Be attentive to the infant’s reactions to the rattle sound. Gentle movement (quiet sound) of the rattle is often best. The infant may turn away or fuss if the sound is displeasing. Reintroduce the rattle with a gentle shake. If the infant continues to turn away or fuss, move to a different activity.

Some infants may be uninterested in the rattle-shaking movements included in the “Shake Your Rattle” song (up and down, all around). Be careful that the song does not become a “do what I do” pattern. The intent is to have a pleasurable time while drawing attention to the infant’s manipulation of an object. The infant may be quite content simply holding and perhaps exploring the rattle, not shaking the rattle. Adjust the activity to accommodate the infant’s interest.

Extra support

• If the infant has a favorite sound-making item he/she likes to hold, provide the favored object instead of a rattle and encourage the infant to move it or shake it. The goal of the activity is to promote an infant’s manipulation of an object. The object does not need to be a rattle.
• Make sure the rattle (or other object) is an appropriate size for the infant to grasp and hold.
• If an infant drops or throws his/her rattle, pick it up and, with a gentle shake, offer it again to the infant. If the infant continues to drop or throw his/her rattle, move to a different activity and return to the use of the rattle at a later time.
• If the infant shows interest in touching or holding the rattle, but has difficulty holding it, help the infant hold the rattle so he/she can feel the rattle. Describe the infant’s exploration of the rattle.
• Sing fewer verses of the suggested “Shake Your Rattle” song if the infant loses interest.

Enrichment

• Offer your rattle or a second rattle to the infant (one for each hand) if the infant can readily hold and manipulate one rattle and is excited about the activity.

Being able to sit well-balanced (a gross motor skill) gives support to manipulating an object (a fine motor skill). In addition to the ease of manipulating a toy, sitting comfortably enables an infant to explore an object for a longer period than an infant who manipulates a toy while lying on his/ her tummy or back. Still, an infant who has mastered sitting may occasionally topple over.

An infant may shake the bell and explore it by tapping it on the floor and bringing it to his/her mouth.

At this age, an infant may be increasingly interested in your words and actions. Look for opportunities to respond to and describe the infant’s vocalizations and actions. Incorporating your own special touch to the activity, such as singing a song of your creation, adds interest for the infant. This activity can be easily adapted to accommodate several infants.

Extra support

• Move closer to the infant to provide appropriate assistance with sitting if the infant seems unsure of his/her balance.
• If the infant mouths the bell, wait a moment and then shake your bell again. Invite the infant to shake his/her bell with you. Say “Let’s shake our bells together.” Shake your bell in the infant’s line of vision.

Enrichment

• Invite the child to stand and ring his/her bell. Incorporate standing into your song. Example: “Rian stands and rings his/her bell, rings his/her bell. Rian stands and rings his/her bell, all around the town.”