1.7: Incorporating SSAMM into Everyday Interactions

Introduction

The previous sections in the text introduced ways SSAMM can be integrated into the daily schedule through classroom routines; however, in early childhood classrooms, learning happens not just during structured activities but throughout the entire day, during greetings, play, routines, and transitions. These everyday moments offer rich opportunities to engage children in SSAMM learning through verbal and nonverbal interactions while supporting their development across multiple domains and content areas.

Figure \(\PageIndex{1}\): High five with a child.

Integration of SSAMM in Daily Experiences

This section of the chapter explores how Social Studies, Art, Music, and Movement can be meaningfully integrated into daily verbal and non-verbal experiences with young children. These interactions are not isolated experiences, they are powerful tools for helping children express themselves, connect with others, and make sense of their world.

• Social Studies builds identity and a sense of community through conversations about family, roles, and relationships, supported by gestures, modeling, and shared routines.
• Art fosters creativity and emotional expression, with teachers using descriptive language, visual cues, and encouragement to support exploration.
• Music enhances memory, language, and emotional regulation. Songs, rhythms, and voice inflection turn transitions into learning opportunities.
• Movement supports physical growth, self-regulation, and confidence, and is often a child’s first language for expressing ideas and emotions.

Throughout this section, you will discover how to intentionally integrate Social Studies, Art, Music, and Movement into the everyday life of the classroom. From arrivals to departures, diapering to dramatic play, you’ll explore ways to engage children that are holistic, inclusive, and grounded in developmentally appropriate practice. Verbal and nonverbal strategies—such as language, tone, gestures, and movement—will be highlighted as powerful tools for connection, communication, and creativity. These approaches support all learners, including those who are preverbal, dual language learners, or those who benefit from alternative forms of expression, turning everyday moments into meaningful learning experiences.

Practical Strategies for Integration

The following sections will provide practical strategies for integrating Social Studies, Art, Music, and Movement into both verbal and nonverbal interactions across the early childhood years. You’ll explore age-appropriate approaches for infants, toddlers, and preschoolers, with examples that highlight how these domains can be meaningfully woven into daily routines, transitions, and play-based experiences.

Incorporating SSAMM with Infants

Incorporating Social Studies, Art, Music, and Movement into verbal and nonverbal interactions with infants is all about using responsive, sensory-rich, and developmentally appropriate experiences. Since infants rely heavily on nonverbal communication, much of the learning happens through gestures, facial expressions, tone of voice, modeling, and sensory play.  The chart below shows ways to incorporate each SSAMM content area into verbal and non-verbal interactions with infants.

Non-Verbal Interactions with Infants

👶 SOCIAL STUDIES (Identity, Family, Relationships)	🎨 ART (Sensory Exploration)	🎶 MUSIC (Listening, Sound Awareness, Rhythm)	🕺 MOVEMENT (Gross Motor Development, Body Awareness)
Verbal Interactions
Use infants’ names often: “Hi, Maria! You’re waving to me!” Talk about family members: “Daddy is coming back after lunch.” Narrate routines to build trust and predictability: “I’m picking you up now.”	Describe textures: “This paint feels squishy!” Label colors as they explore: “You picked the red crayon!”	Sing lullabies, rhymes, and songs often. Use repetition and emphasize emotion in your voice: “Twinkle, twinkle, little star…” with exaggerated tone and pauses. Make playful vocal sounds and mimic the infant’s coos.	Name body parts during diaper changes or movement play: “Let’s stretch your arms up high!” Narrate action: “You’re rolling over! You did it!”
Nonverbal Interactions
Smiling, cuddling, and eye contact show warmth and build secure attachments. Use family photos during routines—point, name, and smile while showing them. Model gentle touch and turn-taking in simple interactions (like passing a toy back and forth).	Offer safe, edible, or washable materials like yogurt painting or finger painting with supervision. Gently guide their hands to touch different textures: soft fabric, bumpy cardboard, cool paint. Respond with expressive gestures when they engage—clap, nod, smile.	Bounce, sway, and rock babies to music. Offer simple instruments like rattles, shakers, or drums that they can safely hit or shake. Clap along with the music and encourage mimicry.	Encourage movement with tummy time toys, safe spaces for crawling, or simple obstacle courses. Use gesture games like pat-a-cake or “So Big!” with hand motions. Mirror the baby’s movements and facial expressions.

Bringing It All Together: Sample Experience

The example below shares what it might look like in an infant classroom when integrating all of the content areas of SSAMM, including verbal and non-verbal interactions, into one activity.

Activity: Family Song & Movement Circle

• Play soft music while showing family photo cards.
• Gently bounce or sway with infants in your arms while singing a family-themed song (“Who Loves Baby?”).
• Pause to make eye contact, name family members, and smile.
• Provide soft-textured scarves for babies to touch or wave.

Weekly Integration of SSAMM (Monday–Friday)

What might a week’s worth of infant activities (Monday–Friday) that thoughtfully integrate Social Studies, Art, Music, and Movement into verbal and nonverbal interactions look like? The weekly chart below includes simple materials, sensory experiences, and relationship-building opportunities appropriate for infants (0–18 months), with modifications noted when helpful.

Weekly Integration of SSAMM

Day of the Week	Focus	Materials	Verbal Interactions	Nonverbal Interactions	Modifications
Monday All About Me	Social Studies: self-awareness Music Movement	Baby-safe mirror soft floor mat gentle music	“Who do you see in the mirror? That’s YOU!” Sing baby’s name in a simple song: “Emma is here today!”	Gently guide the baby’s hand to touch their reflection. Rock or bounce baby gently to the rhythm.	For younger infants, hold them in front of the mirror. For older infants, allow crawling/walking to mirror.
Tuesday Texture Art Time	Art sensory exploration Movement	Ziplock bag with paint or colored yogurt fabric swatches	“You’re squishing the blue paint—squish, squish!” “That fabric feels so soft, like a blanket.”	Guide baby’s hand to explore materials. Show joyful facial expressions when they touch or explore.	Use edible materials (e.g., yogurt and food coloring) for younger infants still mouthing.
Wednesday Family & Friends Circle	Social Studies family community Music	Photos of family members Stuffed animals or dolls soft music	“That’s your grandma! Can you wave to her?” Sing: “Where is [Mommy]?” to Frère Jacques	Point to and name people in photos. Encourage waving, clapping, or reaching.	Use black-and-white images for very young infants.
Thursday Let’s Move to the Music	Music Movement	Soft Instruments Shakers rattles Rhythmic Songs Scarves	“Shake, shake, shake your rattle!” “You’re moving your body with the music—yay!”	Gently assist the baby in shaking or waving a scarf. Clap and bounce baby to the rhythm.	Infants not yet sitting can be rocked or held; crawlers can explore instruments on the floor.
Friday Colors of Me	Art Social Studies identity Movement	Colorful baby-safe scarves soft crayons (for older infants) songs	“You’re holding the red scarf—red like an apple!” Sing: “Red, yellow, green and blue...”	Use scarves for peek-a-boo and movement play Model reaching, waving, or grasping.	Older infants can make marks on paper with jumbo crayons.

Tips for All Activities With Infants

• Keep routines predictable and be responsive to infant cues.
• Always narrate what you and the baby are doing—this builds language and trust.
• Maintain eye contact, use expressive faces, and offer gentle touch to reinforce connection.
• Follow the baby’s lead—pause or adapt if overstimulation occurs.

Toddlers

Incorporating Social Studies, Art, Music, and Movement into verbal and nonverbal interactions with toddlers (ages 1–3) is all about engaging their growing independence, curiosity, and love for repetition and routines. Toddlers learn best through hands-on experiences and responsive interactions—both verbal (words, songs, questions) and nonverbal (gestures, modeling, tone, facial expressions).  Explore the chart below to discover ways to incorporate each SSAMM content area into verbal and non-verbal interactions with toddlers.

Activity Idea

👶 SOCIAL STUDIES (Identity, Family, Community, Routines)	🎨 ART (Exploration, Expression, Creativity)	🎶 MUSIC (Rhythm, Listening, Expression)	🕺 MOVEMENT (Gross Motor Skills, Coordination, Expression)
Verbal Interactions
Use children’s names and describe their actions: “Look at Ava helping her friend. You’re being kind!” Talk about families and routines: “You eat rice at home too? That’s your favorite!”	Describe what toddlers are doing: “You’re using green and yellow paint together.” Encourage expressive language: “Tell me about your picture!” (Even if it’s scribbles!)	Sing familiar songs and invite toddlers to join in: “Old MacDonald had a…?” (Let them fill in!) Use songs with directions: “Clap your hands, stomp your feet!”	Narrate actions: “You’re jumping so high! Now you’re crawling like a kitty.” Use action songs: “If You’re Happy and You Know It”
Nonverbal Interactions
Use visual cues for routines (e.g., pictures of handwashing steps). Provide real-life props for dramatic play (e.g., phones, pots, dress-up clothes). Smile, point, and use gentle gestures to guide turn-taking and cooperation.	Demonstrate how to use materials: squish playdough, dip brush, or tear paper. Use facial expressions and gestures to show excitement about their art. Offer choices by pointing or holding up two materials.	Use hand motions and facial expressions during songs (e.g., "The Wheels on the Bus"). Provide instruments (shakers, drums) and demonstrate how to use them. Use movement props like scarves to encourage dancing.	Model movements: hopping, balancing, reaching. Use body language and pointing to guide activities. Play movement games like “Follow the Leader” with exaggerated gestures.
Activity Idea
Family Photo Board Children point to family photos, and you name each person and say something like, “That’s your grandma. She loves you!”	Color Collage Offer tissue paper in various colors and let toddlers glue pieces onto paper while you describe the textures and colors.	Morning Song Circle Sing “Hello” songs, use name recognition, and include movement like waving or clapping for each child.	Animal Movement Parade Ask, “Can you stomp like an elephant?” and model the movement. Let toddlers take turns choosing animals to act out.

Quick Tips for Toddler Engagement

• Repeat words and actions often to build understanding.
• Use gestures, pictures, and tone to support language comprehension.
• Follow their lead and expand on what they’re interested in.
• Celebrate attempts at communication, verbal or not!

Below is a weekly lesson plan for toddlers (Monday–Friday) that integrates Social Studies, Art, Music, and Movement into developmentally appropriate verbal and nonverbal interactions. Each day includes a theme, activity ideas, and tips for how to engage toddlers through both language and gestures.

Toddler Weekly Integrated Learning Plan Theme: “All About Me and My World” (Focus on identity, family, community, and feelings)

Toddler Weekly Integrated Learning Plan

Day of the Week	Focus	Materials	Verbal Interactions	Nonverbal Interactions	Modifications
Monday My Family and Me	Social Studies Music	Family song photos name cards	“Who is in your family?” “Let’s sing your name!”	Model waving use name cards or photos gentle clapping	Offer visual supports and repetitive songs for consistency
Tuesday Colorful Feelings	Art Social Studies emotions	Tissue paper glue sticks colored paper	“Red is for excited! "How do you feel?”	Point to feeling cards mirror facial expressions	Use basic feeling visuals; allow free exploration
Wednesday  Move Like Me	Movement Music	Animal pictures open space	“Can you stomp like an elephant?”	Model movements Model facial expressions	Use real animal sounds or props for engagement
Thursday   Painting Our Neighborhood	Art Social Studies community	Paint brushes large paper toy vehicles	“What color is your house?” “Who lives there?”	Model brushing pointing to community symbols	Allow group painting or individual space based on comfort
Friday Sing and Celebrate	Music Movement Social Studies: belonging	Scarves rhythm instruments name song	“Let’s dance with your name!” “What is your favorite move?”	Encourage free movement clapping group dances	Modify tempo or volume for sensory-sensitive children

Preschoolers

Incorporating Social Studies, Art, Music, and Movement into verbal and nonverbal interactions with preschoolers (ages 3–5) helps support development in communication, self-regulation, creativity, motor skills, and cultural awareness. Preschoolers are becoming more verbal, imaginative, and social, so this is a prime age for intentional, play-based, and integrated learning.

Embedding SSAMM Content Areas

Here’s how to embed these content areas meaningfully through both verbal and nonverbal interactions.

SSAMM Integration into Interactions

🌍 SOCIAL STUDIES (Identity, community, culture, relationships)	🎨 ART (Creativity, self-expression, fine motor skills)	🎶 MUSIC (Listening, rhythm, self-regulation, emotional expression)	🕺 MOVEMENT (Gross motor development, coordination, body awareness)
Verbal Interactions
Engage in conversations about themselves and others: “Who lives in your house?” or “What do you like to eat with your family?” Use storytelling and books to discuss community helpers, diversity, and roles: “This character is a nurse. What do nurses do to help us?”	Comment on the process, not the product: “You’re using lots of lines here. What do they remind you of?” Ask open-ended questions: “Can you tell me about what you’re making?”	Lead songs with call-and-response or movement cues: “Everybody say ‘la-la-la!’” or “Clap your hands with me!” Introduce vocabulary related to music (beat, fast, slow, loud, soft)	Give clear, descriptive instructions: “Let’s stretch up like the sky, now curl into a tiny seed!” Use movement stories or games: “Pretend you’re walking through a jungle—what do you see?”
Nonverbal Interactions
Use visuals and props (maps, family photos, community helper costumes) Model respectful body language like nodding, eye contact, and waiting for turns Use role play and dramatic play to explore family and cultural roles	Demonstrate techniques like stamping, brushing, or rolling Use facial expressions to show excitement and encouragement Offer choices visually (“Do you want red or blue?” while holding up both)	Use body movements to match musical cues: fast stomping, slow swaying Show rhythm with clapping, tapping, and shaking Use facial expressions to reflect the mood of a song	Demonstrate movements for imitation (hopping, balancing, skipping) Use gesture-based games like “Simon Says” or “Follow the Leader.” Offer movement cards or picture prompts as nonverbal cues
Activity Idea
Dramatic Play Create a pretend bakery in dramatic play. Children role-play jobs and use menus with pictures—teachers support using hand gestures, expressions, and naming actions.	Painting During painting, a teacher nods and smiles while saying, “Wow, I see spirals!” and gestures a spiral in the air.	Singing While singing “If You’re Happy and You Know It,” the teacher claps along, exaggerating her smile and pointing to her face during “then your face will surely show it.”	Modeling Behavior Expectations During transitions, the teacher models tiptoeing to the line while softly humming a tune to guide movement.

Quick Integration Tips

• Blend content areas: a music and movement game can reinforce community roles or feelings.
• Support language development through verbal naming and emotional understanding through nonverbal mirroring.
• Observe and respond to children’s cues—sometimes a nonverbal signal like a nod or a pause is more powerful than words.

Below is a weekly preschool lesson plan (Monday–Friday) with integrated opportunities for Social Studies, Art, Music, and Movement, all supported through verbal and nonverbal interactions. It’s developmentally appropriate for preschoolers (ages 3–5) and easily adaptable for different classroom needs.

Preschool Weekly Integrated Learning Plan Theme: “Me, My Family, and My Community”

Preschool Weekly Integrated Learning Plan

Day of the Week	Focus	Materials	Verbal Interactions	Nonverbal Interactions	Modifications
Monday All About Me	Social Studies Art	Mirrors crayons paper	“What color are your eyes?”       “Tell me about your picture.”	Model looking in the mirror, drawing features	Support tracing or scribbling for varying skill levels
Tuesday Family Fun Day	Social Studies Music	Family drawings soft music storybooks	“Who do you live with?” “What song does your family sing?”	Use gestures to show family size or home actions	Provide picture prompts for storytelling
Wednesday Helping Hands	Social Studies Movement	Dress-up props Helper cards	“What does a firefighter do?”	Act out roles with exaggerated movements	Pair verbal prompts with picture clues
Thursday Colors of Our World	Art Music	Paint Music player smocks	“What does this music feel like?”	Demonstrate painting with tempo changes	Offer both fast/slow music for choice
Friday Friendship Celebration	Social Studies Music Movement	Instruments Paper hearts Music	“What makes a good friend?”	Use partner dancing or mirroring actions	Offer quiet participation options if needed

Optional Preschool Learning Centers (All Week)

  

Optional Preschool Learning Centers

Center	Activity	Verbal Interactions	Nonverbal Interactions
Art	Family collages with magazine cutouts	“Who’s this in your picture?”	Show how to glue, hold up photos
Dramatic Play	Doctor’s office, kitchen, and postal worker	“What are you cooking today?”	Model actions (bandaging, stirring)
Music	Rhythm instruments, headphones with songs	“Shake it slow… now fast!”	Demonstrate beat with tapping
Movement	Obstacle course, yoga poses	“Can you crawl under like a tunnel?”	Show how to jump, stretch

  

Conclusion

The many examples in this textbook reading show exactly how teachers can blend verbal and nonverbal interactions into Social Studies, Art, Music, and Movement in easy, practical ways. When teachers include these content areas in everyday classroom activities, children learn in natural and fun settings. It’s surprisingly simple to combine spoken words with physical cues—like gestures, facial expressions, and tone of voice—to prompt discussions, describe artwork, add hand motions to songs, or encourage dance and movement. By using both verbal and nonverbal communication, educators create a safe space where children feel understood and supported, allowing them to explore, express themselves, and build important skills for the future.

Reference

ChatGPT. (2025). Integrated early childhood activities: Social studies, art, music, and movement in daily interactions. OpenAI.