What really matters- Selecting environments for Social Play- Certain types of toys and props will create more opportunities for social interaction.   For      instance, children are more likely to have to socially engage around a community train track and table, similarly a sand table, building blocks, or a box of old dress up clothes elicit turn-taking, sharing and even social roles. We need to make sure we include a healthy diet of going to the playground or social center to get this type of social play.

How to put it into practice-

My Experience-

Our local Barnes & Noble had a community train track in their children’s department and there were always plenty of kids about the same age for Whitney to mix it up with. Here in the “Tunnel Congestion video (see video), the structure of the trains needing to roll within the tracks and with features like a tunnel, there always seemed to be plenty of opportunity for interaction between the kids. Again, it was not real pretend play, like we expect later on but it was also different then her solitary play. There was the emerging of a social awareness and a figuring out of how to use common resources and props. These exchanges were Whitney’s version of early social play.

Tuning In-

Cuing in on this growing social awareness is a subtle matter. Notice in the video how Whitney is interested in the tunnel and is repeatedly putting her train through it when I little boy comes along. The little boy would like to get his train through the tunnel as well so has to deal with Whitney. He slows down as he approaches the tunnel and then brings his train to a halt-- standing there wondering what to do and making repeated approaches and gestures almost as if signs to Whitney saying “Hey look my train is here and needs to get through that tunnel you are hogging”. At one point he even sticks his train right up to the tunnel entrance. Whitney kind of picks up on these social albeit very slowly. Finally she stops what she is doing pushes his train back with her train but then steps back as if to say “sure you can go ahead a get put your train through the tunnel”. Unfortunately, another mom comes up to place a train by the tunnel and I turn off my camera but I think the boy did then continue on his journey down the tracks putting his train through the tunnel and then was off along the tracks- mission accomplished, successfully navigating a necessary social interaction.                                                

Extending/Bridging-

As is typical in the moment, I did not exactly pounce on this teachable moment. But upon reflection, I could have better narrated the events to help Whitney reflect on what was occurring. I could have said “Look the little boy is coming to the tunnel with his train.” This would have perhaps helped Whitney be fully aware of the social “data” and she could have speculated herself about his intentions, and important social skill of reading the others mind. If she stepped back like she did eventually, I could have rewarded her with effusive praise saying “Oh, you stepped back to let the other train through the tunnel. Look the boy can now get his train through the tunnel. Thank You!” It is these types of “scaffolds” that help our toddlers with their budding social play and skills and help them to fully flower as they gain experience playing with others.