Many toddlers and preschoolers struggle with appropriate play or completing an age appropriate task on their own.
Here are some things that may keep them from completing the task:
- not understanding the directions or what is expected of them
- not having the attention to complete the task
- needing assistance with a motor component of the task
- having a sensory concern that interrupts the completion of the task
1. Not Understanding the Direction
When you are engaging with your child and giving him a direction, make sure that he is understanding. If your child responds best to 2-word phrases then use 1- or 2-word verbalizations or gestures. Use some visuals and point to the object or area where you want your child to look. Model the behavior by taking a turn yourself. Talk about what you are doing. Gain joint attention by placing an object within your child’s view before continuing with the task. Take several turns so you can practice the direction/task.
2. Attention
We all seem to want our children to have longer attention spans. Use lots of visuals and hands-on activities with kids to gain and keep their attention. Expand on tasks as much as possible by taking more turns. I observe the child and his temperament to gauge how many more turns we should take. It truly is different for every child. You will learn what works best for you and your child. When a child begins to lose interest or his attention is diverted away from the task, I will direct him back to the task to take one more turn before ending the task.
3. Motor Concerns
Be aware of what is involved physically in the task. You may need to modify the task if your child is unable to complete it at this time. Making the task easier or with accommodations may be needed. Observe your child to determine where he may need assistance or guidance. Some physical guidance may be helpful at the beginning until your child is able to complete the task on his own.
4. Sensory Concerns
Sensory concerns often keep children from completing a task. That may not be our immediate thought as we are teaching a new task or activity. Think about all of the senses as you consider what is involved in engaging and completing the task.
Visual: How many items are in front of your child? I often place only 1-3 items in front of children at the beginning and then we add more as the child tolerates. Too many pieces are often overwhelming. Are the book pages very “busy” or have many items on a page? Limit the number of items to look at or play with if this is a concern.
Auditory: Sit where you typically engage in activities with your child and determine if there are any sounds that you can hear. Are there any sounds associated with the activity that may be irritating to your child?
Tactile: Many toys can feel irritating to touch. Tactile books may take some getting used to. Even soft textures can be offensive to some little ones.
The other senses may not play a very big part in the task unless you are tasting or smelling something. Playdough or other materials may have a scent that is noxious to children.
For activities involving positions and movement, consider any concerns with the proprioception and vestibular senses.
I will mention again as I always do . . . observe your child during social and independent play tasks.
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n will independently engage in tasks that are reinforcing for them and that don’t have any of the concerns mentioned above. When we engage in tasks that are very different from what a child would typically choose, we will most likely have some opposition. Do one or more of these concerns mentioned above play a role in keeping your child from completing a task?
You may want to make a list of all of the activities and tasks that your child chooses to engage in. (Example: banging blocks together, moving furniture, looking at board books, carrying a heavy backpack, jumping in the ball pit). What do these things have in common? (independent tasks, motivated by sensory input–high impact and heavy work).
Make another list of the tasks that your child avoids. (Example: sitting at a table to complete a puzzle or shape sorter, imitating your gestures for fingerplays, following a verbal direction to clean up toys). What do these things have in common? (Social tasks, sitting at a table, following directions or imitation). Answering these questions will most likely give you an insight into what is reinforcing and what is noxious for your child.
The more practice you get with engaging in hands-on play tasks, the better understanding you will have in what drives your child to play and engage and also what discourages him from starting and/or completing an activity.
Contact your child’s therapist or teacher to discuss any of the above concerns that you may have.