Fine motor development, Good health practices
A toddler participates in a handwashing song.
None
Be Prepared: Be familiar with the tune of “Frère Jacques.”
Introduce the following handwashing song as you assist a toddler with washing his/her hands. Using the song throughout the day with individual toddlers is generally more helpful than using the song with a small group of toddlers.
Demonstrate handwashing actions by washing your own hands as you sing the song. Describe key parts of the song. Example: “Our song tells us to wash the top and bottom of each hand.” Point to the top of your hand and touch the top of the toddler’s hand lightly. Demonstrate rubbing the top of one hand with the opposite hand.
Tops and bottoms, tops and bottoms,
[Rub top and bottom of hands]
In between, in between,
[Rub fingers inside on both hands]
All around our hands, all around our hands,
[Rub all over both hands]
Get them nice and clean.
The song can help toddlers focus on the handwashing task. Hearing the words as they learn the sequence eventually can help toddlers remember the parts and sequence of handwashing.
A young toddler typically needs lots of help with handwashing, but may be able to complete one part of the routine independently. A toddler who is more experienced may need help with some tasks, but likely will have developed good skills for some parts of the sequence.
At this age, it is not necessary to discuss germs. Offer a simple explanation, such as “Washing hands helps us stay healthy.”
At about age two years, toddlers often express a desire to do tasks independently. A toddler may say “Me do it.” It is beneficial to respect and celebrate signs of emerging independence, keeping in mind that a toddler who desires independence one day may need help and extra security another day.
Extra support
Enrichment
Fine motor development
Toddlers clap and wave their hands as part of a song.
Be Prepared: Be familiar with the following song. Arrange carpet squares to provide a place for each toddler to sit.
[Animate the teddy bear with a friendly voice to invite toddlers to join you on the floor.
Hold the bear for all toddlers to see. Move the bear in a clapping action. Open and close the bear’s arms slowly as you describe the actions.]
Our teddy bear is clapping. Look at how the teddy bear opens his arms wide. Then he puts his hands together. Clap, clap, clap!
Thank you, Bear! Now all of us can clap our hands. Please watch us clap.
[Place the teddy bear on your lap, facing toddlers. Lead and encourage toddlers to open their arms wide and then clap their hands together.]
I have a fun song to sing. You can listen with your ears.
[Point to your ears.]
You can watch me with your eyes.
[Point to your eyes.]
Our song is going to tell us to clap our hands.
[Sing the following song. At appropriate points in the song, exaggerate clapping your hands a few inches in front of your body. Tune: “Here We Go ‘Round the Mulberry Bush”]
This is the way we clap our hands,
Clap our hands, clap our hands.
This is the way we clap our hands,
So early in the morning.
Now let’s stop clapping our hands.
[Put your hands in your lap in a pronounced way.]
Let’s all put our hands in our lap. I would like to sing the next part of our song.
We wave goodbye in the next part of our song. Let’s all wave our hands!
[Demonstrate and lead toddlers in waving a hand.]
This is the way we wave good-bye,
wave good-bye, wave good-bye.
This is the way we wave good-bye,
So early in the morning.
Now we stop waving our hands.
[Briefly describe what happened. Example: We sat together. I sang a song. We clapped our hands during the song. We waved our hands during the song. Let’s clap again! Let’s wave again!]
Some toddlers will imitate your actions and other toddlers may prefer to observe. The skill for clapping generally develops about 9–12 months of age, and can take time to refine. Clapping games strengthen the ability to use both sides of the body in a coordinated manner. A toddler may stand during the song because he/she is excited and happy.
Extra support
Enrichment
Fine motor development
Toddlers engage in hand and arm actions as part of a song about a bus.
Be Prepared: Become familiar with the tune, words, and hand actions for the “Wheels on the Bus” song.
Sit on the floor close to several toddlers. Place the toy bus on the floor in front of you. Encourage toddlers to point to parts of the bus of their interest. Name the part of the bus a toddler points to. Demonstrate a hand/arm action associated with the bus part if it is part of the song. Example: “You put your finger on the door, Josiah. The door on the bus opens and shuts.” Open your arms wide and move them back together at your midline. Repeat the action as you say, “open and shut.”
If no toddler points to the wheels, describe the round wheels as you point to them. Explain the wheels make the bus go. Use your arm and hand to demonstrate a “round and round” action for the wheels.
Sing the song in a lively but slower manner so toddlers can watch your actions. Speak clearly, especially when you say round and other words that describe an action. Invite the toddlers to join you with the actions.
Repeat a verse (action) that seems to be especially enjoyable to the toddlers. It is not necessary to sing all verses. Omit verses that you anticipate may be confusing to toddlers.
Singing two different verses of this song is typically a good length for toddlers of this age, but toddlers will differ in their interests. Toddlers often enjoy the verses about the baby crying and the parents saying “shhh.” The action that corresponds with wheels going around may be challenging for some toddlers. Moving both hands in a coordinated circular motion may be included in your demonstrated song actions, but toddlers will usually move both hands in their own fashion.
At this age, it is not necessary to teach toddlers the specific actions associated with the song. Some toddlers may participate by watching and others may make some, but not all, hand actions. Over time, most toddlers will learn actions as motor skills develop and the song is repeated regularly with actions. Remember that slowing down the words and the movements often helps toddlers imitate the actions in the song.
Extra support
Enrichment
Materials Needed: books listed in Optional Reading for Options 2 and 3, other books about vehicles, toddler-size vehicles, several small pails, vehicle toys
Place 3–4 toddler-size vehicles where there is space for toddlers to push them. On another day, put smaller vehicles on a low surface for toddlers to find and explore. Remove a few toys from one area and add play materials that encourage moving, such as several small pails with one toy vehicle in each one. Invite one or two toddlers to look at and talk about books with you.
Materials Needed: building sets, cubes, knob puzzles
Offer an informal gathering for toddlers and preschool-age children that includes several hand actions from Options 1 and/or 2 that children can imitate. Older children may enjoy the challenge of the “Where is Thumpkin” song that includes all fingers. Place building sets on a higher table for school-age children. Preschool-age children will enjoy one-inch cubes. Older toddlers and younger preschool-age children will enjoy knob puzzles.
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