Object inquiry skills
A young infant participates in book sharing that emphasizes the concept of a picture and how words are associated with things we can see.
Hold a nonmobile infant on your lap with firm support for his/her back, neck, and head. Introduce the board book by showing its cover and describing the picture. Use the following strategies to share the book:
Spend more time on pictures that appear to be of greater interest to the infant. It is not necessary to look at all pictures in the book. Conclude the session by explaining we talked about pictures in a book.
A young infant does not understand most words and is not expected to learn the names of objects shown in book pictures. Yet high-quality book sharing offers simple language associated with book illustrations. Over time, a caregiver’s clear descriptions of book pictures help an infant understand that, in general, things have names and we can use words to describe a picture. Pointing to an image you describe is key to helping an infant become aware that objects are associated with words.
Pay attention to the infant’s reactions to pictures offered in this book. Single, bold images themselves typically interest infants. Example: A young infant will be drawn to a picture of a strawberry because it is bold and clear, not necessarily because he/she understands the picture represents something many people like to eat. If a specific picture does not interest the infant, go to the next image. You may see an infant smile, kick, or widen his/her eyes when interested in a picture.
If an infant becomes uncomfortable before you have looked at all pictures, put the book aside and attend to the infant’s needs. Return to the picture book once the infant is calm.
Extra support
Enrichment
Object inquiry skills
An infant looks at and feels parts of pictures of animals
Invite an infant to look at pictures of animals in a book. Point to the cover of the book to draw attention to the two bunnies. Encourage the infant to feel the soft parts of the two pictured bunnies, including their noses. Describe what the infant feels. Open the book, point to and name the first animal. Example: “Marie, this is a picture of a kitten. I am pointing to the kitten. The kitten says ‘meow!’ The kitten is playing with some yarn. We can feel the soft yarn.” Encourage the infant to feel the yarn. Describe what the infant feels.
Name and briefly describe the animal shown in each picture and pause for the infant to respond. Point to what you describe. Explain that you are pointing. Invite the infant to feel parts of the picture where available, such as the zebra’s stripes and the butterfly’s wings. Describe what the infant feels. If an infant shows increased interest, remain on the page and allow the infant to look a little longer. The infant may show interest in a picture by widening his/her eyes, moving hands and arms, or leaning forward. It is not necessary to look at all pictures in the book.
An infant may wish to hold the book or to open and close the pages. Recognize that the infant is learning how books work. Patiently draw the infant’s attention back to one picture. Example: “Marie, you can close and open the pages of our book. Would you like to open the book again? Let’s look for animals.” Invite the infant to point to parts of pictures that seem to be of particular interest.
An infant may enjoy the sensation of slight movement. Example: If the infant is on your lap, lift your legs to create a slight bounce after looking at and talking about a rabbit. “Bunny can hop. I am pointing to the rabbit’s strong legs.” Raise and lower your knees very gently. “Hop, hop. Bunny rabbit can hop, hop.” The motion should be offered to illustrate an idea of the animal movement, not to excite or distract the infant from the picture book.
Some infants may prefer to sit next to you, and other infants will enjoy sitting on your lap. Attempting to share picture books with several early mobile infants together is not effective, especially if/when an infant wishes to help manage the book. In contrast with Option 1, the current option promotes more active engagement of the book while continuing to emphasize the idea that things have names and we point to things of interest.
If the infant does not seem engaged in the book, offer two other books. Encourage the infant to choose one. Watch the infant’s reaction to the books to determine which to share next. It takes repeated experiences with books for infants to develop interest in the pictures. Avoid distractions by sharing books in a quiet area.
Extra support
Enrichment
Object inquiry skills
An older infant looks at and communicates about pictures in a book that a caregiver points to and names.
Moo Moo Brown Cow by Jakki Wood
[Sit with a mobile infant and invite him/her to look at animal pictures in a board book.
Hold the two books so the infant can clearly see both. Point to each book as you describe it.]
We have two books. One book is about birds. Our other book is about bears.
Would you like to read the book about birds or the book about bears?
[Observe the infant’s reaction to the books to determine if one book holds more interest than the other.
Describe the book you believe the infant prefers. The model offered below uses the Baby’s First Book of Birds and Colors as an example.]
This book is about birds.
[Point to the yellow goldfinch on the cover.]
Here is a small bird in water. I am pointing to the small bird.
[Next point to the red cardinal.]
A red bird is standing near the water. I am pointing to the bird. Let’s open our book.
[Use your own words to describe pictures. Speak clearly with short phrases. Encourage the infant to touch the book.
Pause often so the infant can respond with vocalizations and/or actions. Repeat and expand the infant’s vocalizations or words. Example: “You are saying ‘Bu,’ like bird. This is a picture of a little bird.”
Point to and name parts of an animal that may be familiar to the infant. Example: “This is the bird’s eye. I have eyes. I am pointing to my eyes. Where are your eyes?”
Encourage the infant to point to things of interest in the pictures.
If the infant loses interest, turn to the last page and talk about the final picture.]
[Briefly describe the session. Example: “We looked at lots of bird pictures in our book. You made little sounds when you saw the picture of the bird in the water. You pointed to the bird’s feet and eyes.”]
Even though most infants have not seen many real animals, they are often interested in photographs of birds and other animals. The Baby’s First Book of Birds and Color introduces color differences that are not necessary to teach to infants. Focus on what the infant can observe in each picture, such as feet, eyes, leaves, or berries. Help the infant become aware that things have names. Also, draw attention to your pointing to pictures or things in pictures.
Pay attention to the infant’s reactions to pictures throughout the session. Some infants make sounds when they see things of particular interest. An infant also may look with eyes widened and/or wave his/her hands and arms. Older infants are often interested in and familiar with their basic body parts and will enjoy connecting pictures to their eyes, tummy, ears, and nose.
If a mobile infant suddenly leaves the book sharing activity, wait a few moments and observe his/her actions. The infant may return with an item that has meaning for him/her or relates to the pictures.
Extra support
Enrichment
Materials Needed: photo cubes, photos as described
Display 2–3 photos of familiar items where nonmobile infants can see them during periods of alertness. Change pictures every few days. Limit bold visual stimulation at rest times.
Place simple pictures into infant-size photo cubes on five sides. Arrange the cubes where infants who are beginning to crawl or creep will find them. Cubes are often available with a mirror on one side for infants to enjoy.
Post photos of parents where infants can touch them. Mobile infants will enjoy carrying infant photo cubes or four-inch mailing boxes with interesting images attached to each side with clear tape.
Materials Needed: unique items to observe, such as a mobile, bird feeder, and related picture books
Provide unique items for infants, toddlers, and preschoolers to observe in your home. If possible, hang a feeder to attract birds in a place children can easily observe. Provide books with photos and drawings related to the items.
Outdoors, help children focus their eyes to see small objects as well as larger items that are far away. Example: Point to birds and help children learn to focus their eyes to see birds in trees and birds in flight. If young children are unaccustomed to seeing birds, it takes regular practice to focus on them.
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