Activities

Put an object in a bag and ask the children, “I wonder what is in the bag? Ask me questions to find out.

Secretly place an everyday item like a key, pen, or spoon in a paper bag and give different clues to the children, who will then try to guess the item. You might say, “It is made out of wood. We keep it in the dramatic play area.

Secretly place an everyday item like a key, pen or spoon in a paper bag and give different clues to the children, who will then try to guess the item. You might say, “It is made out of wood. We keep it in the dramatic play area.

Place an object, such as a ball, inside a box before the children come to small group. When they arrive, tell them that there is something special inside the box. Provide hints to the children to help them focus.

Place small objects inside colorful plastic eggs and give one to each child.  Make a list so you know what object is in each egg.

Place an object, such as a ball, inside your hand. Show your closed hand to the infant and say, “What's inside my hand?” Open your hand to reveal the item and describe it. “There's a ball in my hand!” Repeat with other objects.

Place an object, such as a ball, inside your hand. Show your closed hand to the infant and say, "What's inside my hand?" Open your hand to reveal the item and describe it. "There's a ball in my hand!" Repeat with other objects.

Provide a small colorful bag that children can take home and bring back to school with a special item inside. Alternatively, let them place an object from the classroom inside.

What's in the polka dot box?

Nobody knows but Jane.

What's in the polka dot box?

Nobody knows but Jane.

We don't know it, we will have to guess

Jane will give us three clues, and we will do the rest.

You will need several plastic eggs in different colors.

Have the children identify jobs in the classroom and discuss why they are important. Create a chart with the descriptions and have each child draw a picture next to the job he or she identified.

Have the children identify jobs in the classroom and discuss why they are important. Create a chart with the descriptions and have each child draw a picture next to the job he or she identified. This can be done in small group.

Read a book that has predictable rhyming words at the ends of the lines. Pause occasionally and encourage the children to fill in the blanks. Dr.

Sit on the floor with the infant.

When a child completes an activity ask, “What would you like to do now?” Give the child time to think and respond. Follow his/her gesture or gaze and, if necessary, offer appropriate words.

When a child completes an activity ask, "What would you like to do now?" Give the child time to think and respond. Follow his/her gesture or gaze and, if necessary, offer appropriate words.

Throughout the day pose the question, “What's next?” Allow the children to try to show you what's next in the schedule. The children may go get a book after being asked what is next when it is story time.

Have the children fingerpaint, and when they're done prompt with the question, "Now, what comes next?" Cue the children to look at their hands and ask if something needs to be done.

Read Not A Box by Antoinette Portis. Provide a medium-sized cardboard box, large enough for a child to sit or kneel in. Good choices might be a box disposable diapers came in or one from the grocery store that held soup cans.

Place cause-and-effect toys, such as rattles, pop- up toys, or sensory tubes within the infant's reach. Model how to use the toys several times.