Forcing the Bloom

Happy, Healthy Mommy Blog


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Distinguishing Sounds Activity

I believe there are several versions of this activity.  I’m curious how you would structure this game.  I took three noisy items (keys, bells, and rocks), showed them to my toddler (almost 3 years old) and then placed the items in three brown bags.  I shook each bag and had B guess which item was in the bag.  He had to guess based only on the sound.  He also had fun reaching into the bags, feeling the items, and naming them – so distinguishing the items based on touch.  This activity encourages your toddler to pay attention, listen, and distinguish sounds.

Do you have a similar distinguishing sounds activity?

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Hanging Ball Toddler Activity

Yesterday, a no-school, ice/snow day, called for some new activities.  After a long time playing outside and then with kinetic sand, we needed something new!  I started flipping through some toddler books and found this hanging ball activity.  It was a HIT!  (hahaha)  We hung a ball with string from the center of a door way.  My toddler (almost 3 years) had fun trying to hit it with a stick (or bat).  He also liked to throw it and catch it as it swung back.  My husband and dad took turns “pitching” it to him. A lap around the kitchen for a home run!  This is great hand/eye coordination activity.  Simple, cheap – my favorite kind!

 


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Process vs. Product

I learned from our Montessori teacher that up until about 4 or 5 years old, kids are focused more on the process verses the outcome or product of their work/activity.  Around the age of 4 or 5, kids switch and become more focused on the finished product.  I’m really glad that I learned this because my two-year old toddler’s actions and decisions make more sense.  I can tell he isn’t worried about finishing an activity.  In fact, I’ll often observe him taking down an activity from off our Montessori-inspired shelf, playing with it for a minute, and then putting it back on the shelf.  He’s working on mastering the process of shelf work, the routine of pulling a tray down and putting it back.

Below is a picture of B working on sorting color bears.  He never put more than a few bears into the cups.  He never put all the bears into all the cups thereby completing the activity.  Although he sorted them correctly, he was not worried about completing the activity.  He enjoyed taking all the bears out sorting a few and putting all the bears back.  Knowing that B is working on the process and isn’t worried about the product is powerful – and cool!  Not only am I more patient, but I’m also better at preparing an activity for B’s shelf.

Have you noticed a focus of the process or the product when your children work on a project or activity?

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Here is another picture where B is working on an activity.  B is starting to work on lacing.  I only put out 6 beads.  I put out only three pipe cleaners and let him match the colored beads with the pipe cleaners.  In this way, he was color sorting, something he already did well, and lacing without knowing it.  Soon, I will add lace (string) and more beads.  Later, I will make patterns with the beads that he can match.

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A few other cute pictures…


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