Executive function
A young infant is encouraged to persist in reaching for a desired toy.
Be Prepared: This activity is for an infant who can grasp a small toy. Select an age-appropriate toy that will have strong appeal to the infant, can be grasped with one hand, and might be partly explored in the infant’s mouth. You are likely to use different toys for different infants.
[Lay a nonmobile infant on his/her tummy. If the infant can sit independently or with support, place him/her next to you. Be sure the infant can see your face and hear your voice. Offer big smiles and a comforting voice.]
[Place the toy about 12 inches from the infant or within achievable reach. Do not put the toy in the infant’s hand. If the infant does not move toward the toy after several moments, animate the toy by moving it gently to draw attention.]
Look at our toy! You can reach for the toy. You can play with the toy.
[Describe the infant’s initial actions. Example: “Xander, you are holding your head up and reaching for the car. This is a big job for you!”
If the infant shows signs of frustration in reaching the toy, offer reassurance with encouraging words and a pat on his/her back. You may move the car closer to the infant so it is easier to reach.
When the infant reaches the car, enthusiastically acknowledge his/her efforts with your words and gestures. Example: “You reached for the car. You got the car!” Encourage the infant to hold and manipulate the car. Describe the infant’s persistence and actions as he/she explores the toy. Examples: “You are poking your finger in the holes of the car.” “You are listening to the sound of the turning wheels.”
Acknowledge the infant’s vocalizations and/or facial expressions. Example: “You are smiling at the car.”
Stay focused with the infant for as long as he/she wishes to explore the toy. It is not necessary to coax the infant to continue the activity.]
[Smile and make eye contact with the infant as you offer a brief summary of the infant’s actions. Example: “You reached for the car. You looked at the different colors. You listened to the sounds. You had fun playing with the car!”]
Executive function
An older infant is encouraged to persist in scooting, crawling, or walking to get a desired toy.
Be Prepared: Select an age-appropriate toy that will have strong appeal to the infant. You are likely to use different toys for different infants.
Sit or kneel several feet from a mobile infant. Softly call the infant’s name, display the toy, and slowly move the toy from side to side or draw attention to a feature of the toy. Example: spin a wheel on a truck. Invite the infant to come to you to get the toy.
Recognize the infant’s progress in moving toward you. Examples: “I see you are coming to get this colorful car! You are almost here!” “You are working hard to get here!” Hold the toy out for the infant to grasp. Do not hand the toy to the infant. After getting the toy, the infant may shift his/her position to sitting or may want to sit on your lap to explore the toy.
Encourage the infant to hold and manipulate the toy. Support the infant’s exploration by talking and maintaining your focus on his/her play. Describe the infant’s actions. Example: “You crawled to me and got the car! You are smiling. You are touching the wheels on the car.” Join in the infant’s play if the infant shows interest, such as looking frequently at you and/or holding out the toy to you. Recognize the infant’s vocalizations and/or actions with the toy. Example: “You are smiling! You are driving the car on the ground!”
Transition out of the activity when the infant begins to show signs of disinterest. Acknowledge the infant’s persistence. Example: “You crawled to me to get the toy car! We sat together and played with the car. You liked the rattling sound of the wheels!”
Your major role in both activity options is to provide a level of distance between the infant and the desired toy that is both challenging and achievable. Too little distance (challenge) runs against the goal of promoting persistence. Too much challenge may lead to disinterest and/or frustration. Look carefully at the infant’s initial reactions and efforts to determine whether an appropriate level of challenge has been offered. It is easy to make adjustments by slightly moving the toy. Present the activity as a fun game and talk with the infant in a friendly, reassuring manner. Infants are most comfortable persisting and exploring when they feel safe and reassured by a responsive caregiver.
Extra support
Enrichment
Materials Needed: assortment of age-appropriate toy cars and/or trucks
Arrange toy vehicles on a rug or mat in the play area. During floor time, invite one or several infants to play with the toys. Demonstrate “driving” a car back and forth. Encourage the infants to reach for the toy to hold and explore. Sit on the floor with the infants so you can easily talk with them about discoveries and persistence.
Materials Needed: assortment of toy cars and/or trucks appropriate for different age groups, assortment of blocks
Children of all ages enjoy playing with cars and blocks. Arrange the blocks in the center of the room and invite children to play with the blocks and cars. Ensure that each infant and toddler has an age-appropriate car to play with. Older children may enjoy building structures for the cars. Younger children may focus on either building or driving the toy cars. Infants and toddlers will benefit from observing the actions of their older peers. Some infants may enjoy having one or two soft blocks to use during the activity.
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