4 min read · For babies aged 11–12 months
At eleven and twelve months, simple play can begin to look more like problem-solving.
Your baby may turn an object, change their grip, pull it closer, push it away or hold one part while trying to move another. They may repeat the same action several times, pause to inspect the result and then try from a slightly different angle.
The aim is not to complete a task correctly. Early problem-solving develops through exploration, trial and error, persistence and enough time to make another attempt.
For a broader overview of this stage, read our guide to development, milestones and play at 11–12 months.
What does problem-solving mean for a one-year-old?
Problem-solving at this age is practical and physical.
Your baby may be trying to work out:
- how to reach an object that is partly hidden;
- how to remove something from a container;
- how to turn an object into a more useful position;
- how to hold one part while moving another;
- how to change grip when the first attempt does not work;
- how much force is needed to pull, push or rotate something.
Your baby is not planning several steps in advance. They are acting, observing what happens and adjusting the next movement.
A simple sequence may look like this:
Try. Pause. Look. Change something. Try again.
Turning an object and changing grip
An object may not be easy to use from the position in which your baby first picks it up.
Your baby may:
- rotate it inside the hands;
- move it from the palm towards the fingertips;
- transfer it to the other hand;
- hold it against the floor for stability;
- use one hand to steady it while the other explores;
- release it and pick it up from another direction.
These adjustments are part of the problem. The first grip may not provide enough control, so your baby experiments with another one.
Pulling, pushing and moving separate parts
Pulling and pushing help your baby notice how objects respond to force and direction.
Your baby may pull an object closer, push it away, slide it across the floor or rotate one section while holding another still.
When an object has two connected parts, your baby must begin coordinating different actions between the hands. One hand may provide stability while the other creates movement.
This can be challenging because both hands are doing different jobs at the same time.
Grab & Grow Kit | 7–12 months
A thoughtfully selected collection of play companions for movement, coordination, sensory exploration and early problem-solving during the second half of your baby’s first year.
Discover the Grab & Grow Kit
Trial and error
Trial and error means trying an action, noticing the result and making another attempt.
Your baby may try to place an object into a container but approach the opening from the wrong angle. They may push harder, turn the object, move the container or change hands.
The task may still remain unfinished, but each attempt provides information about:
- the shape of the object;
- the size and direction of the opening;
- how the hands need to move;
- whether the object needs to be turned;
- how much pressure is useful.
Success is not the only valuable outcome. The attempts before success are often the most active part of the learning experience.
Persistence and repetition
Your baby may repeat the same unsuccessful action several times before trying something different.
This does not necessarily mean that they are stuck. They may still be comparing the result or practising the movement.
Persistence may look like:
- reaching again after missing;
- returning to the same object after a pause;
- changing from one hand to the other;
- turning the object several times;
- looking at you and then trying again;
- making small changes in force or direction.
How long should you wait before helping?
There is no exact number of seconds that suits every baby or activity.
Begin by pausing long enough to see whether your baby:
- changes grip;
- turns the object;
- tries another hand;
- looks more closely;
- repeats the action;
- looks towards you for support.
If your baby remains interested and calm, allow more time.
If frustration is increasing, make one small part easier rather than completing the full task.
Show only one simple step
When your baby does not know how to begin, demonstrate one slow action.
For example, you might:
- turn the object once;
- lift one edge of the cloth;
- place one object near the container opening;
- hold one component steady;
- rotate a loose lid slightly.
Then pause and return the object to your baby.
Avoid repeating the whole solution several times. Too much demonstration can turn active exploration into watching.
Why should you not solve the task for your baby?
Adults often help quickly because the solution appears obvious.
But when an adult removes the cloth, turns the object, opens the container or separates the components immediately, the baby sees the result without experiencing the movements that created it.
Your role is to prepare a safe and achievable challenge, observe the response and support only as much as needed.
This does not mean allowing distress. It means distinguishing between a manageable struggle and a task that has become overwhelming.
How to respond to frustration
Frustration can happen when your baby understands the desired result but cannot yet organise the movement.
Your baby may grunt, tense the body, vocalise loudly, push the object away or look towards you.
You can respond by:
- acknowledging the feeling: “That is difficult.”
- moving the object into a more useful position;
- reducing the number of objects;
- demonstrating one simple step;
- offering a brief pause;
- ending the activity if frustration continues to rise.
Comforting your baby does not interrupt learning. Responsive support helps the activity remain safe and manageable.
Simple problem-solving activities at home
1. A partly hidden object
Place a familiar baby-safe object partly underneath a light cloth. Leave a large section visible.
Wait to see whether your baby pulls the cloth, reaches for the exposed part or changes position.
If needed, reveal a little more without removing the cloth completely.
2. An object in a shallow container
Place one large baby-safe object in a low, wide container.
Your baby may reach directly inside, tilt the container, hold the edge or turn it towards themselves.
Use a container without sharp edges, loose parts or trapping spaces.
3. Two connected components
Offer an object with two safely connected parts that can be held, turned and repositioned.
Your baby may hold one side while rotating the other, change grip or transfer the object between the hands.
4. Turning a loose lid
Place a large, loose-fitting lid on a wide baby-safe container. Do not tighten it.
Your baby may tap it, lift one edge, rotate it or push it aside.
Avoid lids that can trap fingers or create small detachable parts.
Problem-solving with the Hand-to-Hand Discs
The Hand-to-Hand Discs consist of two connected wooden discs that remain joined while allowing different forms of two-handed exploration.
Your baby may:
- hold one disc while turning the other;
- change grip to inspect the connection;
- transfer the joined discs between the hands;
- rotate the object into another position;
- use one hand for stability and the other for movement;
- pause and try another approach when the shape feels difficult to control.
Offer the discs near the centre of your baby’s body during supervised floor play.
There is no correct solution or required way to hold them. Their value lies in the small physical problems created by the connected shape.
As communication becomes more intentional too, your baby may begin looking towards you, gesturing or pointing during play. Read more about pointing and communication at 11–12 months.
The Owloo Grab & Grow Play Kit for 7–12 Months includes the Hand-to-Hand Discs alongside other play experiences for increasingly intentional hand use, movement, repetition and shared attention.
Safety around small parts
More precise hand movements make tiny household objects easier for your baby to notice and pick up.
Before play, remove:
- coins;
- button batteries;
- magnets;
- beads;
- buttons;
- pen caps;
- small food pieces that are not safely prepared;
- broken toy parts;
- hair accessories and elastic bands.
Use only age-appropriate objects that are too large to become a choking hazard. Inspect wooden and connected toys regularly and stop using anything cracked, loose, splintered or damaged.
For another simple activity focused on looking, choosing and communicating, try “Find the Animal” with an 11–12-month-old.
You can also explore all Owloo guides and play ideas for babies aged 11–12 months.
Frequently asked questions
What counts as problem-solving play for an 11- or 12-month-old?
Simple actions such as turning an object, changing grip, pulling something closer, uncovering a partly hidden toy or removing an object from a container can all involve early problem-solving.
How long should I wait before helping?
Wait long enough to see whether your baby changes grip, position or strategy. Continue waiting while they remain interested and calm. Offer a small amount of help when frustration begins to increase.
Should I guide my baby’s hands?
Avoid repeatedly moving your baby’s hands through the complete action. Demonstrate one simple step or make the object easier to reach, then allow your baby to attempt the movement.
What if my baby becomes frustrated quickly?
Acknowledge the frustration and simplify the activity. Move the object closer, steady one part or take a break. The challenge should remain achievable rather than overwhelming.
Are small objects useful for practising the pincer grasp?
Small household objects can create a choking risk and should not be used for unsupervised play. Use appropriately prepared food during meals and age-appropriate play materials that meet infant safety requirements.
The Owloo approach
Problem-solving play does not need a complicated toy or a correct result.
Offer one small challenge, give your baby time to act and help only enough to keep the experience manageable.
Let them turn it. Let them try again. Leave part of the solution for them.
Written by Tina Krapez, Owloo Co-founder & COO
Tina Krapez is the Co-founder and COO of Owloo, where she helps create thoughtful play solutions and educational resources that support parents through their baby’s early development. Her work focuses on turning developmental knowledge into simple, practical guidance families can use in everyday play.
Sources and further reading
- Centers for Disease Control and Prevention — Milestones by 1 Year
- Centers for Disease Control and Prevention — Milestones in Action: 1 Year
- American Academy of Pediatrics — Cognitive Development in Infants: 8 to 12 Months
- Harvard Center on the Developing Child — Serve and Return
- Harvard Center on the Developing Child — A Guide to Serve and Return
