The first step in matching is to understand that two objects form a PAIR because they are more similar than different, even if they are not exactly the same.
Early matching begins with learning to find two identical objects that look the same in a selection of different other objects and matching them as a pair.
Children with autistic-like behaviors sometimes get stuck here and insist on always holding 2 identical objects in their hands, touching them and hitting them against each other. As a rule, these children have not yet reached the later developmental stage of matching. They need a lot of practice and sensitive support to get out of this developmental cul-de-sac, initially through many experiences of „grasping and placing“, as described in the fundamental Waldon activities. The repeated experience of clearly defined grasping and releasing in a guided continuous rhythm has a regulating and calming effect and forms the basis for further developments, such as the play activity ‚forming pairs‘ as described here.
Matching starts with finding identical pairs. To do this, you need a collection of initially 5-6 identical pairs of objects that are easy to distinguish from each other. Objects that are „boring“ and not interesting for the child are best. In the beginning, it is also advisable to avoid colors and anything that rolls. With several sets of objects, you immediately have several different games.
The child can now sit at the table and look at the objects spread out on it. At the beginning, the game companion holds an object next to their ‚pair‘ and guides the child's hand to take it and place it next to the adult's hand, who then places both down. Initially as a pair, - later spread out separately on the table so that the game can continue for longer.
Adding items can increase challenge, novelty and interest. For more ideas on the pairing game and how best to introduce and play it CLICK HERE.
