The key: independent, open-ended play that allows for gaining the feeling of success, the internal motivation and self-esteem. There you go, easy, huh? Well. Not always.
Children like to be independent (surprise!). And while this can sometimes be problematic (there's nothing like a three-year-old putting on shoes before going out for 15 minutes, or a preschooler insisting on short shorts in the middle of winter), we can (and should) support them in their attempts as often as possible. So, why not do it in play?
In independent, open-ended play that doesn't require parental assistance.
And nothing pleases parents like a break from parenting when they know that the children are playing on their own, focused and in flow. Because what looks like the best fun to us, to them, is a challenge, a learning experience and hard (though extremely rewarding) work.
That's why we designed ToddleRoad in accordance with the motor capabilities of toddlers so that children can build the tracks themselves. We made the task as easy as possible for them:
the streets are double-sided,
all elements fit together,
the elements are very long,
the turns are 90 degrees.
Together, these features make the track building fast, consistent with toddlers' concentration time and spatial coordination abilities. Anyone who has watched a three-year-old putting together a puzzle at least once knows how hard it is to refrain from prompting!
With ToddleRoad, it's easier for parents - because children intuitively connect the pieces well.
It's easier for children, because regardless of the side of the piece there is a matching print on it, and as the sense of success grows, so does the desire in children to expand the tracks further, to create spaces for play.
That's why there are no wrong assemblies in ToddleRoad, every solution a child comes up with is correct.
This is super important in terms of building in children a sense of empowerment, awareness of their own abilities and, ultimately, self-esteem. Let them build the way they want, refrain from correcting and interfering, and give children time and space to experiment.