baby the name of the picture that is on the card or lid. Do the same for the other four pictures, keeping them in a row. Tell the baby that you have turned all of the pictures over. Then ask the baby to find the pictures. If the baby does not seem to understand, slowly turn the first picture on the left over and again say the word ‘over’. Tell the baby that you have turned the card or lid over to find the picture. Encourage the baby to turn the second card over. Stress the word‘over’and tell the baby the name of what is on that picture. Praise the baby for any positive response and encourage him to turn the others over to find the other pictures. Repeat this activity several times. Allow the baby to continue to do this activity alone, providing there is still some interest in it.
For additional interest, other pictures may be substituted for this activity. Choose simple, colourful pictures with little detail. Tell the baby the name of each picture before turning it over. Use only a few pictures at a time to avoid confusing the baby. This will help to increase the baby’s vocabulary, as well as teach him the spatial concept of ‘over’.
This activity develops
language development in naming objects
enhances the sense of touch
eye-hand coordination
an awareness of the concepts ‘in’ and ‘out’
independence
confidence
Place five objects such as a block, a cup, a spoon, a small stuffed or plastic animal and a favourite small toy in front of the baby. Name the objects one at a time and allow the baby to hold and touch each one before you place it in a shoe box.
Remove the block from the box and hand it to the baby. Tell the baby that you took the block out of the box. Stress the word‘out’. Instruct the baby to put the block back in the box. Emphasise the word‘in’. Repeat this for the cup, spoon, animal and toy.
After all of the objects are back in the box, encourage the baby to find the block in the box and hand it to you. If he does not understand, pick up the block and hand it to the baby as you say the word‘block’. Tell the baby that the block is out of the box. Be sure to use the word‘out’. Ask the baby to say the word‘block’if he can. Then instruct him to put the block back in the box. Next, tell the baby to take the cup out of the box and give it to you. (Give only one command at a time to avoid confusion. Two commands can be given when the child is more secure with this activity.) Continue to encourage the baby to take one of the objects out of the box, name it, and then instruct the baby to put it back in the box. Stress the words ‘in’and ‘out’and praise the baby for any positive response that he makes.
The baby can be encouraged to play independently with the objects in the box. For further interest, other objects may be used in the box. Remember to use only a few objects at a time. Too much clutter confuses babies.
The child at age one is beginning to display signs of independence, but she still needs much supervision and guidance. It is important to capture the right moment to introduce the suggested activities to stimulate the child. Planning an exact time each day is not recommended, because young children are not time clocks.Your child may sense regimentation and display negative behaviour.
Try to understand your child by observing her daily patterns of behaviour. Notice when your child seems to be looking for something to do. It could be in the early morning or after a nap in the afternoon. It depends on when she wants to be stimulated with something special.
It is important to be aware that a child of this age has a very short attention span and may not be able to complete a suggested activity at a chosen time. These activities need to be repeated for further stimulation at various times over an extended period of time. The child will develop self-confidence and independence as she becomes aware of her immediate environment.
Books with large colourful pictures that have little detail appeal to children of this age. The child will delight in hearing the books read over and over, even though she often may not sit still long enough for the books to be completed at a given time. Songs, rhymes and rhythms will also capture the child’s interest. Continue to repeat them often, and the child will soon be reciting her favourite ones from memory.
The child at this age is curious and will readily explore her immediate environment by feeling, poking, digging, pulling, pushing, peeking and banging. She will also enjoy stacking and carrying objects, filling and emptying containers, and putting on and taking off the lids of available containers.
Life is a very busy time for a one-year-old child. She is more aware of herself. She will show more affection and will use gestures or point to convey wishes. Gradually, she will begin to communicate more verbally with a limited vocabulary. The more you interact with her by talking, reading, showing and performing activities, the more comfortable your child will be with you. This will serve to instill trust and security that will help to motivate your child’s learning.
This activity develops
the sense of touch
eye-hand coordination
association skills
listening
language development
following directions
confidence
awareness of left and right
Touch the child’s head with your hand and slowly move your hand from the neck to the left side of her head, across the top and down the right side of her head to the neck. This will give the child the feeling of the outline of her head. Tell the child that you have moved your hand around her head.
Draw a large circle or oval on a blank piece of paper and tell the child that you are drawing a picture of her head. Gently touch the child’s left eye and tell the child that you are going to draw a picture of her eye. Draw the left eye in the proper place on the drawn face. Touch the child’s right eye and do the same as with the left eye. Touch the nose, name it and draw it on the paper face. Touch the mouth next and name it as you draw it in place; make the mouth smile. Tell the child that you have drawn a happy face on the paper. Then touch and draw the left and right ears, naming and talking about them as you draw. For realism, add some hair to the drawing.
If the child still appears to be interested, take her pointer finger and trace around the outline of the drawn head. Touch the left eye, then touch the right eye, naming them as you touch them. Touch and name the nose. Then touch the smiling mouth as you sweep your hand from left to right on the drawn smile. Next touch the left and right ears as you name them. Point to the drawn hair and touch the child’s hair as you say the word,‘hair’.
Repeat this activity throughout the week. In addition, point to the faces of the family, as well as those found in books and magazines, and identify the parts of the head each time that you talk to the child about the parts of the head. Praise the child for any positive response.
At another time, use large buttons, cotton reels, felt pieces, scraps of paper or anything that can be used for markers. The markers should be easy for the child to pick up and hold. Do not leave the child alone with any markers that can be swallowed! Use the drawn picture of a