Executive function
A young infant watches a caregiver manipulate a cup and ball.
Be Prepared: This activity is for a young infant who does not sit independently.
[Place the infant on his/her back in a secure, comfortable reclining position. Ensure the infant can clearly see you. Smile and make eye contact with the infant. Hold the ball at the infant’s chest so he/she can easily see it.]
Look at our ball!
[Acknowledge the infant’s attention to the ball. Example: “You are looking at the ball, Angel.”]
I am going to move our ball. Would you like to watch it move?
[Slowly move the ball to one side of the infant. If the infant follows the ball with his/her eyes, begin moving it to the opposite side. If the infant does not follow the ball, slowly return the ball to the center of the infant’s chest. Consider moving slightly closer to the infant to make sure the ball is clearly visible to the infant.
Describe the infant’s reaction to the moving ball. Example: “You watched the ball move from one side to the other.”
Introduce the cup and hold it at the infant’s midline so he/she can easily see it. (Temporarily place the ball on your lap or out of the infant’s line of vision so the infant’s focus is on the cup.) Name the cup and describe the infant’s reaction. Example: “This is a cup. You are looking at our cup!”
Next, turn the cup over and place the ball on top of the cup. Ensure you are holding the ball and cup close to the infant’s midline so the infant can clearly see the objects. Describe the new arrangement. Example: “Now the ball is on the cup.” Describe the infant’s visual attention to the new arrangement. Example: “You are looking at the ball and the cup. The colors are pretty.”
Slowly move the combined ball-and-cup from side to side. Then hold the combined ball-and-cup in front of the infant for several moments or until the infant begins to look away from the arrangement.
Remove the ball from the cup in front of the infant (so the infant can see your actions). Hold the ball and cup side by side, one in each hand, so the infant can see both objects at the same time. Describe the objects and the infant’s reaction. Example: “Now the ball and cup look different. You are looking at the cup. Now you are looking at the ball.”
Acknowledge the infant’s persistence in looking and focusing on the ball and cup. Example: “You kept your eyes on the ball and cup. You watched the ball and cup move. You used your eyes to follow the ball and cup!”]
[Smile and make eye contact with the infant as you offer a brief summary of the activity. Example: “You looked at the ball. You looked at the cup. Then you looked at the ball and cup together!”]
Executive function
An infant watches a caregiver manipulate a cup and ball, with a follow-up opportunity to play with the toys.
Place an infant who cannot sit independently on your lap at a low table. Place the infant partially sideways on your lap so you can see his/her eyes. Place an infant who can sit independently across from you on the floor.
Introduce the ball by holding it in front of the infant. When you notice the infant looking at the ball, slowly move the ball from side to side. If the infant does not follow the ball, place it briefly in front of the infant and encourage the infant to look at the ball. Describe the infant’s response to the moving ball. Example: “You are watching our ball move back and forth.”
Remove the ball and introduce the cup. Hold the cup in front of the infant and briefly describe it. Encourage the infant to look at the cup. Describe his/her reaction. Example: “You are looking at the blue cup!” While the infant is watching, turn the cup over on the table and place the ball on top of the cup. Describe the new arrangement and the infant’s visual attention to it. Example: “Look, now the ball is on top of the blue cup! You are looking at the ball on the cup.” Slowly slide the combined ball-and-cup to one side and then the other while the infant watches. Describe your actions and the infant’s response to the moving ball and cup.
Position the infant on your lap so he/she is facing the table. Place both cup and ball on the table in front of the infant and invite him/her to explore the two toys. Describe the infant’s actions with the toys. Some infants may copy your previous arrangement with the ball and cup. Others may put the ball in the cup and then take it out. Talk with the infant about his/her actions with the two toys until the infant begins to lose interest.
Acknowledge the infant’s persistence during the activity. Example: “You watched the ball move. You looked at the ball on top of the cup. Then you played with the ball. You put the ball inside the cup. We had fun together with the ball and cup!”
These activities support an infant’s persistence in focusing on two objects. A ball and cup are simple objects that offer some complexity and novelty when viewed apart and then together. This brief activity is designed to strengthen the infant’s control of visual attention, which is an important element of self-regulation. Watch the infant’s visual reactions closely during the activity. Some infants may look intently at the objects and movements, whereas others may turn or look away. Support the infant in returning his/her focus to the ball and cup by keeping the objects in the same place for a few moments. Example: An infant may look at his/her hand for a moment but then return his/her visual attention to ball and cup. Turning or looking away for a relatively sustained period may be a clear sign that the infant is distracted or fatigued. Gently bring the activity to a close when this happens.
Extra support
Enrichment
Materials Needed: several picture books
Arrange the picture books in a book display that is easy for mobile infants to reach. Sit on the floor close to the infants and invite them to choose a book to look at with you. Open the book and encourage the infants to look at the details in the pictures. Talk with infants about what they see. Acknowledge persistence in looking at the pictures in the book.
Materials Needed: richly illustrated picture book, such as Bear Snores On by Karma Wilson
Book sharing is a valuable way to promote a child’s skill in focusing. Read the book with all the children in your care. Talk with children about what they see on each page. Invite children to find specific items in the pictures. Older children can name items and toddlers can look and point. Infants will enjoy looking at the pictures and listening to the story and responses of their peers. Some infants may enjoy holding a board book of their own during the activity.
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