30 Days of Developmental Activities: 24 to 36 Months

Week 1
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Expand It What Do You Feel? Sing the Missing Word Obstacle Course Let’s Pretend Roll It, Pat It Give Me One
Toddlers are learning to Use a box or bag and place By age 2 most toddlers are Toddlers are developing Toddlers are beginning Use store bought Play- Many parents focus on hav-
use their vocabulary to an object inside such as a quite familiar with certain balance and coordination to use imaginative play. Doh or make your own. ing their children count to
build 2-3+ word phras- block. Place the same block songs such as “Twinkle, skills and like to be active. Encourage this by staging Supply your child with a 10 by rote memory, but fail
es. When your child says and a different object, such Twinkle Little Star.” To help Create an indoor obstacle imaginary play scenes for rolling pin, cookie cutters, to teach the concept of a
“ball,” expand on that as cotton ball, on the table. your child learn to sing course using pillow, stuffed your child. Use dolls, action spoons, and bowls, and number. Use Cheerios or
word by putting it in a Have the child reach into these songs on his own & toys, blankets, furniture or figures, stuffed animals and encourage rolling of dough, blocks and work on the
simple sentence for him to the box/bag without look- to encourage language, sing an outdoor course using props like empty contain- pulling dough apart, making concept of “one” by asking
hear and imitate, such as “a ing & feel the object, then a familiar song and leave old tires, logs, trikes, rocks, ers or dishes and create imaginary food, poking the “can I have one block?” or
big, red ball.” let him to look at the two out a word for your child etc. Arrange objects so scenarios where you play dough with fingers, etc. “give me one Cheerio,” and
objects on the table and say to fill in: sing “twinkle twin- your child needs to crawl alongside them having an help him learn the concept
which one was in the box. kle little ___.” under, walk around, etc. imaginary tea party, etc. of one out of many.
Skills: Receptive/expressive Skills: Sensory - tactile, Skills: Language, memory, Skills: Gross motor coor- Skills: Creativity, imagina- Skills: Fine motor, finger Skills: Concept of number,
language. memory, language. attention, rhythm/music. dination, balance, motor tion, language, socialization. isolation, hand strength/ counting, and receptive
planning, body in space dexterity, imaginative play, language.
awareness. tactile/sensory exploration.

Week 2
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Frogs on a Lily Pad Let’s Learn Colors Mailman Bead Stringing What’s the Use? I Spy Nature Walk
Help children learn to Use 4 large containers or Use some junk mail and No need to buy beads if Find some objects that are Play this game inside or Take a walk around your
jump forward and side laundry baskets and cut put a different sticker on you don’t own any. You can familiar to your child and outside with your child, neighborhood or local
to side by cutting out big out a red, yellow, blue, each envelope. Place them use dry rigatoni pasta and see if he can identify the encouraging him to find park in different seasons
green circular shapes and green circle to tape on the around the house. Give a shoestring. As a craft you objects by their function. things that are familiar by and talk about what you
taping them to the floor a front of each. Get balls in your child a bag and ask can first color the pasta Place a ball, spoon, cup and saying “I spy something see/find with your child.
few inches apart. Tell your each of the 4 colors and him to collect the letters. with paint or markers and shoe in front of him and that flies.” See if he can find Talk about trees, flowers,
child he is a frog and needs make a game of throwing Then ask him to sort his later you can help your ask “Which one do you put a bird, or “I spy something cars, people, anything and
to jump from one lily pad the same color ball into bag and “find the letter to child sort colors or make on your foot?” or “Which that drives on the road,” everything you see! Col-
to the next without jump- the same color basket. the horse,” etc. and help patterns, by putting 2 green one do you drink out of?” and see if he points to his lect leaves or rocks & bring
ing into the water. him find the correct letter beads onto the string, then and see if he can tell you toy car. them home to make craft
with the matching sticker. 2 red, etc. the object and its function. projects.
Skills: Gross motor, jump- Skills: Cognitive, color Skills: Cognitive, attention, Skills: Fine motor, cogni- Skills: Cognitive, recep- Skills: Cognitive, attention, Skills: Gross motor, cogni-
ing, coordination. matching, language, gross memory, receptive/expres- tive, color matching/sort- tive/expressive language. memory, receptive/expres- tive, language.
motor, coordination. sive language, following ing/recognition, hand-eye sive language.
directions, fine motor. coordination.
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30 Days of Developmental Activities: 24 to 36 Months

Week 3
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Sidewalk Chalk Grocery Store Helper Balance, Catch, Jump Pay Attention Can You Do It? Story Time My Own Band
Use your sidewalk, patio Make grocery trips fun by Place duct tape (2” wide If your child does not stick Encourage imitation of var- Now that your child is old- Use store bought instru-
or driveway as a place for enlisting your child to find or more) on the floor and with one toy or activity for ious facial gestures and/or er he can sit and attend to ments or make your own
your child to get creative certain special items for show your child how to more than a minute, use an body movements during a short story of 3 minutes using empty boxes, pots &
with sidewalk chalk that you. When finding bananas, walk on it like a balance egg timer and set it to two play, such as raising both or longer. Encourage him pans with wooden spoons,
washes off with water. If talk about how they are beam heel to toe. Next minutes and teach your arms above your head and to find details in a picture paper towel rolls, etc.
it’s too cold, use bathtub yellow in comparison to show him how to jump child that when the tim- then dropping one arm book, for example instead Encourage your child to
chalk/paints to encourage the apples you just bought, over it. Practice throwing a er rings, he may switch to down and seeing if your of just asking him to find make music and play or
creativity. which are red. See if he can ball toward a target or into another activity/toy. Grad- child can imitate you. Or the ball, ask him “what is sing along with him. Beat
locate his favorite cereal or a laundry basket. Practice ually move the timer up as standing one one leg brief- under the tree?” and see if on a drum and count “1, 2,
pick out the alphabet soup catching a large ball from a your child’s attention span ly and then jumping twice. he tells you “a ball.” Chal- 3” and see if he can imitate
among the cans. distance of 3-5 feet. increases. lenge him with details. your pattern on the beat.
Skills: Fine motor, imita- Skills: Cognitive, pattern Skills: Gross motor, bal- Skills: Attention span, lis- Skills: Social, imitation, fol- Skills: Listening, visual Skills: Creativity, rhythm,
tion, handedness, thumb & & color recognition, recep- ance, coordination. tening. lowing directions, listening, attention, and receptive/ imitation, number con-
fingers grasp. tive/expressive language. turn taking. expressive language. cepts, language.

Week 4
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Sensory Boxes Lines & Circles Where Did It Go? Cardboard House Play Date On the Curb WH Question Game
Use storage containers Get out crayons & paper Use a favorite small toy or Use a large cardboard box Two year olds are ready Toddlers are rapidly As toddlers improve with
with lids or dish bins and and while coloring sing a piece of food as a moti- (large appliance boxes for for building & enhancing increasing their motor language they begin to ask
fill them with rice, beans, “Wheels on the Bus.” vator. Take 2 large non-see refrigerators or stoves social skills with peers, and skills. Practicing balance questions. You can chal-
cotton balls, mini pom- Encourage circle scribble through cups and show work great), turn it upside scheduling play dates with skills such as walking along lenge your child with cre-
poms, etc. to create sen- during “wheels on the bus your child where you are down, and cut windows/ one same-aged peer is a a curb heel to toe when ative thinking and the ability
sory boxes which foster go round and round,” hori- hiding the toy/food. Then doors in it for your child. nice way to begin. Keep in outside on walks or at to to answer “wh” questions.
play much like a sandbox, zontal lines when the “wip- tell your child to watch Allow them to color it mind that toddlers do not the store can help them For example, when Mom
but can be used indoors ers on the bus go swish, carefully and reverse the with crayons or markers typically play cooperatively, refine theses skills. Hold leaves for work, have Dad
during all seasons. Hide swish, swish,” and vertical cups. See if she remembers and use it as a play house. they tend to play on their both hands or one hand ask “Where did Mom go?”
toys inside and see if your lines when “the people on where the toy/food was You will be amazed at the own unless everyone is at first until your child gets Help them answer ques-
child can find them. the bus go up & down.” hidden. hours of fun this creates. fighting over the same toy! the hang of balancing. tions if they don’t respond.
Skills: Concept of size, Skills: Fine motor, grasp, Skills: Attention, memory, Skills: Imaginative play, fine Skills: Socialization, turn Skills: Gross motor, bal- Skills: Listening, language.
fine motor skills. imitation skills, language, problem solving, listening. motor, language. taking, waiting, language, ance, following directions.
listening. following rules.

Week 5
Use measuring cups or stacking/
Monday nesting cups to work on the con-
Stack & Nest cept of size. Ask “which one is big-
ger?” or “which one is smaller?”
Skills: Concept of size,
fine motor skills, language.
Use a mirror and ask “who is that
Tuesday in the mirror?” Help him learn his Skills: Social skills, recep-
All About Me sense of self by learning to say his tive/expressive language.
name and age upon request.
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