Toddlers show up in all kinds of ways, sometimes quietly, ready to ease in, and other times bursting through the door full of energy and curiosity. And..... that can change from week to week. Toddlers are still learning how to manage their energy, emotions, and transitions. However they arrive thouh, Our Time kiddos (ages 1.5–3 years) are right on track because learning at this age is all about movement, exploration, and using their whole bodies.
According to our Pyramid of Learning framework, sensory and motor experiences are the foundation for attention, emotional regulation and higher-level thinking. Toddlers can't simply 'switch on focus' when their bodies are still processing all the sights, sounds and movement around them. When what’s happening around them doesn’t quite match how their body feels inside, toddlers often respond by seeking movement, retreating (this can be to your lap or even window), or shifting their focus to help themselves feel more comfortable.
Here are three practical strategies to help your kiddo engage more calmly and consistently in class, without the power struggles.
The walk from the car to class is actually golden time. If your child needs to move before they can focus, try turning your arrival into a series of sensory rich, mini-rituals.
These aren’t distractions, they’re tools for settling the nervous system. Think of movement like a bucket. Some kids have big movement buckets - they need lots of physical input before their bodies feel ready to focus. Others have smaller buckets - just a little movement fills them up and helps them feel calm. Understanding your child’s 'movement bucket' helps you set the stage for connection before class even begins.
Even if you’ve done plenty of movement activities before class, it’s totally normal for toddlers to still need to move around during class, especially in those first few minutes. Their bodies are still learning how to settle and focus. Instead of expecting them to just sit still, try to see movement as part of how they explore and engage with the world around them.
As Gill Connell says, 'A moving child is a learning child...' so the goal isn’t to stop movement, it’s to use it as a way to help your child learn and feel comfortable. Your calm, steady presence is the most important anchor during these moments. Sitting nearby, tuning in with playful energy, and gently encouraging shared focus helps your child feel supported without pressure.
The first few minutes of class are designed to naturally support all our kiddos to stay in the flow of circles of communication, a key idea from the Floortime approach.
A circle of communication is any back-and-forth interaction between your child and another person (you, me, a parent, or another child in class). One person does something — a gesture, sound, look, or action — and the other responds. That closes the circle. When the first person responds again, a new circle begins. Circles don’t always need words, they can happen through play, movement, or eye contact.
In Floortime, the goal is to keep those circles going because every turn strengthens attention, regulation, social skills, and emotional development. For example, you might pass your child a block, they smile and stack it, you hand them another and say 'wow'. That creates three circles.
The more circles we close together, the more we help your child build focus and attention, even if they’re always on the move. You’re not aiming for stillness, but for shared focus between any person in the class, big or small.
In class there are many wonderful opportunites to close many circles. Here are a few examples of how it might look:
They’re building a tower with the blocks
→ Sit beside them and quietly add a block. Wait. Then pass them another block and say 'your turn!'. If they take it, you're in a circle! Keep it going by commenting (It's getting so tall!) or playfully pretending it might fall. They'll look at you, respond, or hand you another block and that is the magic! ✨
You put a puzzle piece in upside down and they laugh and fix it
→ Do it again but a little sillier. Try putting it on your head or upside down again. Let their giggle be the cue that they want to keep going. You’re teaching problem-solving and perspective-taking through joy.
You drive a toy car around their feet and they giggle and copy you
→ Now let them take a turn. If they copy you, respond: 'Vroom vroom, I see your car too!' Drive your car toward theirs, make a funny sound when they bump, you're extending the interaction and sharing attention in a sensory-rich way.
You hide a ball under the bilibo and they lift it up
→ Smile and say 'you found it!'. Then do it again but slower or with a pause, building anticipation. On the third round, hide it under your shirt and let them find it there. This kind of back-and-forth builds sustained attention, curiosity and joint problem-solving.
You pretend a block is a phone, they 'answer' it
→ Say 'ring ring, hello?' and wait. If they answer, respond back 'oh its for you!'. Then hold it to their ear or pretend to be someone silly like Grandma or a teddy bear. In these moments you're not just playing, you're also helping them practice social interaction, listening and imagination.
Transitions are often the trickiest part of toddler classes. Packing up one activity and moving to the next is where many kids may switch off but here's the key: don't let the circle drop.
If your toddler is packing the busy box back into the big container, don’t sit back and take a break. Stay with them.
Pass them a piece at a time
Make a silly sound with each item
Name each object or act surprised when they find a hidden one
This is still connection. When you model staying in the interaction through transitions, your toddler learns that the play doesn’t stop, just shifts shape.
It might feel like a lot at first, like you have to be in everything with them but each tiny circle adds up. Over time you'll notice:
They stay focused a little longer
They seek you out to keep the game going
They start following the rhythm of the class more easily
This is co-regulation. This is shared attention. This is connection.
And it starts with you.
Need extra help connecting and engaging with your little one? I offer personalized 30-minute one-on-one sessions designed to support you and your child in a focused, gentle way.
For non-enrolled families:
You can book a 30 minute session for $40.00
For enrolled Busy Bees families:
You have the option to exchange two catch-up classes for a 30-minute one-on-one session.
These sessions are a great chance to get tailored guidance, troubleshoot challenges, and build your confidence in supporting your child’s development.
As a parent of two grown-up kids, I sit on both sides—as a parent and as an educator—and I’m here to support you however I can.
Miss Tania 💛 🐝 🎶
