Social interaction skills
A young infant participates in open-ended play with a familiar toy while a caregiver sits close by.
[Place the infant on his/her back on the floor or in a comfortable and secure reclining position.
Smile and begin talking with the infant. Example: “Hello, Josie! You had a nice nap. You are all rested. Would you like to play with a toy?”]
[Hold the rattle or favorite toy about eight feet from the infant. Move it slightly from side to side, and then move it within reach of the infant’s hand(s). Encourage the infant to hold the toy. Hold the toy if the infant wants to touch it but not grasp it. If the infant grasps and then drops the toy, pick it up for the infant. If the infant does not show interest in the toy, offer a different toy or close the activity and try again at another time.
Remain close to the infant. Constantly watch his/her actions with the toy, and offer smiles. Continue to hold the toy for the infant if he/she wishes to touch it but not hold it. If the infant looks at you, acknowledge his visual contact. Example: “Hi, Sam. I am watching you play with your toy.” Do not actively participate in the play unless the infant makes a bid for your involvement, such as reaching toward you or handing you the toy.
After 2–3 minutes, talk with the infant about his/her play. Participate if the infant seems interested in sharing with you.]
[Affirm the infant’s exploration of the toy. Example: “You had fun playing with the rattle. You moved the rattle around. You put the rattle to your mouth. I watched you play with the toy. Now we can do something else.”]
Social interaction skills
An older infant participates in independent open-ended play with toys within view of a caregiver.
Be Prepared: This activity is for a mobile infant who can sit independently. Put the blocks in one basket and the balls in the other basket. Arrange the baskets in an activity space that can be used by an infant independently. Identify a location 6–8 feet from the activity space where you can be based during the infant’s play and the infant can see you without any obstructions.
Invite an infant to play on the floor with the blocks and balls. Introduce the toys and encourage the infant to begin playing. The open-ended materials and containers provide a variety of ways for the infant to explore on his/her own. Once the infant is engaged with the toys, explain that you will be nearby while he/she plays for a short time. Point to or show the area where you will be located.
Maintain visual contact with the infant from your temporary location. If the infant carries toys to another area of the room, continue to maintain a distance of about 6–8 feet from the infant and watch his/her play. Go to the infant’s play space after 3–4 minutes or at any sign of distress or fussiness. Affirm the infant’s independent play when you return. Example: “You had fun playing with the blocks and balls! You played all by yourself! I watched what you were doing. You watched me to make sure I was close.”
Both options support an infant’s (a) trust in himself/herself to play without the minute-to-minute guidance of a caregiver, and (b) trust in his/her ability to secure a caregiver’s attention if desired. The options are different than most other ELM activity plans in which the caregiver is an active guide. In the current plans, the caregiver is an active observer and fully available supporter if the infant needs help. Being physically present and attentive, but not highly talkative, is a valuable way to support close connections with a child.
In both options, an infant may check in with you by vocalizing, reaching toward you, or crawling or walking to you. Provide reassurance that you are watching and available. If an infant in Option 2 brings some of the toys to your “watch out” location (6–8 feet away), warmly acknowledge his/her presence and assume the behaviors recommended for Option 1. It is not necessary or appropriate to urge the infant to return to his/her play area. Follow the time parameters closely.
Extra support
Enrichment
Materials Needed: ball and blocks, baskets or muffin pans
Provide additional opportunities for infants to independently explore the materials offered in Option 2. Arrange the toys and containers on the floor. You may wish to place a few toys in the containers or muffin pans to generate interest in the materials. Infants may enjoy exploring the toys individually, or they may practice filling and dumping the containers. Infants may enjoy watching their peers engage with the materials in similar ways. Describe infants’ actions with the materials as they play.
Materials Needed: learning centers
Interesting and engaging learning centers are valuable resources for children to explore on their own. Provide daily opportunities for the children to play freely at learning centers while maintaining close proximity to provide support, reassurance, and prompts to extend play. Rotate items in the centers and include materials of interest to all children.
© 2024 The Trustees of Purdue University | All Rights Reserved