Use movement and senses to focus on, reach for and handle objects.
Learn by observation about actions and their effects.
Looks at pictures and moving objects.
When lying on back or propped up, moves eyes to follow face or toy moving slowly from side to side, close to face.
Looks toward an object or person that moves near by.
Looks from one object to another and back again; this is called shifting visual attention.
Blinks if object is moved sharply towards face.
Reacts with abrupt behaviour change when a face or object disappears suddenly from view.
Begins to look around a room with interest; visually scans environment for novel, interesting objects and events.
Actively explores the environment with all senses.
Explores hands and fingers, for example, watches them, presses hands together, clasps and unclasps hands.
Plays with and explores objects by touching them, looking at them, placing them in the mouth and listening to the sounds they make.
Uses feet to help in grasping objects.
Repeats actions that have an effect, for example, kicking or batting a mobile to create movement including actions to make a sound again, for example, shaking a rattle.
Reacts to familiar sounds or sights by changes in behaviour, for example, extends arms and legs, smiles, searches with eyes when hears the vacuum cleaner, running bath, footsteps and so on.
Shows anticipation and enjoyment of familiar caring routines and simple games, for example, sucks or licks lips in response to sounds of preparation for feeding or gets excited upon seeing spoon or a familiar toy.
Recognises familiar environmental sounds such as the washing machine, microwave or footsteps. This is shown by quietening, consistent reactions, turning to look at source of sound and so on.
Likes listening to music, rattles and other sound-making toys.
Shows interest in moving pictures and sound, for example, on television.
Very early imitation of adults, for example, tries to move hands or object after watching adult.
Persistently and deliberately reaches out for toys that interest them.
Begins to be interested in small objects or the detail of a toy, for example, will gaze at small beads in a rattle.
Moves limbs, changes facial expression and laughs in anticipation of being lifted.
Smiles at image of self in mirror, but does not yet realise that this is reflection of self.
How young babies use their senses to investigate such things as your face, your hair, a rattle.
How young babies show their interest in objects and people that move nearby.
How young babies begin to explore objects by touching them, looking at them and by placing them in their mouths.
How babies show enjoyment when they listen to music, rattles and other toys that make sounds.
How babies react when something disappears from view.
Examples of young babies reaching out for things that they want.
Give opportunities for babies to explore objects and materials.
When you talk to babies, make sure you are face to face.
Use plenty of facial expression, as babies will be interested in the movement of your face, eyes and lips as you speak and play.
Gently touch babies by stroking their cheeks or tummies. Talk as you do this and be aware of how they show their enjoyment of this close physical contact.
Try the following types of games to help babies become aware that the world is three dimensional:
– 'touch and tickle' games - tickling arms, legs and tummy;
– bouncing babies on your knee or rocking them;
– holding babies up in the air;
– moving babies' arms and legs up and down or from side to side.
When babies smile, laugh or move their limbs in response to games, respond with words, facial expressions or repeat the game.
Encourage babies to be aware of their own bodies by touching their face, counting their toes and fingers or giving them your finger to grasp.
Bring toys and interesting objects, including books, close enough for a baby to look at and reach. Talk about what they are looking at or reaching out for.
Give babies time to explore on their own. Babies enjoy things they can grip or swipe at, such as rattles or toys and mobiles dangling on their pram.
Choose toys in a range of textures, fabrics and with mirrors to build on babies' interest.
Develop babies' awareness of turn-taking by making play highly repetitive, so that they see again and again how their actions have an effect on adult behaviour. In this way babies make some very early discoveries about cause and effect.
Use rhyme and songs, linked to rhythmic movements such as rocking, bouncing and swinging. This creates a strong link between the rhythms of speech and the pace and rhythm of physical movement.
Provide a range of everyday objects for babies to explore and investigate.
Designing and Making
Explore objects and materials with hands and mouth.
The objects that interest and engage babies' attention.
Talk to babies about particular objects and materials, drawing their attention to features such as their feel or sound.
Provide objects that give young babies opportunities to explore textures, shapes and sizes.
ICT
Show interest in toys and resources that incorporate technology.
Which toys and resources interest babies.
Talk about the features of items that interest them such as a toy rabbit's floppy ears or a bear with a rumbling tummy.
Provide a range of playthings that excite babies' attention, including battery-operated mobiles and wind-up radios.
Time
Anticipate repeated sounds, sights and actions.
The sounds, sights and actions that interest young babies, for example, seeing a bottle, hearing bath water running.
Talk about what you are doing as you prepare a feed or a bath.
Provide pictures or photographs of things associated with regular routines.
Place
Explore the space around them through movements of hands and feet and by rolling.
The movements that young babies make as they find out about their environment.
Encourage young babies' movements through your interactions, for example, touching their fingers and toes and showing delight at their kicking and waving.
Provide spaces that give young babies different views of their surroundings, such as a soft play area, with different levels to explore.
Communities
Concentrate intently on faces and enjoy interaction.
Form attachments to special people.
How young babies respond to your attention.
The attachments babies make to special people.
Provide support for young babies when they are not with their key person, to give them manageable experiences with others, for example, ensure that others know a young baby's special characteristics and preferences.
Ask parents to share photographs of special people from home and place them where babies can see them.
Acknowledgements
Disclaimer
00012-2007CDO-EN