Self-control
A young infant practices calming down after a mildly stimulating activity with music and movement while held by a caregiver.
[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 some music?
[Pause and acknowledge the infant’s response. Example: “You are looking at me. I think you are ready to listen to the music. Let’s move a little bit while we listen.”]
[Play lively instrumental music and gently move your arms up and down to create a light bouncing motion. The infant’s head should never leave the bend of your arm. Hold the infant securely at all times. Smile and make eye contact with the infant. If he/she seems to be enjoying the movement, gradually increase the amount of movement.
Watch the infant’s reactions to the music and movement closely. Decrease the movement or stop the music if the infant tightens his/her muscles, frowns, or appears at all distressed. You may wish to play the music without the movement or continue gentle movements without the music. Talk with the infant about his/her reaction. Examples: “What a big smile you have! You like moving to the music!” “You are making a sad face. I think you are feeling unhappy. Let’s stop the music. We will find a way to feel calm.”
After listening and moving to the music for several minutes, turn off the music and encourage the infant to become calm. Announce that the music is over. Example: “The music is all done. We can calm down now.” Reposition the infant to provide another clear signal that the activity is over. 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. Examples: “We had fun moving with the music, Hailey! You had a big smile. Then the music stopped. I held you while you got calm again.”]
Self-Control
An older infant practices calming down after a mildly stimulating activity of music and movement while standing and holding hands with a caregiver.
Invite an infant to join you for a music activity. Kneel facing the infant (within reach of the music player) and invite him/her to stand up while holding both of your hands. If the infant appears unsure of his/her position, you may wish to place your arms firmly around his/her waist during the activity instead. Make eye contact and ensure the infant feels secure and ready for the activity. Example: “We are going to listen to music and you can dance! Are you ready?” Begin playing the music 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 move their heads and bodies with the music, whereas others may benefit from additional verbal and/or physical support. If the infant shows signs of disinterest or distress at any time, modify or end the activity. Talk with the infant about his/her response to the music and movement. Examples: “You had fun dancing with the music, Talia!” “You didn’t feel like dancing today, Evan. You enjoyed sitting and listening to the music instead.”
After the music 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 activity. Example: “You had fun moving your body with the music. Now you are sitting with me and resting. We are feeling calm.”
Both activity options support infants in learning that they can be excited during fun activities and also be able to return to a calm state. A young infant may signal he/she would like to continue listening to the music by smiling and making eye contact with you, kicking legs, cooing, or laughing. Older infants may be aware of the idea of dancing to music and will enjoy moving their body up and down or perhaps from side to side. Watching closely for, and promptly responding to, indications of disinterest or distress are important parts of your role. Remember that distress may be shown through tightened muscles, which can be readily detected in Option 1. Your attentiveness to infants’ calming-down behaviors is also key to the success of the activities. In Option 2 especially, some infants may move toward a calm state independently with your indication that it is time to stop the music and dancing. Others may need additional support to become calm.
Extra support
Enrichment
Materials Needed: music player with lively and soft music
Play lively music and invite several infants to dance as they wish with the music. Some infants may stand and bounce, whereas younger infants may bob their heads and upper bodies. Encourage the infants to calm down after the exciting activity using one or more of the strategies offered in the activity options.
Materials Needed: music player with lively music
Children of all ages enjoy moving their bodies to music. Invite children to play a stop-and-go game with lively music. Encourage children to dance in ways they wish while the music is playing and to stop when the music stops. Older children can model how to dance and then stop. Young toddlers will enjoy participating with their older peers. Young infants may join the activity by being held by an adult who gently moves and then freezes at the appropriate times. Encourage all children to rest and sit quietly for a few moments before moving to the next activity.
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