Early Math Counts

Play: Infants begin by using their eyes to explore toys and then begin to use their hands and mouths to explore. Their play is primarily shaking, banging and mouthing. They look for dropped toys and may find a partially hidden object.

Communication: Young infants recognize their parents and familiar caregivers. They smile and laugh during playful interactions, such as peek-­a-­boo. They make early cooing and babbling sounds.

Motor: When placed on their tummies, infants learn to hold up their heads and reach for toys. They begin to reach for and grasp objects, beginning with caregivers’ clothes and hair and then moving to toys and objects. At the end of this stage, some infants may help hold their own bottles and help bring the bottles to their mouths. They also may begin to take pureed food from a spoon.

Assorted Age-­Appropriate Books

Note: Small parts pose a choking hazard and are not appropriate for children age five or under. Be sure to choose lesson materials that meet safety requirements.

Hold the infant in your lap in a supported sitting position. Read a short age-appropriate book. Books with one picture on a page work well for this activity. Point to the pictures in the book as you read. When finished reading the book ask “Do you want MORE?”  When the infant looks at the book or reaches for the book, say: “Oh,
(child’s name) wants MORE.” Then read the book again. Continue the activity as long as the infant is interested. If the infant looks away or pushes the book away, say: “Oh, (child’s name) is ALL DONE.” Close the book and say: “The end, reading is ALL DONE.”

Play: At the beginning of this stage, play is mostly shaking, banging and mouthing toys. By the end of this stage, infants begin to combine objects that go together in play. They reach for and hold two objects and begin to reach for a third. They look for dropped toys and find partially and completely hidden toys. Many infants enjoy taking things out and putting things into containers.

Communication: At this age, infants respond when their name is called. They turn their head, make eye contact and sometimes smile and vocalize. They look for family members and pets when called by name. They respond to simple requests with gestures such as: “Come here.” They may understand “No” or “Stop.” They may lift their arms to be picked up, clap hands, and wave bye-­bye. They love to shout and squeal and are babbling with many different sounds. They are participating and sometimes initiating peek-a-­boo.

Motor: During this stage, infants begin to sit by themselves and play. They begin to move by rolling, crawling and cruising. They pick up toys by using a raking motion with their whole hand and, by the end of this stage, they are using their fingers and thumbs to pick up small objects. They may feed themselves small bits of food.

Assorted Age-­Appropriate Books

Note: Small parts pose a choking hazard and are not appropriate for children age five or under. Be sure to choose lesson materials that meet safety requirements.

Hold the infant in your lap or sit side by side on the floor. Read a short age-appropriate book. Books with one picture on a page work well for this activity. Point to the pictures in the book as you read. Encourage the infant to touch or pat the pictures in the book as you name each one. When finished reading the book, ask: “Do you want MORE?” When the infant looks at the book or reaches for the book or vocalizes, say: “Oh, (child’s name) wants MORE.” Then read the book again. Continue the activity as long as the infant is interested. If the infant looks away or pushes the book away, say: “Oh, (child’s name) is ALL DONE.” Close the book and say: “The end, reading is ALL DONE.”

Play: At the beginning of this stage, many infants are imitating the use of everyday objects such as cups and spoons. This moves into early pretend play, when the infant may feed you or pretend to drink from a cup or eat off of an empty spoon. They also are great imitators and may enjoy imitating daily activities. They may enjoy putting multiple objects into containers and systematically searching for hidden toys and objects. Many infants will pat pictures in books and sometimes vocalize while looking at books.

Communication: At the beginning of this stage, many infants begin to respond to one-step directions such as: “Give me the ball.” They may need gestures to help them understand the direction. At the end of this stage, many infants follow a related two-step direction without the help of gestures, such as: “Get the ball and give it to Daddy.” They may be pointing to ask for wants and needs and to ask you to name objects. At around 12 months of age, many infants say one to three words on their own and, by the end of this stage, may say up to 15 words or more. Many infants play turn-taking games at this stage.

Motor: At the beginning of this stage, many infants are crawling and cruising to get around and, by the end of this stage, infants are walking with good balance. They may also enjoy walking while carrying large objects and pulling toys. When given a crayon for the first time, they may mouth the crayon or mark the paper. By the end of this stage, many infants are scribbling on paper. They may be starting to scoop food with a spoon and actually get some to their mouths. Infants may also be using a straw or an open cup to drink.

Assorted Age-­Appropriate Books

Note: Small parts pose a choking hazard and are not appropriate for children age five or under. Be sure to choose lesson materials that meet safety requirements.

Hold the infant in your lap or sit side by side on the floor. Read a short age-appropriate book. Books with one picture on a page work well for this activity. Point to the pictures in the book as you read. Encourage the infant to touch or pat the pictures in the book as you name each one. Encourage the infant to turn the pages with you. When you finish reading the book, ask: “Do you want MORE?” When the infant looks at the book or reaches for the book or vocalizes, say: “Oh, (child’s name) wants MORE.” Then read the book again. Continue the activity as long as the infant is interested. If the infant looks away or pushes the book away, say: “Oh, (child’s name) is ALL DONE.” Close the book and say: “The end, reading is ALL DONE.”