Self-control
A young infant practices calming down after a mildly stimulating experience with a nursery rhyme.
None
Be Prepared: Be familiar with the words and tune of the “Itsy Bitsy Spider” nursery rhyme. Sources are available online. Corresponding finger actions are suggested below.
[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 fun song?
[Pause and acknowledge the infant’s response while smiling and making eye contact. Example: “You are looking at me! I think you are interested in a song.”
Sing “Itsy Bitsy Spider” while offering light touches that correspond with the words of the song. Below are suggested finger actions:
Watch the infant’s reactions to the song closely. Use gentle touches and avoid tickling. Stop the activity if the infant turns away or appears at all distressed. Some infants may signal for you to repeat the song.
Talk with the infant about his/her reactions. Examples: “You have a big smile! You like our song. I will sing it again!” “You made a sad face. I stopped the song. Let’s find a way to feel calm and happy.”
At the conclusion of the song, reposition the infant to provide a clear signal that our song is over. Announce that our song is done and it is time to calm down. Example: “Our song is all done. We can calm down now.” 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 rest.]
[Smile and make eye contact as you describe what happened. Example: “We had fun with the “Itsy Bitsy Spider” song, Camila! You laughed and had a big smile. Then we stopped so we could get calm again.”]
Self-control
An older infant practices calming down after a mildly stimulating experience with a nursery rhyme.
None
Be Prepared: This activity is for an infant who is mobile or becoming mobile and can sit independently or with support. Be familiar with the words and tune of the “Itsy Bitsy Spider” nursery rhyme. Sources are available online. Corresponding finger actions are suggested below.
Invite an infant to sit with you on the floor for a special song. Sit facing the infant with a smile and tell about your plan. Example: “I am going to sing the “Itsy Bitsy Spider” song. My fingers are a pretend spider that can walk up your arm! Is it okay if my fingers pretend to walk up your arm?” Walk two fingers for several steps on the infant’s arm as an example of what you are asking. If the infant shows distress, explain that you can sing the song by moving your fingers in the air and not on the infant. Demonstrate walking several fingers in the air. If the infant continues to show distress about finger movements, sing the song without finger actions. Stop the activity if your singing seems stressful for the infant.
Sing the song and gently walk your fingers up the infant’s arm. Use a light touch and avoid tickling or startling the infant. See Option 1 for suggested finger actions. At the conclusion of the song, describe the infant’s reactions. Example: “You had fun with our song today, Cameron. You smiled and laughed when the spider walked up your arm.” Then announce that our song is done and it is time to calm down. Example: “Our song is all done. We can calm down now.” Invite the infant to sit near you to rest. The infant may want to sit next to 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. Acknowledge the infant’s behavior as he/she becomes calm after the activity. Example: “We had fun with the “Itsy Bitsy Spider” song. Now we are resting. We are feeling calm.”
Most infants will enjoy the gentle touches that accompany this familiar song. An infant may signal that he/she would like you to repeat the song by smiling and making eye contact with you, kicking his/her legs, cooing, or laughing aloud. It is important to also watch closely for indications of disinterest or distress during the activity. Some infants may not like the feeling of your fingers or your movement of their arm. Option 2 suggests that you ask the infant whether it is okay for your fingers to walk on his/her arm. Most infants will not understand the words of your question, but your finger-walking demonstration, gestures, and facial expressions hopefully communicate the general idea of what could happen. Watch carefully for signs of distress, as suggested in the plans.
Your most important role in the activity is to help the infant calm him/herself. Adjust your calming-down supports in response to the infant’s ease or difficulty in calming down. Give the infant a few moments of quiet time to respond to a strategy, such as your announcement it is time to calm down, before offering additional help. An older infant may move toward a calm state when you indicate the song is over.
Extra support
Enrichment
Materials Needed: none
During floor play, engage infants in nursery rhymes that involve simple motions, such as “Hickory Dickory Dock.” Recite one verse of the rhyme, using light touches as the mouse runs up the clock and then back down. This rhyme activity may be enjoyed by two infants at a time, using one hand for each infant. Infants will likely enjoy participating in the rhyme with a peer, and may enjoy watching one another’s reactions to the motions. Encourage the infants to calm down after the exciting activity using one or more of the strategies suggested in the activity options.
Materials Needed: none
Invite all the children in your care to participate in the “Itsy Bitsy Spider” finger play. Sing the song slowly and explicitly demonstrate the corresponding movements. Older children who are familiar with the rhyme might wish to demonstrate the motions. Toddlers will enjoy watching their older peers and may imitate some of the simple movements. Before moving to the next activity, encourage all children to rest and sit quietly for a few moments.
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