Learning & Play

Toddlers learn by playing and they learn a lot between ages 1 and 3. At 1, a child may be working on a wobbly walk and just starting to use words. But by 3, most can balance briefly on one foot and speak in short sentences.

During these important years, toddlers will enjoy playing simple games with their parents and other caregivers. But they also can start enjoying group games with other young children, though they’ll need adult assistance.

Group games offer a chance for kids to be social, though toddlers will more often play alongside their friends rather than with them. They enjoy being around other kids, but will focus more on the leader or parent.

Later, kids progress from side-by-side play (parallel play) to a kind of play that allows more give and take between them. Along the way, toddlers will enjoy group games and can begin learning important lessons from them, such as how to take turns.

Getting Started

Expect a little chaos at first. In other words, when toddlers play a game, you have to define “game” very loosely! They’re full of energy and want to explore, so don’t be surprised if they can’t focus for long or follow rules to the letter.

With that in mind, try the group games below if you’re having a party or hosting a playgroup.

Circle games are a mainstay for toddlers. It’s an easy format — just gather your toddlers in a circle. Make sure all the children can see the adult leader and that everyone has room to move.

Game: Two Little Blackbirds

Number of kids: Any.

How the game is played: With singing and hand motions, the adult leads the children in a song about opposites.

• Two little blackbirds sitting on the hill
  (Start with your hands behind your back.)
• One named Jack
  (Bring one hand to the front with your pointer finger extended.)
• One named Jill
  (Bring your other hand to the front with pointer finger extended.)
• Fly away, Jack!
  (Put the hand and finger representing Jack behind your back.)
• Fly away, Jill!
  (Do the same with your “Jill” hand.)
• Come back, Jack!
  (Bring “Jack” back to front.)
• Come back, Jill!
  (Bring “Jill” back to front.)

You can make up additional verses, such as the ones below. Just choose a spot for the birds to sit (“snow” in the first example). Then choose a pair of opposites and make the second of the words rhyme with the spot where the birds are sitting (snow and slow).

• Two little blackbirds sitting in the snow. One named Fast. One named Slow.
• Two little blackbirds sitting on a cloud. One named Soft. One named Loud.
• Two little blackbirds soaring in the sky. One named Low. One named High.

Tips for adults: Act out the words you’re singing to emphasize the opposite pairs. If you’re using the “fast/slow” variation, move your finger quickly or slowly.

What the game teaches: Opposites and imitation.

Game: Walking, Walking

Number of kids: Any, though a smaller number will probably be easier.

How the game is played: The verse is sung to the tune of “Frère Jacques” and the participants move according to the words of the song. They walk when singing about walking, hop when they sing about hopping, etc.

Walking, walking,
Walking, walking,
Hop, hop, hop!
Hop, hop, hop!
Running, running, running,
Running, running, running,
Now we stop.
Now we stop.

Tips for adults: Keep the circle of motion the right size for your group: large enough not to create traffic jams but small enough to keep the kids in the circle.

What the game teaches: Different types of gross motor movement, including how to be still.

Game: The Hokey-Pokey

Number of kids: Any.

How the game is played: An oldie but goodie. Everybody stands in a circle and does the motions to the corresponding words of the song. Toddlers won’t know right from left at this point, but they’ll understand the body part and can follow your lead.

• You put your left foot in,
• You put your left foot out,
• You put your left foot in, and you shake it all about!
• You do the Hokey Pokey
  (Raise hands in the air and wiggle fingers.)
• And you turn yourself around
  (Turn around in a full circle.)
• That’s what it’s all about!
  (Clap with each syllable.)

Other body parts: other foot, hands, head, backside, whole self.

Tips for adults: Choose body parts that toddlers know, and throw in a new one now and then. Make sure to sing slowly enough that the kids can follow along.

What the game teaches: Names of body parts, following directions.

Game: Over the Water

Number of kids: Any.

How the game is played: A simple verse is sung and each child gets a turn to be the “star” of the song. Before each verse, the adult asks, “Anna, what would you like to catch?” and Anna might say, “A tiger.” The verse is repeated with each child’s name and chosen animal until everyone has had a turn.

• Anna over the water
  (Move one hand across the body like a rippling wave.)
• Anna over the sea
  (Move the other hand across the body in same way.)
• Anna catch a tiger
  (Grab in front of you to “catch” the animal.)
• You can’t catch me!
  (Point at self or let the child chase you.)

Tips for adults: Sometimes kids will need help with choosing an animal. Keep momentum going by encouraging swift decision-making. Giving the child a choice between two animals he or she knows is a good strategy.

What the game teaches: Listening, waiting, and taking turns.

Parachute Games

Play parachutes are often used in childcare centers and child gym programs. They work well because they float down and create a dome effect underneath. If you don’t have one, try a large bedsheet.

Game: Parachute

Number of kids: Enough to maneuver the parachute or sheet. A few adults will help.

How the game is played: Have the children and your adult helpers encircle the parachute or sheet. Raise it high overhead and say, “Up, up, up.” Bring the parachute down low and say, “Down, down, down.” Repeat several times. Lift the parachute up high again, cue your adult helpers, and say, “Under, under, under,” then have everyone rush under the dome of the parachute or sheet.

What the game teaches: Gross motor movement, waiting, and listening.

Game: Umbrella

Number of kids: Enough to maneuver the parachute or sheet. A few adults will help.

How the game is played: Have the children hold the edges of the parachute or sheet. Say, “I hear thunder! I think it’s going to rain!” while helping them shake the parachute or sheet. Lift the parachute or sheet high and let it fall, while calling the kids, one at a time, to run under the parachute or sheet. (“Sarah! It’s raining! Run under the umbrella!”) When everyone is under, play again. This time, have everyone get under the umbrella at once.

Tips for adults: Some kids just don’t like having things put over their heads or faces, so watch to make sure that all kids are feeling safe and happy. If someone doesn’t want to run under the parachute, you can say, “Josh likes the rain. He’s going to help hold our umbrella!”

What the game teaches: Gross motor movement, waiting, and taking turns.

Games can be lots of fun for toddlers, but watch for signs of weariness. In other words, know when to stop if kids are getting tired, hungry, or bored. Maybe the next group activity needs to be having a snack or taking a nap!

Many parents believe their children should be in their school’s gifted program. But only about 6% of all U.S. K-12 students are considered academically gifted.

Gifted Students vs. Bright Students

Parents should understand that many bright, intelligent, and talented kids and teens might not qualify for gifted education.

So it can be helpful to know some of the general differences between bright students and gifted students. For instance:

• Bright students may know the answers and enjoy school, but gifted students have advanced insight and enjoy learning in any setting.
• Bright students may have good ideas and like the company of their peers, but gifted students might have wild, highly imaginative ideas and may prefer the company of older children or adults.
• Bright learners may be good memorizers and learn in a linear, sequential way, but gifted learners have a deep fund of knowledge and thrive on complex learning challenges.
• Bright students may easily absorb information and be pleased with what they learn, but gifted students use information they learn to gain even more knowledge and always want to learn more.

Programs Vary by State

To help ensure that schools and teachers meet gifted children’s educational needs, parents should learn their state’s policies or guidelines on identifying and providing services for gifted students. Your school principal or other administrator can provide information specific to your child’s school.

While federal laws mandate educational modifications for students with learning disabilities, there is no federal requirement for gifted education. Similarly, some states do not have requirements or funding for gifted students.

The federal government does, however, have a definition for gifted students in the No Child Left Behind Act of 2001: Gifted and talented students are those “who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services or activities not ordinarily provided by the school in order to fully develop those capabilities.” Many states have based their own definitions of gifted students on that federal description.

Programs go by many different names, including gifted and talented education (GATE), talented and gifted (TAG), and academically gifted or talented.

Screening

Screening for gifted education can be requested by parents or guardians, teachers, or school administrators when students demonstrate they are capable of advanced academic achievement. Schools usually require written requests.

Identifying gifted kids can be done through many types of tests. Some schools screen entire grades of students in early elementary years, while others may use a partial or full-scale IQ test or other aptitude or achievement tests on an individual basis if students appear to be achieving above their grade level.

Initial screenings may include:

• partial IQ tests
• achievement test reviews
• questionnaires completed by teachers and parents or guardians
• classwork reviews

If initial screenings indicate potential giftedness, then a psychologist administers a full-scale IQ test or other aptitude evaluation.

If initial screening does not indicate potential giftedness, parents can appeal the decision and request further testing, or even pay for private testing themselves. Parents who pay for their own testing should make sure to find out if the results will be accepted by school officials. In many schools, students who are not deemed gifted by initial or full screenings can be re-evaluated after a year.

Some schools consider a student with an IQ score of 130 or more to be gifted. Other schools require students to meet multiple criteria.

Gifted Individualized Education Plans (GIEPs)

If a student meets his or her school’s criteria for gifted education, goals are created for that student in what is usually called a gifted individualized education plan (GIEP).

Many states require that parents or guardians, teachers, and administrative staff meet to develop an instruction plan that covers:

• goals based on academic strengths
• how instruction will be modified
• how progress will be monitored
• educational outcomes (expected grades or performance)

In many states, GIEPs may call for parents or guardians, teachers, and administrative staff to meet annually to review progress and possibly revise the plan.

Each GIEP is customized to each child’s individual abilities, because gifted students can vary greatly in their strengths. For example, some may be gifted in math, but not in language arts, while others may have strengths in multiple subjects.

GIEPs may include long-term and short-term goals that can include accelerated curriculum or instruction above the student’s grade level.

In states that do not require meetings and instruction plans, gifted students are usually given opportunities to work on enrichment projects or above-grade-level assignments outside the classroom, usually with gifted peers. Progress is monitored on through regular report cards.

In some schools, special teachers are responsible for implementing and monitoring the education of gifted students in small groups or one-on-one sessions. In other schools, the regular classroom teacher is the main instructor and confers with students’ gifted case managers, gifted consulting teachers, or other school staff to create projects that enrich or extend learning.

In middle and high school, gifted students’ goals may be met through higher-level courses or Advanced Placement (AP) or honors courses. Some gifted students can meet their individualized education goals by advancing multiple grade levels in specific subject areas.

While all students need to be monitored academically, GIEPs and similar education plans call for customized monitoring to help ensure that gifted students reach their learning potentials.

No more duck, duck, goose for this crowd. School-age kids are more sophisticated than preschoolers when it comes to games. They can play more complex games, juggle multiple roles, and enjoy the challenge of figuring out strategies.

Getting Started

Some kids will take as much active play as they can get, while others enjoy less. Whether it’s a birthday party or a summer picnic, games are a great way to involve all kids in being active. Grade school is a time of building identity and self-esteem, so encourage every kid in your group to enjoy the game and find ways to make sure that everyone is able to participate.

The following games are great for any outdoor event, and we’ve included some rainy-day games too.

Game: Snake in the Gutter

Number of kids: 6 or more.

How the game is played: Depending on the number of kids, make at least three kids the snakes. Have the snakes form the gutter by standing in a line with wide spaces between them, facing the rest of the kids, who should be at a distance. The adult in charge (or a child) yells, “Snake in the gutter!” The children attempt to run through the gutter without being tagged by a snake. Those who get tagged are now snakes and stay in the gutter. Those who make it through can make another run through the gutter. But anyone who was tagged must join the snakes. Continue the game until everyone has been caught.

Tips for adults: If a child is fearful of making a run through the gutter, help him or her brainstorm a way to get through (or partner two kids up to make a plan).

What the game teaches: Agility, problem-solving.

Game: Giants, Wizards, and Elves

Number of kids: at least 4, but best for larger groups.

How the game is played: This is a whole-body game based on Rock, Paper, Scissors. Before you begin, explain these rules to the players:

• Giants conquer wizards. To be a giant, raise your arms high above your head.
• Wizards conquer elves. To be a wizard, make a triangle with your arms over your head (like a wizard hat).
• Elves conquer giants. To be an elf, place your hands alongside your ears with index fingers extended.

Divide the kids into two teams with a space of about 4 feet between them. Direct each team to retreat a few feet for a huddle to decide which they will be: giants, wizards, or elves.

In their huddles, each team decides what they will be, plus a backup choice. Then they come back to their 4-feet-apart stance. On a count of three, each team yells what they are. If one team yells “Elves!” and the other yells “Wizards!,” the wizard team will chase the elves to their safe zone (you can mark these with cones or use a tree or other found object). Anyone who is tagged becomes part of the opposing team. If both teams yell the same creature, they do it over using their backup choice.

Tips for adults: A simper version of this game, called Crows and Cranes, works well for younger children. In this variation, the adult designates one team as Crows and the other as Cranes. The teams line up in the same fashion as above. The adult chooses the chaser team by yelling either “Crows!” or “Cranes!” The identical sounds at the beginning of the words add to the suspense as the teams wait to find out who will chase and who will flee.

What the game teaches: Agility, listening skills, teamwork.

Game: Ready, Aim, Throw!

Number of kids: at least 4.

How the game is played: You’ll need several blindfolds and a few soft balls (foam balls are good choices). The children partner up, and one kid in each pair is blindfolded. The partner who can see leads the blindfolded partner by the arm.

The object of the game is to get the blindfolded partner to throw the ball at another blindfolded player, then to get the second blindfolded partner to pick it up and throw it at another blindfolded player. If a player is hit twice, the pair is out and heads to the sidelines to watch the game. Kids can help their blindfolded partners defend by telling them when to duck or move in a particular direction.

Tips for adults: Before playing, remind kids that safety is important. Have the blindfolded kids walk with hands up in front of them for “bumpers” to avoid collisions. Demonstrate how to lead a partner by the arm and direct him or her to the ball: “Go forward three steps. Now squat down and reach out with your left hand.”

Remind the kids to tune in to their partner’s voice. Also, be sure that kids aren’t throwing the balls at very close range. For a fun variation, have kids lead partners without touching, only with the voice. When you’ve played once, switch the blindfold to the other player. This game can also be played by a group of adults!

What this game teaches: Teamwork, listening, motor skills.

Tag Games

Most of us probably remember playing tag as kids, chasing everyone amid shouts of “Tag, you’re it!” Tag is a great outdoor game, providing kids with great exercise and lots of excitement. You can use these variations for anywhere from four kids to larger groups.

Game: Blob Tag

How the game is played: When the tagger tags someone, they join hands to form a tagging pair. They now chase while holding hands, moving as a “blob.” When they tag someone else, that person joins hands and becomes part of the tagging blob. The members of the tagging blob have to work together to keep moving in the same direction to achieve their goal.

Tips for adults: Break up groups of four into two-person blobs to minimize confusion and stepped-on toes.

Game: Tunnel Tag

Tunnel tag is a variation on freeze tag. In freeze tag, kids “freeze” in the position they’re in when tagged. In tunnel tag, someone has to crawl through a child’s feet to “unfreeze” him or her so they can rejoin the game.

Game: Vegetable/Fruit Tag

How the game is played: When a tagger approaches a child in this game, he or she must squat down and say the name of a vegetable or fruit for protection. If the tagger gets you first, you also become “it.”

Game: Band-Aid Tag

How the game is played: In this variation, when a child is tagged, he or she places a hand on the spot that was tagged. The child must keep a hand on that spot for the rest of the game. If the child gets tagged a second time, a hand must be placed on the second spot. Now the child has used up all the band-aids. If tagged a third time, the child must go to the “hospital” (the sidelines) and do five jumping jacks to “get well” and rejoin the game.

What the game teaches: Motor skill, agility, and teamwork.

Rainy-Day Games

Game: Bottle Bowling

Number of kids: 2, 4, or 6.

How the game is played: For this game, you’ll need several empty two-liter soda bottles and a few balls (smaller ones like tennis balls are best). Line the bottles up in a row. Divide the group of kids in half, one group standing on either side of the bottles at a distance. Each team gets a chance to try and knock down the bottles as quickly as they can. The adult times the kids and names the winner.

Tips for adults: Another version of this game uses clear bottles and green bottles. The team on one side tries to knock down clear bottles, and the other team knocks down the green ones. Kids may add their own rules to this game, such as a penalty for knocking down the wrong color. Go with the flow, making sure everyone understands any additional rules that pop up.

What the game teaches: Motor skills, teamwork.

Game: Scavenger Hunt

Number of kids: 1 to 4 (more if you are playing outside).

How the game is played: Gather some easily recognizable objects and hide them around a couple rooms of the house. Give each child a list of items to look for and clues to help them find the objects.

Tips for adults: You can pair kids up or assign teams to play. This game also works well outdoors provided you set some boundaries (the edges of the yard, certain spots in the park) for the kids to work inside.

What the game teaches: Problem-solving, teamwork.

Most kids generate a little chaos and disorganization. Yours might flit from one thing to the next — forgetting books at school, leaving towels on the floor, and failing to finish projects once started.

You’d like them to be more organized and to stay focused on tasks, such as homework. Is it possible?

Yes! A few kids seem naturally organized, but for the rest, organization is a skill learned over time. With help and some practice, kids can develop an effective approach to getting stuff done.

And you’re the perfect person to teach your child, even if you don’t feel all that organized yourself!

Easy as 1-2-3

For kids, all tasks can be broken down into a 1-2-3 process.

1. Getting organized means a kid gets where he or she needs to be and gathers the supplies needed to complete the task.
2. Staying focused means sticking with the task and learning to say “no” to distractions.
3. Getting it done means finishing up, checking your work, and putting on the finishing touches, like remembering to put a homework paper in the right folder and putting the folder inside the backpack so it’s ready for the next day.

Once kids know these steps — and how to apply them — they can start tackling tasks more independently. That means homework, chores, and other tasks will get done with increasing consistency and efficiency. Of course, kids will still need parental help and guidance, but you probably won’t have to nag as much.

Not only is it practical to teach these skills, but knowing how to get stuff done will help your child feel more competent and effective. Kids feel self-confident and proud when they’re able to accomplish their tasks and responsibilities. They’re also sure to be pleased when they find they have some extra free time to do what they’d like to do.

From Teeth Brushing to Book Reports

To get started, introduce the 1-2-3 method and help your child practice it in daily life. Even something as simple as brushing teeth requires this approach, so you might use this example when introducing the concept:

1. Getting organized: Go to the bathroom and get out your toothbrush and toothpaste. Turn on the water.
2. Staying focused: Dentists say to brush for 3 minutes, so that means keep brushing, even if you hear a really good song on the radio or you remember that you wanted to call your friend. Concentrate and remember what the dentist told you about brushing away from your gums.
3. Getting it done: If you do steps 1 and 2, step 3 almost takes care of itself. Hurray, your 3 minutes are up and your teeth are clean! Getting it done means finishing up and putting on the finishing touches. With teeth brushing, that would be stuff like turning off the water, putting away the toothbrush and paste, and making sure there’s no toothpaste foam on your face!

With a more complex task, like completing a book report, the steps would become more involved, but the basic elements remain the same.

Here’s how you might walk your child through the steps:

1. Getting Organized

Explain that this step is all about getting ready. It’s about figuring out what kids need to do and gathering any necessary items. For instance: “So you have a book report to write. What do you need to do to get started?” Help your child make a list of things like: Choose a book. Make sure the book is OK with the teacher. Write down the book and the author’s name. Check the book out of the library. Mark the due date on a calendar.

Then help your child think of the supplies needed: The book, some note cards, a pen for taking notes, the teacher’s list of questions to answer, and a report cover. Have your child gather the supplies where the work will take place.

As the project progresses, show your child how to use the list to check off what’s already done and get ready for what’s next. Demonstrate how to add to the list, too. Coach your child to think, “OK, I did these things. Now, what’s next? Oh yeah, start reading the book” and to add things to the list like finish the book, read over my teacher’s directions, start writing the report.

2. Staying Focused

Explain that this part is about doing it and sticking with the job. Tell kids this means doing what you’re supposed to do, following what’s on the list, and sticking with it.

It also means focusing when there’s something else your child would rather be doing — the hardest part of all! Help kids learn how to handle and resist these inevitable temptations. While working on the report, a competing idea might pop into your child’s head: “I feel like shooting some hoops now.” Teach kids to challenge that impulse by asking themselves “Is that what I’m supposed to be doing?”

Explain that a tiny break to stretch a little and then get right back to the task at hand is OK. Then kids can make a plan to shoot hoops after the work is done. Let them know that staying focused is tough sometimes, but it gets easier with practice.

3. Getting it Done

Explain that this is the part when kids will be finishing up the job. Talk about things like copying work neatly and asking a parent to read it over to help find any mistakes.

Coach your child to take those important final steps: putting his or her name on the report, placing it in a report cover, putting the report in the correct school folder, and putting the folder in the backpack so it’s ready to be turned in.

How to Start

Here are some tips on how to begin teaching the 1-2-3 process:

Introduce the Idea

Start the conversation by using the examples above and show your child the kids’ article Organize, Focus, Get It Done. Read it together and ask for reactions. Will it be easy or hard? Is he or she already doing some of it? Is there something he or she would like to get better at?

Get Buy-In

Brainstorm about what might be easier or better if your child was more organized and focused. Maybe homework would get done faster, there would be more play time, and there would be less nagging about chores. Then there’s the added bonus of your child feeling proud and you being proud, too.

Set Expectations

Be clear, in a kind way, that you expect your kids to work on these skills and that you’ll be there to help along the way.

Make a Plan

Decide on one thing to focus on first. You can come up with three things and let your child choose one. Or if homework or a particular chore has been a problem, that’s the natural place to begin.

Get Comfortable in Your Role

For the best results, you’ll want to be a low-key coach. You can ask questions that will help kids get on track and stay there. But use these questions to prompt their thought process about what needs to be done. Praise progress, but don’t go overboard. The self-satisfaction kids will feel will be a more powerful motivator. Also, be sure to ask your child’s opinion of how things are going so far.

Start Thinking in Questions

Though you might not realize it, every time you take on a task, you ask yourself questions and then answer them with thoughts and actions. If you want to unload groceries from the car, you ask yourself:

• Q: Did I get them all out of the trunk?
  A: No. I’ll go get the rest.
• Q: Did I close the trunk?
  A: Yes.
• Q: Where’s the milk and ice cream? I need to put them away first.
  A: Done. Now, what’s next?

Encourage kids to start seeing tasks as a series of questions and answers. Suggest that they ask these questions out loud and then answer them. These questions are the ones you hope will eventually live inside a child’s head. And with practice, they’ll learn to ask them without being prompted.

Work together to come up with questions that need to be asked so the chosen task can be completed. You might even jot them down on index cards. Start by asking the questions and having your child answer. Later, transfer responsibility for the questions from you to your child.

Things to Remember

It will take time to teach kids how to break down tasks into steps. It also will take time for them to learn how to apply these skills to what needs to be done. Sometimes, it will seem simpler just to do it for them. It certainly would take less time.

But the trouble is that kids don’t learn how to be independent and successful if their parents swoop in every time a situation is challenging or complex.

Here’s why it’s worth your time and effort:

• Kids learn new skills that they’ll need — how to pour a bowl of cereal, tie shoes, match clothes, complete a homework assignment.
• They’ll develop a sense of independence. Kids who dress themselves at age 4 feel like big kids. It’s a good feeling that will deepen over time as they learn to do even more without help. From these good feelings, kids begin to form a belief about themselves — “I can do it.”
• Your firm but kind expectations that your kids should start tackling certain jobs on their own send a strong message. You reinforce their independence and encourage them to accept a certain level of responsibility. Kids learn that others will set expectations and that they can meet them.
• This kind of teaching can be a very loving gesture. You’re taking the time to show your kids how to do something — with interest, patience, love, kindness, and their best interests at heart. This will make kids feel cared for and loved. Think of it as filling up a child’s toolbox with crucial life tools.

What’s an IEP?

Kids with delayed skills or other disabilities might be eligible for special services that provide individualized education programs in public schools, free of charge to families. Understanding how to access these services can help parents be effective advocates for their kids.

The passage of the updated version of the Individuals with Disabilities Education Act (IDEA 2004) made parents of kids with special needs even more crucial members of their child’s education team.

Parents can now work with educators to develop a plan — the individualized education program (IEP) — to help kids succeed in school. The IEP describes the goals the team sets for a child during the school year, as well as any special support needed to help achieve them.

Who Needs an IEP?

A child who has difficulty learning and functioning and has been identified as a special needs student is the perfect candidate for an IEP.

Kids struggling in school may qualify for support services, allowing them to be taught in a special way, for reasons such as:

• learning disabilities
• attention deficit hyperactivity disorder (ADHD)
• emotional disorders
• cognitive challenges
• autism
• hearing impairment
• visual impairment
• speech or language impairment
• developmental delay
• physical disabilities

How Are Services Delivered?

In most cases, the services and goals outlined in an IEP can be provided in a standard school environment. This can be done in the regular classroom (for example, a reading teacher helping a small group of children who need extra assistance while the other kids in the class work on reading with the regular teacher) or in a special resource room in the regular school. The resource room can serve a group of kids with similar needs who are brought together for help.

However, kids who need intense intervention may be taught in a special school environment. These classes have fewer students per teacher, allowing for more individualized attention.

In addition, the teacher usually has specific training in helping kids with special educational needs. The children spend most of their day in a special classroom and join the regular classes for nonacademic activities (like music and gym) or in academic activities in which they don’t need extra help.

Because the goal of IDEA is to ensure that each child is educated in the least restrictive environment possible, effort is made to help kids stay in a regular classroom. However, when needs are best met in a special class, then kids might be placed in one.

The Referral and Evaluation Process

The referral process generally begins when a teacher, parent, or doctor is concerned that a child may be having trouble in the classroom, and the teacher notifies the school counselor or psychologist.

The first step is to gather specific data regarding the student’s progress or academic problems. This may be done through:

• a conference with parents
• a conference with the student
• observation of the student
• analysis of the student’s performance (attention, behavior, work completion, tests, classwork, homework, etc.)

This information helps school personnel determine the next step. At this point, strategies specific to the student could be used to help the child become more successful in school. If this doesn’t work, the child would be tested for a specific learning disability or other impairment to help determine qualification for special services.

It’s important to note, though, that the presence of a disability doesn’t automatically guarantee a child will receive services. To be eligible, the disability must affect functioning at school.

To determine eligibility, a multidisciplinary team of professionals will evaluate the child based on their observations; the child’s performance on standardized tests; and daily work such as tests, quizzes, classwork, and homework.

Who’s On the Team?

The professionals on the evaluation team can include:

• a psychologist
• a physical therapist
• an occupational therapist
• a speech therapist
• a special educator
• a vision or hearing specialist
• others, depending on the child’s specific needs

As a parent, you can decide whether to have your child assessed. If you choose to do so, you’ll be asked to sign a permission form that will detail who is involved in the process and the types of tests they use. These tests might include measures of specific school skills, such as reading or math, as well as more general developmental skills, such as speech and language. Testing does not necessarily mean that a child will receive services.

Once the team members complete their individual assessments, they develop a comprehensive evaluation report (CER) that compiles their findings, offers an educational classification, and outlines the skills and support the child will need.

The parents then have a chance to review the report before the IEP is developed. Some parents will disagree with the report, and they will have the opportunity to work together with the school to come up with a plan that best meets the child’s needs.

Developing an IEP

The next step is an IEP meeting at which the team and parents decide what will go into the plan. In addition to the evaluation team, a regular teacher should be present to offer suggestions about how the plan can help the child’s progress in the standard education curriculum.

At the meeting, the team will discuss your child’s educational needs — as described in the CER — and come up with specific, measurable short-term and annual goals for each of those needs. If you attend this meeting, you can take an active role in developing the goals and determining which skills or areas will receive the most attention.

The cover page of the IEP outlines the support services your child will receive and how often they will be provided (for example, occupational therapy twice a week). Support services might include special education, speech therapy, occupational or physical therapy, counseling, audiology, medical services, nursing, and vision or hearing therapy. They might also include transportation; the extent of participation in programs for students without disabilities; what, if any, modifications are needed in the administration of statewide assessment of student achievement; and, beginning at age 14, the inclusion of transition planning as a part of the process.

If the team recommends several services, the amount of time they take in the child’s school schedule can seem overwhelming. To ease that load, some services may be provided on a consultative basis. In these cases, the professional consults with the teacher to come up with strategies to help the child but doesn’t offer any hands-on instruction. For instance, an occupational therapist may suggest accommodations for a child with fine-motor problems that affect handwriting, and the classroom teacher would incorporate these suggestions into the handwriting lessons taught to the entire class.

Other services can be delivered right in the classroom, so the child’s day isn’t interrupted by therapy. The child who has difficulty with handwriting might work one on one with an occupational therapist while everyone else practices their handwriting skills. When deciding how and where services are offered, the child’s comfort and dignity should be a top priority.

The IEP should be reviewed annually to update the goals and make sure the levels of service meet your child’s needs. However, IEPs can be changed at any time on an as-needed basis. If you think your child needs more, fewer, or different services, you can request a meeting and bring the team together to discuss your concerns.

Your Legal Rights

Specific timelines ensure that the development of an IEP moves from referral to providing services as quickly as possible. Be sure to ask about this timeframe and get a copy of your parents’ rights when your child is referred. These guidelines (sometimes called procedural safeguards) outline your rights as a parent to control what happens to your child during each step of the process.

The parents’ rights also describe how you can proceed if you disagree with any part of the CER or the IEP — mediation and hearings both are options. You can get information about low-cost or free legal representation from the school district or, if your child is in Early Intervention (for kids up to age 3), through that program.

Attorneys and paid advocates familiar with the IEP process will provide representation if you need it. You also may invite anyone who knows or works with your child whose input you feel would be helpful to join the IEP team. Federally supported programs in each state support parent-to-parent information and training activities for parents of children with special needs. The Parent Training and Information Projects conduct workshops, publish newsletters, and answer questions by phone or by mail about parent-to-parent activities.

A Final Word

Parents have the right to choose where their kids will be educated. This choice includes public or private elementary schools and secondary schools, including religious schools. It also includes charter schools and home schools.

However, it is important to understand that the rights of children with disabilities who are placed by their parents in private elementary schools and secondary schools are not the same as those of kids with disabilities who are enrolled in public schools or placed by public agencies in private schools when the public school is unable to provide a free appropriate public education (FAPE).

Two major differences that parents, teachers, other school staff, private school representatives, and the kids need to know about are:

1. Children with disabilities who are placed by their parents in private schools may not get the same services they would receive in a public school.
2. Not all kids with disabilities placed by their parents in private schools will receive services.

The IEP process is complex, but it’s also an effective way to address how your child learns and functions. If you have concerns, don’t hesitate to ask questions about the evaluation findings or the goals recommended by the team. You know your child best and should play a central role in creating a learning plan tailored to his or her specific needs.

Like most preschoolers, your child probably already loves music and has favorite songs. This may have happened with little encouragement from you beyond simply playing music on long car trips.

But did you know that your preschooler is now at an ideal age to expand his or her musical horizons and abilities?

Listen to the Music

Kids who grow up hearing music, singing songs, and moving to the beat are exposed to a wide variety of tastes, smells, textures, colors, and sounds. And researchers believe this forges more pathways between the cells in their brains.

Musical experiences are an important way to help create these pathways, also called neural connections. And while listening to music is certainly key to creating them, it’s when kids actively participate in music that they make the strongest connections.

Research shows that kids who are actively involved in music (who play it or sing it regularly):

• do better in reading and math when they start school
• are better able to focus and control their bodies
• play better with others and have higher self-esteem

All Together Now

Preschoolers develop a catalog of songs, from “Happy Birthday” to “Old MacDonald.” They begin by singing portions of favorite songs, sometimes substituting different words or rhythms. Eventually, they can sing entire songs, although the pitch may be off.

You’ve probably noticed that your preschooler can keep a steady beat. You can help your child practice this skill by encouraging listening for beats — and determining if they’re steady or not — in everyday objects. For example, point out the noise a kitchen clock makes and ask your child if it is a steady beat; then ask if a sound like a car horn or a dog barking has a steady beat. Practice clapping or tapping the beats to favorite songs and encourage your child to copy you.

Let’s Dance

The simplest thing you can do is put on music and dance with your child. Vary the rhythms and tempo of your body with the music. Practice “copy dancing” where you invite your child to imitate your movements and then let him or her lead as you follow.

You also can make the musical experience more visual through movement and a few props. Scarves can show ascending and descending pitches — raise the scarves up over your heads as you sing up the scale and then drop them down the floor as you go down. Or have your child walk on tiptoes when you listen to high, quiet music, and stomp his or her feet to louder, slower music.

Combining music and movement helps preschoolers learn to control their bodies. They learn to move fast to fast music, and more slowly to slow tunes. They also can learn the hand movements and simple dance moves that go along with rhymes and songs. Learning physical control is an important developmental step and can help build concentration skills and self-control later on.

Bang a Gong

Although some music-instruction programs are geared to preschoolers, most kids at this age will enjoy a more casual introduction to musical instruments. Provide a rhythm stick or a set of bells to hold in each hand and encourage your child to keep the beat while you listen to a song.

You can even make musical instruments together. Put seeds, beads, rice, beans, or other small objects inside plastic containers or bowls with lids, plastic eggs, empty plastic bottles, or film canisters. String, rubber bands, and shoe boxes make great guitars and old coffee cans or oatmeal containers are ideal drums. Then put on your child’s favorite music and play along.

For Those About to Rock

If your household has musical instruments, your child may start to use them to create a mood — banging loudly on them when happy or playing them quietly before naptime. You can encourage this by playing appropriate music for your child to accompany.

Practice “patterns” — using a rhythm instrument or your hands, play or clap short rhythmic patterns. Invite your child to echo what you just played. As your child gets older and more used to the game, make the patterns longer and more complicated. Allow him or her to lead. You can also use words as patterns; for example, a nursery rhyme like:

Round and round the haystack, goes the little mouse

One step, two step, in his little house!

Read part of the rhyme (“Round and round the haystack”), then ask your child to clap the syllables or play them on a rhythm instrument (demonstrate this the first few times). Then say the next part of the rhyme and ask your child to play it.

Also help your preschooler explore a very basic instrument: his or her voice. Demonstrate the steps below and invite your child to do the same.

“This is my speaking voice” (spoken normally). “This is my quiet voice” (spoken in a whisper). “This is my calling voice” (spoken loudly). “This is my singing voice” (sung).

Play That Funky Music

Here are some ways to give kids chances to be musical:

• Sing or listen to music in the car, while you’re doing chores, and while your child is playing. Keep a basket of musical instruments where kids can get them. Consider buying a kid-friendly music player your child can operate and keep in his or her room.
• Make sure your child’s preschool offers chances to sing and play simple instruments, to move to music, and to create music. Ask the teacher what songs they regularly sing so that you can sing them at home.
• Enroll your child in a preschool music class. If you don’t know where to begin, ask the music department at your local college for suggestions.
• For a special treat, take your child to live musical performances, especially ones designed for preschoolers. Museums, libraries, and bookstores often host performances by children’s-music artists. Outdoor concerts are also a good bet for preschoolers because they can dance and move around without disturbing anyone.

And after you’ve seen a concert together, encourage your child to give a performance for your family at home. He or she can even cut out construction paper tickets and get dressed for the occasion. At showtime, take your seat and get ready for a great show!

Music is a natural part of life for toddlers. They might sing to their stuffed animals, tap their feet to the rhythm of nursery rhymes, and enjoy the sound of their parents singing to them — even if mom and dad can’t quite carry a tune.

But this early introduction to music does more than entertain. It can kick-start learning, serve as an important cue in a child’s routine, and offer lifelong benefits.

Music contributes to what experts call “a rich sensory environment.” This simply means exposing kids to a wide variety of tastes, smells, textures, colors, and sounds — experiences that can create more pathways between the cells in their brains.

These neural connections will help kids in almost every area of school, including reading and math. Just listening to music can make these connections, but the biggest impact comes if kids actively participate in musical activities.

Of course there’s another reason to introduce music into your toddler’s world: It’s enjoyable for both of you. That will come as no surprise to parents who sing songs with their child, sway and twirl together to favorite music, or listen to lullabies as they rock their child to sleep.

I Got Music, I Got Rhythm

Between the ages of 1 and 3, kids respond best to music when they actively experience it. Passive listening (like in the car) is fine, but look for opportunities to get your child rocking, marching, rolling, tapping, clapping, and moving to the beat.

Share songs that go along with simple hand motions or dance moves, like The “Itsy Bitsy Spider,” “The Wheels on the Bus,” “Two Little Blackbirds,” or the “Hokey Pokey.” For younger kids, a parent’s lap is a great place to put music and movement together. Have your child face you and be sure to smile as you bounce your knees to chants like “Trot, Trot to Boston” or “To Market, To Market.”

If you don’t know a lot of kids’ songs and rhymes, you can search the Internet or borrow books, music, and videos from the local library. But also feel free to make it up as you go along. Create your own silly songs and hand motions. Try to use your child’s name in the song or rhyme. Or just turn on some music and dance together. Show your toddler how to move with the music by twirling quickly to a fast song and swooping slowly to a song with a longer, slower beat. Introduce props like scarves, balloons, or stuffed animals to dance with.

At this age, kids can sporadically keep time — you’ll notice this if you give a toddler a pot and a wooden spoon and sing a song or play some music that has a steady tempo. You can encourage this by grabbing your own spoon, inviting your toddler to bang out a rhythm, and then imitating what he or she does. Extend the game by tapping a slightly more complicated rhythm and inviting your child to follow or by asking your child to tap on different surfaces — the floor, your back, a pillow — and seeing what sound these different taps make.

Music Can Teach

Songs are a lot more fun than flashcards and can teach toddlers important facts and skills. For instance, singing the ABC song can help a child learn the alphabet, “This Old Man” teaches counting, and “There Was an Old Woman Who Swallowed a Fly” helps with rhyming and memory.

And you can encourage creativity by singing new words to familiar tunes like “Drive, Drive, Drive Your Car” for “Row, Row, Row Your Boat” or by inserting your child’s name in “Did You Ever See a Lassie?”

You’re likely to find your child favoring a few songs and rhymes and wanting to hear them again and again. While this may become dull for you, your child is on to something. Repetition helps kids learn.

It’s important to note that toddlers won’t learn to read or understand music at this point. They won’t pick up individual notes, for instance, but will experiment with different pitches. You may notice your toddler singing made-up songs that slide from high to low and back again. Usually these songs will not have a regular rhythm.

Kids this age also are learning about keeping a steady beat and making coordinated movements — skills that are critical to math and reading later on. Encourage this development by tapping the beat with your foot while you sing and by chanting simple nursery rhymes.

Adding Instruments

If you’d like to introduce an instrument, keep it simple. Very young toddlers will enjoy instruments they can shake — bells, rattles, shakers, tambourines, or rain sticks. As your child gets older and a little more coordinated, try rhythm instruments that can be banged, like drums, cymbals, or xylophones.

Some 2- to 3-year-olds can use simple wind instruments, like a recorder, a pipe whistle, or a kazoo. Many companies now make musical instruments that are appropriately sized and shaped for little hands and that are safe for toddlers — check the label when you buy them.

Kids usually don’t start formal instruction to learn an instrument until they’re older, but you might have heard of the Suzuki method. It’s geared to kids as young as 2 or 3 for the violin, but parents must be present for the lessons and involved in both the instruction and the learning process.

If your child does begin formal instruction, make sure it is with a certified instructor at a reputable school and that the instrument used is adapted for a young child. And, of course, you’ll want to have reasonable expectations of how much a child can master at this young age.

Music Can Soothe

Once your toddler is familiar with music, it can be a source of comfort and soothing. Don’t be surprised if you hear your child singing in bed or while playing, or serenading dolls or stuffed animals, especially if you have made a habit of singing to him or her yourself.

When music is part of the everyday routine, these songs can help your child know what to expect and feel more secure. For instance, if you always sing a lullaby at bedtime or naptime, your child will come to see this as a cue for “go to sleep.”

Here are some other ways music can help your child make transitions through the day:

• picking up toys (“toys away, toys away, it’s time to put the toys away”)
• brushing teeth (“brushing, brushing, brushing teeth,” sung to the tune of “London Bridge Is Falling Down”)
• taking a bath (“Now it’s bath time, now it’s bath time, yes, it is” sung to the tune of “Are You Sleeping”)

In addition, you can use music to alter your child’s mood — and your own. While soft, gentle music seems just right for bedtime, louder, bouncier music could be just the boost you both need when it’s time to clean up the toys.

Music All Around

Kids’ music is great, but don’t forget to share your own favorite music with your kids. A toddler who loves Beethoven or Bruce Springsteen? Why not? Folk music and music from other cultures also can be good choices for kids. When you try new music, ask if your child likes it and discuss your opinion as well.

Though toddlers aren’t likely to be ready for a night at the opera, you might be able to find live performances suitable for kids. Museums, libraries, and bookstores often host child-friendly events. Outdoor concerts where kids can run around without disturbing anyone are also a good bet.

You might also enroll your child in a music class. If you do, be sure the class is developmentally appropriate — for kids this age, that means it shouldn’t last more than 45 minutes and it should be something you and your child do together. Classes are a fun way to enjoy music together; they’re also good sources for music and activities to enjoy at home. Check the music department at your local university if you need help finding a music class.

Even if you do take a class with your child, remember that you are your child’s first and most important teacher when it comes to music — and so much more. To help your child really benefit from a music class, be sure to bring the music and games you learn there into your home.

What Your Toddler Is Learning

Kids transition from babies to toddlers during the second year of life, as tentative first steps give way to confident walking. As your toddler starts exploring, be sure to childproof your home to prevent household accidents.

Language. Kids this age also make major strides in understanding language and figuring out how to communicate. At 12 months, most say their first word and start to use hand gestures and point to things. Gradually, their vocabulary will grow from one or two words to 50 words or more.

Your child will learn about language through interaction with you and other caregivers. During year two, a toddler’s vocabulary increases slowly over the first 6 months and then expands quickly during the second 6 months, when many start to use simple two-word sentences. By the second birthday, you’ll probably lose count of the number of words your toddler can say!

Understanding of language also improves — most toddlers understand much more than they can express.

Playing. Hand-eye coordination and manual dexterity will also improve. Toddlers gain better control over fingers and hands and can explore toys and surroundings more than before. Look for toys that encourage this, as mastering age-appropriate toys and games gives toddlers a sense of satisfaction and encourages them to move on to more challenging tasks.

How kids play also changes. As an infant, your child may have “played” with toys by shaking, banging, or throwing them. Your toddler now is aware of the function of objects, so is more likely to stack blocks, listen or talk into a toy phone, or push a toy car. In addition, the concept of pretend play starts. Your little one may pretend to drink from an empty cup, use a banana as a phone, or imagine a block is a car.

Emotions at Play

Play Dates.  Many parents introduce play dates now. Toddlers enjoy having other kids around, but don’t expect them to “play” cooperatively with each other or to be thrilled about sharing toys. Have plenty of toys for everyone and be prepared to step in when they don’t want to share. Older siblings can be role models when it comes to teaching, sharing, and taking turns.

Emotions. Tantrums are more common during the toddler years, so expect your child to get frustrated from time to time. If you see a tantrum coming on, try to create a distraction with a book or interesting toy. Avoid letting your child get too tired or hungry, particularly while trying to master new tasks, as this can set the stage for tantrums.

While learning to walk during the second year of life, kids start becoming increasingly independent. But expect your toddler to go from wanting freedom to clinging to you for comfort and reassurance, and back again. Allow the freedom to explore but be there when you’re needed.

If it hasn’t come up yet, your child may develop separation anxiety, crying and clinging to you when you try to leave and resisting attention from others.

The start of separation anxiety — and how long it lasts — varies from child to child. It often starts around 9 months of age, but can be later. It improves as kids master the language and social skills to cope with strange situations and start to learn that the separation is not permanent.

Encouraging Your Toddler to Learn

Once toddlers learn to walk, there’s no turning back. Yours will want to keep moving to build on this newfound skill. Provide lots of chances to be active and to learn and explore in safe surroundings.

Games that your child might enjoy include peekaboo, pat-a-cake, and chasing games. Toddlers love to imitate adults and are fascinated with housework. Provide age-appropriate toys that will encourage this, such as a toy vacuum to use while you’re cleaning or pots, pans, and spoons to play with while you’re cooking.

Other toys that toddlers enjoy include:

• brightly colored balls
• blocks, stacking and nesting toys
• fat crayons or markers
• age-appropriate animal or people figures and dolls
• toy cars and trains
• shape sorters, peg boards
• simple puzzles
• push, pull, and riding toys

Reading continues to be important. Your toddler can follow along with a story and point to objects in the pictures as you name them. Encourage your little one to name things he or she recognizes.

Chat about the books you read together and the things you did that day. Ask questions and encourage your toddler to reply by waiting for a response, then expand on those replies.

Remember that some toddlers develop slower or faster than others, and this variation is normal. Talk with your doctor if you have any concerns.

What Your Baby Is Learning

After learning to recognize your voice, your face, and your touch, and to associate them with comfort, your baby will start responding even more to you during these months — and will even give you a smile!

Babies this age spend more time awake and alert and become more curious about their parents and about objects that they see. They also start getting physically stronger and better able to coordinate movements. Encourage the learning process by talking to your little one, responding to his or her vocal expressions, and providing colorful age-appropriate toys.

You’ll now see your baby’s personality emerge. In the first month or two of life, newborns depend on others to initiate interaction. But by the end of the third month your baby will engage you with facial expressions, vocalizations, and gestures.

As their eyesight improves, babies become better able to distinguish between different sights and sounds. Your baby will be carefully watching your facial expressions and listening to your voice, responding to you with coos and gurgles, and around 2 months, respond to your smile with a smile. Between 3 and 4 months, most infants can squeal with delight and laugh out loud.

Babies will learn to open and shut their fists and can hold a rattle placed in their hands. They’ll soon discover that they’re the one that caused the rattle to make noise.

Babies also start to explore their surroundings with their hands, reaching out, swatting at, and grasping for a favorite toy. They’ll also begin to notice their hands and feet, and they’ll become a source of amusement. They enjoy staring at their hands, playing with their fingers, and bringing their hands or a toy to their mouth.

Encouraging Your Baby to Learn

Respond to your baby’s coos and gurgling with sounds of your own so that your baby will be encouraged to keep using his or her voice for expression. In this way, your infant hears the sounds of language and learns about conversation.

Your baby’s sense of touch is also getting better. Provide colorful objects of different textures, shapes, and sizes for your infant to hold and explore. This is a good age to introduce an infant gym with interesting objects that dangle for your baby to swat at. Or hold a toy just out of reach for your baby to reach for, swat, and grab hold of. But don’t string up toys on cribs or other baby equipment — your baby could get tangled in them.

At times your baby will have had enough stimulation. Watch for signs that your little one might be overstimulated and ready for a break.

Other ideas for encouraging your baby to learn and play:

• Gently clap your baby’s hands together or stretch arms (crossed, out wide, or overhead).
• Gently move your baby’s legs as if pedaling a bicycle.
• Use a favorite toy for your baby to focus on and follow, or shake a rattle for your infant to find.
• While awake, let your baby spend some time on his or her tummy to help strengthen the neck and shoulders. Always supervise your infant during “tummy time” and be ready to help if he or she gets tired or frustrated in this position. Never put a baby to sleep on his or her stomach. Infants should sleep on their backs to reduce the risk of sudden infant death syndrome (SIDS).
• Make different facial expressions for your baby to imitate.
• Talk to your baby and let your baby respond.

There’s a wide range of normal among babies. If you’re concerned about your little one’s vision or hearing, or your baby doesn’t seem to be developing well in other ways, talk with your doctor.

What Your Baby Is Learning

By 4 months old, your baby has learned to recognize you and familiar caregivers, focus and pay attention to things, and actively engage your attention.

Your infant will learn to sit during this time, and in the next few months will begin exploring by reaching out for objects, grasping and inspecting them.

Continue to foster the learning process by engaging, responding, and encouraging as your child develops a stronger body, a curious mind, and a feel for language. Provide chances for practicing and building on what your little one learns with age-appropriate toys and a safe environment to explore.

Exploring will be a big part of this stage. Your child will be drawn to colors, patterns, and shapes of different objects and toys. By reaching out for things, babies learn about touch, shape, and texture.

Your baby’s ability to reach and hold an object will mature now, and after successfully grasping an object, your tot is likely to put it into his or her mouth for further exploration. It’s important to make sure that any objects that could be choking hazards — or dangerous to your baby in other ways — are out of reach, or even better, out of sight!

Although those first words are still a couple of months away, your infant is learning a lot about language and will begin to distinguish between different sounds, even though he or she doesn’t understand what the words mean. By the end of this period, babies recognize and respond to their own name.

Your baby also will learn how to use his or her voice, and cooing sounds may be mixed with other consonants (such as “ba” and “da”) and evolve into babbling like “bababababa,” “dadadadada,” or “mamamama.” Talk to your infant and respond to the sounds he or she is making — this helps teach the social aspects of language and conversation.

Learning Object Permanence

Your baby also will begin to get a sense of object permanence (knowing that something can exist, even when it’s out of sight). This knowledge will prompt your baby to search for an object that you have partially hidden and to drop toys and other objects over the side of a crib or high chair to watch you retrieve them.

By doing this, babies learn that an object exists even after it’s dropped out of sight and start understanding cause and effect (that an action causes a reaction).

As your baby masters this concept, expect your little one to find more ways to make thing happen!

Encouraging Learning

Create a safe place for exploration (with supervision), because by the end of month 7, your baby will be rolling over, sitting, and reaching for everything. It’s never too soon to childproof the playspace, even if your baby isn’t mobile yet — it will happen before you know it.

Make the space inviting and fun with age-appropriate toys in a variety of shapes, sizes, colors, and textures. Everyday objects, like wooden spoons, plastic containers, and cups also stimulate creativity and curiosity. It’s not so much the toy that’s important, but the way it can help your baby learn.

As your baby babbles and explores how to use his or her voice, keep responding. Reinforce the sounds by repeating them and introduce new sounds and simple words, then watch as your baby tries to imitate you.

Introducing Books

If you haven’t already, introduce books now. When you read to your infant, say the names of the objects, people, and animals as you point to them, and make the sounds of the animals and the objects in the book.

Choose baby books with simple pictures and faces and those with lots of textures to feel, like Pat the Bunny. Also look for cloth, vinyl, and sturdy board books that won’t rip and can withstand a little drooling and chewing.

Other Ideas for Encouraging Learning

• During tummy time, place a favorite toy or soft ball in front of the baby to reach for.
• Hide a toy — but don’t hide it very well — and encourage your baby to find it.
• Play “Peekaboo.”
• Let your baby discover that actions can make things happen. Provide toys that move or make sounds when your baby plays with them, such as baby musical instruments, busy boxes, or see-through toys that show motion.
• Sing nursery rhymes like “Baa, Baa Black Sheep” and “Hey Diddle Diddle.”

Remember that there’s a wide range of what’s normal for babies. If you’re concerned about the way your baby is developing, speak with your doctor.