enna) ao oe Pee Mu em ee Cee eae b ear itr stroke and pat. Most toys are transferred to the rer They love to imitate sounds and enjoy babbling. They continue to find other people fascinating, but are wary of stranger:Physical development Ae Mid Babies: m if lying on their back can roll over onto their stomach | iflying on their stomach can lift their head and chest, supporting themselves on their arms and hands ™ can use their shoulders to pull themselves into a » sitting position Using the hands and ‘arms for support Using the shouldees while moving to a sitting postion can bear almost all their own weight | when held standing, do so with a straight back Reece cei | when held sitting, do so with a straight back page 82,Siting witha straight back |= when held on the floor, bounce their feet up and down | lift their legs into a vertical position and grasp one or both feet with their hands Grasping a foot with the hangs © kick vigorously with their legs alternating = move their arms purposefully and hold them up, indicating a wish to be lifted ™ change the angle of their body to Teach out for an object. Lc ibaa casa Babies: m reach and grab when a small toy is offered use their whole hand (palmar grasp) to pass a toy from one hand to the other Using a palmar grasp S si Cie page 33® poke at small objects with their index finger © explore objects by putting them in their mouth. Exploring objects with the mouth Bone Babies: adjust their position to see objects | are visually very alert, and follow another child’s or an adult’s activities across the room with increased alertness = tum towards the source when they hear sounds at ear level. Cognitive and language development behaviour distance main carer's voice raising their arms to be picked up syllables talk to themselves in a tuneful, sing-song voice squeal with delight. Babies: = understand the meaning of words such as ‘bye-bye’, ‘mama’ or ‘dada’ = understand objects and know what to expect of them - given a can that makes a noise, for instance, they will test it for other unexpected = turn immediately when they hear mother’s or main carer’s voice at a © show some understanding of the emotional state of their mother's or = understand ‘up’ and ‘down’ and make appropriate gestures, such as ™ babble spontaneously, using first monosyllables such as ‘ga, ga’ and then double syllables such as ‘goo-ga’, and later combining moreI Sai A ie Emotional and social development Babies: © manage to feed themselves using their fingers © offer toys to others = are more wary of strangers © show distress when their mother leaves ™ are more aware of other people's feelings, crying if a sibling cries, for example, or laughing when others do - this is called recognising an emotion; it does not mean that they are really feeling that emotion. | show delight in response to active play active play Cy ey Fi Fl 8 a a ® enjoy playing with stacking beakers and bricks |= love to explore objects with both their hands and their mouth | play with a rolling ball when in a sitting position.Promoting development Encourage confidence and balance by placing toys around the sitting baby Provide rattles and toys that can be hung over the cot these encourage the baby to reach and grab. Encourage mobility by placing toys just out of the baby’s reach, Provide toys that babies may safely transfer to their mouth. Build a tower of bricks with the baby, and share the delight when it topples over Look at picture books together. Encourage the baby to point at objects with you Talk about everyday things. Widen the baby’s experience, for example by going on outings that include animals. Imitate animal sounds and encourage the baby to copy you Allow plenty of time for play. Provide simple musical instruments such as a xylophone or a wooden spoon and saucepan. Rooléngiat aipiotre book together Use a mirror to develop the baby’s recognition of herself or himself. Provide suction toys on tabletops. Sing nursery rhymes and lullabies. Provide cardboard boxes that the baby ca n put things into and take things out of P comers, =a pervise a baby when trying ‘finger foods’ or at mealtimes, Make sure that all furniture is stable and has no sh Always Always supervise water play.Re Activities © Action rhymes Action rhymes promote memory and listening skills. Babies quickly learn to anti next phrase of the rhyme and its associated action. pate the ‘Two popular rhymes to try with a young baby are ‘This Little Piggy’ and ‘Pat-a-Cake’, 1 “This Little Piggy’ This little piggy went to market This little piggy stayed at home This little piggy had roast beef This little piggy had none And this little piggy Went wee wee wee I can’t find my way home. Count the first five lines of the rhyme on the baby’s toes, then on the last line run your hand up the baby’s leg to tickle her or his tummy. 2 ‘Pat-a-Cake’ Pat-a-cake, pat-a-cake, baker's man Bake me a cake as fast as you can Pat it and prick it and mark it with ‘B’ And put it in the oven for baby and me. Clap your hands in time to the rhythm of the song and encourage the baby to clap along with you, © Taking turns ‘Try a simple game of give-and-take with the baby. This will encourage the skill of being able to ‘let go’ of an object, as well as promoting the concept of turn-taking. ‘The following is just one way of doing this: 1 Seat the baby safely, supported by cushions or in a high chair. 2 Pass the baby a toy that can be grasped with both hands, such as a soft ball or a rattle, 3 Ask the baby: ‘Please give me the toy’ - or ‘ball’, or whatever it is - and hold out your hands to receive it. 4 Then pass the toy back to the baby, saying: ‘You can have it back now ~ here you are.’ ‘Throughout the game, encourage the baby to pass the object from one hand to another ~ by showing how you do this - before passing it to you. This will increase her or his manipulative skills. ego 97