Weekly Plan Template
|List the name of the learning experiences you would offer and the indicators addressed from the MA Early Learning Guidelines for Infants and Toddlers
|List the name of the learning experiences you would offer and the indicators addressed from the Early Learning Guidelines for Infants and Toddlers
|Have small textured blocks for infant to grasp and begin stacking
|Provide infants with blocks to explore
|Mirrored blocks that allow the infant to look at themselves.
|Build towers and allow the infant to knock them over to see cause and effect
|Build “homes” for the little people
|Provide child sized housekeeping materials such as cups,chairs and dress up clothes
|Provide child sized everyday items and allow exploration
|Use different pitches of voice to indicate different characters you are playing
|Provide child sized different uniforms of professionals that the infant might see in the world.
|Provide safe objects from the adult world (pots, pans and wooden spoons)
|Provide similar toys and experience several times a day such as pop up toys and peek-a-boo
|Provide cause and effect toys (buttons to push and turn)
|Hide toys in boxes with different kinds of lids and encourage exploration
|Provide infant with familiar and unfamiliar toys and allow to explore in anyway (mouth)
|Mirror Area, various mirrors attached to the back of shelves/changing tables.
|Get Messy! Allow the infant to fully explore art matrials (paint, play dough and markers)
|Provide paintbrushes, markers and crayons in different sizes
|Provide bright and eye catching pictures and objects at eye level (family pictures or pictures of the infants at home)
|Also provide black and white pictures and objects at eye level (pictures in black and white of objects the infant see often)
|Lay out big pieces of paper with paint on it an allow the infant to crawl and play in paint.
|Move and Dance with the infant
|Tummy time when appropriate
|Place toys just out of infant reach to them when on belly to encourage stretching
|Avoid prolonged periods or time in bouncy seat. Allow more floor time
|Place toys just out of reach to encourage movement
|Using Sign Language in Everyday Classroom Activties
|Naming Sounds the infant hears (phone ringing, friend crying)
|Respond to infants sounds and actions consistenly
|Read books with rhymes, songs and repetitive language (About Me, Baby Bath Time, Wheels on the Bus)
|Provide board books for the infants to explore independently. (Books that have different parts to touch)
|Play repetitive games and songs (Pat-A-Cake and Itsy Bitsy Spider)
|Provide instruments and allow infants to explore ( shakers, drums, cymbals)
|Move and Dance with the infant
|Provide a variety of music from toys and cds (Classic Children’s Songs, Exploring Me)
|Read and sing familiar songs while adding new books and words (Head Shoulders Knees and Toes)
|Cover favorite toys and have the infant look for them
|Provide floor space and toys the infants can grasp and explore
|Provide opportunities with toys that promote use of pincher grasp
|Store favorite toys in consistent place and where infants can make a choice
|Provide scooping and pouring toys when appropriate (water/sand)
|Play tracking games, and provide musical toys
|Provide a variety of materials for the infant to explore (sensory box)
|Place the infant of a soft blanket with different textures
|Provide children with calming and stimulating experiences (Cuddling, Light Up toys)
|Offer different textured foods (Lumpy, smooth, crunchy, when appropriate)
|Provide outdoor sensory experiences (smells, sights, touch)
|Expose infant to a variety of sounds.
|Take infant on walks and comment on wind and smells.
|Put infant on a blanket outside and allow unrestricted free movement
|Provide toys and can be pushed and pulled by the infant
|Provide choices whenever possible for the infant and let them make the decision
|Have different family members come in and help out in the classroom.
|Porta-Crib Ball Pit. Allow infants to explore and discover what happens when they move their body
|Have tummy time with the infants. Allow them to feel comforted while having tummy time.
|Build an obstacle course of pillows for the infants to crawl around and over.
|Communicate to the family “words” that the infant consistently uses to describe items
|Ask families to share any interest their child might have.
|Keep parents informed about schedule and ask what the routine is like at home for eating and sleeping
|Include family in establishing a daily schedule for their infant
|Ask families to help out in the classroom