| 1 |
Doll, spoon, mug, bib, bed, blanket, bottle, surprise box |
Let the child open the box and take whatever they want. Allow them to freely handle the objects, pay attention to their interests, and talk about what they are doing. Whenever suitable, simulate actions – for example, feeding and cleaning the mouth of the doll – and encourage the child to imitate them. |
| 2 |
Plastic duck, rubber puppy that barks when squeezed, ball that makes noise when shaken |
Encourage the child to explore objects. Show them how they make noise. Be quiet to hear the sounds. Try to simulate those sounds with your voice. |
| 3 |
Finger puppets, stackable plastic cups |
Wave the finger puppet around and tickle the child, create a story. Let them examine the puppet, take it off of the finger, direct the child's attention to you by balancing a plastic cup on your head. |
| 4 |
Plastic clothes basket, clothes line |
Pretend that you are doing the washing together, folding, and arranging garments, hang them up and play with the pegs. An opportune moment to talk about clothes, to explore size, color, texture, and type of clothing. |
| 5 |
Set of toys associated with previously chosen rhymes |
Try to associate the pictures (in timed sequence, for example) with the rhymes you sing. |
| 6 |
Cardboard boxes of several sizes, with one side open and covered with gift paper, large ball |
Show the child the larger box. Open the lid and take a peek. Close it again quickly – this should encourage them to look too. Talk about what they are doing. |
| 7 |
Kitchen drawer that is at the height of the child full of “dangerous” items |
Encourage the child to explore kitchen utensils. Pay attention to their interest and play in the way they want to. |
| 8 |
Two changes of clothes, with garments in different colors, sizes of sleeves, textures, and thicknesses |
Have fun dressing up in very different clothes, for example, trying on clothes or shoes that are too small for you. |
| 9 |
Cardboard box that fits a toy truck, with one side cut off to simulate a door |
Encourage the child to open the “garage door” by looking around and talking enthusiastically. Talk to the child about what they express the most interest in. |
| 10 |
Play dough and molds shaped as cats and dogs |
Smell the play dough and allow the child to manipulate it freely. Pretend the cat shaped dough is real and say “come, kitty”; then respond “meow”. Do the same thing with the dog shaped one. |
| 11 |
Plastic doll with hair, with dirty and clean clothes |
Smell the doll and let them know that it is dirty and smelly and needs to be changed or washed. |
| 12 |
Balloons, bottle of water |
Have the child help fill a balloon. Count to three, release the balloon, watch it fly, say “good-bye”, and ask the child to pick it up. |
| 13 |
Two “Mr. Potato Head” dolls |
Talk about the parts of the body that the child handles, for example, an arm. Draw their attention to their own arm and match parts of their body to those of the body of the doll. |
| 14 |
Surprise boxes containing airplane, minibus, train, boat |
Talk to the child about what they are doing and, with short and clear sentences, try to mimic the sound of each vehicle: “vummm” for the airplane, “brum” for the car, “splash” for the boat etc. |
| 15 |
Pieces of colored plastic tableware: teacup, saucer, spoon, plates, kettle, cookie jar etc. |
Introduce the cups, saucers, plates, spoons, kettle, and a cookie jar. Pretend to stir and drink an imaginary tea. Hold the child's interest by presenting tea, sugar, and water. |
| 16 |
Two small drums, drumsticks, paper hat |
Music “Soldier March”. Listen to some of the marching music and only play the drum when the music starts. Play statues and stand still when the music stops. |
| 17 |
Kitchen utensils, cutlery drawer, refrigerator drawer, vegetables |
Encourage the child to open the drawer, show that there is no food and ask: “What can we do?” Ask for help setting the table and indicate what is needed. |
| 18 |
Play dough, shapes of animals and vehicles |
Encourage the child to play with the dough by kneading it, making shapes, with accompanying onomatopoeia. |
| 19 |
Purse with various utensils (glasses, mirror, comb, coin purse, bunch of keys etc.) |
Let the child explore the bag. Pay attention to their interest and talk about what they are doing or handling. |
| 20 |
Set of animals (horse, pig, rabbit), pots to feed them, cardboard box |
Encourage them to explore the box, pick up the animals, pet them and feed them. Take them to see real animals. |
| 21 |
Pieces of fabric in different sizes. Try to select different textures |
Direct the child's attention to the differences, saying “look, my patch is small, yours is big”, “mine is little, yours is large” etc. |
| 22 |
A kitchen drawer that the child can reach, containers of plastic, puppets |
Direct the child's attention to the drawer with a hand puppet by having them open the drawer and look inside. Let them play freely with what they find and talk about it. |
| 23 |
Musical instruments |
Hold the child's attention by indicating that they are listening to something. Be quiet, point to the ear, and show enthusiasm. |
| 24 |
Photographs of the child and/or siblings and parents in daily activities |
These pictures should be relatively large, colorful, and simple, with only one event. The child should be able to easily identify the events. |
| 25 |
A collection of age-appropriate books |
The child should have access to books, exploring the same book several times helps the child to review the story, characters, and their actions, thus being able to anticipate events, wait for the adult’s excited reactions, and try to role-play. |
| 26 |
Toy bird, cage, birdseed, newspaper |
Present a toy bird in a fun way (by taking it out of the pocket, for example). Make bird sounds, point out to the cage, show that the bird has no water or food and explore how to care for the bird. |
| 27 |
Shopping bag with canned food, cereal, bread, butter, eggs |
Talk about careful handling, refrigeration, what happens if an egg falls down, counting eggs, storing eggs in the refrigerator shelf etc. Let the child participate in daily household activities, such as putting away the groceries. |
| 28 |
Fruit |
Make a fruit salad. For this activity to be linguistically constructive, the child must be actively involved, and the adult must lead it slowly, taking every opportunity to talk meaningfully with the child. |
