What is the practice?
Using specifc spatial terms with your toddler and showing him what they mean helps him begin to make some important cognitive connections, and develops his listening skills. You can use these terms in your everyday life (“wait for me beside the door,” or “put your ball under the table”) and in games like Simon Says and Hot and Cold.
What does the practice look like?
There are many opportunities in your daily routine to use spatial terms. Whenever your toddler is looking for a favorite toy, helping you put things away, riding in the car, or playing outside, you can use terms like above, beside, close, and far to familiarize him with the words and to describe what is going on around you. Using these terms regularly helps toddlers start to talk about and understand their environments, and leads to understanding other concepts like comparisons (big, bigger, biggest) and opposites (big and little).
How do you do the practice?
You probably already use these terms in your daily life with your toddler. Here are a few other ways you can help him pay more attention to spatial terms. You can start by incorporating them into any game or activity he particularly enjoys.
How do you know the practice worked?
- Does your toddler understand the spatial terms you use in daily life?
- Does he use these words to describe where things are?
- Does your toddler enjoy games that involve spatial terms, like being “the leader” or “Simon” and giving directions?
- Many toddlers enjoy “helping” mom or dad in the kitchen, yard, or around the house. You can build on this interest by using these terms in your instructions: “put the empty container into the trash can,” or “the rake goes next to the wheelbarrow.” If your toddler isn’t sure what these words mean yet, help him until he becomes more confdent.
- Ask your toddler where things are using these terms: “Where’s your dinosaur puzzle? Is it next to the bug puzzle? Is it under your bed?” Being as specifc as possible helps your toddler get a clear idea of what these words mean.
- Toddlers often enjoy games that involve following simple directions, like Follow the Leader, Simon Says, and Hot and Cold. You can easily incorporate spatial concepts into these games. Describe what “the leader” is doing (“You’re going up the hill and climbing over the big rock!”). Play “spatial Simon Says” (“Put your hands up over your head! Clap your hands next to your knees!”). Hide a favorite toy and describe your child’s progress in fnding it (“Oh, beside the couch is cold! Now you’re getting warmer, looking under the rug.”). Be sure to let your toddler take the lead in these games as soon as he wants to; they are good turn-taking opportunities too.
Take a look at more using spacial words
Using Directions
Two-year old Anami likes to help her mom in the kitchen—unpacking groceries and cooking. Her mom uses lots of spatial terms to help Anami fgure out where things are. “Bring me the heart-shaped cookie cutter, please,” Mom says. “It’s next to the sink.” When Anami fnds it and holds it up, Mom says “Great! Can you put it on the kitchen table?” Anami has started using these words too to help her mom understand what she wants. When she can’t reach a toy car, for example, she says, “Go under couch!,” and Mom gets it for her.
Follow Along
Toby, who is almost three, loves playing Follow the Leader with his twin sister. They take turns being the leader and running around their backyard, all the while talking about what they are doing. “Let’s go under the picnic table!” Toby yells, leading the way. “And over the tree trunk.” “Let’s go along the driveway and behind the garage,” his sister answers. This game lets Toby build on his love of climbing and running around to practice using important spatial terms. He asks his sister to play Follow the Leader regularly, and has started using these words in other contexts too.
Where in the World?
Nineteen-month-old Gideon has a moderate visual impairment that sometimes causes him trouble knowing exactly where things are. His dad helps him learn the meaning of important spatial terms during one of Gideon’s favorite activities: fnger painting. Gideon loves bright colors, and he picks out a few favorite ones each time. As he paints with his fngers, he and Dad talk about where the paint is going. “You put yellow on top of red,” Dad says. “Now you have paint on the backs of your hands.” Dad even uses these words as they fgure out where to hang the latest master- piece: “We can put it over the kitchen table or next to the refrigerator.” Gideon has fun experimenting with mixing and spreading the colors, while his dad introduces him to words that help him understand what he is doing. Dad knows that Gideon has learned some of these words, because he uses and understands them in other contexts besides painting.
