Gross motor development
An infant is encouraged to crawl as part of openended play with several small toys.
Be Prepared: This activity is designed for infants who seem ready to crawl (generally 5–7 months). “Getting ready to crawl” indicators include emerging skills in one or more of the following: (1) rolling from back to stomach or from stomach to back; (2) raising head and chest and supporting self with both hands when on tummy; (3) creeping forward with tummy on the floor; or (4) getting into a crawling position on hands and knees. This activity builds on an infant’s desire to grasp and explore objects.
Create a safe and clean play area on a firm, flat surface that provides the infant with freedom to move. A padded floor or firm mat works well. Add several toys that appeal to the infant. A soft, solid color in the mat or padding will help the infant focus on the toys and his/her actions. Infants may feel overwhelmed with a lot of visual and auditory stimulation. Look at the space from an infant’s perspective to ensure there are no barriers to the infant’s movement.
[Greet and place the infant on his/her back next to you, allowing space for the infant to move freely. Talk to the infant about playing in the area. Example: “Here is a nice place to play, Angel. You can move and play anyway you like. I will stay close to you.” Put the toys near the infant so the infant needs to extend an arm or maybe move (roll over) in order to reach them. Use your understanding of the infant’s motor skills in making the toy placements.
Offer encouraging comments about the infant’s actions. Example: “You put your legs up. Legs down. Now, you rolled over! Now our room looks different to you!”
Use the infant’s interests and motor skills to determine the focus of the activity. Possibilities include the following:
If the infant rolls over, say “roll over” as the infant rolls. Enthusiastically acknowledge the infant’s accomplishment. Example: “You rolled over! You moved on our mat. You know how to roll over!”Draw attention to a toy(s). Example: Point to a toy and ask “Are you looking at this toy?” You may wish to slightly jiggle one of the toys. If the infant rolls over, move the toy so it can be seen by the infant in his/her new location. If the infant pushes up chest and head, move the toy so it can be grasped with an appropriate arm reach.
The infant will signal when it is time to change the activity. Rolling over, pushing up, or crawling practice may last 30 seconds or up to several minutes. The infant may be interested in repeating the activity over time, until he/she develops skilled crawling.]
[Describe the infant’s actions. Examples: “We played on the floor. You moved back and forth on your hands and knees.” “You are learning to roll over.”]
Putting the infant on his/her back at the beginning of the activity can promote rolling over action. Closely-supervised tummy time can help infants develop strength to hold their heads up to look around. If you place the infant on his/her tummy, avoid putting the infant in a crawling position (such as putting the infant’s knees under his/her body). The process of learning how to get into a crawling position is beneficial in developing balance and strength. The rate of an infant’s large motor development varies considerably. Some infants creep forward with their tummy on the floor before crawling on hands and knees. Some infants crawl sooner than expected.
Watch and verbally support what the infant is trying to accomplish. The infant may be interested in reaching a toy, or may be focused on the process of moving. It is not necessary to comment constantly, but do talk often in order to communicate that you notice and appreciate the infant’s efforts and accomplishments.
The infant may do some or all of the following motions:
Extra support
Enrichment
Gross motor development
An older infant explores crawling over a low foam shape.
Place a low foam shape on a soft surface for a mobile infant to crawl over. You may wish to call the foam shape a mountain. If the low shape is part of a set, wait to introduce the bigger shape until the infant masters going over the low shape. Sit near the foam shape to offer verbal encouragement. Encourage the infant to explore the shape without assistance. Example: “You may crawl up if you like.” Emphasize words related to the activity, such as crawl up and down.
Sing a song to the tune of “Bear Went Over the Mountain” to support the infant’s crawling efforts. Here are possible lyrics:
Caleb went over the mountain,
Caleb went over the mountain,
Caleb went over the mountain,
He got to the other side.
Moving an infant up and over the foam shape is not suggested. Encourage the infant to develop his/her own strategies for going over the foam mountain.
Some infants may promptly crawl over the foam mountain independently. Other infants may first explore the shape by touching it, sitting on it, or maybe lying on it. An infant may look at you for assurance that crawling up is alright. Describe an infant’s actions, including possible hesitancies in crawling up the foam mountain. Example: “You are on your knees patting the foam shape. You can crawl up when you feel ready.”
Extra support
Enrichment
Materials needed: items of different textures and colors, bell, cloth bag, doll or animal, cloth, photos of infants, non-breakable mirror, low foam shape, cube chair
Provide a small number of objects that differ in texture or color for non-mobile infants to view and potentially reach for during floor play.
Arrange several novel items in different areas of the room for crawling infants to discover, such as a small bell inside a cloth bag. Cover a doll or animal with a cloth. Attach photos of infants to the side of low storage units for crawling infants to find. On another day, consider using clear tape to fasten a non-breakable mirror to the floor.
Mobile infants will enjoy exploring one low foam shape placed on a soft surface. Place a few soft play materials on a cube chair or other low surface for standing and walking infants to manipulate.
Materials needed: foam shape, flat foam mats
Offer a larger foam shape (called a mountain in Option 2) to a toddler for crawling up and down. The toddler may need guidance for moving down the shape. Also, toddlers and preschool-age children may enjoy closely supervised play on flat foam mats stacked at different heights.
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