Child uses and coordinates their large muscle groups.
What educators might observe
-
Holds head upright and in middle of body when carried
-
Brings hands together while lying on their back
-
Lies on their back and holds onto their feet
-
Rolls from back to front
-
Rolls from front to back
-
Sits unsupported and reaches for objects
-
Moves from sitting to hands and knees
-
Rocks back and forth on their hands and knees
-
Pulls body forward while on stomach (commando crawl)
Ways educators might support the child's development
-
Dance with the baby in your arms so they can feel your movements and begin to move with you
-
Place infant in front of a mirror so that they can see the different ways that they move
-
Create spaces, places, and times for whole body play and movement
-
Place babies on their abdomen with toys placed within sight but slightly beyond their reach; recognize the baby’s efforts to move toward the toys by saying such phrases as, “You really worked very hard to reach that toy and now you have it!”
-
Respect babies’ sense of dignity and autonomy by allowing them to move freely in the ways that they would like; avoid furniture that limits babies’ movements such as bouncers and walkers
Child controls the small muscles in their hands and wrists.
What educators might observe
-
Discovers fingers and toes
-
Holds feet in hands or put hands in mouth
-
Opens and closes hands
-
Grips caregiver’s finger or similar object
-
Coordinates hands and eyes when reaching for and holding a toy, such as a rattle
-
Reaches out and pushes ball
-
Picks up an object, such as a rattle , turns it over, and drops it
-
Grasps objects in each hand and bangs them together
Ways educators might support the child's development
-
Speak gently to the baby grasping your finger in a fist
-
Gently touch the baby’s hands so that they can become aware of them
-
When child is able to sit upright in a chair or high chair offer them soft finger foods that they can feel and pick up, such as cereal rings and very soft vegetables
The child uses sight, hearing, smell, taste, touch, proprioception (deep pressure), and vestibular function (balance) to perceive and respond to the world around them.
What educators might observe
-
Has a range of vision that is several feet by the age of four months
-
Calms while being held as educator dances, sways, or rocks
-
Tracks objects by moving both eyes together; makes eye contact with educator
-
See objects at a distance by seven months
-
Uses eyes, hands, feet, and mouth together to explore the environment (e.g., picks up an object, looks at it, then mouths it and looks at it again)
-
Hears door closing and looks to see who is coming
-
Falls asleep when moving (e.g., in sling, stroller, or car)
Ways educators might support the child's development
-
Gently massage, rock, rub, and stroke the child to soothe and comfort
-
Create simple, aesthetically pleasing environments in which the child’s senses are both stimulated and calmed
-
Give words to the child’s experience of the sensory world (“Yes, I feel you. Do you feel my hand? You smell so good. I see your big eyes looking at me.”)
-
Provide teething rings and items that can be chewed on and easily washed
Child cares for their physical well-being.
What educators might observe
-
Roots to find nipple
-
Indicates to their family member or caregiver when they want to nurse or eat by using crying, sounds, and gestures
-
Indicates when they are done by turning away from the nipple or bottle
-
Raises legs during diaper changing
-
Responds to educator’s language during caregiving activities by making eye contact and smiling
-
Assists educator in holding their bottle
-
Reaches for family member or educator when wanting to be hugged or held
Ways educators might support the child's development
-
Respond lovingly to the baby’s verbal and nonverbal cues; in this way the child learns that by indicating a need for help, they will be cared for
-
Hold and rock the baby when they are tired
-
Feed the baby when they are hungry
-
Change the baby’s diaper as soon as the baby has urinated or had a bowel movement
-
Change the bab y’s position when uncomfortable
-
Create opportunities for redirection, distraction, and substitutions if the child approaches danger
-
“Ms. Sue’s coffee is too hot, I need to put it away. Here is some milk for you.”
-
As the child reaches for a cord: “Let’s hold on to this teddy bear. That’s for the lamp, teddy is for you.”
-
“You are curious about crawling down the stairs. Why don’t I hold your hand while you bump down on your bottom?”
Child develops a healthy relationship to their body, pleasure, and others. This healthy sense of self is supported and demonstrated through respectful, caring, and loving relationships with families, educators, and other children.
What educators might observe
-
Explores body parts, including their genitals
-
Prefers to be unclothed
-
Looks at body parts on self, others, and in mirror
-
Responds positively to healthy touch from loving adults (e.g., is soothed by massage)
-
Communicates bodily discomfort (e.g., cries during tummy time or gives strong signal that a different position is preferred)
Ways educators might support the child's development
-
Talk to families about ways they express care and love for their infant; get to know and respect cultural differences in the way care and love are expressed
-
Be mindful when changing children’s diapers, and describe the sensations that children will experience next (e.g., “I am going to use a cold wipe to clean your vagina. So cold! There, I’m all done now”)
-
Allow children freedom to explore and observe their bodies
-
Avoid sexualizing children’s behavior (e.g. ,“He’s such a flirt”)
-
Read books on body parts For example
-
My Face Book , by Star Bright Books
-
Hello World! My Body , by Jill McDonald
-
All of Baby Nose to Toes. by Victoria Adler
-
Global Babies , by The Global Fund for Children
-
Where is Baby’s Belly Button? , by Karen Katz
-
Pretty Brown Face , by Andrea Pinkney
-
Busy Fingers , by C. W. Bowie
