Water Play for Infants

Lesson Plan:

Activity:

Water Play for Infants

Lesson plan developed by Ms. Erika Geelhoed, BA Ed

Age Group:

Young Infants

* Lesson plan objective and assessment can be adapted to use this activity with mobile infants or toddlers.

Objectives:

Children will:

develop sensory motor skill.
practice fine motor skill of grasping.

CDA Competency Standard:

II.4.3a

Activities and materials encourage children to develop their senses
- a) Sight, sound, smell, taste and touch experiences are encouraged through a variety of developmentally appropriate materials and activities

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Materials:

cookie sheet with raised edges
water
water toys
blanket (if needed)

Procedure:

Fill the cookie sheet half way up with water.
Place the toys in the water.
Put the cookie sheet in an appropriate area for tummy time play.
Place a rolled up blanket on one side of the cookie sheet
Place the child on his or her stomach on the blanket with their hands out toward the water.
Lay on the ground facing the child, talking with them as they explore.

**Never leave young children alone near water. Carefully monitor the child during the entire activity**

Assessment:

Observe and record the child’s reaction to the water. Were they hesitant? Inquisitive? What were they facial expressions? Did they make any verbal noises in response to the water? Note the child’s fine motor development as well. Did they attempt to grab the toys? Were they successful?

Note: Please provide appropriate supervision to the children in your care when completing all activities. You will need to decide what types of activities are safe for the children in your care. Appropriate and reasonable caution should be used when providing art and sensory experiences for children. Infants and toddlers require special caution, only use non-toxic materials, and do not allow children to put things in their mouths that are a choking hazard.

Online Early Childhood Education

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Sensory Alternatives for Textures

Even before children can speak, they are developing an understanding of things in their environment by actively exploring them with all their senses. As they become more verbal, they are able to describe similarities and differences in what they see, hear, taste, touch, and smell. For example, each time a child explores sand, he is confirming his previous explorations and discoveries that sand is dry, gritty, and so forth, and he will eventually notice other materials that share those same characteristics. As they directly experience things themselves, children explore and communicate preferences, making sense of the world around them. For instance, they discover that they enjoy the feel of dry sand or that they have an aversion to slimy things. When caregivers acknowledge and accept their preferences, children learn that their feelings and decisions are valid.

It’s very common for young children to display an aversion to one texture or another, either due to discomfort or lack of exposure to the material in a comfortable setting. Here are some alternatives to consider for supporting children who are uncomfortable with the texture or consistency of a material:

Resealable plastic bags:
It can be particularly helpful to place messy, sticky, or gooey substances in resealable bags if infants and toddlers are not yet comfortable with or able to choose whether or not to touch the material with their hands or feet.

Tools for manipulating sensory material:
Providing tools is a very nonthreatening way to allow children to explore a texture they are not yet comfortable touching directly. Tools you might include are brushes, scoops, funnels, sponges, whisks, and cups.