Object inquiry skills
An infant looks at and listens to a caregiver describe items and activities seen through a window.
[Pick up an infant. Say “hello” in a gentle voice and mention an item that attracted the infant’s interest in the Block 1 tour of your room. In the suggested opening comment below, a mobile is mentioned.]
We are learning about things in our room. We looked at a mobile and some other things in our room.
Today we can go on another tour.
[Move near a window that permits views of objects or actions of others. Avoid a window the infant may associate with the arrival or departure of a parent or primary caregiver.]
Would you like to look out our window?
[Pause for and comment on the infant’s response. Example: “You are looking at the window.”]
Let’s see what is outside our window.
[Hold the infant securely next to a window. Look outdoors (or into a hallway). Describe what the infant sees. Examples: “There are children playing.” “There is someone pushing a cart.”
Point (if you can do so safely) and ask simple questions that help draw the infant’s attention to objects or activities outside the window. Examples: “We see children playing with toys.” “We see the bird feeder outside our window.”
Use short phrases to describe what you and the infant see. Examples: “Children playing. We see children with toys.” “Leaves. You see leaves. The leaves are moving.”
Describe the infant’s responses to what he/she is viewing. Example: “You are excited. You are kicking your legs.”]
Today we went on another tour of our room. We looked out our window.
[Describe the items or activities you and the infant saw. Example: “We saw children playing. We also saw a tree.” Also, describe the infant’s reaction. Example: “You kicked your legs when you saw the children with toys.”]
Initially, an Infant may respond by focusing on the window rather than the objects or activities outside the window. Describe the window and the infant’s actions. Example: “You are touching the window. The window is smooth.” If after a minute the infant does not focus beyond the glass, turn toward the room and describe objects and/or children and their activities.
It may take repeated experiences at the window for an infant to see beyond the glass. If a focus on the window pane continues over time, consider hanging a mobile outside the window that an infant can more readily see. If it is possible at your site, consider placing a bird feeder where infants can see birds.
It may be difficult to determine what an infant is actually seeing. You may wish to describe several possibilities, such as parked vehicles or traffic moving at a distance and a swing located close to the building.
Extra support
Enrichment
Object inquiry skills
An infant uses his/her hands to play with a small amount of water on a tray.
Be Prepared: Place the clean tray on top of a towel on the floor or on a highchair tray where the infant is sitting. Have dry clothes ready. Consider presenting this sensory exploration after a meal or snack time when the infant is already sitting in a chair with a tray. Another time to present the activity is before a diaper change when it is convenient to use dry clothes for an infant.
Invite an infant to explore a small amount of water on a tray. Sit with the infant facing you. Point to the empty tray and then pour a small amount of water into the tray. Describe the tiny puddle and encourage the infant to touch the water. Generally, infants will enjoy touching the water with both hands. If the tray is placed on the floor, some infants may be comfortable sitting to explore the water.
Describe the infant’s actions as he/she explores the water. Infants may splash the water by slapping their hand(s) in the puddle during exploration. It is okay if some infants put their wet hands on their face or hair.
Add a little more water if there is not enough for the infant to see. Use the infant’s name as you encourage him/her to touch or splash water.
Bring the activity to an end by saying “We are all done with water play.” Before you dry the infant’s hands and face, show the infant a dry cloth or towel and explain it is to dry him/her.
Infants will enjoy the simple cause-and-effect experience of patting or slapping the water. Some infants may lick the water from their hands, which may indicate thirst. Offer a small drink of water from an infant cup.
Extra support
Enrichment
Object inquiry skills
Infants play with floating balls in a small amount of water.
Be Prepared: Collect dry clothes for each infant.
Mobile infants who are able to stand with good balance will be interested in water and floating balls. Invite several infants to put small balls into the sensory table or tub. Emphasize the word in. Show the pitcher of water and explain that you are going to add water to the table (or tub). Pour water into the tub as infants watch. Describe each step of the action. Example: “The water goes in the tub. Balls and water are in our tub.” Encourage the infants to touch the water.
Kneel or sit next to the children so you are at their eye level. Demonstrate how to make a ball move by gently pushing it with your finger. Observe the infants’ reactions to the water and balls. Encourage infants to touch the balls. Draw attention to how the balls move when the infants touch or push them.
Talk with each infant about his/her individual focus. Describe an action of one infant and pause for his/her response. Some infants may be interested in touching the water and/or splashing. Some infants may be more curious about the balls bobbing in the water.
Bring the activity to a close after 10–15 minutes, or sooner if infants lose interest. If infants are interested in taking the balls out of the tub, encourage them to move the balls into a basket. Show the infants how the water drains out of the tub into a container. For some infants this will be very interesting! Emphasize the concept “the water is all gone.” Let the infants know when the activity is finished.
Playing with water and floating balls will be exciting and fun for most infants. Infants may rotate in and out of the activity. Some infants may leave the water play activity and return a few minutes later.
Some mobile infants may throw the balls out of the water tub. Consider this action as a communication (“I know that balls are for throwing”). In a gentle manner, tell an infant “Our balls stay in the water.” If there is an infant who wants to throw balls, be sure to involve him/her in the process of closing the activity. Example: “We can take the balls out of the water. Let’s put them in the container.”
Extra support
Enrichment
Materials Needed: books, toys with texture, balls, stacking rings
Provide 20 to 25 books for infants. Place some on a book display and others in baskets. While keeping a couple of favorite books out, rotate half of the books weekly. Share books one-to-one with each infant every day.
For non-mobile infants, provide cloth and board books with pictures of faces, toys with different textures placed in a tummy time spot, and balls on rings for young infants to see. Arrange play materials where infants who creep and crawl may find them. For mobile infants, place small balls onto stacking rings arranged in a line on a low surface. Infants may enjoy moving the balls off and onto the rings.
Materials Needed: water play materials as described below, Water is Water by Miranda Paul, Goodnight Lake by Adam Gamble
Provide water exploration for toddlers and preschool-age children by placing one type of toy into a sensory tub each day. Prepare the water play materials. Sit or kneel to talk with children about their actions and ideas.
Provide non-breakable bottles and containers children can manage for pouring to foster fine motor skills. Place toy dishes, baby dolls, and no-tears bubbles in the water tub to foster social interactions. Provide ice for children to add to warm water to promote early observation of change in objects. Provide funnels along with containers that are low and wide and long and narrow to promote beginning awareness of volume. Share the books with children one at a time and in small groups.
© 2024 The Trustees of Purdue University | All Rights Reserved