Social interaction skills
A young infant participates in responsive interactions with a puppet managed by a caregiver.
[Place the infant on his/her back on the pillow/cushion so the infant is supported in a reclining position.
Smile and begin talking with the infant. Example: “Hello, Ana! I am happy you are here today. Would you like to play with me?” Acknowledge the infant’s reactions to you, including any vocalizations, facial expressions, or gestures. Example: “You are kicking your legs, James! You are looking at me. I think you would like to play!”]
[Introduce the puppet. Example: “Look, I have a special friend with me today! You can listen to our friend talk. Would you like to talk to our friend?”
Hold the puppet about 12 inches from the infant. Talk softly with the infant and move the puppet slowly from side to side to attract the infant’s attention. Watch for the infant to respond, perhaps by gazing, batting at, or reaching for the puppet.
Puppets may be new to some infants. Offer reassurance if the infant seems to be uncertain about the puppet. Example: “Our puppet is nice. I can make the puppet talk when I put the puppet on my hand, like this.” Describe the puppet using the puppet’s voice. Example: “I have soft fur. Would you like to pat my head?” Demonstrate patting the puppet’s head, if appropriate.
If the infant is not yet reaching or grasping, bring the puppet to the infant’s hand to touch.
Use the puppet to interact with the infant. Describe the infant’s reactions, including vocalizations or facial expressions. Examples: “You are smiling at our puppet. Your eyes are watching the puppet move from side to side!” “You reached for the puppet. You touched the puppet’s head and the puppet’s eyes!”
Wrap up the activity when the infant begins to show signs of disinterest.]
[Offer a brief description of the interaction. Example: “You had fun talking with our puppet friend today, Carly! You kicked your legs when the puppet sang you a song. Then you patted the puppet’s head! The puppet felt soft. I think you liked our puppet friend.”]
Social interaction skills
Infants participate in responsive interactions with a caregiver while looking at book illustrations.
Be Prepared: Select a picture book, such as one in the Baby Touch and Feel series by DK Publishing, that you anticipate will be of interest to infants and has not been used extensively in your room.
Engage several infants who can sit with support or sit independently in looking at pictures in a book. Display and talk about the pictures, making sure all infants can easily see the illustrations. Encourage infants to look at a picture as you describe it. Use the book sharing as an opportunity to (a) show responsiveness to an infant’s interest in a picture and (b) demonstrate you are paying attention to the infant’s reactions and participation in the session. Examples: “I see you are looking at the picture, Isaiah.” “Kiara, you are smiling at the picture of the kitten. I think you like kittens.” Acknowledge any infant attempts to gain your attention. Focus on interactions between the infants and you. The books are in a secondary role in support of this goal.
Social interaction skills
Older infants participate in responsive interactions with a caregiver while playing with blocks and animal figures.
Be Prepared: For each infant, secure 2–3 blocks and 1–2 animal figures you anticipate will appeal to the infants. Place the animal figures in the basket.
Invite two infants to play on the floor with you. Place the blocks in front of the infants. Invite each infant to select 1–2 animals from the basket. Encourage the infants to play with the blocks and animals. Example: “Let’s play with the blocks and animals! What would you like to do with your blocks and animals?”
Use the play time as an opportunity to demonstrate you are paying attention to each infant’s play with the materials and potential bids for your attention.
Watch for opportunities to promptly acknowledge an infant’s bid for your attention. Examples: “Yes, Ivanna, I see your cow. What are you going to do with your cow?” “I hear you saying something, Jamal. I will move closer so I can hear you.”
Describe for an infant how his/her look, gesture, and/or vocalization got your attention. Examples: “Jamie, you are holding a block out to me. I think you want me to look at your red block. Would you like me to move the block with you?” “You are tapping me, Jasmine. I would like to help you. Can you point to what you need?”
The activities provide opportunities to (a) let infants know you are paying attention to their actions and (b) respond positively to infants’ bids for attention. Some requests for your attention will be obvious, such as waving, tapping you, climbing on your lap, or vocalizing. Other requests may be more subtle, such as moving closer to you without looking directly at you. Use both obvious and subtle requests to show an infant that his/her requests will be warmly acknowledged. Your responses help an infant develop social-emotional strengths in interacting with a familiar adult. Your responsiveness also fosters an infant’s emerging sense of competence in knowing how to meet one’s needs for comfort, contact, reassurance, and closeness.
Extra support
Enrichment
Materials Needed: several age-appropriate animal puppets, such as Get Ready Kids Bigmouth Farm Puppet Set (with embroidered eyes)
Provide opportunities for infants to explore the puppets independently. Infants will likely be excited to explore the puppets. Older infants may attempt to place the puppets on their hands and others may touch and examine features of the puppets.
Sit on the floor near the puppets and watch for requests for attention. Respond warmly and positively when an infant brings a puppet to show you or approaches you for interaction and closeness.
Materials Needed: assortment of books with a variety of challenge levels
Provide designated time for all children to select and look at books independently. Maintain close proximity and watch for requests for attention. Use responses, such as those suggested in Options 2 and 3, to let children know you are interested in their efforts.
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