10 Simple Early intervention Games for a level of 2-Year-Old Child with Autism, 10 images

10 Simple EARLY INTERVENTION Turn-Taking Games for a 2-Year-Old Child with Autism

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For a 2-year-old autistic child, the goal is not to teach a complicated “game.” The goal is to create a predictable, enjoyable “my turn → your turn → my turn” interaction.

Dr. Kondekar insists: “Activity nahi, interaction seekhani hai.”

The purpose of these games is therefore not simply to make the child perform an activity. It is to help the child notice another person, wait for another person, respond to another person and enjoy doing something together.

Dr. Kondekar recommends beginning with short, successful repetitions rather than expecting prolonged participation. Even 2–3 reciprocal exchanges can be an important beginning.

1. Roll the Ball — “My Turn, Your Turn”

Sit facing the child and roll a large ball toward them. Help the child roll it back.

Use the same words every time:

“My turn… your turn!”

Gradually increase the number of exchanges.

Dr. Kondekar says: “Socialisation begins when the child understands that another person has a turn.”

The ball is only the medium. The real learning is person → action → response → person.

2. Bubbles — “Ready… Go!”

Blow bubbles and then deliberately stop.

Wait for the child to look, reach, gesture, vocalise or otherwise communicate before continuing.

Dr. Kondekar advises: “Don't rush to fill the silence.”

That pause creates an opportunity for the child to notice, anticipate, request and communicate.

This is not merely a bubble activity. It is training for attention, anticipation, waiting and social communication.

3. Car or Train — “Push and Stop”

Push a toy car toward the child and wait for the child to push it back. Alternatively, take turns sending a car down a ramp.

Use a predictable sequence:

“Ready… steady… GO… your turn!”

Dr. Kondekar recommends: “Stay in the flow; life gets better.”

Follow the child's interest in cars, trains, movement or repetition, but gradually bring another person into that flow.

The objective is to convert solitary repetitive play into shared reciprocal play.

4. Block Tower — “One for Me, One for You”

Build a tower together.

Your block → child's block → your block → child's block.

Pause before handing over the next block.

Dr. Kondekar insists: “The child should not only learn to do; the child should learn to do with someone.”

Don't focus only on the completed tower. The developmental target is waiting, turn-taking, shared attention and participation.

5. Action Songs — “You Do, I Do”

Use simple actions such as clapping, tapping, waving, jumping or banging a drum.

You perform an action → pause → invite the child → respond to the child's action.

Dr. Kondekar says: “Brain before body. Sense before action. Understanding before speech.”

Therefore, don't rush to demand verbal responses. First help the child notice the action, understand the pattern, anticipate what comes next and participate.

6. Peek-a-Boo — “Where Am I?”

Cover your face with your hands or a cloth.

Pause.

Then reveal yourself:

“Peek-a-boo!”

Gradually wait for the child to remove the cloth, look toward you, smile, vocalise or initiate another round.

Dr. Kondekar recommends: building anticipation before demanding performance.

The child begins to learn:

Something happens → I wait → I expect it → another person makes it happen → I can participate.

This is an important foundation for social attention.

7. Tick-Tack-Toe / Turn-Taking Drawing

At two years, don't worry about formal Xs and Os.

Use a large sheet of paper.

You make one mark → child makes one mark → you make one mark.

Say:

“My turn… your turn.”

Dr. Kondekar advises: “Don't strengthen the opposite habit.”

If the child is accustomed to grabbing the crayon and continuing alone, don't simply give more crayons and more worksheets. Instead, create opportunities to stop, wait, look, exchange and continue together.

The target is reciprocity, not the finished drawing.

8. Pass the Toy — “Give Me, Take Yours”

Choose a favourite toy and sit opposite the child.

“Give me.” → “Thank you.” → “Your turn.”

Use a motivating object so that the child has a reason to participate.

Dr. Kondekar says: “Understanding before speech.”

The child does not need perfect words initially. A look, gesture, reach, vocalisation or action can become the child's communication.

Build the sequence first:

I want → I communicate → you respond → I respond.

9. Drum / Banging Game — “Tap, Tap… Your Turn”

Take turns hitting a drum, box or table.

You tap → pause → child taps → pause → you tap.

Later introduce different rhythms and encourage the child to wait and listen for their turn.

Dr. Kondekar insists on steadiness.

“Unless you add steadiness, progress cannot take the direction.”

A predictable rhythm gives the child a stable framework within which attention, anticipation, imitation and turn-taking can develop.

10. Push-and-Go — “Ready… Steady… GO!”

Use a toy car, ball, swing, slide or another motivating activity.

Create a predictable sequence:

READY → STEADY → PAUSE → GO!

Then alternate who gets to initiate the action.

Dr. Kondekar recommends: using the child's natural motivation as the doorway to social learning.

The objective is not simply “GO.”

The objective is:

Notice me → wait for me → expect my signal → respond → enjoy the activity together.

The MyAutismGuru Approach: From Activity to Interaction

Across all 10 games, the developmental sequence is:

WATCH → WAIT → RESPOND → TAKE A TURN → SHARE ENJOYMENT → REPEAT

Dr. Kondekar's approach places importance on building the foundations that allow learning to happen.

Brain before body.

Sense before action.

Understanding before speech.

Therefore, before expecting a child to perform an activity independently, work on the foundations:

Sit → Look → Listen → Learn → Understand → Connect → Communicate.

The important question is not merely:

“Can the child do the activity?”

The more important question is:

“Can the child understand that another person is part of the activity?”

Dr. Kondekar advises parents and therapists to move from activities of daily living toward activities of daily learning—especially opportunities to listen, observe, think, respond and interact.

The ultimate goal is not simply an independent child who can complete tasks.

The goal is a child who can participate with people.

Turn-taking is therefore not just a game skill. It is an early foundation for:

attention → imitation → communication → reciprocity → socialisation → friendship.

And the central MyAutismGuru message is:

«“Activity nahi, interaction seekhani hai.”»

देखो → रुको → मेरी बारी → तुम्हारी बारी → इंतज़ार → जवाब → फिर से साथ में।

Give the child a reason to notice you, expect you, communicate with you and enjoy you.

Because socialisation does not begin with a worksheet.

It begins with a shared turn.

This version uses the concepts as recurring clinical principles, so each game connects to a broader developmental framework rather than appearing as an isolated activity.