How to encourage your child to play with toys

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Gone are the days when parents would just randomly give a plastic ball or something from the kitchen to let their kids play. Millennial parents put in a lot of research to select the toys for their little ones. They read the reviews, ask their peers, and then decide whether that should be an ideal one for their child. But what if you then discover that they have no interest at all? Have you ever experienced this? Are you wondering where you erred?

According to Dr. Maria Montessori, the adult serves as a conduit between the environment and the kid. And that unless you serve as the link, your best efforts to create the environment for the child may not result in their use in the intended manner. What does this entail for you, your child, and the gift you gave them in terms of a toy?

Your purchase must pique your child’s curiosity. You can tell when your child is ready for the object permanence box if they show interest in putting objects into other boxes or taking objects out of boxes. For instance, if your child has shown interest in climbing, the Pikler Triangle is a terrific tool for them.

You can better comprehend your child’s skills by observation. The item must also be appropriate for your child’s level of development because occasionally, even when kids exhibit interest in a certain activity, their fine and motor skills aren’t yet developed enough for them to use it. The best course of action is to let your youngster handle things on their own and avoid interfering. You can present an activity to your youngster, such as the first problem.

The Montessori word “presenting an activity” simply means to demonstrate to your child how to utilize the tools or toy. It has certain parts such as –

An invitation – Say things that sounds interesting to the toddler. You may say, “Let’s see what came in the mail; let me teach you how to play with it.” Don’t pressure or coerce your youngster to watch the presentation if they object at this point. Try once more at a later time or day.

The set-up – the process of moving a toy or activity from a shelf to a mat or table where it will be used. You can now demonstrate to your child how to carry the object, how to move with it, and where to set it down.

The presentation – In this stage, you should carefully and deliberately demonstrate to your child how to use or play with the object. Avoid speaking and displaying simultaneously. Ensure that all of your movements are visible to your child.

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The handover – your presentation should be succinct and direct. Do not use this to start a conversation or to inform your child. Because toddlers have such a short attention span, it is often that they lose interest. Give your youngster a turn to work with you as soon as you arrive if they exhibit interest. If the handover is delayed, your youngster can grow bored with the activity.

The winding-up – If your youngster wants to use the toy for work or play, let them. After they are through playing, demonstrate where the toy goes; you can do this with your child.

Never forget to arrange activities on a shelf or workplace in a welcoming manner. Avoid scheduling too many events at once since the child may become overwhelmed. Keep in mind that a child won’t exhibit interest in an area unless they find it to be attractive. Every activity and every item is always an invitation to the child; they have the choice and the freedom to decline; don’t take it personally. Above all, don’t worry too much about it; trust that the child will approach the activity in accordance with his or her internal timetable, which may not always match our expectations.

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