Self-control
An infant practices calming down after a mildly stimulating music and movement activity with a caregiver.
[Hold a young infant in your arms with his/her head well supported in the bend of your arm, ensuring the infant can clearly see you. Invite an older infant to sit on your lap. Sit within easy reach of the music source.]
Are you ready for some music?
[Pause and acknowledge infant’s response. Example: “I see you are looking at me. I think you would like to listen to some music. Let’s move a little bit while we listen.”]
[Play soft, instrumental music and lightly sway the infant from side to side. Smile and make eye contact with the infant. If he/she seems to enjoy the movement, gradually increase the amount of swaying.
If the infant develops a frown or appears at all distressed, eliminate or reduce the amount of swaying or stop the music. You may wish to provide a mildly stimulating experience for the infant by playing the music without the movement or offering gentle movement without music.
Acknowledge the infant’s reactions. Example: “You have a big smile! You like our moving to the music!”
After several minutes of music and/or movement stimulation, turn off the music and explain that it is time for us to get calm now. Reposition the infant to provide a clear signal that the activity is over. Provide comfort, such as patting on the back, quietly singing a familiar song, and/or offering soft-voice reminders that it is time to rest.]
[Smile and make eye contact as you describe what happened. Examples: “We had fun moving with the music, Akilah! You had a big smile. Then the music stopped. I held you while you got calm again.” “You didn’t like moving to the music, Darius. We sat and listened to the music instead. You felt calm and happy when we were sitting.”]
Self-control
An older infant practices calming down after a mildly stimulating activity of moving his/her body to music with a caregiver.
Invite an infant to sit near you on the floor to listen to music. Sit facing the infant and within reach of the music player. Offer a big smile and explain what will happen. Example: “We are going to listen to music. We are going to move our bodies with the music! Are you ready?” Point to your ears when you mention listening to music. Move your body slightly when you describe moving your body. Do not pursue the music and movement if the infant shows clear signs of no interest.
Begin playing the music and demonstrate gentle movements by swaying your upper body back and forth. Smile and encourage the infant to do the same with his/her body. Many mobile infants will naturally begin to move their head and upper body with music. Offer additional prompting and demonstration, if necessary. Some infants may enjoy standing and holding both of your hands while moving his/her whole body with the music. End the activity if the infant shows signs of disinterest or distress at any time.
Describe the infant’s actions. Examples: “You had fun moving your body with the music, Brody!” “You didn’t feel like moving your body today, Siri. You enjoyed sitting to listen to the music.”
After several minutes of music and movement, ask the infant to sit and rest with you. The infant may want to sit near you or on your lap. Provide quiet time for the infant to calm him/herself. If needed, support the infant by patting his/her back, quietly humming or singing a favorite song, and/or offering gentle reminders that it is time to rest. Recognize and acknowledge the infant’s behavior as he/she becomes calm after the activity. Example: “You had fun moving your body with music. Now you are sitting with me and resting. We are feeling calm.”
An infant may signal that he/she would like the music and movement to continue. A younger infant may kick his/her legs, coo, or laugh aloud. An older infant may say “more” or show displeasure with your announcement that it is time to rest. Remember that the ultimate goal of the activity is to practice calming down. Continuing the music and movement may lead to overstimulation and greater challenge in getting calm.
Your most important role in the activity is to help the infant calm him/herself. Watch the infant’s responses to a strategy (or strategies) you use carefully. Give the infant a few moments of quiet time to respond to a strategy before offering help. Some infants may move toward a calm state independently with your indication that the music is over. Others may need additional support to become calm.
Extra support
Enrichment
Materials Needed: none
During floor play, engage infants in songs or rhymes that involve gentle movement, such as “Row, Row, Row, Your Boat.” Slowly sing one verse of the song and invite one or more infants to gently sway forward and back. You may wish to sit with one infant on your lap at a time to sway with you. Encourage the infants to calm down after the exciting activity using one or more of the strategies suggested in the activity options.
Materials Needed: none
Include toddlers or preschool-age children in Option 2, especially if you anticipate their involvement will informally demonstrate for older infants how to get calm.