortium. 

This article originally appeared on USA TODAY: Parents, stop trying to solve your kids’ problems. Their mental health depends on it.

Activities for Bonding and Learning from 24 to 36 Months

• April 18, 2016

Try these fun games and activities with your children and watch how eager they are to learn!

Cut large circles, squares and triangles from colored paper and lay them randomly on the floor (you might want to tape them so they don’t slide). Tell the children that you need to get from one point to another without stepping on the floor. You can only step on the shapes. See how they respond to this challenge. They may step on the floor in the beginning, but will figure it out eventually. Later, you can make it more challenging by stepping only on red pieces or only on circles. Games like this help children develop problem-solving skills and also build their understanding of shapes and colors.

Lighty Light

Find a flashlight with an easy on/off button for “light play” with your toddlers. Dim the room lights and shine a beam on the walls and ceiling, on the children’s arms and legs, on your face. Then let the children make the light “dance.” After a while, they will be delighted to figure out that they are controlling where the light goes!

Tunnel Vision

Make a box tunnel by opening both ends of 3 to 5 moving boxes and lining them up in a row. You can vary the game by adding turns to the tunnel with more boxes, substituting boxes of smaller and smaller sizes (until the last one is just small enough to wiggle through), or by adding a “door” by hanging a blanket over one end. This helps children develop motor planning (sequencing one’s movements to reach a goal), coordination, and spatial awareness skills.

Frogs on a Lily Pad

Cut out big green circles from paper and scatter them across the floor. Suggest the children hop from lily pad to lily pad. Talk about what they are doing as they hop along. Games like this build motor skills while encouraging imagination, creative thinking, and language skills.

Tea Parties for Teddies

Collect stuffed animals and set them on a blanket on the floor. Have a “tea party” with empty paper plates and bowls, an empty plastic pitcher, spoons, etc. What are the teddy bears eating? What games do they like to play? Activities like this encourage using imagination to expand on a pretend play scenario.

Mail Mayhem!

Cut squares from colorful paper; write a short note on each one (“Hi sweetpea!”). Place them throughout the room and have the children collect the letters and bring them to the mailbox. You can be the “mail carrier” and hold a shoebox (with a slit cut in the top) where the children can drop the letters. Switch roles and let the children hide the letters. Games like this encourage imagination and creative thinking, as well as early literacy skills.

Fix-It-Up Fun

Use a large cardboard box as a workbench. On top, place your “tools”—wooden spoons, whisks, a fork and spoon, a measuring tape, etc. Then ask the children to choose a toy to “fix,” using the “tools” to “fix” the toy. Role-playing games like this develop symbolic thinking and pretend play skills.

Draw a large face on a cardboard box. Cut out a circle where the mouth is. Pop a ball through the hole/mouth and tell the children, “My friend is hungry. I fed him an apple. But he is still hungry…What should we feed him next?” Keep “feeding” until the children want to tip the box out and start over. Activities like this give children a chance to use their symbolic thinking skills as they pretend the different objects you feed the box are food items.

A House for a Mouse

Cut half-circle (i.e., mousehole) doors from a large appliance box and make this the children’s “mouse house.” What does a mouse need? Ask the children what to put inside. Think about blankets, “food” (use blocks), plates, etc. Now pretend to be little mice, make mouse squeaks, walk quickly and quietly like mice, and help them ”settle” into their “house.” Watch how the children expand this pretend play idea. For example, your “mice” may ask for a teddy bear before they go to “sleep.”

Make and Munch.

Cut 10-15 squares (about the size of a piece of bread) from different colors and textures of fabric. Say, “I’m going to make a sandwich” and pile up a few squares. Pretend to gobble it down. See how the children respond: Do they want to make a sandwich now? Do they want to “eat” it or feed it to you? The children may even build on this game by, for example, saying they’re thirsty and asking for a cup to “drink” from. Activities like this encourage symbolic thinking and pretend play  skills.

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The Sunday Read: ‘What I Saw Working at The National Enquirer During Donald Trump’s Rise’

Inside the notorious “catch and kill” campaign that now stands at the heart of the former president’s legal trial..

By Lachlan Cartwright

Read by David Linski

Produced by Jack D’Isidoro and Aaron Esposito

Narration produced by Anna Diamond

Edited by John Woo

Original music by Aaron Esposito

Engineered by Corey Schreppel and Steven Szczesniak

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At the center of the criminal case against former President Donald Trump in Manhattan is the accusation that Trump took part in a scheme to turn The National Enquirer and its sister publications into an arm of his 2016 presidential campaign. The documents detailed three “hush money” payments made to a series of individuals to guarantee their silence about potentially damaging stories in the months before the election. Because this was done with the goal of helping his election chances, the case implied, these payments amounted to a form of illegal, undisclosed campaign spending. And because Trump created paperwork to make the payments seem like regular legal expenses, that amounted to a criminal effort at a coverup, argued Alvin Bragg, the district attorney of Manhattan. Trump has denied the charges against him.

For Lachlan Cartwright, reading the indictment was like stepping through the looking glass, because it described a three-year period in his own professional life, one that he has come to deeply regret. Now, as a former president faces a criminal trial for the first time in American history, Cartwright is forced to grapple with what really happened at The Enquirer in those years — and whether and how he can ever set things right.

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Additional production for The Sunday Read was contributed by Isabella Anderson, Anna Diamond, Sarah Diamond, Elena Hecht, Emma Kehlbeck, Tanya Pérez, Frannie Carr Toth and Krish Seenivasan.

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Commentary | David Trone: 90 days in solitary won’t solve…

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Commentary | David Trone: 90 days in solitary won’t solve America’s criminal justice problem | GUEST COMMENTARY

“In solitary, they are trying to break you without realizing that most people in [prison] are there because someone else already tried to break them.” That’s how Paul Torres, a returning citizen who spent 90 days in solitary at the Metropolitan Detention Center in Los Angeles described his experience in solitary confinement to me last August.

Paul was sent into solitary for not having his shirt on in his cell. It was a rule that wasn’t clear or fully enforced, and for that, he paid the price. Stuck in a tiny cell — about six paces across — with a concrete bed, window facing a blank wall, plastic mattress, one blanket, a towel, a small travel toothbrush, and no clock in sight, he said he felt stripped of his humanity. 

As one of the cruelest forms of punishment, solitary confinement causes lasting mental and physical harm, yet the United States continues to use it as standard practice in its prisons. Last year, a report released by nonprofit watchdog Solitary Watch and the Unlock the Box Campaign to end solitary confinement indicated that 122,840 people were placed in solitary, also known as restrictive housing, in our prisons and jails. That’s about 6% of the total U.S. prison and jail population whose mental health and well-being were jeopardized. 

To make matters even worse, recent reports show that while Black individuals only make up 38% of the Bureau of Prisons’ (BOP) population, they account for a disproportionate percentage — around 59%  — of those placed in solitary, underscoring the systemic racism plaguing our criminal justice system. 

As someone with over 25 years of experience working with the American Civil Liberties Union and the co-founder and co-chair of the Second Chance Task Force , I’m working in Congress to reform our criminal justice system. Bringing the inhumane conditions of solitary to light is a core component of that reform, which is why I’m proud to partner with Paul to drive real change. 

For Paul, this is personal. When talking about his time in solitary, he says that it changed him. ” The isolation stripped me of my ability to interact appropriately with other people. When I was put back into the regular population, I felt threatened, overstimulated, and overwhelmed,” he said. “I hear keys, and I feel anxiety.”

I’ve always believed that our criminal justice system should be focused on rehabilitation, but what Paul and so many others like him have experienced is the polar opposite of rehabilitation: it’s torture. 

Those placed in solitary are 15%  more likely to be convicted of a future crime and often exhibit more violent behavior after release. One study even showed that people who had spent any time in solitary confinement were 24%  more likely to die in the first year after their release from prison compared to those who had been incarcerated but not placed in solitary confinement. 

We’ve seen study after study confirm that our prison system is long overdue for serious reform and come to the same conclusion: solitary confinement must be restricted. In fact, since 2014, two reports by the nonpartisan Government Accountability Office provided the BOP with 87 recommendations for how to reform solitary confinement, yet they’ve failed to implement 54 of them still to this day. That’s why I’m joining Paul in calling on the BOP to implement all 87 recommendations to ensure humane treatment in America’s prisons because we can and must do better.

After release, Paul became an Anti-Recidivism Coalition member and was given a real second chance. He says, “I was treated like the person I could be instead of like an animal. I was given resources to help me reenter. I felt valued and invested in. That feeling was everything. It changed the course of my life.” We need to start treating folks in prison that same way, and limiting the use of solitary confinement is an integral part of getting there. I hope you’ll join us this Second Chance Month as we work to reform solitary confinement and build a criminal justice system that is actually “just.” 

U.S. Rep. David Trone (trone.house.gov/contact/) is the co-founder and co-chair of the Second Chance Task Force  and the  Bipartisan Mental Health and Substance Use Disorder Task Force.

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