Toddler Tracking Board (Lev 3)

Developmental Milestones:

• 18–24 months Can pick up small objects using pincer grasp
• 18–24 months Starts using wrist rotation to move and place objects
• 18–24 months Begins to turn knobs or pegs and push objects into holes
• 18–24 months Understands object permanence
• 18–24 months Begins problem-solving simple puzzles (e.g., matching shapes)
• 18–24 months Can match shapes to correct cut-outs (with assistance)
• 18–24 months Names common objects (e.g., “circle,” “green”)
• 18–24 months Follows simple directions like “Put the circle here”
• 18–24 months Enjoys repetitive tasks
• 18–24 months May seek help or approval while engaging with puzzles
• 2–3 Years Old Improves hand-eye coordination
• 2–3 Years Old Can manipulate pegs and shapes independently
• 2–3 Years Old Uses both hands together for tasks (bilateral coordination)
• 2–3 Years Old Sorts objects by shape and color
• 2–3 Years Old Begins to problem-solve independently
• 2–3 Years Old Remembers sequences of actions
• 2–3 Years Old Can name more colors and shapes
• 2–3 Years Old Begins to ask questions during play (“What’s this?”)
• 2–3 Years Old Begins independent play
• 2–3 Years Old Shows pride in completing puzzles
• 2–3 Years Old Learns patience and turn-taking
• 3-4 Years Improved precision in grasping and moving pegs
• 3-4 Years Can use dominant hand consistently for tasks
• 3-4 Years Coordinates both hands to perform more complex movements (e.g., sliding shapes along curved tracks without help)
• 3-4 Years Sorts and categorizes shapes and colors confidently
• 3-4 Years Understands matching, spatial relationships, and orientation (e.g., rotates shapes to fit correctly)
• 3-4 Years Begins understanding cause and effect and may predict what shape goes where
• 3-4 Years Engages in trial-and-error and problem-solving independently
• 3-4 Years Names all basic shapes (circle, square, triangle, etc.)
• 3-4 Years Describes process (“The red square goes here”)
• 3-4 Years Follows 2–3 step directions related to puzzle completion
• 3-4 Years Begins using descriptive words (e.g., “big,” “round,” “pointy”)
• 3-4 Years Plays independently or alongside peers; may take turns
• 3-4 Years Shows pride in completing puzzles
• 3-4 Years Begins using self-talk while problem-solving
• 3-4 Years May offer to help others or explain how it works
• 3-4 Years Recognizes and names basic geometric shapes
• 3-4 Years Matches by color and form
• 3-4 Years Begins to count pegs or shapes (“I have 4 shapes”)

Learning Through Play:

• Children figure out how to move each peg along the correct path to reach its matching shape.
• Helps children identify and name shapes (circle, triangle, square, pentagon).
• Bright, distinct colors promote visual discrimination and matching.
• Learning through play allows children to explore early math concepts such as spatial awareness, classification, and matching without pressure.
• Using pincer and palmar grips to hold and move the pegs.
• Tracking the shape through its pathway improves control and accuracy.
• Required to move pegs through curved tracks.
• As children manipulate the board, they develop muscle control and coordination that supports writing and self-care tasks later on.
• As they name shapes and colors, or describe what they’re doing (“I’m moving the red square!”).
• Can follow simple instructions (“Put the circle in the green spot”).
• Children may explain their process or ask questions during play.
• When shared with peers, children practice sharing and waiting patiently.
• Successfully matching shapes builds self-esteem and a sense of achievement.
• Encourages children to complete a task without help, fostering autonomy.
• Children may invent games using the board:
• “Find the shape that’s hiding!”
• “Let’s race to move all the pieces!”
• This adds imagination and personal meaning to the experience.