Activities

When feeding an infant, say "more" when giving another spoonful. After several times, pause before giving more, encouraging the infant to ask for more. In younger infants this may be just a look or an outstretched hand.

Give the children a few pieces of cereal for snack. When it is all gone, model for the children how they should ask for more. Say, "More, please." Teach them to sign "more" in sign language.

Reinforce the meaning of "more.

Use facial expressions and hand gestures along with the word "more" to demonstrate this concept to the infant. You can say things such as, "I think you want more fruit.

Each morning, offer the children the opportunity to answer a question or make a choice on paper. Drive your plans for the day by asking something that is related to what you will be doing later. Then, begin the day by reviewing the answers.

Establish a morning greeting that you use with the infants each day as they arrive. Use the infant's name in the greeting so the infant recognizes arrival at school. The greeting should be simple, such as, "Amy, Amy, I see you.

Begin the day by writing a simple message on chart paper or on a sentence strip such as “Today is Groundhog Day. Do you think he will see his shadow?” It is important for the children to see you model writing.

Freeze colored water in ice cube trays. As the water begins to harden, place popsicle sticks in them so the children can use the cubes later for ice cube painting. Attach white butcher paper to a long table.

During outdoor time, have the children use positional words while playing Mother May I. For example, the child will ask, “Mother May I go under the bridge,” “Mother May I go down the slide” or “Mother May I go over the bridge.

Read Move It!: Motion, Forces and You by Adrienne Mason. This is a great book to introduce the concept of physical science to young children. Plan meaningful activities to do in small group and centers after reading to teach this concept.

Read If You Take a Mouse to the Movies by Laura Numeroff. This book sends Mouse to the movies in an adventure that introduces the concept of cause and effect.

After reading Ellen Stoll Walsh's Mouse Shapes provide the children with a variety of cut paper or foam shapes to play with and to use to create new shapes.

After reading Ellen Stoll Walsh's Mouse Shapes provide the children with a variety of cut paper or foam shapes to play with and to use to create new shapes. This could be done in small group.

Play some lively music and have the children move around freely in an open space. When the music stops, the children freeze and listen for you to call out a number “Four!” Then they quickly get into groups of four.

During large group, play some lively music and have the children move around freely in an open space. When the music stops, the children freeze and listen for you to call out a number “Four!” Then they quickly get into groups of four.

Provide a small basket or box with a variety of graspable objects. Items can include rattles and hand toys. Encourage the infant to explore the objects from the basket or box as you demonstrate how to grasp, shake or squeeze the objects.

Play the song "Animal Actions" by Greg & Steve from the Kids in Motion CD. Act out the movements as directed in the song.

Place a blanket on the floor with a toy duck in the middle. Sit on the floor in front of the blanket with the infant in your lap. Pointing to the duck say, "Would you like to hold the duck? Let's get the duck. We can grab the blanket and pull.

During large group, read Move! By Robin Page. Give the children the opportunity to move like the animals in the book. Write the different characteristics of each animal on chart paper to contrast and compare.

Two little feet go: tap, tap, tap

Two little hands go: clap, clap , clap

Two little arms go: up in the air

Two little eyes go: blink, blink, blink

One little body turns around

One little child sits quietly down