Activities for 2–3 years

Gross Motor

• Jump Forward (Both Feet)

  Encourage jumping forward from standing, landing on both feet. Distance of jump increases each week as leg strength grows.

  5–10 min · None

• Walk on a Balance Beam

  A plank, a garden wall, or tape on the floor. Walk along without falling off. Balance on a narrow path is a 2.5-year skill.

  5–10 min · Plank or tape line

• Hop on One Foot (Attempt)

  Hold child's hand and encourage hopping on one foot. Even one hop is the milestone beginning — don't expect sustained hopping yet.

  3–5 min · None

• Catch a Bounced Ball

  Bounce a large ball to child. Catching a bounced ball before a thrown one — the visual tracking time is longer.

  5–10 min · Large ball

• Pedal with Steering

  Tricycle: practice steering around objects. Combining pedalling with directional control is a significant motor coordination step.

  10–15 min · Tricycle

• Animal Movement Play

  Move like different animals: frog jump, bear walk, crab walk, snake slither. Each uses different muscle groups and movement patterns.

  5–10 min · None

• Throw Overhand

  Demonstrate an overhand throw and let child try. Overhand requires trunk rotation — a very different movement than underhand.

  5–10 min · Ball

• Summersault (Assisted)

  Help child do a forward roll on a soft surface. Head tuck, push-off, and landing = vestibular, motor, and spatial all together.

  3–5 min · Soft mat or rug

• Hop on One Foot (3–5 Hops)

  From one hop, build to 3–5 consecutive hops on the same foot. Each hop requires rebalancing — rapid balance adjustment developing.

  5–8 min · None

• Skip (Gallop to Skip)

  Most children gallop at 2.5 years and skip at 3.5. Practice gallop leading with each foot as the precursor.

  5–10 min · None

• Catch a Thrown Ball

  Graduate from bounced to thrown ball catching. Tracking the trajectory and adjusting arms = complex visual-motor planning.

  5–10 min · Medium ball

• Pedal and Brake

  On a tricycle: practice pedalling and stopping at a marked line. Braking intentionally requires coordinated leg action.

  10–15 min · Tricycle

• Climb Ladder (Playground)

  Climbing a ladder — alternating hands and feet — is the most complex locomotion pattern children this age attempt.

  5–10 min · Climbing frame or playground

• Jump from Height (30 cm)

  Jump off a 30-cm step with both feet landing together. Judging safe heights and landing = spatial and motor cognition combined.

  3–5 min · Low step

• Balance Beam (Eyes Closed)

  Walk a balance beam (tape line) with eyes closed for 2 steps. Eyes-closed balance challenges proprioceptive system intensely.

  5–8 min · Tape line

• Dodge and Weave Game

  Chase game where child must dodge around obstacles. Reactive motor planning — responding to unexpected changes in a path.

  10–15 min · None

• Hop 5+ Times (One Foot)

  Sustained hopping on one foot — first dominant then non-dominant. Non-dominant hopping develops several months after dominant.

  3–5 min · None

• Broad Jump (Forward)

  Mark a starting line with tape. Jump forward as far as possible, both feet together. Measure distance — it increases weekly.

  3–5 min · Tape

• Throw at a Vertical Target

  Tape a target circle on the wall at chest height. Throw a soft ball to hit it. Aimed at a vertical target = new motor challenge.

  5–8 min · Soft ball, tape on wall

• Ride Tricycle Fast and Slow

  Pedal fast when you say go, slow when you say stop. Speed regulation while pedalling requires real-time motor control.

  10–15 min · Tricycle

• Walk Backward on Balance Beam

  Backward walking on a balance beam (tape line) — balance plus motor sequencing in an unusual direction.

  5–8 min · Tape line

• Obstacle Course Run

  A full obstacle course: run, jump over, crawl under, balance on, throw at. Complex movement sequence requiring memory of order.

  10–15 min · Chairs, cushions, tape, ball

• Throw and Run Combination

  Throw a ball, run to get it, throw again. Sequencing two motor actions with a transition tests motor working memory.

  5–10 min · Ball

• Marching in Place

  Lift knees high and march in time to music. Rhythmic bilateral motor coordination and gross motor control.

  5–10 min · Music source

• Skip (Alternating Feet)

  True skipping — step-hop alternating feet — typically appears 3.5–4 years. Practice the step-hop on each foot separately first.

  5–10 min · None

• Throw and Catch (Tennis Ball)

  Tennis-ball-sized throw and catch at 2 metres. Smaller ball demands greater precision than large-ball catching.

  5–10 min · Tennis ball or similar

• Hop 10+ Times

  10+ consecutive hops on the preferred foot. Non-preferred foot at this stage is typically 5–8 hops.

  3–5 min · None

• Broad Jump Over Line

  Mark two lines 40 cm apart. Jump from one to the other with both feet. Distance increases as leg strength and timing improve.

  3–5 min · Two tape lines

• Balance on One Foot (5 Seconds)

  5-second one-foot balance without support. Practice eyes open then eventually eyes closed.

  3–5 min · None

• Dribble a Ball (Bouncing)

  Bounce and catch a ball repeatedly. Dribbling (bouncing without catching) is harder and typically 4–5 years.

  5–10 min · Medium ball

• Move to Music (Rhythm)

  Move to the beat of different musical styles. Rhythmic entrainment — body movement matching musical tempo — is a motor milestone.

  5–10 min · Music source

• Gallop with Object in Hand

  Gallop while holding an object in one hand. Dual-task motor automatisation: galloping becomes automatic enough for a second task.

  5–10 min · Small lightweight object

Fine Motor

• Copy Drawing: Plus Sign (+)

  Show a + (cross) and let child try. Requires two directional lines crossing — harder than circle; appears around 30–36 months.

  5–10 min · Crayon and paper

• Use Fork Independently

  Fork for stabbing soft foods. The grip and stabbing force are different from a spoon — a distinct fine motor skill.

  10–15 min · Fork, food

• Dress a Doll

  Button, zip, and dress a doll. This is fine motor practice that feels purposeful and maintains engagement longer.

  5–10 min · Doll with dressing features

• Fold Paper in Half

  Show folding a piece of paper in half and ask child to try. Aligning edges before folding requires spatial and motor precision.

  5–8 min · Paper

• Sort by 2 Attributes

  Sort blocks by BOTH colour AND size together. Multi-attribute sorting is more demanding than single-attribute.

  5–10 min · Blocks in multiple colours and sizes

• Lace a Pattern Board

  Lace thread through holes to form a simple picture. Requires planning the sequence of holes to achieve the intended shape.

  10–15 min · Cardboard with holes and lace

• Copy Drawing: V Shape

  Show a V and ask child to copy. Angular shapes (V, then +, then triangle) appear in sequence after circle.

  5–8 min · Crayon and paper

• Draw a Person (Head + 2 Parts)

  Ask child to draw a person. Head + one other body part by 30 months = fine motor and representational thinking combined.

  5–10 min · Crayon and paper

• Scissors in a Straight Line

  Cut along a straight line drawn on paper. Staying on the line requires visual monitoring while maintaining bilateral grip.

  5–10 min · Child scissors and paper

• Peel and Stick Labels

  Peel self-adhesive stickers and place on a target. Two-stage finger action requiring precise coordination.

  5–10 min · Stickers and paper

• Build a Bridge (3 Blocks)

  Demonstrate placing a block across two towers and ask child to build the same. Copying spatial models = architecture thinking.

  5–10 min · Blocks

• String Small Beads

  Small beads on a thin lace. Fine pincer control plus visual targeting plus threading = high-demand fine motor task.

  10–15 min · Small beads + thin lace

• Copy Drawing: Square

  Square (4 equal sides, 4 corners) is harder than a circle — requires direction changes at precise points. Appears ~33–36 months.

  5–10 min · Crayon and paper

• Draw a Person (Head + 4 Parts)

  Head, eyes, arms, legs. Drawing a person with 4 identifiable features is a 3-year representational drawing milestone.

  5–10 min · Crayon and paper

• Cut a Curved Line

  After mastering straight-line cutting, introduce a curve to cut along. Following a curve requires continuous adjustment.

  5–10 min · Child scissors and paper

• Button Large Buttons

  Demonstrate and let child practice buttoning a shirt or coat with large buttons. Fine pincer + hand-eye coordination.

  5–10 min · Shirt or coat with large buttons

• Weave Paper Strips

  Weave paper strips over and under to make a simple mat. The alternating pattern requires sustained visual-motor tracking.

  10–15 min · Paper strips in two colours

• Trace Letters (Own Name)

  Trace the letters of own name with a finger, then crayon. Letter tracing before writing = spatial learning of letter forms.

  5–10 min · Paper with large name printed

• Copy Drawing: Triangle

  Triangle requires three directional line changes at precise angles. Typically appearing 36 months — harder than square.

  5–10 min · Crayon and paper

• Draw a Person (6 Parts)

  Head, body, 2 arms, 2 legs. By 36 months: 6-part person is the benchmark drawing milestone.

  5–10 min · Crayon and paper

• Copy First Name (Tracing)

  Trace each letter of first name carefully. Letter-form learning happens through the motor movement, not just visual recognition.

  5–10 min · Paper with large name printed

• Use Child Scissors for Shape

  Cut out a simple shape (circle or triangle) drawn on paper. Following curved and angular lines in cutting.

  5–10 min · Child scissors and paper

• Fold Paper into Envelope

  Fold a piece of paper in thirds and tuck in the edges to make a simple envelope. Spatial folding and precise crease-making.

  5–10 min · Paper

• Build Complex Block Structures

  Build a house, bridge, or tower using a picture as a model. Copying a 3D structure from a 2D picture is abstract spatial cognition.

  10–15 min · Blocks

Language & Communication

• Tell a Simple Story

  Ask child to tell a story about an animal they know. Even 2–3 sentences with a character is the emergence of narrative.

  5–10 min · None

• Ask and Answer Questions

  Why does it rain?' 'What would happen if…?' Complex question forms are emerging — answer simply and turn it back.

  5–10 min · None

• Three- to Four-Word Sentences

  Consistent 3–4 word sentences with grammar: 'I want the red ball.' Grammar errors ('I goed') are developmentally correct now.

  Ongoing min · None

• Rhyming Detection

  Does cat rhyme with bat? What about cat and dog?' Detecting rhyme before producing it — typical at 25–30 months.

  5–8 min · None

• Describe a Picture

  Show a picture and ask 'What is happening here?' Child describes scene — vocabulary, grammar, and observation all combined.

  5–8 min · Picture or book illustration

• First and Last Name

  Practice saying full name. 'What is your full name?' is a social comprehension milestone by age 3.

  3–5 min · None

• Conversation with Questions

  Have a 5-turn conversation where child asks at least one question. Asking is more advanced than answering.

  5–10 min · None

• Story from Memory

  After reading a favourite book many times, ask child to 'read' it to you from the pictures. Memory narrative is emerging.

  5–10 min · Familiar book

• 500+ Word Vocabulary

  A 30-month-old typically has 450–600 words. Importantly, sentences are 3–5 words with mostly correct grammar.

  Ongoing min · None

• Tell Stories with Beginning-Middle-End

  Once there was a dog. He was hungry. He found some food and ate it.' Three-part narrative structure is the target.

  5–10 min · None

• Because' and 'If' Sentences

  I'm tired because I didn't sleep.' 'If it rains, we'll stay inside.' Logical connectors mark a grammar milestone.

  Ongoing min · None

• Describe How Something Works

  How does a tap work?' Let child explain from their own understanding. Explanatory language is emerging.

  5–10 min · Any household object

• Rhyme Production

  I say cat — you say something that rhymes.' Production (not just detection) of rhymes = phonological awareness step.

  5–8 min · None

• Letter Name Recognition (Own Name)

  Recognise the first letter of own name in print. This is enough letter knowledge to celebrate at 30 months.

  5–8 min · Paper with child's name in large letters

• Complex Question Response

  What would you do if it was raining and you wanted to go outside?' Hypothetical thinking + language combined.

  5–10 min · None

• Storytelling from Memory

  Retell a favourite story from memory using the book's pictures as prompts. 3-event sequence is the typical recall at this age.

  5–10 min · Familiar book

• 700–900 Word Vocabulary

  By 33 months, vocabulary typically 700–900 words with 5–6 word sentences used consistently.

  Ongoing min · None

• Why' Conversation Chain

  Follow a chain of 'why' questions: 'Why does it rain?' → 'Because the clouds get heavy.' → 'Why do they get heavy?' Sustain 3 turns.

  5–10 min · None

• Name All Basic Colours

  Red, blue, green, yellow, orange, purple, black, white. Naming all basic colours correctly is a 3-year language milestone.

  3–5 min · Coloured objects

• Use Plurals Correctly

  Two dogs, three cats.' Plural '-s' rule solidifying. Point out examples: 'Look — two birds. Birds — more than one.'

  Ongoing min · None

• Past Tense Regular Verbs

  I walked. We played. She jumped.' Regular past tense (-ed) appearing. Irregular past ('went', 'ran') still developing.

  Ongoing min · None

• Describe What You See

  Tell me everything you see in this picture.' Descriptive language drill — vocabulary, grammar, and observation combined.

  5–10 min · Any detailed picture or illustration

• Conditional Sentences

  If we water the plant, it will grow.' If-then reasoning expressed in language — logical thinking made verbal.

  5–10 min · None

• Letter Sound Introduction (3 Letters)

  Introduce 3 letter sounds: 'A says ah, B says bah, M says mah.' Sound-letter pairs before letter names — phonics groundwork.

  5–8 min · Paper with 3 letters printed

• 1000+ Word Vocabulary

  At 36 months, vocabulary typically 900–1200 words. Strangers should understand 75–100% of speech by this age.

  Ongoing min · None

• Retell a Story (Sequence)

  After reading a book, ask child to retell it in order without pictures. 4-event sequence recall is the 3-year target.

  5–10 min · Familiar book

• Use Past and Future Tense

  Yesterday I played. Tomorrow we will go.' Past and future tense correct usage is a 3-year grammar milestone.

  Ongoing min · None

• Explain How Something Works

  Why does the ball roll? Why does the fan spin?' 3-year-olds begin to explain mechanisms, not just name them.

  5–10 min · None

• Letter Sound Game (5 Letters)

  What sound does S make? Dog starts with what letter?' 5-letter sound associations by 36 months = strong phonics foundation.

  5–8 min · None

• 5-Word Sentences (Complex)

  The big red dog ran away.' Complex sentences with adjectives and adverbs consistently = strong language development.

  Ongoing min · None

• Debate: Why is X Better?

  Is a cat or a dog better to have? Why?' Opinion + justification: the beginning of argument and persuasive language.

  5–10 min · None

• Rhyme a Word Family

  Cat, bat, sat, hat, rat — all rhyme. What else rhymes with cat?' Generating rhymes from a family = phonological fluency.

  5–8 min · None

Cognitive

• Count Objects to 5

  Place up to 5 objects in a line and count together, touching each one. One-to-one correspondence solidifying now.

  5–8 min · 5 small objects

• Basic Opposites

  Big/small, hot/cold, fast/slow, loud/quiet. Opposites build comparative conceptual thinking.

  5–8 min · Objects demonstrating contrast

• Yesterday and Today

  Yesterday we went to the park. Today we are home.' Time concepts past/present solidify through consistent narration.

  Ongoing min · None

• Sort 4 Categories

  Sort objects into 4 groups: food, animals, clothes, vehicles. Four-category sorting is sophisticated categorical thinking.

  5–10 min · Assorted household objects

• Pattern Extension (ABAB)

  Build red-blue-red-blue and leave a gap: 'What comes next?' Pattern extension requires holding the rule in working memory.

  5–8 min · Coloured objects

• Simple Addition Concept

  Here are 2 bananas. I add 1 more. How many now?' Concrete addition before abstract number.

  5–10 min · Fruit or objects

• Count to 10 with Meaning

  Count 10 objects touching each one. At 30 months, 10-object counting with one-to-one correspondence is an achievable goal.

  5–8 min · 10 small objects

• Concept: Same and Different

  Are these the same or different?' — with objects that are clearly one or the other. Comparative language + cognition.

  5–8 min · Pairs of matching and non-matching objects

• Categorise by Function

  Group things that you eat, things you wear, things you sit on. Sorting by function is more abstract than sorting by appearance.

  5–10 min · Household objects

• Spatial Concepts: In, On, Under, Behind

  Put the cup on the book. Now under the book.' Following spatial prepositions in sequence.

  5–8 min · Cup and book

• Day Sequence: Morning, Afternoon, Evening

  What do we do in the morning? What happens in the evening?' Time-of-day sequencing before days of the week.

  5–8 min · None

• Simple Inference

  While reading: 'Why is the bear sad?' — answer not in the text but inferrable from pictures. Early inferential thinking.

  5–10 min · Picture book

• Count to 15 with Meaning

  Extend counting to 15 objects with one-to-one correspondence. Counting past 10 requires learning the teen number pattern.

  5–8 min · 15 small objects

• Name All Basic Shapes

  Circle, square, triangle, rectangle, oval. Naming all 5 basic shapes by name = geometry milestone at 33 months.

  5–8 min · Shape cut-outs or drawings

• More and Fewer

  Place 3 objects here and 5 there. 'Which group has more?' Comparative quantity — not counting, but visual quantity judgement.

  5–8 min · Two groups of objects

• Memory Game (6 Pairs)

  6 matching pairs face-down. Turn 2, find matches. Working memory and concentration targeted directly.

  10–15 min · 12 cards in 6 matching pairs

• Sequence a Story (4 Pictures)

  4 story pictures out of order. Can child arrange them in logical sequence? Narrative + causal reasoning combined.

  5–10 min · 4 sequential pictures

• Concept: First, Middle, Last

  Line up 3 objects. 'Which is first? Last? Middle?' Ordinal position language builds mathematical foundation.

  5–8 min · 3 objects in a line

• Count to 20

  Count 20 objects one-to-one. Past 12, children must remember the teen pattern; past 20, the decade pattern begins.

  5–8 min · 20 small objects

• Concept of Zero

  How many elephants are on this table? Zero. Zero means none.' Zero as a quantity is an abstract concept to teach explicitly.

  5–8 min · None

• Name 10 Colours

  Red, blue, green, yellow, orange, purple, pink, black, white, brown. Naming all 10 basic colours by 36 months is solid.

  5–8 min · Coloured objects

• Days of the Week Introduction

  Sing or say days of the week in sequence. Memorising the sequence before understanding the concept — sequence comes first.

  5–8 min · None

• Pattern Prediction (AABB)

  AABB pattern: red, red, blue, blue, red, red… 'What comes next?' Two-repeat pattern is harder than ABAB.

  5–8 min · Coloured objects

• Cause-Effect Explanation

  Why did that happen? What caused it?' Causal explanation — not just observation but mechanism — is a 3-year cognitive goal.

  5–10 min · None

Social-Emotional

• Imaginary Friend Engagement

  If an imaginary friend appears, engage with them: 'What is their name?' Imaginary companions support language, emotional, and social development.

  5–10 min · None

• Negotiate a Trade

  When a conflict arises over a toy: 'What could you offer them to trade?' Negotiation is a social skill that must be taught explicitly.

  3–5 min · None

• Brag Board

  Create a display of child's achievements (drawings, photos). 'You did all of these!' Pride in accomplishment is a social-emotional milestone.

  5–10 min · Paper and display space

• Role Play (Doctor, Chef)

  Set up a role-play scenario with simple props. Role-play at 25–30 months involves taking on another's perspective.

  10–15 min · Simple props

• Regulation Practice: Pause

  When feelings escalate, say 'Let's take a pause' and model slow breathing together. Practice before it is needed.

  3–5 min · None

• Ask How Others Feel

  While reading or in real life: 'How do you think she felt when that happened?' Perspective-taking practice.

  5–8 min · Book or real situation

• Play in Small Group (3 Children)

  Facilitate play in a group of 3. Children this age can begin brief cooperative interaction — note who initiates and who follows.

  15–20 min · None

• Express Feelings With Words

  Mujhe gussa aa raha hai' or 'I feel scared.' Verbal emotion expression before or instead of physical expression.

  Ongoing min · None

• Help a Younger Child

  When a younger child needs help with something child can do: 'Can you show them how to stack the blocks?' Pro-social seed.

  5–10 min · None

• Choose an Activity

  Offer 3 activities and let child choose. 'What would you like to do first?' Autonomous choice builds decision-making.

  Ongoing min · 3 activity options

• Deal with Disappointment Script

  When something doesn't happen as planned, narrate: 'You're disappointed. That was important to you. Let's think about what we can do.'

  3–5 min · None

• Fairness Conversations

  Is it fair that she got 3 and you got 2?' Fairness reasoning appears at 2.5 years and is important to take seriously.

  5–8 min · None

• Friend Concept

  Who is your friend? What do you like about them?' Friendship awareness at 31–33 months is a social milestone.

  5–10 min · None

• Take Turns in Group Game

  Play a group game with 3–4 children where turns rotate. Supporting turn-taking in a group is more complex than in a pair.

  10–15 min · Group game

• Accepting 'No' Practice

  When a request must be declined, practice accepting it with words: 'Okay, maybe later.' Delayed gratification is teachable.

  Ongoing min · None

• Cooperative Drawing

  Two people draw on the same paper at the same time. Sharing a creative space without conflict is social maturity.

  5–10 min · Large paper and crayons for two

• Identify Emotions in Others (Real Life)

  Dadi looks tired today. What do you think she needs?' Reading real (not illustrated) emotional states is a harder skill.

  Ongoing min · None

• Comfort Peer in Distress

  When another child is upset: 'Can you think of something that might help them feel better?' Pro-social action seeded.

  Ongoing min · None

• Cooperative Game (Rules)

  Play a simple game with explicit rules (ludo, snap). Following rules in a game is the first social contract — a major SE milestone.

  10–15 min · Simple card or board game

• Conflict Resolution Script

  Teach: 'Stop. Think. Speak.' When a conflict happens, model the steps: pause, consider the other person, use words.

  3–5 min · None

• Recognise Own Feelings Early

  I notice your face looks cross. Are you feeling frustrated before it comes out big?' Self-awareness before dysregulation.

  Ongoing min · None

• Apology with Empathy

  I'm sorry I took your toy. I know that made you sad.' Empathy embedded in apology: what they did + how the other felt.

  Ongoing min · None

• Winning and Losing Gracefully

  Practice in a real game. Celebrate both: 'You lost this time and stayed kind. That is very hard and very mature.'

  10–15 min · Game

• Best-Friend Identification

  Who is your favourite person to play with? What do you do together?' Intentional friendship at 3 is a social milestone.

  5–10 min · None

• Resist-and-Wait Practice

  I know you want it now. Let's wait 2 minutes together.' Practise with a timer. Delayed gratification is a teachable executive function.

  2–5 min · Timer

Sensory

• Sensory Art: Tissue Paper Collage

  Tear and paste coloured tissue paper onto card. Tearing texture, paper texture, and glue texture are layered sensory inputs.

  10–15 min · Tissue paper, card, glue

• Outdoor Water Play

  Watering can, puddles, or garden tap. Child-directed water exploration is rich sensory and cause-effect play.

  15–20 min · Water, watering can

• Texture Sorting Game

  Gather 8 objects of varied texture. Sort into 'rough' and 'smooth.' Tactile discrimination is now a language + sensory task.

  5–10 min · 8 household objects

• Proprioceptive Heavy Work

  Carrying loaded backpack, pushing a box of books, pulling a weighted trolley. Heavy work regulates the nervous system.

  5–10 min · Loaded bag or box

• Spin on Spot

  Spin with arms out, stop, try to stay balanced. Vestibular system input — intentional dizziness and recovery is regulating.

  3–5 min · None

• Cornstarch Goop (Oobleck)

  Mix cornstarch and water — it's both solid and liquid. Scientifically bizarre sensory experience. Let child explore freely.

  15–20 min · Cornstarch and water

• Sound Walk

  Walk outside listening only — no talking. Point at sounds. Back home, draw or describe what you heard. Auditory attention focus.

  15–20 min · None (outdoors)

• Temperature Sensory Bin

  Ice cubes in a bin of warm water. Feeling both together, watching ice melt. Temperature + observation + language.

  10–15 min · Ice, warm water, container

• Yoga for Kids (3 Poses)

  Teach 3 simple yoga poses: tree, mountain, downward dog. Proprioceptive + balance + breath awareness combined.

  5–10 min · None

• Spin Top or Gyroscope

  Let child spin a top and watch. The visual tracking of a spinning object is uniquely absorbing at this age.

  5–8 min · Top (or any spinning object)

• Mud Kitchen Play

  Outdoors: soil, water, pots, spoons. Make 'food', serve it, clean up. Sensory + imaginative + gross + fine motor all together.

  20–30 min · Soil, water, pots, spoons (outdoors)

• Shadow Play

  In bright sunlight, make and change shadow shapes. Tracing shadows on paper. Visual perception + fine motor + science.

  10–15 min · Sunlight or torch

• Magnet Exploration

  A magnet and various household objects. Which ones stick? Systematic testing of a material property.

  10–15 min · Magnet (fridge magnet) + household objects

• Rhythm Clapping Patterns

  Clap a 3-beat pattern and ask child to copy. Grade to 4-beat. Rhythmic working memory and motor sequencing.

  5–8 min · None

• Blindfold Texture Guess

  Blindfold or closed eyes; feel an object and name it. Tactile recognition without visual aid.

  5–10 min · Blindfold + household objects

• Slime Making

  Mix glue and bicarbonate of soda (or contact lens solution). Unique tactile input — stretchy, gooey, satisfying. Full sensory engagement.

  15–20 min · PVA glue, bicarbonate of soda, contact lens solution

• Sensory Story Walk

  Walk a route where child closes eyes at each stop and describes what they hear and feel. One sense at a time, deliberately.

  20–30 min · None (outdoors)

• Nature Printing

  Press leaves, bark, or flowers with paint onto paper. The texture transfer is visual, tactile, and creative simultaneously.

  10–15 min · Leaves, paint, paper

• Blindfold Object Guess

  Feel objects in a bag without looking. Name or describe them. Pure tactile recognition with language challenge added.

  5–10 min · Bag + household objects

• Rhythm Band

  Assign different percussion sounds to different family members. Create a rhythm piece together. Auditory + motor + social.

  10–15 min · Pots, spoons, containers

Self-Care & Adaptive

• Brush Teeth Independently (Attempt)

  Let child brush their own teeth first, then parent finishes. Agency in the sequence builds cooperation with the hygiene routine.

  3–5 min · Toothbrush and toothpaste

• Toilet Training (If Ready)

  If signs of readiness present (knowing when wet, interest in toilet), begin with simple potty introduction. Never forced.

  Ongoing min · Potty

• Pour Own Drink (Jug)

  Pour their own water from a small child-sized jug into a cup at meals. Independence in self-care + fine motor + self-regulation.

  Ongoing min · Small jug and cup

• Help Set the Table

  Carry plates, fold napkins, place cutlery. Table-setting is fine motor + sequencing + contribution to family life.

  5–10 min · Tableware

• Help Prepare a Simple Snack

  Peel a banana, spread butter on toast, pour cereal. Contributing to own food preparation builds self-care and agency.

  10–15 min · Simple food preparation items

• Dress Independently (Simple Items)

  By 33 months: pull trousers up/down, put on shoes (even wrong feet), put on hat, take off jacket. Independence in sequence.

  5–10 min · Clothing

• Simple Self-Care Sequence (Morning)

  Wake, toilet, wash face, brush teeth, dress — child does as much as possible. Independence in sequence, not perfection in execution.

  15–20 min · Clothing, towel, toothbrush

• Help with Household Chores

  Set the table, put laundry in the basket, water a plant. Contributing to household function builds competence and belonging.

  5–10 min · Household items