Infant 340 Reflection 8

Before the home visit I was planning on doing more activities with fine motor with the infant, but a couple hours before I was supposed to go over to do the visit, the mom texted me and said that even though she got crayons and new things for the baby to color with- that the baby would just hold on to them rather than color with them. So I thought to do smearing of yogurt, or try the spoon in water trick. She would watch mom intently, but would not imitate.

That’s when I switched goals a little bit, we are going to focus on fine motor imitation rather than scribbling. The baby is very bright, and she almost has a one track mind. Once she gets something in her head it is very hard to redirect her to a new activity.

She loves the highlighters, she plays a game with herself that she will stand on one side of her little play table, throw them off the edge one by one, then will run around and collect them ALL. Next time we are going to practice imitating throwing different objects. Another idea I had was to put her in her high chair rather than playing in the front room where all her freedom and toys are.

Weekly quote: “The most important work that we will ever do will be within the walls of our own home” –Harold B Lee.

Raising children is such a divine calling! Whether we have our own families, we can influence so many children and make them feel at home.

HWD:

http://www.cde.ca.gov/sp/cd/re/itf09cogdevfdimit.asp

Behaviors leading up to the foundation (9 to 17 months)

During this period, the child may:

·       Shrug shoulders after the infant care teacher does it. (9–11 mos.; Parks 2004; by 12mos.; American Academy of Pediatrics 2004, 243)

·       Imitate sounds or words immediately after the infant care teacher makes them. (9mos.; Apfel and Provence 2001; 12–18 mos.; Hulit and Howard 2006, 122; 17 mos.; Hart and Risley 1999, 84)

·       Copy the infant care teacher in waving “bye-bye” to a parent as he leaves the room. (12mos.; Meisels and others 2003, 26)

·       Copy an adult’s action that is unfamiliar but that the child can see herself do, such as wiggling toes, even though it may take some practice before doing it exactly as the adult does. (9–14 mos.; Parks 2004, 32)

·       Watch the infant care teacher squeeze the toy in the water table to make water squirt out, then try the same action. (Scaled score of 10 for 13:16–14:15 mos.; Bayley 2006, 61)

·       Imitate the hand motion of the infant care teacher. (Scaled score of 10 for 14:16–15:15 mos.; Bayley 2006, 135)

·       Point to or indicate an object, pay attention as the infant care teacher labels the object, and then try to repeat the label. (11–16 mos.; Hart and Risley 1999, 82)