Gross motor development
An infant practices early locomotion to reach a desired item.
Be Prepared: This activity is for an infant who seems ready, or is just beginning, to creep or crawl. Select one favorite toy and one appealing toy that is unfamiliar (or less familiar) to the infant. The toys are to serve as sources of motivation for the infant to creep or crawl.
[Sit on the floor near the infant. The activity space should be free of toys and other objects. Place each toy slightly out of the infant’s reach in different directions, but both in full view of the infant. Choose a distance that matches the infant’s emerging ability to creep or crawl.]
Here are special toys you can play with.
[Point to or hold the toys, one at a time, as you describe each with enthusiasm. Example: “Malik, here is the (name of toy) you like to hold and shake. Our other toy is fun to play with. It can make a sound!”]
[Offer verbal support for the infant’s interest in or emerging ability to move toward a toy. Examples: “Malik, you are on your tummy holding yourself up with your arms! You are getting so strong!” “Keep trying! You are ready to creep!”
Encourage the infant to move closer to the desired toy. Examples: “Alright! You are reaching so hard for the toy!” “Great! You are moving on your tummy!”
If the infant shows signs of frustration, move the toy slightly closer to the infant without eliminating the challenge of creeping or crawling.
After the infant reaches and explores the first desired toy, draw attention to the second toy by holding and/or manipulating it. Ask the infant if he/she would like to play with this toy now. Provide verbal support for the infant’s movement toward the toy. It is not necessary for the infant to pursue the second toy.
Describe the infant’s actions throughout the activity without interfering with his/her interests.]
[Describe what the infant did. Example: “You played with (name of toy). You turned over on your tummy and moved your body to get the (name of toy). Getting a toy can be a lot of work! You are getting stronger.”]
Infants often show a unique preference and method for early locomotion. An infant may move forward while on his/her tummy (creeping) or use both hands and both legs to push up and move his/her body (crawling). An infant may move one leg and drag the other leg when crawling. Some infants begin early locomotion by going backwards.
It is not necessary to teach or correct an infant’s approach to creeping or crawling. Provide time and space for an infant to explore how to move his/her body. The exploration is likely to be beneficial for both cognitive and motor development. Example: In a creeping position with tummy and torso on the floor, reaching forward with one hand helps develop strength and flexibility in the torso and, at the same time, can support the infant’s problem-solving idea of how to get ahold of a desired item.
Although the activity plan uses a toy as an incentive for an infant to move, interacting with you may be the primary interest of some infants. Being with you may be more interesting to an infant than a toy. Support this interest by encouraging the infant to come closer to you. Example: “Maybe you would like to talk with me. You’re almost next to me!” Also, an infant may look to you for assistance in securing the toy. Acknowledge the infant’s bid for your help and offer assurances that he/she can get the toy on his/her own. It may be appropriate to move a toy closer to the infant, as suggested in the activity plan, but avoid simply handing a toy to the infant.
Wellness issues, such as teething, may affect an infant’s interest in getting ahold of a toy. Offer the activity on another day if an infant expresses a need for extra comfort or prefers quiet play to more expansive activity.
Extra support
Enrichment
Gross motor development
An older infant practices moving a desirable box as part of early locomotion.
Be Prepared: Secure two small clear storage boxes and decorate their interiors with stickers, colorful crinkled paper, and/or other light paper items that will be exciting to the infant. Make one of the boxes heavier by placing in it some common items from your room, such as small blocks. Use clear tape to firmly affix the tops of the boxes.
Provide the lighter box to an infant who is crawling or walking. Encourage a crawling infant to push the box along the carpet as he/she crawls to a destination of your choice. The infant may put weight on the box with one or both arms as he/she crawls. Invite a walking infant to carry the lighter box to the destination you choose. After an infant reaches the destination, encourage him/her to return the box to the starting point or use the heavier box for the return. Acknowledge the infant’s efforts. Examples: “You are pushing the box in front of you. You are making the box slide!” “Wow, you are carrying a big box!”
After moving the box several times, the infant may wish to play with the box along with several other toys. Place toys, such as small blocks or soft animals, near the box for the infant to explore with the box. An infant may use the box as a platform for playing with a toy(s), or tap on the box as if it is a drum, or push the box with one or more other toys on top of it.
Most infants will have fun pushing a box along the carpet as they crawl. The box may move alongside the infant or in front of the infant. An infant might push the box forward by putting his/her hands on the top and using legs to move forward. Infants who can walk often resort to crawling for some locomotion tasks. Anticipate that an infant with walking skills may opt to crawl with the box. There is not one preferred way to move the box, and it is not necessary or appropriate to teach an infant how to move a box.
Extra support
Enrichment
Materials Needed: barrier, such as a low shelf, cloth books, board books, toys
Arrange cloth books and board books with some favorite toys in spaces infants can access. Change the toys during the week so there are familiar items along with 1–2 novel items. For mobile infants, put a low barrier in the play space with toys on either side. Infants who readily creep or crawl may go around the barrier to reach toys.
Make up action lyrics related to the motor development of specific children in your setting. Sing your lyrics to the tune of “Here We Go ‘Round the Mulberry Bush.” You can learn the tune by searching for an online source. Below are some suggestions for motor actions of different ages of children:
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