Executive function
A young infant is encouraged to persist in watching a caregiver manipulate a nylon scrunchie and a cup.
Be Prepared: This activity is for a nonmobile infant. The scrunchie should fit fully inside the cup. The fit does not need to be firm.
[Place the infant on his/her back in a reclining position. Ensure the infant can clearly see you. Smile and make eye contact with the infant.]
[Introduce the scrunchie by holding it in front of the infant’s chest.]
Look what I have! This is a scrunchie.
Would you like to watch me move our scrunchie?
[Slowly move the scrunchie from one side to the other. Then introduce the cup and hold it at the infant’s midline so he/she can easily see it. While the infant is watching, put the bath scrunchie into the cup. Describe your action. Hold the cup with the scrunchie inside in front of the infant, so the infant can see what happened to the scrunchie. Then use several fingers to remove the scrunchie from the cup and move it around in front of the infant. Conclude by putting the scrunchie in the open palm of one hand and the cup in the open palm of your other hand. Put both hands (with items) within reach of the infant. Encourage the infant to touch or hold whatever seems to attract his/her visual attention. Encourage the infant to play with the items, if interested.]
[Smile and make eye contact with the infant as you offer a brief summary of the activity. Example: “You watched our scrunchie move around and go inside a cup. I took the scrunchie out of the cup. You had fun touching the scrunchie.”]
Executive function
An older infant is encouraged to persist in pulling a scrunchie from a cup.
Be Prepared: This activity is for an infant who can sit independently. Select a cup size that will provide a firm fit for the scrunchie when the scrunchie is put inside the cup. If the fit is too loose, it may not be challenging for the infant to remove the scrunchie from the cup.
Invite an infant to sit next to you or across from you for a game. Hold the bath scrunchie in the open palm of your hand in front of the infant and encourage the infant to touch it or hold it. Provide time for the infant to manipulate the scrunchie. Demonstrate squeezing the scrunchie or moving it between your thumb and index (pointer) finger. Encourage the infant to squeeze the scrunchie with his/her hand or fingers.
Put the cup in front of the infant. Show that the cup is empty. Invite the infant to put his/her hand in the empty cup when you explain it is empty. Then put the scrunchie in the cup. Push the scrunchie to the bottom of the cup so the fit is tight. Then invite the infant to take the scrunchie out of the cup. Use gestures when you offer the invitation to remove the scrunchie.
Describe the infant’s actions. Example: “You are pulling on the scrunchie.” Recognize the infant’s persistence. Example: “You are working hard to get the scrunchie out of the cup!”
If the task seems frustrating to the infant, offer to help pull on the scrunchie, but wait for the infant to look at you, stop pulling on the scrunchie, or somehow indicate your help would be appropriate. It is important for the infant to remain in charge of the task of removing the scrunchie independently or with you. If you help, emphasize you are doing the pulling together. One approach is for you to pull a little, and then the infant pull a little. Avoid pulling out the scrunchie while the infant watches. Leave the final pull to the infant.
Conclude the activity by emphasizing the infant’s efforts. Examples: “You worked hard to pull the scrunchie out of the cup, Jacob.” “We worked hard together to get the scrunchie out of the cup!” The infant may want to repeat the activity.
A bath scrunchie is a novel play material and its combination with the cup is likely to be appealing in both activity options. Infants are generally interested in taking things apart and many will enjoy the task of removing the scrunchie from the cup in Option 2. The brief Option 1 activity is designed to strengthen an infant’s control of visual attention. Placing the scrunchie inside the cup is not intended to be a hiding game. Watch the infant’s gaze carefully so you know when to make the items more fully accessible (visually) to the infant.
Infants may respond differently to the Option 2 task of removing the scrunchie from the cup. Fine motor skills are key to this activity. Look carefully to determine when your assistance should be offered. Some infants may become frustrated sooner than others. Others may persist until they are able to independently remove the scrunchie. Expressing interest in the infant’s actions will help foster their persistence. Ensure the activity is fun and enjoyable for the infants, with each infant in Option 2 experiencing success.
Extra support
Enrichment
Materials Needed: several bath scrunchies and similar-sized foam balls in a basket, several stacking cups in assorted sizes
Place the stacking cups near the basket of scrunchies and foam balls. During floor time, invite one or several infants to explore the new materials. Some infants may enjoy dumping out the contents of the basket. Others may reach in and pull out one toy at a time. Help interested infants push a toy into a cup for them to remove.
Materials Needed: several bath scrunchies
Provide these new play items to enhance focus and persistence in familiar play areas. Place the bath scrunchies in different parts of the play environment, such as the water table (with a small amount of soap), the kitchen area, and the art area for painting. The scrunchies can also be used in place of soft balls during a variety of activities. In addition to the two activity options, infants can be supported in holding and exploring a scrunchie during play.
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