Object inquiry skills
A young infant looks at and/or touches similar toys with different textures.
[Sit close to an infant who is able to sit independently on the floor or hold the infant on your lap.]
We have teddy bears to touch or hold. Each bear feels different.
[Hold two of the bears at the infant’s chest. Describe the bear(s) the infant looks at. Example: “This white bear feels soft and fluffy. The brown bear feels soft and bumpy.”]
Would you like to hold (or touch) a bear?
[Pause for and comment on the infant’s response. The infant may look, vocalize, and/or reach for a bear. Example: “You made a noise. I think you want to look at the bear.”
Help the infant just enough so he/she can touch or grasp one bear. Hold the toy bear within easy access for an infant who is not able or interested in holding the toy.]
[The infant may explore the bear with his/her hands or by mouthing the bear.
Describe the infant’s action with the teddy bear and the texture of the bear. Example: “You are looking at the fluffy bear. Here is the fluffy bear for you to hold (or touch).”
Offer another bear for the infant to feel by holding it near the infant’s chest. The infant may release the first bear or may need your help in trying to hold both bears. Or the infant may look at the second bear while holding the first bear. Describe the infant’s actions and the texture characteristics of the second bear. Point to the characteristics you describe.
Offer an opportunity for the infant to feel the two bears positioned near each other. If the infant seems interested, point to and describe texture differences between the two bears. Example: “You are looking at the teddy bears. This is the fluffy bear. This is the bumpy bear. The bumps are soft.”
Display a third bear and ask the infant if he/she would like to see another bear. Hold the third bear near the infant’s chest if the infant seems interested. Describe texture characteristics of the bear and the infant’s actions with the third bear.
Continue to talk about the infant’s actions and the bear characteristics. The infant will give signals when he/she is interested in moving to a different activity.]
[Briefly summarize the infant’s actions with the toy bears. Example: “(Infant’s name), you looked at the bumpy, brown bear. Then you looked at the fluffy, white bear. You held one bear at a time. You used your fingers and mouth to learn about the bear. You are learning how things can be different.”]
Some infants may wish to hold and manipulate three bears. Some infants may be more focused on looking. Other infants may be especially interested in one aspect of the bear, such as the eyes. The activity offers the infant an opportunity to explore objects that feel different without explicitly teaching the infant about textures. Although some infants may want to mouth the toy(s), generally infants have a keen interest in touching objects. Feeling objects with different textures fosters an infant’s ability to begin organizing bits of information about things in his/her setting. Follow the infant’s lead to determine the length of the activity.
Talk about what is of interest to the infant and gently draw his/her attention to the texture during a portion of the activity. A young infant will likely not understand any or most of the words you offer, but over time the key descriptions will be meaningful.
Extra support
Enrichment
Object inquiry skills
An older infant touches and manipulates two different types of initially connected objects.
Put several silky scarves inside 1–2 balls. Leave edges exposed so an infant can grasp part of the scarf. Invite a mobile infant to explore scarves that are inside a ball. Encourage the infant to touch and feel the soft, silky textures. The infant may or may not need gentle encouragement for pulling scarves from the ball.
Sit close to the infant and describe his/her actions. Example: “You smiled when you pulled the scarf from the ball.” Gently draw attention to the soft scarf and the firm ball. Lightly touch the scarf to the infant’s skin. Invite the infant to play with a scarf by waving it.
There are several possibilities to consider if you prepare two balls with scarves. One is to keep the second ball in reserve so it can be offered if the infant appears interested in more exploration. Another possibility is for you to explore one ball with scarves while the infant explores the other ball with scarves, keeping in mind that your actions are likely to be of keen interest to the infant.
On another day, consider using other textured fabric in the ball, such as a terry washcloth, a four-inch square of corduroy, or a four-inch square of cotton fabric. Through repeated experiences with a variety of textures, an infant will begin to discriminate the feel of objects.
A ball with scarves is a highly appealing object to most infants. An infant may use both his/her hands and mouth to explore a ball and scarves. Some infants initially may want to roll the ball. An interaction with you, focused on rolling a ball, can be beneficial. But if it appears the infant does not notice the scarves in the ball, pull a scarf a little further out of the ball.
Infants will be interested in the contrasting feel of the firm ball and silky, soft scarves. Watch the infant’s reaction to discovering there are several scarves inside the ball. The scarves may become a major focus of attention.
Remember that an important aspect of the activity is the presence and interest of a familiar adult. Talking to the infant about the textures and describing his/her actions lets the infant know the exploration has meaning and associated words, even though the infant does not understand specific words.
Extra support
Enrichment
Object inquiry skills
Older infants touch and manipulate two types of objects with highly different textures.
Be Prepared: Plastic ring possibilities include rings from a stacking ring toy. If rings are not available, use other smooth toys, such as small balls, and adjust the activity described below.
Place the plastic rings covered with silky scarves on the sensory table. Invite infants who can stand to join you at the sensory table to explore how things feel. Kneel next to the sensory table so you are at eye level with the infants. Announce their actions and discoveries. Put one scarf through the hole in a ring. Infants will enjoy pulling the scarf out of the ring. Hold the ring so an infant can pull the scarf through the hole, if necessary. Talk with infants about contrasting textures, especially the contrast of silky scarf and smooth plastic ring. Emphasize and repeat soft and hard as infants touch and manipulate scarves and rings.
Throughout the week notice and point out to infants some different textures in your room. Example: Describe the feeling of play materials, surfaces, and clothing. The infants may not understand what you say, but they will begin to learn there are words for what they touch and manipulate in their environment.
The combination of high-contrast materials is an appealing aspect of this activity for infants. The infants may approach the objects in different ways. Some infants may enjoy a simple game of finding rings you have covered with scarves. Others may focus on pulling a scarf through a ring. Some may want to mouth a ring while exploring objects on the table.
Watch for opportunities to provide words for actions. Example: “The ring fell down.” Talk in short, clear phrases. Also, watch for an infant’s attempt to imitate a word you say. Repeat the word. Acknowledge the infant’s utterance. Example: “You said ‘ring.’” Infants will be attuned to words you say to describe the scarves and rings.
Extra support
Enrichment
Materials needed: texture board books (such as Baby Touch and Feel Cuddly Animals by DK Publishing), texture balls, soft dolls or animals, textured play mat
Display the book in your room along with other books with texture pages. Share the books with 1–2 infants at a time. Place several texture balls in a basket where mobile infants will discover them. On another day, place soft dolls or animals on a textured play mat on the floor to create an interesting area to explore.
Materials needed: textured balls; mesh laundry bag; box or bag; textured toys; paper; drawing tools; textured objects, such as leaves, yarn, or card stock shapes
Engage older children in your setting in exploring different textures while you offer Option 2 or 3 to infants. Toddlers will enjoy removing textured balls from a small mesh laundry bag. Preschoolage children may reach into a box or bag to find soft, hard, or bumpy textured toys. Preschool-age and older children may enjoy coloring on paper that has flat, textured objects underneath, such as leaves, short pieces of yarn, or shapes cut from card stock.
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