Social interaction skills
A young infant and caregiver play together with a musical toy, with opportunity to engage in back-and-forth interactions.
[Place the infant on his/her back in a comfortable reclining position.
Smile and greet the infant using his/her name. Acknowledge the infant’s reactions, including vocalizations, facial expressions, and/or gestures. Examples: “You are smiling and looking at me, Simon! I smiled at you, and you are smiling at me!”]
[Introduce the two maracas by holding both toys about 12 inches from the infant.]
I have two toys for us to play with! Listen, these toys make noise!
[Gently shake the maracas and then hold them out within reach of the infant.]
Would you like to play with the toys?
[Gently shake one or both of the maracas and describe their sound. Example: “Listen, do you hear the sound of the toys when I shake them? It is fun to listen to the sounds of our toys.”
If the infant does not reach for a toy, gently shake one maraca and offer it again. If the infant seems mostly interested in watching you play with the maracas, shake one or both toys gently as you describe the sounds. Especially describe the infant’s reactions to the sounds and your actions. Imitate and describe a facial expression the infant offers in response to your movement of a maraca. It is not necessary for the infant to hold or manipulate a maraca for meaningful interaction between you and the infant.
If the infant holds or manipulates a maraca, use the following strategies to encourage a back-and-forth exchange with the infant:
Maintain your focus on the same toy or action that interests the infant. If the infant shifts his/her attention to other objects or people in the room, shift your attention to the same object or person. Describe what you think the infant sees. Wrap up the activity when the infant begins to show signs of disinterest.]
[Offer a brief description of what happened during the activity. Example: “Thank you for sharing time with me, Adrianna. We played with toys that make noise! You waved your toy back and forth. I waved my toy back and forth! We listened to the sounds. We had fun together!”]
Social interaction skills
An older infant participates in back-and-forth interactions with a caregiver focused on playing a musical toy.
Invite an infant to sit with you on the floor to play with a toy piano or xylophone. Place the toy instrument on the floor between you. Describe the toy. Example: “Look, I have a toy piano for us to play with today! The piano makes different sounds.” Demonstrate how to make a sound on the instrument. Describe your actions. Make an exaggerated happy face and describe what happened when you hit a key. Example: “Did you hear the sound? I pushed this key, and the piano made a sound. Listen, I’m going to push it again!” Then invite the infant to make a sound on the instrument.
If the infant makes a sound on the instrument, use an exaggerated happy face and tone to affirm his/her actions. Example: “You did it! You pushed the key and made a sound! What are you going to do next?”
Encourage back-and-forth interactions with the infant using the following strategies:
As you interact with the infant, remember to pause and allow time for the infant to respond to your words and to the activity itself. Continue to encourage imitation behaviors by imitating the infant’s actions and encouraging him/her to imitate yours.
The toy is a means to your interaction with the infant. An infant’s familiarity with a toy will likely influence his/her participation with the item. Some infants may wish to explore the toy in some detail. There is a lot for the infant to consider, including the range of different keys and how pushing a key (or using a mallet to hit a key on a xylophone) makes a sound. Describe the infant’s explorations without directing the actions. Remember that, at this age, infants are not expected to be taught or to learn colors, but you may wish to refer to colors of keys in your descriptions of an instrument.
After a period of exploration, watch for the infant to look at you, point to the toy, reach for your hand, or vocalize interest in playing with you regarding the toy. Some infants may prefer to watch and listen as you manipulate the toy, as noted in the Option 1 description.
Extra support
Enrichment
Materials Needed: assortment of musical toys (with duplicates), such as maracas, rattles, caged bells, and shakers
Place musical toys near several infants. Sit close and encourage the infants’ awareness of one another, including their use of instruments. Describe the actions of the infants as they interact with the toys. Recognize facial expressions and repeat and extend vocalizations as infants play.
Materials Needed: assortment of musical toys
Option 2 can be adapted for older children in your setting. Encourage two older toddlers or preschool-age children to take turns making sounds with one or two instruments. Promote interactions among the children. If two instruments are available, invite the children to play their instruments at the same time and then play alone while the other listens.
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