Toddlers sometimes have difficulty using seemingly obvious cues to solve a problem. For example, even after repeated verbal reminders about a ball stopping at a wall, 2-year-olds fail to take into account the visible portion of the wall to find the ball. The current study investigated the degree to which such difficulty – rather than stemming from lack of relevant knowledge – stems from integrating relevant pieces of information on-line, as the task unfolds. To test this hypothesis, we modified a ball-wall search task in such a way that coordination of two relevant pieces of information was either supported in the immediate task context or not. Results show that toddlers between 2 and 3 years of age were indeed sensitive to these modifications, with no developmental difference on absolute improvement. Results shed light on the importance of dynamic coordination across age, potentially providing an alternative explanation for findings that claim early competence.