Guiding Activities for Toddlers and Preschoolers

Whether creating activities to follow the young child’s interest, addressing “expressions of the will” (tantrums), or maintaining the daily schedule, living in harmony with young children is best accomplished by understanding three important aspects of their development:

  1. Young children, no matter how intentional their behavior may seem, are not conscious of their motivations…

  2. The young child is in a state of constant transition, seeking independence while simultaneously being very dependent on their parents and caregivers…

  3. The young child is wired to connect, especially to their parents and caregivers, and are not yet able to discriminate between the types of connection-positive or negative…

    and habituate to our responses.

Reevaluating who we are in relationship to the young child- from an adult who helps to an adult who guides- can support a deeper understanding for what the young child truly needs as they transition through their natural and remarkable development.

Developing and maintaining routines, (which are considered an actual activity), especially for transitional times of the day, as well as during emotionally trying times, is essential. Knowing what to expect and what is expected enables the child to build familiarity, an inner sense of ease, supports their capabilities, and builds within them a positive sense of self.

Every activity, whether purely play-based, a transitional routine, or a real life activity, (such as dressing, undressing, washing hands), can be made formally lovely and intentional by focusing on three concepts:

  1. Adjust our role away from direct instruction, to one of indirect guidance

  2. Establish a clear beginning, middle and end for each activity, or routine

  3. The physical environment is set up so the child has what is needed at hand

The young child thrives when

there is a consistent sense of order,

indirectly supported to be as capable as they truly are,

and when they experience a connectedness with, versus a dependence on, others.

Adult Considerations

  • Let the child reveal their developmental interests to you, vs. imposing an adult agenda

  • Anything you do for a child, find one way for them to participate, no matter how inconsequential it may seem

  • Whenever possible, guide silently from behind to keep the focus on the execution of the task, vs. on you

  • Avoid doing a skill for the child that the child can not yet  do… such as drawing a picture for them,  placing them up on a climbing structure,  or fashioning  something out of  playdough that they are not  yet doing. Nudge a little, sure, but avoid going too much beyond where they are “at”

  • There are no right and wrong answers...let the child “find their way”, on their own terms

  • Explain things to your child in the simplest of terms

  • Protect children from our fears and concerns

  • Let children PLAY, use their own imaginations, experience the world on their own terms, get dirty, fall down and pick themselves up… thus building internal resilience, problem solving skills, a positive sense of self- skills for a life time.

Meaningful Activities for toddlers & Preschoolers

contact marcia to learn more

Bring out the best in you. Bring out the best in your child.

Marcia S. Hubelbank