Self-control
A toddler observes how to calm down after an exciting activity.
None
Be Prepared: Become familiar with the “Little Fishy Swimming” rhyme prior to the activity.
[Invite a toddler to learn a new game about a pretend fish.]
We can have fun playing a game with a pretend fish. I am going to make my hands into a fish, like this. My pretend fish is going swimming!
[Demonstrate making a fish by placing your hands together, palm to palm with straight fingers. Move your hands as though swimming through water.]
I am pretending my hands are a fish that is swimming in the water!
[Enthusiastically recite the “Little Fishy Swimming” rhyme as you move your hands as though swimming through water. During the last line of the rhyme, separate your two palms wide and then close them with each “bubble.” Give a big clap as you say “pop!”]
See the little fishy swimming in the water,
Swimming in the water,
See the little fishy swimming in the water,
Bubble, bubble, bubble, POP!
[Enthusiastically laugh along with the toddler after the “pop!”]
Would you like my pretend fish to go swimming again?
[If the toddler responds positively, repeat the rhyme enthusiastically with actions. Then comment on how the activity made you feel.]
I had fun making my hands into a pretend fish during the fishy game. My fishy popped a bubble! I feel happy and excited!
I am going to take a break to calm down. I am going to rest after doing something exciting.
[Demonstrate one or more of the following ways to transition to a calmer state:
I pretended my hands were a fish swimming in the water! My fishy was swimming and swimming, and then it popped a bubble! After my fish did a lot of swimming, I rested. Now I feel calm.
Self-control
A toddler practices calming down after engaging in an exciting activity guided by a caregiver.
None
Invite a toddler to join you on the floor to play a game with a pretend fish. Example: “We are going to have fun playing a fish game! I am pretending my hands are a fish that is swimming. See how I am making the fishy swim?” Make a fish by placing your hands together, palm to palm with fingers straight. Move your hands through the air as though a fish is swimming. Enthusiastically recite the “Little Fishy Swimming” rhyme while making your pretend fish move through air (pretend water). During the last line of the rhyme, separate your palms wide and then close them with each bubble. Give a big clap when you say “pop!”
See the little fishy swimming in the water,
Swimming in the water,
See the little fishy swimming in the water,
Bubble, bubble, bubble, POP!
Invite the toddler to join you in a second round. Example: “Would you like to try the fish game with me? Let’s make a pretend fish with our hands and make the fishy swim!” Recite the words and demonstrate the actions of the rhyme, encouraging the toddler to imitate your actions. Some toddlers may want to repeat the rhyme together one or more times. Comment on how you are both feeling after the fun activity. Example: “We had fun with the fishy game! I can see you are happy and excited. I feel excited too!”
After the exciting activity, demonstrate how to calm down and encourage the toddler to imitate your actions. Example: “Let’s take a break and rest. It is time for us to calm down.” Encourage the toddler to join you in one or more of the following ways to transition to a calmer state:
If the toddler needs additional support to calm down, you may wish to rub his/her back softly. Acknowledge the toddler’s efforts to calm down with you after the exciting activity. Example: “Our hands are in our laps. Our fish are resting. We had fun playing the fishy game. Then we rested. Now we feel calm.”
Self-control
A toddler independently practices calming down after engaging in an exciting activity.
None
Be Prepared: Engage a toddler in Option 2 prior to offering the current option on a later day or time (not back-to-back activities). Options 1 and 2 provide information that is helpful for a toddler to know prior to participating in Option 3.
Invite a toddler to join you on the floor to make and play with a pretend fish. Introduce the rhyme (see Option 1 or 2) and show the toddler how to make a fish with his/her hands (see Option 1 or 2). Then invite the toddler to help his/her “fish” go swimming. Example: “Fish like to swim. You can make your fish swim, like this!” Enthusiastically recite the rhyme while moving your hands (fish) through the air as though swimming in water. Encourage the toddler to join you. Remember to separate your palms when saying “bubble,” and clap your hands once loudly when you say “pop!”
Then invite the toddler to do the actions independently as you recite the rhyme. Acknowledge the toddler’s participation and enthusiasm. Example: “Your fish was swimming and swimming. Then your fish popped a bubble! You like this game. You are laughing and having fun!”
Announce that the fish is tired from swimming and it is time to rest. Invite the toddler to rest his/her “fish” (hands) in his/her lap and to calm his/her body. Example: “Your fish is resting. It is time for you to rest and to be calm. How are you going to calm down? Show me what you do when you want to calm your body.” Give the toddler quiet time to calm himself/herself.
Recognize and acknowledge the toddler’s efforts to calm down after the exciting activity. Example: “You had fun playing the fishy game, Lliana! After your fish went swimming, you rested your fish in your lap and sat quietly. You calmed your body. You are learning how to become calm.”
The three options offer a coherent progression in challenge, from observing (Option 1) to participating with clear guidance (Option 2) to engaging in both parts of the activity (“swimming” and calming down) with minimal guidance (Option 3). Option 3 is most appropriately pursued after a toddler has become familiar with the activity by participating in Option 2, as noted in the Option 3 description.
Some toddlers may become overly excited and need a less stimulating activity. (See Extra Support tip below.) Also, some toddlers may find it especially challenging in Option 2 or 3 to stop the “swimming” actions and move into a phase of calming down. Option 3 may be easily moved into an Option 2 approach if more support is needed for calming down. Demonstrating again how to calm down also may be a helpful way to support a toddler’s efforts to calm down, as suggested in the Extra Support tips.
Some toddlers will enjoy reciting some of the rhyme, such as “pop,” whereas others may focus on the actions. Toddlers are not expected to memorize or say the rhyme.
Extra support
Enrichment
Materials Needed: Several toy fish in a basket, assorted nursery rhyme books
Place the toy fish and books on a low table. Invite several toddlers to use the toy fish to repeat the “Little Fishy Swimming” rhyme. Recite several additional rhymes from the books that are of interest to toddlers. You may wish to make up hand motions and encourage toddlers to copy them as you say the rhymes. After the rhymes/finger plays, invite toddlers to sit quietly with you and practice calming down before moving on to another activity.
Materials Needed: bubble solution and wand
The Little Fishy Swimming rhyme can be enjoyed by children of all ages. Babies may enjoy holding a toy fish while listening to the rhyme. Older children may enjoy “swimming” around the room with their pretend fish. Consider taking a bottle of bubble solution outdoors. Blow bubbles while reciting the rhyme and invite children to pop them while pretending to be fish. Before moving on to the next activity, invite all the children to “rest” their fish and sit quietly for a few moments.
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