30.8.10: Too Little Toys or Materials
- Page ID
- 199570
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Ensuring that toddlers have access to the appropriate amount of toys and materials and removing inaccessible objects is crucial in creating a conducive learning environment [1]. it is important to provide enough materials to prevent conflicts and frustration that arise from having to wait for a turn. This is particularly true for highly sought-after items, like scissors, during a Play-Doh activity. If a group of six toddlers is expected to share one pair of scissors, it will likely lead to disputes and disappointment. Young toddlers have limited self-regulation and understanding of waiting. Therefore, providing sufficient materials, such as having four pairs of scissors for six toddlers, can significantly reduce waiting time and minimize conflicts. This arrangement makes the activity more enjoyable and provides a more realistic challenge for their developmental stage [2].
As infants and toddlers grow and develop the ability to wait and share, the number of shared items can be gradually reduced. This method helps them learn these essential social skills in a developmentally appropriate way. However, starting with too few materials, like one pair of scissors for six toddlers, sets an unrealistic expectation and can lead to unnecessary frustration and conflict.
Additionally, it is vital to remove or keep out of sight any objects that toddlers are not allowed to play with. If they constantly encounter items that they can see but are not allowed to touch, it creates a scenario where they are repeatedly told "no," which can be frustrating for both the child and the caregiver. Items not meant for toddlers should not be within their eye level or reach. This approach reduces confusion and helps toddlers understand and respect boundaries within their environment.
By thoughtfully providing the right amount of materials and removing off-limit objects, educators and caregivers can create an environment that supports toddlers' learning, development, and natural curiosity while teaching important social and behavioral skills.
Attributions:
- [1] Fisher, A. V., Godwin, K. E., & Seltman, H. (2014). Visual environment, attention allocation, and learning in young children: When too much of a good thing may be bad. Psychological Science, 25, 1362–1370.
- [2] Hunter, A., & Blackwell, K. T. (2011, November). Social emotional development within the context of relationships Center on the Social and Emotional Foundations for Early Learning. (2011, November). Strategies for supporting the development of friendship skills in ... [PDF document]. Retrieved from https://csefel.vanderbilt.edu/resources/inftodd/mod2/2.15.pdf