INFANT

ACTIVITIES

Jenna Broderick
Spring 2010
Instructor:
Jennifer Roll
INFANTS:

CURRICULUM AREA: Cognitive

ACTIVITY NAME: Matching Lids to Pots
PURPOSE: To develop a concept of size and shape.
To meet DITELF: Realize ability to make things happen.

CURRICULUM AREA: Fine Motor

ACTIVITY NAME: Toys Tucked Away
PURPOSE: To challenge children’s developing fine motor skills of pincher, grasp and rotate.
To meet DITELF Standard: Consistently use hand(s) for object exploration.

CURRICULUM AREA: Gross Motor

ACTIVITY NAME: The Scarf Game
PURPOSE: To foster coordination and balance control.
To meet DITELF Standard: Begin to have control of arm movements.

CURRICULUM AREA: Language

ACTIVITY NAME: Show Me!
PURPOSE: To make connections between words and objects.
To meet DITELF: Demonstrate enjoyment through facial/body movements to the sounds of words in
books.

CURRICULUM AREA: Social-Emotional

ACTIVITY NAME: Who’s Here Magnets
PURPOSE: To feel like an important member of their community while enjoying social interactions.
To meet DITELF Standard: Show interest in others.
COGNITIVE
Infants
 ACTIVITY PLAN

NAME: Jenna Broderick

SEMESTER: Spring 2010
AGE LEVEL: Infants

ACTIVITY NAME: Matching Lids to Pots

CURRICULUM AREA: Cognitive

PURPOSE: To develop a concept of size and shape.

To meet DITELF: Realize ability to make things happen.

DEVELOPMENTAL DOMAINS:
Cognitive Language Social Emotional Gross Motor Fine Motor

MEASURABLE OBJECTIVES:
The child/children will:
• Enhance their concentration by focusing on an object and matching its parts.
• Explore the concept of object permanence by removing the lid and finding a ball.
• Strengthen small muscles by grasping the handle and lifting the lid.

MATERIALS AND SUPPLIES NEEDED:

• One metal pot.
• Fitted lid with knob or handle.
• Work tray.
• Bright plush ball to hide in pot. (optional)

PROCEDURES:
I will:
Preparation
• Wash the pot and lid with soap and water at home.
• Pack plush ball inside pot.
• Pack my work tray.
Activity
• Introduce myself by saying, “Hello (name) it’s good to see you again. Miss name is Miss Jenna I was
hear two weeks ago.”
• Transition to the activity by saying, “(Name of child) I lost my ball. I need you help to find it. Come on
over, I think it’s over here by this pot.”
• Sit on the ground with the child or children in front of the pot.
• Slowly and deliberately grasp the lid handle and take the lid off the pot.
• Verbally describe my actions by saying” I’m going to grab the handle to take the lid off. Let’s see if the
ball is in there.”
• Place the lid on the work tray.
• Ask the child when they have seen a pot like this before.
• Pause and smile at the child and say, “The lid is off.”
• Ask the child, “Now where is that ball?”
• Look inside the pot and with great surprise exclaim, “I found the ball! The ball is in the pot!”
• Ask the child to retrieve the ball out of the pot.
 • If the child does not take the ball out I will saying, “I’ve taken the ball out.”
• Allow the child to feel the ball.
• Ask how the ball feels.
• Provide sensory balls like soft, fuzzy, round.
• Say to the child, “Let’s put the ball back in so I don’t lose it again.”
• Put the ball back in the pot.
• Slowly and deliberately pick the lid up by its handle and place it back on the pot.
• Tap the lid a few times to make sure it is secure.
• Pause and smile at the child or children and say, “The lid is on.”
• Invite the child to take the lid off by saying, “(Name), do you remember where the ball is? Let’s find it,
it’s your turn to take of the lid.”
• Assist only if needed.
• Use differentiating words like, “on off, up, down, lift, drop, remove, replace”
• When the child has demonstrated they are finished with the activity, I will thank them for participating
by saying, (Name) thank you for helping me find my ball. You were a great help with taking the lid off
the pot to find my ball.”

Transition to Next Activity

• Thank the children for participating
• Transition the children to the next activity by singing, “Thank you (name), thank you (name) thank you
(name for coming to play with me!” (Tune of Goodnight Ladies)

REFERENCE CITATION:

North American Montessori Center. (2006). Cognitive Activity 3: Matching Lids to Pots.
In NAMC Infants Manual A. Retrieved from
http://www.montessoritraining.net/infant_toddler/courses/infants_manual_a/samp le_lessons.htm
FINE MOTOR
Infants
 ACTIVITY PLAN

NAME: Jenna Broderick

SEMESTER: Spring 2010
AGE LEVEL: Infants

ACTIVITY NAME: Toys Tucked Away

CURRICULUM AREA: Fine Motor

PURPOSE: To challenge children’s developing fine motor skills of pincher, grasp and rotate.
To meet DITELF Standard: Consistently use hand(s) for object exploration

DEVELOPMENTAL DOMAINS:
Cognitive Language Social Emotional Gross Motor Fine Motor

MEASURABLE OBJECTIVES:
The child/children will:
• Practice using their thumb and forefinger by taking lids off of different containers.
• Exercise the wrists by rotating them to dump toys out of containers.
• Utilize hand eye coordination by positioning objects correctly to fit in containers.

MATERIALS AND SUPPLIES NEEDED:

• Coffee can with lid
• Box with lid
• Box with a pull out drawer
• Three objects (S, M, L) that fit in each container.
• Object
• Object
• Canvas bag

PROCEDURES:
I will:
Preparation
• Make sure containers and objects are safe and clean.
• Pack all items into a shoulder bag.
Activity
• Introduce myself
• Transition to the activity by singing to the tune of “A Hunting We Will Go”
“Olivia come and play, Olivia come and play, I have some toys all hidden away, Olivia come and play.”
• Once children have assembled take one container out with great enthusiasm and curiosity.
• Shake it and say, “Something is inside this box/can/etc. I wonder what it can be. What do you think it
could be?”
• Open it slowly peaking in and closing the top again.
• Take the lid off slowly and place the lid on the ground.
• Dump the object out onto the ground.
• “Look, Olivia! It’s an (object)! An (object) was hidden inside the can. All I had to do was peel the lid
off to find it. Did you see how I peeled the lid off to get the (object) out? Let’s place it back in the can so
you can try.”
 • Place the object back inside slowly and place the lid back on.
• “Where would you hide your favorite toy?”
• Pass the can to the child
• “It’s your turn to open the can. Wow, look at you pinching the lid with your fingers! Great job. Dump it
out now. Hey, that item is round and shiny. How does it feel on your hands?”
• Allow child time to think.
• Provide vocabulary words.
• Allow child time to investigate and play with the hidden object.
• Continue steps above with other children while Olivia is playing with the object.
• Place objects back into containers for children to retrieve again.
• Continue as long as children are engaged

Transition to Next Activity

• “Thanks so much for helping me find all my valuables! Luckily you were here with your strong hands.
Let’s shake out these hard working hands to get ready for something else”
• Transition the children to the next activity with the following finger play:
“Two little blackbirds sitting on the hill - One named Jack -One named Jill
Fly away, Jack! - Fly away, Jill! - Come back, Jack! - Come back, Jill!
Two little blackbirds sitting in the snow. One named Fast. One named Slow.
Two little blackbirds sitting on a cloud. One named Soft. One named Loud.
Two little blackbirds soaring in the sky. One named Low. One named High.”

REFERENCE CITATION (Attach Copy):

Miller, Karen. (1999). Simple steps: developmental activities for infants, toddlers, and two-year olds.
Beltsville, MD: Gryphon House.

Extensions:

Read Spot books

Read Here Are My Hands
Cut holes in the top of the containers for the children to stuff objects into
Place objects in the boxes snuggly to increase the challenge
Add latched and screw top containers as skills develop
Hide objects around the classroom
Hide boxes with objects around the classroom
Have Pirate and Treasure Hunter themed Dramatic Play
Make a Treasure Map using the children’s footprints
GROSS MOTOR
Infants
 ACTIVITY PLAN

NAME: Jenna Broderick

SEMESTER: Spring 2010
AGE LEVEL: Infants

ACTIVITY NAME: The Scarf Game

CURRICULUM AREA: Gross Motor

PURPOSE: To foster coordination and balance control.

To meet DITELF Standard: Begin to have control of arm movements.

DEVELOPMENTAL DOMAINS:
Cognitive Language Social Emotional Gross Motor Fine Motor

MEASURABLE OBJECTIVES:
The child/children will:
• Enhance body wisdom by twirling with the scarf.
• Practice unilateral movements by waving the scarf in the air.
• Explore balance by remaining upright after tugging on the scarf.

MATERIALS AND SUPPLIES NEEDED:

• Six brightly colored scarves (one for each infant)
• Coffee can with hole cut out of lid

PROCEDURES:
I will:
Preparation
• Acquire scarves
• Assemble container from coffee can
Activity
• Set up near any infants that may be physically unable to walk or crawl over.
• Sing:
(To the tune of Frere Jacques)
“Where is Linda? Where is Linda?
There you are. There you are.
Come on over to see. Come on over to see.
What I have. What I have.”
• Ask, “What do you think I might have in the can?”
• Start to pull one scarf out of the can. Say, “I have scarves in this can. What do you think we can do with
this scarf?”
• Wave that scarf over my head.
• Say, “(Child’s name) I wonder if you can pull a scarf out of the can too.
• Offer can to child the child and allow them time to pull the scarf out.
• Say, “Great! Now let’s see you wave the scarf high in the air.”
• Start waving to demonstrate.
• Say, “Wow! Look at that bright color flying in the air. What does that look like to you?”
• Allow child time to think of possibilities. Say, “I think my blue scarf looks like a bluebird flying around
me.”
 • Say, “I have an idea. Let’s play tug-o-war (or Peace.) I’ll hold one end and you hold the other. Then
we’ll tug the scarf back and forth.”
• Either give the child an end of the scarf or grab the free end of the scarf they are holding. This will
depend upon the temperament of the child.
• Tug softly on the scarf. If the child drops it, hand the scarf back the child.
• Say, “(Child’s name) you’re really strong. I couldn’t pull you over. You have terrific balance!”
• Say, “I have one last idea. I’d like to spin around in circle with the scarf! Let’s spin around in circles.”
• Start spinning.
• Offer to pick up the child and spin them if they do not spin on their own
• Continue as long as the child is engaged.

Transition to Next Activity

• Say, “It looks like it’s time to clean up our scarves. Let’s wave them up high one last time. Now let’s
push them back into the can. Thank you so much for playing and helping clean up.”

REFERENCE CITATION (Attach Copy):

Nolan, L. (n.d.). Pulling Scarf Game. Retrieved from

http://www.montessorifortheearth.com/ScarfGame.html

Extensions
• Tie scarf to wrist for infants until to keep grasp.
• Change items to streamer, neckties, yarn, etc on a weekly/monthly basis.
• Play peek-a-boo with the scarves.
• Tie the scarves together to add weight and drag.
• Finger paint on light colored scarves.
• Read flying related books.
• Read color related books.
LANGUAGE
Infants
 ACTIVITY PLAN

NAME: Jenna Broderick

SEMESTER: Spring 2010
AGE LEVEL: Infants

ACTIVITY NAME: Show Me!

CURRICULUM AREA: Language

PURPOSE: To make connections between words and objects.

To meet DITELF: Demonstrate enjoyment through facial/body movements to the sounds of words in books.

DEVELOPMENTAL DOMAINS:
Cognitive Language Social Emotional Gross Motor Fine Motor

MEASURABLE OBJECTIVES:
The child/children will:
• Demonstrate an understanding of familiar words by pointing to specific body parts when asked.
• Communicate how they feel about the game by displaying expressions on their face.
• Expand their ability to label objects by relating real objects to objects in the book.

MATERIALS AND SUPPLIES NEEDED:

• Show Me! by Tom Tracy

PROCEDURES:
I will:
Preparation
• Show Me! by Tom Tracy

Activity
• “Hello (child’s name). It is so nice to see you and your eyes and your nose and your chin. Here are Miss
Jenna’s eyes and nose and chin.” Point to each one.
• “I have a terrific book about an infant just like you. Come sit with me. I’d love to read it with you!”
• With child on lap or sitting next to me I will read, “Show Me!”
• After reading I will ask, "(Child’s name), where are your eyes?"
• Demonstrate an answer by touching their nose and saying, “There it is! There’s (child’s name’s) eyes!
Oh, and I see your have blue eyes. Who else in your family has blue eyes?”
• Reflect back to the book and ask, “Where is the baby’s mouth?”
• Assist the child in pointing to the mouth if necessary.
• “Now where is your mouth? That’s right! There is (child’s name’s) mouth! There’s lots of things we do
with our mouths. What can you do with your mouth? Demonstrate sticking out my tongue, making
clicking sounds. Talk about eating and drinking and how the infants feel things with their mouths.”
• Ask, “Where are your feet? What do we use our feet for? How does it feel when I tickle your feet?”
• Continue as long as the child is interested.

Transition to Next Activity

• Thank you (child’s name) for reading and playing with me. It was fun finding all those different parts of
the body with you.
• Transition the children to the next activity by asking, “Please look around the room with your eyes and
see what you would like to do next.”
REFERENCE CITATION (Attach Copy):

Miller, K. & Raines, S. C. (2002). Story stretchers for infants, toddlers, and twos: experiences, activities, and
games for popular children's books. Beltsville, MD: Gryphon House.
SOCIAL - EMOTIONAL
Infants
 ACTIVITY PLAN

NAME: Jenna Broderick

SEMESTER: Spring 2010
AGE LEVEL: Infants

ACTIVITY NAME: Who’s Here Magnets

CURRICULUM AREA: Social-Emotional

PURPOSE: To feel like an important member of their community while enjoying social interactions.
To meet DITELF Standard: Show interest in others.

DEVELOPMENTAL DOMAINS:
Cognitive Language Social Emotional Gross Motor Fine Motor

MEASURABLE OBJECTIVES:
The child/children will:
• Strengthen name recognition of people in their community by matching class photos of children.
• Practice social greetings by waving hello to friends.
• Experience being a valued member of their community by giving/receiving photos of friends.

MATERIALS AND SUPPLIES NEEDED:

• Camera
• Two photos of each child
• Name tags for each person is photos are not possible
• Computer
• Printer
• Ink
• Cardstock (white and colors)
• Magnet Tape
• Contact paper
• Two cookie pans
• Shoulder bag for transportation and storage

PROCEDURES:
I will:
Preparation
• Ask permission to take photos of each child and teacher. If not OK, use large name tags.
• Take photos of children.
• Print, mount and cover photos with contact paper.
• Stick magnet tape on back.
• Acquire clean cookie pan.
• Pack all in a shoulder bag.
• Place three photos at a time on the cookie pans

Activity
• Sit on floor where the most children can be found.
• Take cookie pan with magnet already attached out of my bag with flair and enthusiasm.
 • Sing, “If you’re (Child’s name) and you know sing yeigh! If you’re (Child’s name) and you know it
sing yeigh! If you’re (Child’s name) and you know it then your face will surely sow it. If you’re
(Child’s name) and you know it sing yeigh!” (tune of Happy and You Know It)
• “Wow! Look at all these friends! I wonder who they can be? (Child’s name) come look at these
pictures! Who is this?”
• Keep peering out over pan to capture attention.
• Point to picture and ask, “Who is that? That’s right, that’s (child’s name) picture.”
• “And there’s (child’s name) and there’s (child’s name.)
• “Let’s play a matching game with these pictures. First let’s pick a friend.”
• For younger infants select their own picture.
• For older infants try a picture of someone else.
• Say, “Let’s find that friend in the classroom and wave hello.”
• Wave and say hello to that friend.
• Ask, “When do we wave hello to someone?”
• Allow the children to think then say, “That’s right we wave hello to our teachers in the morning. We
wave hello to our Grandma when we go for a visit. Let’s practice waving hello.”
• Take the other cookie pan on out bag.
• “Ok now that we have one picture of (child’s name) let’s see if we can match it to another picture of
them.”
• Demonstrate by taking a photo from one pan, putting it next to each photo on the second pan until I find
the match. Place photos next to one another and say, “I found them!”
• Take the two photos off leaving two for the infant to match.
• Ask child if they can find another picture that matches on the other pan.
• Guide child in matching the picture.
• For older infants, ask one friend if they can bring another friend’s picture to them.
• If the child does not or cannot bring the photo, invite that friend to simply look around for them.
• Thank the child for being such a great helper and good friend.
• Continue with children in the classroom as long as they are interested.
• If there is a child not present ask, “Who is this? That’s right it’s (Child’s name.) Where are they?
Hmm, there not here in the classroom. Where do you think they are today?

Transition to Next Activity

• “That was fun! Thank you for bringing our pictures to all our friends. I bet everyone felt special when
they saw their own picture. What a terrific bunch of friends we have in this classroom!”

REFERENCE CITATION (Attach Copy):

Miller, Karen. (1999). Simple steps: developmental activities for infants, toddlers, and two-year olds.
Beltsville, MD: Gryphon House.

Extension
• Include a shatterproof mirror.
• Mount cookie pan on wall at children’s level.
• Include puppets to select photo.
• Hide photos under flaps and ask, “Who’s missing?”
• Read Do You Know New? by Jean Marzollo.