How and what to play with the child in 1,5-2 years?

After a year and a half for games you need a variety of story-shaped toys, in which more details are presented. For example, it's good if the doll has fingers and arms on it, there is a bow on the head, shoes. The doll must be mobile, the material from which it is made, should resemble living flesh (hands and feet should bend) - in short, the doll should look like a human. Then the game with it will be more complex, and therefore more cognitive. It can be planted, carried on the floor, laid in bed, redeemed. It is desirable that such subject-shaped toys, like machines and building materials, be stacked together, but separately from a set of dishes or furniture. Then the child can choose what he will play now. If the toys are piled up, the beginning of the game will be delayed, as the child, after taking one toy and starting to play with it, will see another, from another set, and begin to play with it, and then on the other. You can say: "So what? Let him play what he wants!" But we have already agreed with you that the game is a learning process. The meaning of it must be complete. After all, if you, when reading a lecture on mathematics, will include excerpts from literature, biology and history, you are unlikely to understand anything. So in the children's game (which you, by the way, should guide), there must be a beginning, a foundation and a conclusion: the child took a toy truck, buzzed, as if he started a motor, drove for the dice, loaded them into a body, brought them to an imaginary construction site, started build a house or something else from them. And after he built, he must put the toys back in place. That he was interested in doing this, you need to ask him to load the car again with cubes and take them to where the kid took them.

By the age of 18 months, children perform 3-4 simple game tasks with different toys (they feed puppets and toy animals, put them to bed, roll them in a car or stroller). Adults at the same time should comment on the game or even direct the child. For example, you can ask the kid to feed the doll: "Feed the Lull" or "Take her to the zoo." The child can perform a single game action (bring the cup or spoon to the face of the doll once, and then leave these toys). But if at the same time to offer the child some other variant of continuing this game, the kid will gradually get carried away and will happily repeat the game actions. And not only with this doll, but also with other dolls or animals.

Adults can (and should) help the child in the game, especially with new toys. Taking a new toy in hand, you must first call it, then show the child what she can, how to play it, accompanying her actions with a story. Then you need to ask the child to say what kind of toy it is, so that it repeats its name. After that, ask him to do the same thing with the toy as you do. If the child not only repeats your actions, but introduces something new into the game, you must praise him: "Oh, how well you thought up!".

Very useful games with dolls. Caring for her, children (more often - girls) not only bring up the ability and ability to joyfully give oneself to cares and work for another, even an imaginary being, but also acquire a whole range of useful labor skills. For example, by lacing her shoes, the children will later be able to lace their shoes; buttoning her dress, they can later zastegnut and his own.

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