Object inquiry skills
A young infant participates in guided exploration of a rattle.
[Place a nonmobile infant on his/her back. Sit close to the infant so he/she can easily see and hear you. Greet the infant by name.
Hold the soft rattle steady about 10 inches from the infant. Encourage the infant to look at the rattle.]
[Pause and then describe the infant’s response(s) to the rattle. Example: “You are looking at our rattle.”
[Describe the infant’s actions during the activity. “Ashley, you worked hard to look at the rattle. You followed the rattle with your eyes. You kicked your legs when you saw the rattle.”]
An infant’s eyes begin working together during the first few months of life, and eye-hand coordination starts to develop after the infant can visually track a moving object. Watch closely to determine whether the rattle is an appropriate distance from the infant’s eyes. It may be appropriate to move the rattle closer. Your intentional focus on the rattle, along with your descriptions and questions, support the infant’s exploration of the rattle. A young infant will not understand most of your words, of course, but offering pauses during your comments is a good way to allow the infant to respond nonverbally, especially with body movement and looking. Over time, an infant who experiences pauses as part of interactions with a trusted caregiver can come to understand that a pause is part of back-and-forth exchanges.
Extra support
Enrichment
Object inquiry skills
An infant explores features of a toy and a related book.
Be Prepared: This activity is for an infant who can crawl. Place the toy car and the book into the basket or other small bin. If the infant has a strong interest in another type of toy for which you also have a related book available, use the toy and a related book of greater interest and not the toy car. Pairing the toy with a related book is an important feature of the activity.
Sit on the floor facing the infant and encourage him/her to look into the basket. Describe the contents of the basket and encourage the infant to remove the car and the book.
Follow the infant’s lead during the activity. There is not a prescribed approach to exploring items in the basket. Give ample time for exploration. Maintain your focus and communication on the infant’s interest. Example: Focus on the car if the infant is mostly interested in the car.
Describe and point to features of the item(s) the infant explores. Examples: Describe how a wheel moves on the car. Look at and describe whatever part of the book the infant looks at. Do this while the infant is holding or manipulating the item. Avoid taking an item from the infant’s hands in order to describe it.
If the infant leaves one of the two items in the basket, point to and name the item and invite the infant to pick it up. Do this when it seems the infant is done exploring the item he/she takes from the basket or if you anticipate the infant has forgotten about the second item. Offer a connection between the toy and the related book if the infant remains interested. Example: (while pointing) “You have the toy car in your hand. Here is a picture of a car in our book.” It is not necessary to look at all pictures in the book.
Remain close to the child throughout the activity.
This activity puts together two familiar items in a novel way. An infant is likely to enjoy the toy and the pictures of a toy car. It is cognitively helpful for the infant to link the toy and a picture(s) of a similar item. Your description of an item, while the infant is exploring it, can reinforce the infant’s exploration. Pointing to and naming parts of an item can help the infant understand there are words for objects and actions. Be careful that your description does not become direction. Each infant will have his/her distinctive approach to exploring the related items in the basket.
Extra support
Enrichment
Object inquiry skills
An older infant participates in guided play with a toy dump truck.
Be Prepared: Secure a toy dump truck with a dump box that can be tipped. Select a variety of up to 10 toys that individually fit into the dump box, such as stacking rings, animal figures, small blocks, nesting cups. Place the toys in a basket or other type of container.
Sit on the floor facing a mobile infant and invite him/her to play with the toy dump truck.
Place one toy in the dump box and move the truck closer to the infant. Name and describe the truck and toy inside. Demonstrate how the dump box tips, causing the toy to fall out. Put the toy back in the truck and “drive” it to the infant as you describe your actions. Example: “I put our toy back in the truck. Our truck is carrying a big ring. Our dump truck is driving to you.”
Pause so the infant has time to look at the toys and think about what he/she might do. Then describe the infant’s actions. Several features of the dump truck and toys may be of particular interest to the infant:
Follow the infant’s lead with the items and promote exploration by describing the infant’s actions. Emphasize the concepts of in and out, and name each item that is placed in the truck. Example: “Tina, you are putting things in our dump truck. I see a little cup, a big stacking ring, a toy dog, and a rattle.”
Offer a simple description with hand gestures regarding a problem the infant may encounter, such as toys falling out of the truck, or the truck encountering a barrier. Example: The infant will have a problem to solve if he/she tries to put all of the toys in the truck bed. Define the problem rather than immediately offering a solution. Example: “The truck is full. Things are falling out. Let’s think about what to do.” Pause for the infant to consider. If necessary, offer one suggestion, such as leaving some toys on the rug for a second load. Provide just enough help for the infant to accomplish one part of his/her task.
Close the activity when the infant gives a signal he/she is finished.
This activity supports development in communication/language, cognitive, and fine motor areas. Look for opportunities to support each of these areas in relation to the infant’s current skills. Exploration of objects becomes more complex as infants develop. Infants often understand terms and concepts they cannot express with words. Example: An infant may gesture or move his/her body to communicate an idea about how the dump box moves. Generally, infants will communicate with non-verbal signals, including facial expressions. A valuable role for you is to offer words in simple language combined with gestures. Examples: “Tina, I see you are putting kitty in the dump truck.” “Kitty goes in the truck.” “Tina, you are giving kitty a ride.”
Extra support
Enrichment
Materials Needed: see below
The vehicle theme of Options 2 and 3 can be extended with other toys with wheels that infants can explore. Option 3 can be extended with several containers and additional toys that can fit inside a container. Infants also benefit from playtime with items, such as the following: cloth and board books; small food containers; play materials that move or make sound when touched; bottles with water and soap to shake for making bubbles; bottles with dry materials that make a sound when shaken; pop-up boxes that open with buttons and knobs.
Materials Needed: containers, freeze toys, bag, ice, cornstarch, water
Identify play materials that will create interest for infants and toddlers. Toddlers will enjoy opening containers with toys hidden inside. Freeze toys in a quart container and encourage toddlers and preschool-age children to remove the toys. Ask questions to foster communication of ideas, and describe changes the children observe. Also, toddlers and preschool-age children may enjoy exploring the texture of cornstarch and water with their hands. Put the mixture into shallow tubs or a sensory table.
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