Concentration
A young infant focuses on a caregiver’s finger actions during a rhyme.
None
Be Prepared: Be familiar with the “This Little Piggy” rhyme. Sources are available online.
[Place the infant on his/her back and remove the infant’s shoes, if necessary. You may wish to leave socks on the infant. Ensure the infant can clearly see you. Smile and make eye contact as you gently touch the infant’s feet and toes.]
These are your feet. These are your toes.
I am going to say a silly rhyme and touch your toes!
[Display and move your fingers on one hand.]
These are my fingers. I am going to use my fingers to touch your toes when I say our silly rhyme.
Are you ready?
[Starting with one foot, gently touch each of the infant’s toes while reciting the rhyme. Avoid grasping or pulling on the infant’s toes. As the rhyme ends, gently walk your fingers up the infant’s leg to his/her stomach. Avoid tickling the infant at any time during the activity.
After reciting the rhyme with the first foot, pause and describe the infant’s response. Examples: “You are looking at me! You laughed when I touched your toes. Would you like me to touch your other foot?” “You are moving your foot away. I don’t think you want me to touch your toes. I will stop now. Let’s find another activity.”
If the infant remains interested, recite the rhyme with his/her second foot. Describe the infant’s responses throughout the activity. Example: “You are watching me touch your feet. You are giggling. You are having fun with the silly rhyme!”
Transition out of the activity when the infant shows signs of disinterest, such as looking elsewhere or pulling his/her foot away.]
[Smile as you describe what happened. Example: “You watched me touch your feet. You laughed when the little piggy went all the way home! We had fun together.”]
Concentration
An infant focuses on a silly rhyme with corresponding finger actions.
None
Be Prepared: Be familiar with the “This Little Piggy” rhyme. Sources are available online.
Invite an infant to sit next to you or on your lap for a rhyme. If the infant is comfortable, remove his/her shoes and socks. Show and move your fingers. Point to and name the infant’s toes. Explain that you are going to touch the infant’s toes during our silly rhyme. Example: “These are your toes. I am going to touch your toes and say a silly rhyme! Are you ready?” Pause and acknowledge that the infant is ready. “You are wiggling your toes. You are smiling. I think you are ready for the rhyme!”
Begin reciting the rhyme, gently touching each of the infant’s toes on one foot. Ensure you do not grasp, tickle, or pull on the infant’s toes. As the rhyme ends, gently walk your finger up the infant’s leg to his/her stomach. Avoid tickling the infant at any time during the activity. Pause after the first foot to acknowledge and describe the infant’s reaction. Examples: “You watched me touch your toes. You smiled when the little piggy went all the way home. Would you like me to touch your other foot?” “I can see you are frowning. You do not like me touching your toes. I will hold you and say the rhyme without touching your toes.” If the infant remains engaged, recite the rhyme with his/her second foot.
Conclude if the infant begins to lose interest. Acknowledge the infant’s focus during the activity. Example: “We had fun with the little piggy rhyme, Matias. You listened to the rhyme. You watched me touch your toes. Thank you for playing with me.”
Both activities encourage infants to focus on their feet and on your gentle touches of their feet. Ensure the activity is enjoyable for each infant. Avoid any touch that may be uncomfortable for the infant. Watch the infant’s responses at all times during the activity and quickly make adjustments if there are signs of distress or dislike.
Young infants typically enjoy discovering their own feet and toes. Most infants will be delighted with the gentle touches and surprise ending of the rhyme. Infants who are familiar with the rhyme may anticipate the little piggy going “all the way home.” Some infants may prefer to hear the rhyme without having their toes touched. You may wish to hold their feet gently yet firmly during the activity instead.
Extra support
Enrichment
Materials Needed: several pieces of cloth with different textures
During floor time, invite one or several nearby infants to explore different cloth textures with their hands and feet. Cloth is a good material as it is unlikely to tickle the infants’ feet. Help infants touch the cloth with their hands. Gently rub the cloth on infants’ feet. Talk with infants about what they are feeling during the activity.
Materials Needed: large piece of paper, several crayons or markers in bright colors
Create a mural of the feet of children in your care. Invite each child to stand on the paper and help trace the outline of each foot. Older children may be able to trace their own feet and may enjoy helping trace the feet of their younger peers. Provide assistance for infants and toddlers to place their feet on the paper. Trace their feet quickly. Ensure there is little waiting by having supplies ready for several children to trace their feet at the same time. Write the names of children near their feet. Toddlers and older children may enjoy decorating their traced feet with crayons and markers. Display the mural for children and families to enjoy.
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