At this developmental stage—ages 18 to 36 months—children are rapidly expanding their language skills. Language plays a vital role in developing executive function and self-regulation (EF/SR), as it helps children recognize, reflect on, and plan their actions. It also allows children to understand and follow more complex rules, including those governing behavior and play. Bilingualism is also associated with improved EF/SR development, so parents fluent in more than one language are encouraged to use both languages with their children.

Active Play:
Children of this age enjoy physical activities and are developing a range of physical skills. The following activities encourage children to focus on a goal, avoid ineffective actions, and try new approaches if their first attempts don’t work. Success may not come immediately, but practice is essential, making these exercises part of their learning process. Many activities require frequent reminders from adults and may not last long!
• Provide diverse materials and opportunities to develop new skills, such as throwing and catching balls, walking on balance beams, running up and down slopes, and jumping. Introduce simple rules, like taking turns running to the “finish line” and back, to add a challenge of working memory and impulse control.
• Simple imitation games like “Follow the Leader” or songs like “Follow, Follow, Follow [Child’s Name]” can help children practice memory and focus.
• Games requiring active control are also fun. For instance, in “Freeze Dance,” children stop dancing when the music pauses. Games that require children to start and stop or to speed up and slow down based on cues can also be beneficial.
• Movement songs with varied actions help children pay attention to song lyrics and engage their working memory to guide their movements.
• Finger plays, songs, and rhymes with hand motions stimulate children’s attention, working memory, and control skills.

Talking and Storytelling:

As children’s language skills grow, they can begin to engage in simple storytelling and conversations with adults.
• Narrate a child’s play to help them understand how language can describe their actions. As they grow, ask questions like, “What will you do next?” or “I see you’re trying to fit the ball in the jar. Is there another way to do it?” These comments encourage children to pause, think, and plan their actions.
• Tell stories about common experiences to help children process these events, discussing the sequence and meaning of what happened. You can even write down or draw these stories to revisit them together.
• Talk about emotions to help children name their feelings, such as “It seems like you’re really upset right now.” Discussing emotions helps children express themselves, supporting emotional regulation essential for executive function.

Sorting and Matching Games:

Children at this age can enjoy simple sorting and matching games, which require recognizing, applying, and following organization rules (like sorting by shape, color, or size).
• Play sorting games by taking turns with items organized by different attributes.
• Introduce variations to the usual pairing game, like placing large shapes in a small bucket and small shapes in a larger one. This variation challenges children to adapt to unexpected rules.
• Puzzles help older toddlers practice focusing on shapes and colors, with adults prompting them to think about what they need next and where certain pieces might fit.

Pretend Play:

Children begin to engage in simple pretend play. Often, they imitate adult actions using objects around them (e.g., sweeping with a broom or “cooking” with play utensils). By this age, pretend actions may be extended and more complex.
• Ask questions about what they’re doing, talking about what you observe.
• Engage in play and allow them to lead, letting them direct your role in the activity. Regulating others’ behavior is a valuable way for children to develop self-regulation skills.
• Provide familiar household items, toys, and dress-up clothing to encourage pretend play.
Prepared based on the publication from Harvard University’s Center on the Developing Child. For the full version, see this link.