HOW TO ENGAGE TODDLERS IN LEARNING


Playtime is learning. Not simply because it is amusing and enjoyable, however it is very serious as regards to the development of children. Play is what they do and also their means of acquiring knowledge of the world that surrounds them. Toddlers and babies use this means of playing to attempt new skills, acquire knowledge about relationships with people and their surroundings and also explore their inventiveness and thought.

Any form of activity can be full of fun to babies and toddlers, whether it is sorting socks or moving of toy trucks here and there. In addition, any kind of play is able to provide numerous opportunities to absorb and practice newly acquired skills.

As a father or mother, you automatically become your kid’s first and best playmate. At the beginning of the life of your child, they start to play with you, whether they are listening to you as you sing to them while changing their diaper or looking at your face while you feed them, the act of learning and exploring has commenced.

Now what do you think you can do to make the most of your kid’s playtime?

 

Follow your child’s lead

Make an object, activity, or a toy available for your toddler or child and then watch closely on what he/she does with it. You don’t have to worry if it’s not done in the “proper way”…allow him show you a new way.

 

Go slowly

It’s extremely exciting to teach your children the way at which a toy works; nevertheless you should avoid “doing it for them” regularly. You can as well start up something like assembling blocks on each other afterwards encourage him/her to make an attempt. Making available the requiredamount of support to restrain frustration helps stimulates your child to acquire new skills.

 

Understand your child’s signals

Children or toddlers perhaps might be unable to tell you that he or she is totally frustrated.  However they have other means such as making use of facial expressions, sounds and gestures. Understanding the signs that goes before an outburst assists you in knowing the appropriate time to either change or start up a new activity. Understanding their signs can also help you ascertain the activities that your child desires.

 

Evaluate your play space

Is the place sociable and safe for children? Are there other distractions or too much noise? Is the place not dangerous to explore? Is this place appropriate for the kind of activity you’ve selected such as painting, running and throwing balls? Inspecting your space ahead of time can prevent an accident, outburst, or a broken lamp.

 

Play it over again

Whereas this desire to do things repeatedly is not necessarily exciting for parents, to their young ones it is totally thrilling. They are rehearsing so as to master the challenge. And by the time they are able to do it “All Alone” they are compensated with great intelligence of their own capability—a self-assurance that they have become clever and positive beings. The more children rehearse and learn different skills, the more they are likely to pick up new challenges and continue learning. So whenever you are lured into getting rid of a toy which you believe you cannot play with yet again, always remember the vital role that repetition plays in the development of your child.

 

Get used to play activities to meet your child’s desires

You might be a family member, guardian or parent of a child that requires special needs. A mental, physical, or social incapacity can serve as infrequent challenge to play period. So far, every child acquires knowledge through play, and some play activities could be adapted to suit your child’s special desires.

The tips underneath would assist you in thinking about how to make playtime appropriate and entertaining to the skills, choices and abilities of your child.

  • THINK ABOUT THE SURROUNDINGS. 

In what way do variables such as light or sounds affect your child? The background sound in your play area how is it like? Is there a radio or TV on? Are there several other children around? Should your child looks distraught during play period, and you have attempted everything else, switch to a quieter and less stimulating place to play.

  • WHAT ARE THE REACTIONS OF YOUR CHILD TO NEW THINGS? 

Some toddlers and children, mostly if they have special requirements, get over-stimulated easily, whereas others love lots of activities. Attempt a slow start to playtime, with one object or toy, and add others progressively. Watch the kind of responses you get. When a stuffed bear is felt or hugged are there smiles on his face? Does your kid appear to be alarmed or frightened by the loud sounds from the toy fire engine?

  • WHAT ARE THE REACTIONS OF YOUR CHILD TO DIFFERENT TEXTURES, TASTES, AND SMELLS?

For instance, some items might be particularly entertaining and fun for your child to touch and play with, while others might “feel facetious” to them. Understand your child’s signals and accordingly adjust to the outcome of the play.

  • INVOLVE PEERS. 

Establishing relationships with peers is very essential for children with special requirements, as it is also important for children who are typically developing. Create opportunities or fix a date for your child to mix with other children, like duringa library story time or play at the park. Being happy with peers is a significant way at which children acquire social skills such as sharing, communication, resolving conflict, and empathy—additionally it helps children to get ready for the school setting in the future.