How can I adapt “Big and Small” for safe play?

By Down Syndrome Digital ·

Suggested age: 40–46 months

About this activity

Activity: Big and Small — a short, child-led play idea for children with Down syndrome aged 40–46 months. Follow your child’s cues and enjoy the activity at their pace.

The illustrations come from the source activity. The written steps have been adapted for safer, child-led play; do not copy equipment or handling positions shown unless they are specifically recommended for your child.

What can this activity invite?

Invite shared attention, communication, and child-led exploration at your child’s pace.

What do I need for this activity?

A comfortable, stable place to play and the familiar items named in the steps. Choose materials made for your child’s age and ability; keep small parts, loose strings, plastic bags, and balloons away from babies and young children.

How do I play this activity?

1. Make a clear, supervised space

Illustration for “Big and Small”, step 1: Prepare two cars: one big and one small, and two toys: a big bear and a small bear (or similar toys).

Choose a stable surface and stay close. Use only intact materials suitable for your child’s age and ability.

2. Choose large, safe pieces

Illustration for “Big and Small”, step 2: Say: “Two bears came to visit us — a big one and a small one.

Avoid tiny pieces, loose grains or seeds, glass, sharp edges, plastic bags, loops, and cords.

3. Let your child explore

Illustration for “Big and Small”, step 3: Let the big bear “drive” in his car — make loud, cheerful sounds (“Vroom-vroom!”).

Place the item within view and reach. Let your child decide whether to look, touch, or move.

4. Describe what you notice

Illustration for “Big and Small”, step 4: Let your child play independently, move the bears around, and drive the cars.

Name the object or texture, then pause so your child has time to respond.

Frequently asked questions

Does my child need to finish every step?

No. Follow your child’s interest and stop whenever they need a break. There is no correct pace or required outcome.

What if my child is not interested today?

That is okay. Pause, try another activity, or return another day. Looking away or turning away is a cue to give your child space.

How long should we play?

There is no set duration. A short, comfortable moment is enough; stop if your child seems tired, distressed, or uncomfortable.

Is this therapy or a developmental assessment?

No. This is a play invitation, not therapy, a milestone target, or an assessment. It does not replace advice from your child’s clinicians.

Can I adapt this activity for my child?

Yes. Keep it comfortable and child-led. For questions about feeding, oral-motor skills, bath safety, positioning, or movement, use guidance from your child’s own care team.