FUNSTART

An activity a week to maximize your baby’s potential from birth to age 5

June Oberlander

Table of Contents

Cover Page

Title Page

Preface

Introduction

PART I

Move the Body Parts

Response to Light

Moving an Object

Make a Cradle Gym

Mirror and Pendulum

The Sock Ball

Response to a Noise Maker

Awareness

Interaction With Your Baby With Understanding

Large Muscle Activities

Eye-Hand Coordination

Observing Different Faces

The Face Observation

Stomach Position and Free Movement

Listening to Sounds

Developing Grasp and Eye-Hand Coordination

Listen and Do

Nursery Rhymes

Reach to Grasp

More Awareness of Hands

Awareness of Fingers

Awareness of Toes

Move to Grasp

Drop and Fall

Listen to the Sounds

The Sock Ball Throw

Toss the Ball Up and Watch

Awareness of Feet

Stacking and Falling

Paper Noise

Shake, Listen and Find

Watch the Ball

Bowl and Ball Roll

Sizes

Blowing Bubbles and Water Splash

Shoe Box House

Feely Squares

The Magic Mirror

Faces

Move and Roll

Poking

Drop It in a Container

Pull and Let Go

Name and Find

Which Hand?

Listen and Do More

Command and Do

Where Does It Belong?

Point to It

Home Sounds

Over

In and Out

PART II

The Face and Head Game

Cotton Reels

Pick Up

Containers and Lids

Let’s Play Ball

Let’s Go Walking

Look at Me

What Made That Sound?

What’s Outside?

What is Moving?

What Can I Smell?

Let’s Go Fishing

Can I Dress Myself?

Exploring With Dirt, Sand or Rice

My New House

Rhythm Band Music

Exploring With Water

Put It Through the Slit or Hole

Finger-Painting Can Be Fun

Painting With a Brush

Inside-Outside

Upstairs and Downstairs

Home Clay Exploration

Cardboard Puzzles

Drop Small Objects in a Bottle

I Can Carry a Tray

Put the Fish in the Boat

Where Is the Room?

Big and Little

Stepping Stones

Stencil Up and Down

Vegetable Printing

This Side, That Side

On and Off

Straw and Cotton Reel Stack

Stuff It in the Box

Clothes Peg Snap

Shake and Find

Flowers in the Basket

Poke and Print

Collect and Return

Rip It

Saucepans and Lids

Funnel Fun

The Big Button

Fold It

Find and Touch

The Medicine Dropper

Button, Zip, Snap, Velcro

Listen and Draw

Open and Close

Find Me

PART III

Humpty Dumpty

Jack in the Box

Top and Bottom

Big and Little

Toss in the Bin

Let’s Make a Necklace

The Box Walk

My Name

What Colour Am I Wearing?

Moving Hands and Fingers

Jump and Hop

My Family

I Can Paint

Farm Animals

Put It in a Line

Jack Be Nimble

Feely Bag Fun

The Three Bears

Sock Match

Outline the Shape

Up and Down

What Belongs in the Drawer?

Rub-A-Dub-Dub

I Spy Red, I Spy Blue

The Washing Machine

Slide and Roll

I Can Dress Myself

Clapping Hands

Cotton Reel Roll

The Coat Hanger Hoop

Ladder Walk

Eggs in the Carton One Two Three

Fruits to See, Feel, Smell and Taste

The One-Two Walk

Tall and Short

Is It Hot or Cold?

Through the Tunnel

Little and Big

Bowling

Paper Plate Pull

Little Boy Blue

Leaf Matching

Place It On or Under

How Far Can You Throw?

My Colour Booklet

Belongings

What is Its Use?

Food, Ordinals and Eating

Foot Pushing

Sequence Fun

Tiptoe

Colour Pieces

PART IV

Ball Bounce

Early Skipping Fun

Pound, Pound, Pound

Animal Moves

Match Pictures

Colourful Fish

Climb Up and Down

Obstacle Line

Day and Night

Scissors

Me

Circle and Square

Hit or Miss

The Hole Punch Row

Name the Sound

Listen and Draw Book

Guess What?

Create With Tape

Jumping Fun

Where Does It Belong?

Print Painting

Nuts and Bolts

Pouring

Money Talk

Which Egg is It?

Two Parts Make a Whole

In and Out of the Box

On and Off

Tearing Strips

Three Triangles

Hoops

Foot Shapes

How Does It Taste?

Sort the Cutlery

Sink or Float

The Alphabet Song

Fabric Match

Shadow Fun

Gallop Fun

Trace the Shapes

I Can Do It

Fold It and Discover

Magnet Fun

Yes or No

Clothes Peg Toss

Listen and Move

What is Missing?

Tell Me How

Families

Hopscotch Fun

Finish It

Actions

PART V

Playing With Shapes

Junk Box

A Dozen

Mail

Letters and Lines

Sewing is Fun

The Telephone

More About Me

Fun With Letter Aa

Bouncing Bb

Cc, Cc, Cc

Dig Deep

Eggs in the Basket

Let’s Go Fishing

Goo Goo Goggles

The Hat Game

Inchworm

Jack-in-the-Box

The Kite

Lollipop Fun

My Mittens

Night-Time

Octopus

The Pickle Jar

My Quilt

The Rocket

Make a Snake

Tree Tops

The Umbrella

The Pretty Vase

My Wagon

The Musical Xylophone

Wind the Yellow Yarn

Zero

Finger-Writing

Labelling

More Ball

More Actions

Listen and Name

Rope Jumping

Feel and Tell

Foods

Jumping a Distance

Number Stairs and Counting

The Clock

Patterns

Picture Puzzles

My Name

Listen

Clothing

ABC Actions

The Travelling Bag

Acknowledgements

Copyright

About the Publisher

Preface
The early brain

Learning begins at birth! Research on brain development has shown that any attempt to maximise intellectual growth must begin in the first three years of life; the younger the child, the stronger the effect. Beginning education at age five is too late. Brain development before age one is more rapid and extensive than previously realised. Babies are born with billions of brain cells, many more than they have at age three and nearly twice as many as they have as adults.

Sensory experiences can affect which brain cells and cell connections live or die. Synapses (brain connections) not reinforced by what the baby experiences (e.g., voices, music, sights, smells, touch) shrink and die.

Brain development is much more vulnerable to environmental influence than suspected. Environment affects the number of brain cells, connections among them and the manner in which connections are wired. Ultimately, the adult has an approximate 1.3-kg walnut-shaped mass of grey matter consisting of billions of brain cells and trillions of synapses (the number varies according to whether a child grows up in an enriched environment or in an impoverished one). Nature acts as a sculptor throughout childhood, chiselling away the excessive cells so the brain can function more efficiently. Timing is very important. Therefore early stimulation of the brain is crucial for the development of sensory functions. Learning, memory, emotions and physiological responses are moulded in early development when the brain changes the most. Impoverished children receiving enrichment for three years averaged IQs 20 points above those who did not receive enrichment. Children exposed to inadequate amounts of play and touching developed brains 20-30 per cent smaller than normal.

Early musical training shapes children’s growing brains and boosts their learning power, aiding in the development of logic, abstract thinking, memory and creativity.Young children exposed to soothing music, especially classical with repeated patterns and rhythms, develop skills to master unrelated disciplines such as mathematics, engineering and chess because the same brain areas that appear to be stimulated are associated with temporal/spatial reasoning.

The influence of early environment on brain development is long lasting. When high-risk children entered educational programmes by six months of age, their incidence of mental retardation was reduced 80 per cent. By age three, these children had intelligence quotients that were 10-20 points higher than children of similar backgrounds who had not attended programmes. At age 12, these children still functioned at a higher level, and at age 15, the effects were even stronger, suggesting that early educational programmes can have long-lasting and cumulative effects.

Early stress has a negative impact on brain function. Negative experiences can have lasting effects because they can alter the organisation of the brain. Children raised in poor environments can display cognitive deficits by 18 months that may be irreversible. Children who enter preschool education at age three also show improvement, but they never appear to fully overcome what they lost in the first three years.

Parents and childcare providers need to be aware of what they could and should be doing to complement a child’s emerging stages of development. Stimulating a child properly is simple, but it takes time. Therefore a child needs both quality time and quantity time to build a positive attitude toward learning and life.

Both genetics and environment determine the brain’s architecture and potential. Automatic responses subside in early childhood; parents and childcare providers must provide the appropriate environment.

Understanding of infant brain development began in the 1970s. Studies showed that the brain develops the ability to interpret images only if it is stimulated during a brief period soon after birth. Without visual stimulation, a portion of the brain atrophies or is devoted to other tasks.

The developing human brain is receptive only to specific stimulation at certain times. If the optimum time is missed, it will take a child longer to learn that skill. Studies show that stimulated rats developed 25 per cent more neural connections than rats that were not stimulated.

A newborn infant has about 100 billion brain cells. The organisation of neurons is based upon sensory input. Each neuron is connected to up to 15,000 others to form a chemical-electrical labyrinth of incredible complexity so that an eight-month-old child may have 1,000 trillion synapses in his brain. These synapses must be used repeatedly or they will be eliminated or used for some other purpose. This winnowing process continues to about the age of puberty when brain wiring is complete.

Research has shown that the human brain consists of neurons (nerve cells) that analyse, coordinate and store information received through the senses. Most neurons have one ‘outgoing’fibre (axon) that sends signals to other neurons and many‘incoming’fibres (dendrites) that receive signals. At the end of the axon, this signal triggers the release of one or more neurotransmitters. These chemical messengers flow across the one-millionth-of-an-inch gap (synapse) between the axon and one or many waiting dendrites. The dendrites then translate the message back into electricity and rush it to the receiving neuron. Movement occurs at about 320 kilometres per hour and may be repeated up to 600 times per second.

Intelligence depends on the number of brain cells and the number of brain cell connections.

Brain growth occurs in spurts. Most visual brain connections are made by eight months. Speech patterns are usually impossible prior to 18 months. Learning language is totally dependent upon sensory input. Neural connections are established only for repeated sounds. Most young children can learn more than one language easily, whereas 10-year-old children learn with more difficulty.

Infants distinguish hundreds of spoken sounds and learn to recognise repetitive phonemes (the smallest unit of language, e.g., the ‘b’sound in ‘boy’) and demonstrate this awareness with vigorous sucking. As time passes, this potential fades as the brain is only wired to repetitive sounds. Initially, the correct way to speak to an infant is with short, simple, sentences using good voice inflection, but to avoid substituting the child’s name for the pronoun ‘you’. Parents should also speak frequently to babies in ordinary language used with adults with as many different words as possible. Television and radio sounds are perceived by babies as background noise and are not effective substitutes for parental interaction.

The sense of touch (e.g., stroking, hugging, kissing, feeling environmental textures) is crucial for proper brain development. Rat pups failed to thrive when deprived of their mother’s touch, but human surrogate stroking provided the required tactile stimulation. Appropriate human touch releases important human growth hormones, promotes brain-controlled functions like weight gain, motor skills and restful sleep while reducing stress or hyperactivity.

Visual stimulation (e.g., bright and contrasting colours, bold patterns and human faces) will promote motor dexterity and cement relationships. In an infant, the field of vision is narrow, the ability to refract light is minimal, and focusing of muscles is weak. A newborn sees colour, brightness and motion, but only hazy images. Depth perception, binocular vision and general acuity require time to develop.

Incorrect or inappropriate stimulation (e.g., yelling, rough handling, violence, fear, different care-givers or abuse) can create the wrong type of synaptic connections, making the brain forever susceptible to inappropriate responses (anger) and impulsive actions (violence). Such children have difficulty forming relationships, do poorly in school, often need special education, develop more behavioural problems, and are likely to use drugs and alcohol as teenagers. Neglect, or sustained lack of attention and affection, can cause erratic behaviour. Brains of severely neglected children show big black holes where the dense matter that coordinates affiliation, feelings and learning is supposed to be.

REMEMBER, THE BEST THING THAT PARENTS CAN SPEND ON THEIR CHILD IS THEIR TIME!

Clyde G. Oberlander

Introduction
Suggestions to help implement the activities

This handbook was written primarily to bridge the gap between home and school. It contains weekly activities to correspond to the developmental patterns of each age group from birth to age five. There are 260 age appropriate activities that mainly use household items for materials. Explicit directions are written in layman’s language to ensure that people who use this book will understand how to implement each activity. A brief evaluation follows each experience so that the person will know what the desired outcome should be from each activity. Some activities may appear to be similar, but the intended concept for each activity is different. The title of the weekly activity and the evaluation of each should clarify any confusion.

There are parents who try to teach concepts or skills too early and consequently frustrate the child. They may present other concepts too late or not at all; therefore these parents have missed the optimum time to teach these concepts. Recent studies have confirmed that very early stimulation in young children gives them an enriched approach to learning, which produces better scholars in school; however, it must be done at the proper time.

As a retired kindergarten teacher with over 25 years of experience, I know that many gaps in learning can be prevented if children are subjected to brief, stimulating and challenging experiences at the appropriate age and developmental level. Basic concepts are more difficult for children to learn in school because they may have experienced lags in developmental learning at home.

How to use this handbook

 Read through an entire weekly activity that is appropriate for the age of the child, remembering safety first.

 Make certain that you understand the intended purpose of the activity.

 Collect and assemble the necessary materials.

 Decide how you plan to implement the activity.

 Administer an activity when the child appears to be ready. It may not be at the same time each day.

 Avoid too much structure but be consistent. Just doing an activity every now and then may prove to be ineffective.

 Review the brief evaluation of each activity and evaluate the child’s progress.

 Remember, a child begins at birth with an almost non-existent attention span that gradually expands to approximately 15 seconds during the first few months. Subsequently, the period of attention slowly increases. By age four, the child may still only be able to engage in an activity for a brief time. It depends on the child. With guidance and patience a child’s attention span can be increased.

 Repeat the same weekly activity or repeat previously suggested activities throughout a given week. Repetition is very important.

 Stop an activity when the child appears disinterested, frustrated or inattentive. Record this activity and try it again later. Feel free to alter the suggestions to meet the needs of the child.

 Avoid introducing activities too soon. Pace the activities slowly and steadily.

 Subsequent to doing an activity, refer to the measurable parameters checklist in the back of this book and have a pencil and paper ready to make notes of any observations, additions or comments regarding the activity and the child’s responses.

MEASURABLE PARAMETERS TO PROFILE CHILD DEVELOPMENT is a valuable checklist guide to help you determine the progress of a child from birth to age five through observations using a scoring system. It parallels skills addressed in the book and helps prevent the overlooking of skills that should be developed. This guide is divided into yearly segments—the first year contains two six-month checklist periods—and indicates whether a child’s progress is satisfactory or delayed and when a child is ready for school. Evaluation of a child should allow for different growth patterns and different personalities and needs.Young children learn through different play experiences and learn best when one concept (idea) at a time is presented. Children need to be guided with love, patience and praise and need to do activities that best suit their needs at their developmental level so they can succeed more often than fail.

PART I
(Birth—One Year)

Educators are beginning to believe that early and consistent stimulation is very important in a child’s development.Your baby will mature eventually and be able to accomplish the suggested basic skill activities presented here in this book. However, if your baby appears to be unresponsive to (not ready for) the activities suggested, try again each day. Be consistent and be aware that babies are not time clocks. They develop at different rates and not necessarily in the same areas at the same age.

On the other hand, your baby may show signs of being responsive to (ready for) the skill activities at an earlier time than those suggested. Introducing skill activities that are a little more advanced is fine, but going too far ahead may not be the best thing for your baby. By going too far ahead, your baby may miss basic skills that would be a foundation for future developmental activities.

Research has confirmed that babies are born with billions of brain cells, many more than they have at age three and nearly twice as many as they have as adults.

Nurturing basic home skills at the right time is essential to maximise a child’s learning potential. In other words, they either ‘use it or lose it’.

Think of a child’s brain as a computer. It organises and stores information.

Repeating activities is very advantageous. The more a baby repeats an activity, the more secure and responsive he will be. This is the baby’s foundation for learning. It is called rote learning. An infant’s thinking, reasoning and association processes are very immature. Rote learning will help develop these abilities to their fullest potential.

The developmental skill activities in this section are designed to help develop thinking, reasoning and association. The key to a baby’s learning is introducing and developing skills at the right time. A gap in the learning and development of an infant is what educators believe causes many learning and behaviour problems at home and at school. That optimum time is of the utmost importance. The child should be nurtured with love, gentleness and consistency. The recommended activities should be administered at appropriate times throughout the day. A set time is too regimented and may cause anxiety for mother, infant or both. The way a mother interacts with her child is very important. Good voice inflection with praise, consistency without pressure, and gentleness and love will enable your child to grow with a positive attitude toward himself and his environment.

Move the Body Parts

Observe the baby’s head movements. Is the head wobbly? Support it when the baby is not in a reclining position. Support the head with a collar, blanket, hand, lap or cradled arm. Does the baby turn his head from side to side? If not, gently turn the baby’s head while he is in a reclining position. This helps the baby to become aware of both sides of his head.

Observe the baby’s hand movements. Does the baby have a strong grasp? Let the baby grab and hold your finger. The baby is beginning to react to other people by feeling. The grasp is a prenatal reflex and will weaken as the baby’s eye-hand coordination develops. When you are playing with or holding the baby put his left and right palms together. This helps to develop a feeling and awareness of both sides of his body.

Observe the baby’s arm movements. Straighten the baby’s left arm and note the baby’s reaction. Straighten the baby’s right arm and note the baby’s reaction.

Observe the baby’s legs. Straighten the left leg and note the baby’s reaction. Straighten the right leg and note the baby’s reaction.

Observe the baby’s foot movements. Touch and hold the baby’s left foot and note the baby’s reaction. Touch and hold the baby’s right foot and note the baby’s reaction.

This week’s activity is primarily for the observation of your baby’s movements and reactions. By touching the baby’s body parts you are giving the baby his first awareness of his body through the sense of touch.

Wrap the baby securely in a blanket during the first weeks of life. For nine months the baby has been curled up. This makes a baby of this age feel secure. It is like a cocoon.

As you exercise your baby’s body parts throughout the first few weeks, you will notice that the baby will stretch his arms and legs as he adjusts to his new environment. The secure blanket wrapping will not be as necessary.

Talk to your baby. Use brief phrases that reflect your personality. Sing or hum to your baby. If you prefer not to sing or hum, use a music box or a tape recorder and play soft lullabies. This stimulates your baby’s sense of hearing.

Response to Light
This activity develops

 visual stimulation

 early awareness of light and darkness

 awareness of reflection of light

How does your baby respond to light? At birth a baby is sensitive to light, to shiny and moving objects, and will usually respond by turning his head to follow the stimulus. The baby’s eyes may appear to be out of focus. However, there is no need for concern. Open the blinds, draw the curtains or let in light from a window. Notice if your baby’s head turns to the light. Close the blinds or curtains and turn on a lamp on the other side of the room, or use a torch. Avoid shining the light in the baby’s eyes. Let the light shine on the wall. Notice if your baby’s head turns toward the direction of the light.You are making your baby aware of left and right, and at the same time you are teaching your baby to react to a light stimulus.You are teaching him to move his head from side to side for a purpose.You will also note that your baby learns to recognise and respond to his mother’s voice at a very early age.

Repeat the above activities from time to time throughout the week. Being consistent with your interaction with your baby may help to prevent a learning lag.

Repeat all of the activities that were suggested in week 1. Babies learn best at this age by rote learning. That is, you repeat the same activities over and over. Gradually the baby will learn by other means.

Remember to talk, sing, hum or play music. Babies need this auditory stimulus.

Moving an Object
This activity develops

 early awareness of moving objects (visual stimulation)

 awareness of tactile perception

 auditory stimulation

Observe your baby’s eye responses. Does the baby fix his eyes on you? Hold a rattle or other object in front of the baby’s line of vision. Does the baby look at it? Move the rattle from left to right. Do the baby’s eyes follow from left to right?

If your baby’s eyes do not react to the stationary or moving rattle, do not be concerned. Infants do not develop at the same rate in all areas. However, be sure to repeat this activity many times throughout the days and weeks to come, and observe the baby’s reactions. This is the beginning of left-to-right eye movement training. This is a prerequisite for reading.

Repeat the exercises suggested in week 1. Touch and move the head from side to side gently. Touch and move the left and right arms. Place the palms of the hands together. Touch and move the left and right legs. Touch and move the left and right feet. Also repeat the eye/light exercises from week 2 and remember to talk, sing, hum or play soft music.

Make a Cradle Gym
This activity develops

 parental bonding

 awareness of moving objects (visual stimulation)

 awareness of the bell sound (auditory stimulation)

Cut a piece of one centimetre-wide elastic about 10-20 centimetres longer than the width of the baby’s cot. Tie three knots loosely in the elastic, approximately 10 to 15 centimetres apart, before tying each end to either side of the top rail of the cot. Cut and slip three shorter pieces of one centimetre elastic through the loose knots. Loosely tie two of the short pieces and retain these for later use. Tie a coloured cotton reel (or colour one with a red felt marker) securely to the other loose knot. Pull the elastic and tighten the knot. The cotton reel and the other two objects that will be attached should hang low enough so that the baby will be able to reach them when he is ready.

The first day, try to interest the baby by moving the cotton reel back and forth. Observe the baby’s eyes. Does he watch the cotton reel swing? Does the baby attempt to grasp the cotton reel? Does your baby smile? Talk to your baby while you interact with him.

The second day, attach a plastic lid that has been covered with shiny household aluminium foil securely to the knot beside the cotton reel. Follow the same procedure for the lid as was done with the cotton reel. Observe the baby’s reaction. Then move both the cotton reel and the lid back and forth. Observe to see if the baby responds in any way.

The next day, attach a large jingle bell or rattle securely to the third loose knot. Move the bell to make a sound. Observe the baby’s reaction. Does the baby attempt to touch the object that makes a sound?

For the remainder of the week and later, repeat the procedure with the reel, lid and bell. The baby will soon discover that the cotton reel and lid make no sound when moved, whereas the bell makes a sound. This activity may serve to entertain the baby briefly at various times.

Observe your baby and become aware of any changes in his responses or movements. Have your baby’s arms and legs straightened out? Does he turn his head more easily? Does he lift his head slightly? Does the baby follow a moving object? Does he tend to turn his head when you move throughout the room? Does the baby’s whole body seem to lean in the direction that you move, the direction of light or sound?

Repeat all of the activities that have been suggested. Remember to begin on the left when moving the body parts so that body laterality continues to be established. Also continue to move the baby’s entire body gently from left to right at various times to reinforce this. It is also important to repeat the light and eye exercises and to talk, sing, hum or play music to keep the baby’s senses keen.

During the first month of life, a baby is adjusting to his new environment. The key point is the baby’s sense of touch, which needs much stimulation. The beginning activities deal with touch in relation to body parts. The light and sound activities initiate the stimulation of the eyes and ears.

At various times, all of the first week’s activities should be repeated to reinforce the baby’s awareness of his whole body, body parts, left and right laterality, as well as his sensitivity to light and sound.

Periodically, you should move your baby from his stomach position onto his back. Also, alternate positions by laying the baby at the head and foot of the bassinet or cot. This further stimulates the baby’s sensitivity to his new environment.

Mirror and Pendulum
These activities develop

 a baby’s awareness of his own image

 beginning listening skills

 a baby’s interest in making sounds by watching

 visual stimulation

 an awareness of movement initiating a response

Use a mirror (preferably non-breakable) or hold the baby close enough to look at himself in a large mirror. Does the baby smile or coo? If he does, smile or coo back. Talk to the baby and call him by his name as you both look in the mirror. Does the baby reach out for the image in the mirror? Use an expressive voice when you talk to your baby.

Prop the baby up in an infant seat or chair. Be sure to support the baby’s head with an infant collar or rolled blanket. Hang a cotton reel, funny face drawn on a paper plate, or any safe object, from a string or use a piece of one centimetre-wide elastic that is attached to the top of a door, doorway, ceiling fan or something high. This must be in clear view of the baby’s eyes.

Push the object on the string so that it swings back and forth like a pendulum. Try to encourage the baby to watch it move back and forth.

Repeat some of the first week’s activities.You may be tired of them, but a baby needs much repetition for awareness and association.

The cradle gym used in the week 4 activity can be hung across a play pen. The pendulum can also be hung above the play pen or cot. These activities should serve to interest the baby for brief periods of time. However, do not offer both activities at one time. The baby needs only one activity at a time to avoid over-stimulation and confusion.

The Sock Ball
This activity develops

 beginning steps in eye-hand coordination

 an awareness of the sock ball and the movement of it

 an enhancement of the sense of touch

 a stimulus to encourage eye-hand movement

Take an old sock and fill it with polystyrene, newspaper, rags or old stockings. Tie it securely to make a sock ball. Attach it very securely to the side top rail of the cot or play pen with string or sew a Velcro strap to hold it. With the baby lying on his back, move the attached sock ball back and forth from left to right and in clear view of the baby’s eyes.

Does the baby look at the ball and watch it move? Does he attempt to touch or move it, or does he just ignore it? If the baby is not interested, try again later. Do not forget this activity. Keep trying each week until you meet with success. If the baby is interested, encourage the sock ball activity, but remember a baby’s attention span is very brief. Be patient. Keep the sock ball; it can be used again later in another activity.

Throughout the week, reinforce the activities that you have done before. Observe your baby’s responses. Can your baby raise his head slightly while he is resting on his stomach? You will notice that the baby’s neck is stronger. Pat the baby’s back and talk to him. Remember to use good voice inflection. This stimulates the baby’s hearing. As you talk to the baby, turn his body over several times and observe his head and neck. Throughout the ensuing weeks you will notice how much stronger your baby is becoming.

Response to a Noise Maker
This activity develops

 the baby’s listening awareness

 eye-hand coordination and association (this will be noted when the baby responds to the sound direction)

Make a sound with a noisy rattle or bell. Does the baby turn his head, eyes or body in the direction of the sound? Then make the sound on the left of the baby and observe. Next, move to the right of the baby and make a sound. Do this several times. Move it first to the left of the baby, then in front of the baby, and then to the right of the baby. Let the baby touch the rattle or bell. Hold the rattle or bell in front of the baby. Does the baby reach for it? If so, let the baby touch or attempt to grasp it. If the baby does not reach for it, move to the left and make a sound with the rattle or bell. Does the baby’s head turn?

Be sure to repeat the previous weekly activities. These activities are necessary for sequential learning.

Awareness
This activity develops

 an awareness of the source of sound

 responses of body parts when moved

 an awareness of left and right laterality

 an awareness of hands

Lay the baby face down on a quilt or blanket that has been spread out on the floor. Talk to the baby or make a sound. Does the baby lift his head and try to face or see you? If not, try again. Good voice inflection varies the sound and serves to stimulate the baby’s hearing. If the baby displays some response, try making the sound in different directions. Try first to the left, then in front of the baby and then to the right. It is not necessary to make the sound from the baby’s back, because the baby cannot see you there. Be sure to observe any response the baby makes.

Turn the baby on his back and repeat the above activity. It is important to start on the left and move to the right. Early awareness of left and right laterality assists the baby in learning this concept early.

Stretch the baby’s left arm out. Does it stay straight out or does it curl back? Next, do this with the right arm. Then do the same with the left and right legs. Be sure to alternate left then right to ensure that the baby is learning left and right laterality. This concept may be more difficult to teach at a later age.

Press the palms of the baby’s hands together. Do they stay together? Or does the baby separate them and then put them back together? Separating and putting hands back together shows the baby is aware of his hands.

Interaction With Your Baby With Understanding
This activity develops

 an awareness of moving objects

 a stimulus to initiate a response to moving objects

 an awareness of colours

 a remote desire to grasp a moving object

All babies cry, but do you understand your baby’s crying? Crying is the only way a baby can communicate at first. Babies develop different kinds of cries and you should learn to distinguish between them. A baby may cry when he is hungry. He may cry when he has a stomach ache. He may cry because he has a wet or dirty nappy. He may cry because he is angry or wants attention. Some babies cry when they are bored. These cues should be your signal to interact with your baby. This is a good time to be ready to do activities. It will not necessarily be the same time every day. You will learn from your baby what is the optimum time.

Whatever cry the baby makes, respond to his needs with love, tenderness and a soft responsive voice. For example, you could call your baby by name, talk to him lovingly and comfort him.

Bright colours appeal to babies. Obtain red, orange, yellow, green, blue and purple construction or contact paper. Cover three plastic lids with the coloured paper. Cut the pieces of paper the size of the three lids. Glue or staple the pieces to the front and back of each lid in the following manner. On the first lid use red on one side and orange on the other side. Use yellow and green on the second lid and blue and purple on the third lid. Punch a hole in the top of each lid. Loop a length of one centimetre-wide elastic through each hole and tie a knot as you attach each lid. Cut another length of one centimetre-wide elastic as described in the activity for week 4. Tie one of the three lids to each of the loose knots and secure the elastic to each side of the cot or play pen. Allow them to dangle so that the baby can focus on the objects, watch the movement of the lids and begin to distinguish colour.

Touch the elastic to make the lids move slightly. Observe the baby’s responses but allow him to play alone if possible. Observe if the baby attempts to reach for the moving lids. If he does appear to reach, does he miss or accidentally touch one of the lids? If there is no response to the lids, try again later.

Try repeating the sock ball activity and some of the previous activities, and continue to initiate the coloured lid activity. Does your baby show an interest in any of the activities? Make a note of which ones and reinforce these, and try those that the baby is less responsive to later. Be sure to observe what happens when your baby responds.You may think of other activities to enrich his experiences.

Large Muscle Activities
This activity develops

 the baby’s further awareness of his body and body parts

 more of an awareness of left and right laterality

 a vague awareness of hand grasping

Gross motor activities further develop the baby’s sense of touch. Place the baby face down on a quilt or blanket that has been spread out on the floor. Gently straighten the baby’s left arm and observe the baby’s response. Gently straighten the baby’s right arm and observe the baby’s response. Do the same with the left and right legs. Does your baby lift his head and focus on his left and right arms when you move them? When you move the left and right legs, does the baby respond in any way? Repeat this activity throughout the week and note if there is any progress. If there is no response, try again a little later.

When the baby shows some sign of response to the movement of the arms and legs, place a stuffed animal or any safe object in front of the baby. Does the baby attempt to reach for it or does he show no interest? Do not expect the baby to grab it. However, the baby may feebly attempt to do so. Continue to repeat these activities until the baby responds successfully.

Eye-Hand Coordination
This activity develops

 a tactile sensation that stimulates the baby to grasp a moving object

 skill in focusing on a moving object

 skill in listening to sounds when you talk to him

 rudiments of eye-hand coordination

Retrieve the sock ball that was used in week 6 or make a new one. A brightly coloured sock ball will appeal more to the baby.

Lay the baby on his back. Put the sock ball on the baby’s stomach. Roll it along the baby’s body across the chest and up to the baby’s neck. Watch the baby’s eyes and hands. Does he attempt to reach for the sock ball, or do his eyes just watch the movement? Be patient, he will respond when he is ready.

This activity should be repeated at various times throughout the week even if the baby showed little or no response. Talk to your baby during the activity and observe and listen for any verbal response or a smile. Remember to repeat some of the previous activities. Although some activities may bore you, babies enjoy and need repetition. The baby will delight in and gain confidence from doing simple activities.

Observing Different Faces
This activity develops

 the baby’s awareness of his face

 a purpose for looking and listening

 an interest in interacting with another person

Use a large wall mirror or a non-breakable hand mirror and show the baby his face. Call the baby by name and say,‘I see (baby’s name).’With the baby still looking in the mirror, use a paper plate and block the baby’s view. Gradually slide the plate from left to right so that the baby’s face gradually comes into view. As you do this say,‘Peek-a-boo (or Peep po!), I see (baby’s name).’Repeat this several times. Babies recognise and distinguish human faces, especially exaggerated facial expressions, at an early age and may attempt to respond to changes in facial expressions.

With the baby watching, try hiding your face with the plate and gradually expose your face by moving the plate. Once again say,‘Peek-a-boo, I see (baby’s name).’Be sure to observe the baby’s reaction. Repeat this and the other activities at various times. The baby is learning to play a game. He looks. He listens. He responds. At the same time, the baby is becoming more aware of his name.

The Face Observation
This activity develops

 more awareness of a face

 awareness of the concepts, front and back

 early motivation by initiating a purpose for observing

Draw or glue a large colourful face on a paper plate. The face can be funny and should be only on one side. Show the baby the face on the front. Turn it over and show the baby the blank side. Turn it back over (from left to right) and say,‘Peek-a-boo’or ‘Peep po!’as the face gradually comes into view.

This simple game is making the baby aware of the front and the back of an object. Also the baby’s eyes follow the movement of the face, thus visually training them from left to right.

You can extend this activity by using your hands to hide your face and play peek-a-boo with the baby. The baby may surprise you one day and hide his face to play the game with you.

Repeat this activity and the previous activities, especially those that the baby did not readily respond to. Repetition is very important for sequential learning, confidence and the mastery of basic concepts.

Stomach Position and Free Movement
This activity develops

 the baby’s body muscles by using a stimulus to initiate stretching and squirming in an attempt to grasp

 an awareness of movement through the sense of touch

 motivation to move forward

Place the baby face down on a soft mat or carpet and allow the baby to stretch his arms and legs to squirm. Place near him several large cotton reels that have been strung with one centimetre-wide elastic and tied securely at the ends, but leaving enough slack so that the reels can be rolled. Roll the reels in front of the baby encouraging him to watch as you roll them. Does your baby watch you roll the spools? Does the baby wiggle slightly to grasp the spools? Make sure that the reels are in clear view and reach of the baby. If the baby attempts to reach for the rolling reels, move them slightly away so as to encourage the baby to wiggle forward.You want to stimulate the baby enough so that he will attempt to stretch his arms, legs and torso and move towards the spools.

Pull the two end reels apart, stretching the elastic and slightly separating them. Tap the reels together to produce a tapping sound. Do this several times to interest the baby and encourage him to attempt to grasp the reels. Repeat this procedure and allow the baby to observe the reels and explore them independently.

Does the baby’s head lift in a wobbly fashion as the arms and hands extend and attempt to grasp the reels? Success with grasping is not likely at this age, but the idea is to motivate the baby to attempt it.

Repeat these activities often. These are the beginning stages of crawling.

Listening to Sounds
This activity develops

 an awareness of different sounds

 an awareness of the origin of the different sounds

 listening skills

 an awareness of the rhythm 1-2

Clap your hands together to make a sound. Does the baby listen? Clap your hands again and observe the baby’s response. Take the baby’s hands and attempt to clap them together. Exaggerate the sound and say,‘Clap’each time that you clap.

Take two reels and tap them together to make a sound. Does the baby listen? Hit the reels together again and observe the baby. Continue doing this until the baby appears to be watching.

Take two jar lids and tap them together to make a sound. Does the baby listen? Continue doing this until the baby shows some sign of a response.

Tap two spoons or something else that is safe to use and make a sound. Repeat the tapping with a rhythm of 1-2, 1-2. Talk to the baby and try to encourage him to listen.

At other times throughout the week, try tapping other objects together to the rhythm of 1-2, 1-2. Also clap your hands to this rhythm when you are holding or playing with your baby.

Developing Grasp and Eye-Hand Coordination
This activity develops

 an awareness of a rolling object

 skill in watching a moving object

 rudimentary skill in attempting to grasp

 listening skill as you talk; this aids in vocabulary development

Use a round plastic spice container or one of a similar size. Place the baby on his back. Roll the container over the baby’s chest and down the abdomen and back up to the chest for tactile sensation. Repeat if the baby is responsive.

Place the baby on his stomach. Lay the plastic container on its side and roll it towards the baby. Make sure that the container is clearly visible to the baby. Try to encourage him to watch as you roll the container. Allow the baby to stretch his arms and legs to squirm. Does your baby watch you roll the container? Does he wiggle slightly in an attempt to grasp the container? For further awareness and stimulation, a jingle bell may be placed inside the container before rolling it to the baby. Allow the baby to touch and explore the container. Roll the container again to the baby and talk to the baby as you do this.

At this age the baby may prefer to be propped in a sitting position when the container is rolled. However, free movement and the urge to move forward and grasp is increased if the baby is on his stomach.

Observe the baby’s reaction as you continue to roll the container towards him. Does the baby make sounds, attempt to grasp the object or does he just watch? If the baby just watches, he is attending and eye coordination is taking place.

It is important to repeat some of the previous activities, especially those that produced very little response earlier.

Listen and Do
This activity develops

 an awareness of sound

 an awareness of a rhythmical pattern

 listening skills

 the sense of touch

Remove the metal ends from a large empty tin can, such as a big coffee tin, and replace them with plastic lids that fit snugly on each end. Set the can in an upright position in front of the baby. The baby should be in a propped sitting position.

With your hand, tap on the top of the plastic lid in a pattern or rhythm of 1-2, 1-2. Talk to the baby and encourage him to listen as you tap and say,‘1-2, 1-2.’

Does the baby pay attention? Repeat the tapping several times and try to encourage the baby to use his hand and tap to make a sound. Do not expect the baby to make a pattern. However, if you repeat this activity often enough the baby will be able to produce the pattern when he is a little older.

Nursery Rhymes
This activity develops

 language enrichment

 listening skills

 an interest in repetition

 an interest in rhythm

Buy or borrow a nursery rhyme book from the library. Choose some of your favourite rhymes and read, recite or sing these rhymes for your baby to hear. Repeat each one several times. The nonsensical words of these ‘catchy’rhymes will entertain the baby as he listens.

Show the baby the picture that corresponds to the rhyme. The brief glance at the pictures will serve to develop beginning associations of pictures and words. Rhymes and rhythms are useful in developing early listening skills.

Repeat the recitations of the nursery rhymes whenever possible. The baby will learn to listen. As he begins to talk later, he will recite parts of his favourite rhymes spontaneously.

Reach to Grasp
This activity develops

 eye-hand coordination

 skill in making eye contact with stationary and moving objects

 an awareness of left and right

 enhancement of the sense of touch

Prop the baby up in a sitting position on the floor. Place a cotton reel, a ball and a rattle, or three similar items, in a row. It may be necessary to place these objects on a low table or stool so that they will be within easy reach of the baby.

Move the object on the left first to see if the baby will attempt to grasp or rake the object closer to him with his hand. Move the next object closer and observe the baby’s response. Move the third object closer and again observe the baby’s response. Does he reach for the third object or does he show a preference for one of the other two? Repeat this activity and encourage the baby to feel each object. It may be necessary for you to assist the baby as you encourage him to touch and grasp each object.

Substitute other objects and repeat this activity. Be sure to work from left to right as you move each object closer to the baby. This will give the baby a sense of left and right progression, which is a prerequisite to reading and writing.

Continue to repeat some of the previous activities, particularly the ones associated with the movement of the body parts. Remember to move the left body part first to ensure that the baby establishes a good sense of left and right laterality. As an extension of this concept, gently roll the baby’s entire body from left to right several times.

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