# A little errand

You ask them to fetch something they know well and, as they hand it to you, they find out they can help at home.

To do with your toddler between 18 and 24 months. It works on: language development, memory and self confidence. You'll need: everyday objects (shoes, diaper, book).

## What do I need?

- Everyday objects (shoes, diaper, book)

## How do I do it?

1. **Pick your moment.** Wait for a time in the day when you need something your little one knows well: their shoes, a diaper or their book. Check it's within reach, with no climbing or stairs to get to it.
2. **Ask for one thing.** Call them by name and, once they look at you, ask calmly: “Can you bring me the diaper, please?” Wait 10 to 15 seconds without asking again.
3. **Take what they bring.** Smile when they come back and name what they've brought: “Thank you! You brought me the diaper.” If they bring something else, thank them anyway and go together to find the diaper.
4. **Find more errands.** Let them help with other simple errands through the day, as long as they're keen. If they don't feel like going today, fetch it yourself and name it as you pick it up.

### Another way to play

Once they do it without hesitating, ask for two things at once: “Can you bring me your shoes and your book?”

## What are they learning?

To bring you what you asked for, they have to understand the word and remember what the object looks like and where it is. Hearing its name just as they hand it over, they link the word to what's in their hand. Seeing that their help is useful makes them feel capable.

- **Language development**: Understands your request and hears the object's name again as they hand it over
- **Memory**: Remembers what you asked for and where it is while they go to get it
- **Self confidence**: Finds out they can help at home with a simple errand

## What the research says

- Goldstein MH, Schwade JA. Social feedback to infants' babbling facilitates rapid phonological learning. Psychological Science. 2008;19(5):515-523. doi:10.1111/j.1467-9280.2008.02117.x (https://doi.org/10.1111/j.1467-9280.2008.02117.x)
- Weisleder A, Fernald A. Talking to children matters: early language experience strengthens processing and builds vocabulary. Psychological Science. 2013;24(11):2143-2152. doi:10.1177/0956797613488145 (https://doi.org/10.1177/0956797613488145)
- Bauer PJ. Constructing a past in infancy: a neuro-developmental account. Trends in Cognitive Sciences. 2006;10(4):175-181. doi:10.1016/j.tics.2006.02.009 (https://doi.org/10.1016/j.tics.2006.02.009)
- Hayne H. Infant memory development: implications for childhood amnesia. Developmental Review. 2004;24(1):33-73. doi:10.1016/j.dr.2003.09.007 (https://doi.org/10.1016/j.dr.2003.09.007)
- Leonard JA, Lee Y, Schulz LE. Infants make more attempts to achieve a goal when they see adults persist. Science. 2017;357(6357):1290-1294. doi:10.1126/science.aan2317 (https://doi.org/10.1126/science.aan2317)
- Morgan GA, Harmon RJ, Maslin-Cole CA. Mastery motivation: definition and measurement. Early Education and Development. 1990;1(5):318-339. doi:10.1207/s15566935eed0105_1 (https://doi.org/10.1207/s15566935eed0105_1)

Reviewed by Javier Atance Ibar, PhD in Education.

https://papakoala.com/en/activities/a-little-errand/