Self-control
A young infant practices calming down after a mildly stimulating activity while being held in a caregiver’s arms.
None
Be Prepared: Become familiar with the words, rhythm, and movement of the “Rig-a-Jig-Jig” song through an online resource or perhaps a co-worker. See the lyrics in this activity description.
[Hold the infant in your arms with his/her head well supported in the bend of your arm, ensuring the infant can clearly see you.]
Are you ready for a little motion and fun?
[Pause and acknowledge infant’s response. Example: “I see you are looking at me now. Let’s move a little bit.”]
[Smile and make eye contact with the infant. Begin singing the cheerful “Rig-a-Jig-Jig” song with a light bouncing motion. You may gently move your arms up and down, or sway slightly side to side. If the infant seems to enjoy the movement, gradually increase the amount of bounce when you reach the second verse of the song.
Rig-a-Jig-Jig
Oh, rig-a-jig-jig and away we go,
[with gentle bounce]
Away we go, away we go;
Rig-a-jig-jig and away we go,
Heigh-ho, heigh-ho, heigh-ho.
[with low-medium bounce]
As I was walking down the street,
Down the street, down the street,
Little (infant’s name) I chanced to meet;
Heigh-ho, heigh-ho, heigh-ho.
[with medium bounce]
A-rig-a-jig-jig and away we go,
Heigh-ho, heigh-ho, heigh-ho.
[bounce slows to stop]
If the infant develops a frown or appears at all distressed, modify or stop the song. You may wish to offer the song without the movement or continue gentle movements without the song. Talk with the infant about his/her reaction. Example: “You are making a sad face. I think you are feeling unhappy. Let’s stop our song and find a way to feel calm and happy.” Describe your response to the infant’s expression. Example: “You did not want to bounce, so I stopped. We can calm down now.”
If the infant enjoys the singing and bouncing, acknowledge his/her pleasure. Example: “What a big smile you have! You like the bouncing with our song!”
At the conclusion of the song, use a quiet, soothing voice to tell the infant it is time for us to rest. Hold the infant and provide comfort, such as patting on the back, quietly singing a familiar song, or offering soft-voice reminders that it is time to calm down. Example of a verbal reminder: “Our song is over. All done. We can calm down now.”
[Smile and make eye contact as you describe what happened. Examples: “We had fun with our song, Rio! You laughed and told me with your big smile that you liked the song and bouncing. We stopped and I held you while you got calm again.” “You didn’t like the bouncing, Aiden. We stopped and you calmed yourself. You liked listening to me sing the song quietly while you were getting calm.”]
Self-control
An infant practices calming down after a mildly stimulating activity while sitting on a caregiver’s lap.
None
Be Prepared: Become familiar with the words, rhythm, and movement of the “Rig-a-Jig- Jig” song through an online resource or perhaps a co-worker. See the lyrics in Option 1.
Invite an infant to sit on your lap for a special song. Place the infant facing you on your lap, holding him/her securely around the waist. Make eye contact and ensure the infant feels secure and ready for the activity. Example: “I am going to sing a song. We will move together! Are you ready?” Pause and acknowledge that the infant is ready. Example: “I see you are smiling. I think you are ready for our song!”
Begin singing “Rig-a-Jig-Jig” in a cheerful voice while bouncing the infant gently on your lap. You may move your legs up and down or slightly sway the infant from side to side. If the infant shows signs of enjoyment, gradually increase the amount of movement as you reach the second verse of the song. If the infant shows signs of disinterest or distress at any time, stop the bouncing and end the song.
Talk with the infant about his/her response to the song and movement. Examples: “You had fun with our song today, Mariah! You smiled and laughed when I bounced you up and down.” “You made a sad face, Jaquan. You did not like our song. We stopped bouncing. Now we are getting calm again.”
After the song and movement, quietly yet clearly announce that the song is over and it is time to rest and be calm. Use one or more of the following additional ways to help the infant calm down, depending on your knowledge of the infant and the amount of excitement he/she showed during the activity:
Conclude the time together by describing what happened, especially the calming down segment. Example: “We had fun singing and bouncing during our song! We rested when the song was over. Now we are calm.”
Self-control
An infant practices calming down after a mildly stimulating activity while standing and holding hands with a caregiver.
None
Be Prepared: This activity is for mobile infants who are able to stand with assistance. Become familiar with the words, rhythm, and movement of the “Rig-a-Jig-Jig” song through an online resource or perhaps a co-worker. See the lyrics in Option 1.
Invite an infant to join you for a special song. Sit facing the infant, and invite him/her to stand up while holding both of your hands. Alternatively, place your arms firmly around the child’s waist during the activity. Make eye contact and ensure the infant feels secure and ready for the activity. Example: “I am going to sing a song and you can dance! Are you ready?”
Begin singing “Rig-a-Jig-Jig” in a cheerful voice and demonstrate bouncing or “dancing” by gently moving your upper body and arms up and down. Smile and encourage the infant to do the same with his/her body. Many mobile infants will naturally begin to bounce up and down during the song, whereas others may need additional prompting or physical support. If the infant shows signs of disinterest or distress at any time, end the song.
Describe the infant’s response to the song and movement. Examples: “You had fun dancing while I sang our song today, Taylor!” “You didn’t feel like dancing today, but you enjoyed listening to the words of our song!”
After the song and movement, invite the infant to sit and rest with you. The infant may want to sit near you or on your lap. Provide quiet time for the infant to calm him/herself. If needed, support the infant by patting his/her back, quietly humming or singing a favorite song, or offering gentle reminders that it is time to rest.
Recognize and acknowledge the infant’s behavior as he/she becomes calm after the song and movement. Example: “You had fun dancing during the song! Now you are sitting with me and resting. We are feeling calm.”
Each of the activity options supports an infant in becoming familiar with a way(s) to calm down after an appropriately exciting experience. Some infants will enjoy the song and movement, and may move their head or bodies in an attempt to bounce themselves. Older infants may understand the idea of “dancing” to music, and will enjoy bouncing up and down as you sing. Some infants may signal they would like you to repeat the song by smiling and making eye contact with you, attempting to bounce themselves, or vocalizing their interest by cooing or laughing aloud. If the infant gives a clear signal, ask if he/she would like to bounce again and repeat the song once the infant is ready. Watch closely for signs of the infant becoming overly excited. Some infants may have difficulty calming down after two or three repeats of the song. Limit the number of times you offer the song. It is important to also watch closely for indications of distress during the activity. Some infants may not enjoy the song and motion, or may prefer the song without the movement. As indicated in the activity descriptions, stop the activity and provide comfort (perhaps with the song alone) if the infant shows any signs of distress.
Extra support
Enrichment
Materials Needed: music player with lively and soft music
Play lively music and invite infants to “bounce” or “dance” their bodies to the music. Mobile infants may stand and bounce, whereas young infants may bob their head or sway their upper bodies. Play soft music for several moments prior to stopping the music. Encourage the infants to calm down after the exciting activity using one or more of the strategies in this plan.
Materials Needed: music player with lively and soft music
Children of all ages enjoy moving their bodies to music. Play variations of lively and quieter music while encouraging children to move and dance. Older children may enjoy a stop-and-go game with the music. Infants and toddlers will enjoy watching, and possibly imitating, their older peers. Before moving on to the next activity, invite all the children to rest and sit quietly for a few moments.
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