As they pull to stand and become more mobile, the scope of babies' investigations widens.
Intensely curious.
Actively explores objects using all senses, for example, links together different ways of handling objects: shaking, hitting, looking, feeling, tasting, mouthing, pulling, turning and poking.
Watches people and events for an increasingly long time.
Begins to explore new objects systematically, for example, first banging, then mouthing, then turning over to investigate cause and effect.
Eventually begins to experiment, tries something, then reflects on it, and then tries something else (for example, if a puzzle piece doesn't fit, tries it in the other holes).
Demonstrates increasingly persistent search for objects, even when hidden.
Looks towards the floor when object is dropped by other people and later looks for objects they drop themselves.
Eventually looks in right place for toys that fall out of sight.
Struggles to get objects that are out of reach and later may pull a mat towards them to make a toy or object come closer.
Watches toy being hidden under a cloth or container and finds it increasingly quickly.
Drops toys deliberately and repeatedly and watches them fall to the ground.
Anticipates movement of objects or persons in space (for example, if a ball rolls behind the couch, looks to the other side of the couch expecting it to reappear).
Begins to understand cause and effect and will repeat actions in order to repeat the effects.
Watches own hand movements intently.
Stares with increased interest when a new object is shown to them.
Gazes at a picture of self.
Uses objects to make sound, bangs them together, hits toys with hammer, shakes rattle and so on.
Knows there are different ways to play with different toys, for example, that a ball is for rolling or throwing, a car is for pushing and blocks are for posting.
Interested in things that go together, for example, cup and saucer or parts of a puzzle.
Realises one object can act as a container for another, for example, puts smaller objects inside bigger ones.
Looks at pictures in books with interest without needing adult input.
Anticipates what will happen next, for example, expects to be fed if placed in high chair and may become distressed if the expected routine doesn't happen.
Imitates actions they see performed by others that are already in their repertoire, for example, if they know how to bang their hands on the table they will copy another person doing this.
Later, can imitate sounds or gestures that are not part of their repertoire, for example, a child watches an adult carefully and then imitates something they have not done before.
Can imitate using an object, for example, holds beater and bangs drum, pushes button on a toy and so on, after seeing adult do it.
Can imitate clapping hands.
Remembers faces of people seen regularly.
Recognises favourite toys, games and activities, for example, sees character in favourite book and brings same toy for you to play with.
Recognises familiar programmes on TV.
Enjoys listening to the same story over and over again.
Shows excitement during turn-taking games such as peek-a-boo, for example, claps hands, giggles as turn gets closer.
Reaches out for mirror image, or plays with reflection in mirror, but still does not realise this image is self.
Anticipates body movements that go with rhymes, for example, bringing hands together for 'Clap Hands'.
Interactive turn-taking games with adults quite often involve toys and other objects, for example, fetching games, feeding dolly, waving 'bye-bye' to each other.
Accepts adult varying a game and imitates and joins in with new actions or routines.
Rolls ball or toy car to others.
Enjoys knocking down towers built by adult.
Enjoys putting objects in and out of containers.
Enjoys picture books and simple stories.
Engages in simple pretend play with soft toys, for example, hugs and kisses teddy or pretends to be asleep (covers self with a blanket and closes eyes).
Play demonstrates understanding of use of objects, may put telephone to ear, turn the pages of a book or stir a spoon in a cup.
Demonstrates early pretend behaviours, for example, copies the actions and activities of others as part of their play.
Uses 'symbolic sounds' for objects and animals in pretend play.
Begins to link ideas in play in simple combinations, for example, puts doll in car then pushes car along.
Babies' interests and the ways in which they investigate and manipulate objects.
The strategies babies use to explore objects using all their senses, such as shaking, hitting, looking, feeling, tasting, mouthing, pulling, turning and poking. Is their approach systematic?
How a baby indicates they are beginning to understand cause and effect, for example, by repeating actions to make things happen again.
How babies use objects to make noise.
How children react when a new toy is introduced to them.
How babies show they are beginning to understand that some objects belong together or can be put inside one another.
How a baby responds to pictures in books.
The different ways babies show they are learning to anticipate what might happen next.
Strategies babies use to look for objects that have fallen out of sight.
Strategies babies use as they begin to experiment such as trying something, reflecting on it and then trying something else.
Indications that babies recognise objects and toys.
How babies respond when they see an image in a mirror.
The different ways babies show that they are beginning to understand what objects are used for, for example, by putting a toy telephone to their ear.
Give babies choices about what they can play with.
Play visual tracking games, such as "Wheeee!" games with aeroplanes, or spoons as they go into mouths. Play with moving toys in front of children to encourage them to follow the movement.
Provide babies with a range of toys that they can handle in several different ways. Talk about how toys look, feel, smell and taste. This helps babies to begin to compare and notice differences.
Pull funny faces and comment on the faces babies pull in response.
Play 'dropping' games, asking "Where's it gone?".
Use cause and effect toys that have a hidden surprise, such as a Jack-in-the-box. Talk about what babies see using exaggerated intonation and exclamations to reinforce the element of surprise.
Link actions such as bouncing babies on your knee to nursery rhymes and action rhymes.
Imitate babies' actions to help them become more aware of the effect of their actions on other people.
Make the language and actions you use in interactive play very repetitive. This will help babies to develop a sense of the sequence of actions and sounds.
Begin to push a car, roll or throw a ball, sharing with the babies the pushing, rolling and throwing.
Introduce variations to games, for example, roll a ball to a doll or another child instead of to the baby.
Stay close to babies as they play. This gives them the opportunity to explore things for themselves but means you can also show them different ways of playing with a toy.
Give opportunities for babies to play on their own and to work things out for themselves.
Continue to use rhymes and songs. Use simple, familiar tunes and words relating to people, objects and actions with which a baby is familiar. Make rhymes and songs more interesting to listen to by using a strong beat, rhythm and lots of repetition.
Plan varied arrangements of equipment and materials that can be used with babies in a variety of ways to maintain interest and provide challenges.
Designing and Making
Show curiosity and interest in things that are built up and fall down, and that open and close.
How babies handle and arrange objects such as blocks or bricks.
Talk about the way things balance or what happens when a structure falls down.
Provide a range of resources that babies can use in their play that encourage their interest in balancing and building things.
ICT
Explore things with interest and sometimes press parts or lift flaps to achieve effects such as sounds, movements or new images.
How babies begin to explore technology in toys and personal items, for example, pressing a button or lifting the spout on a drinking cup.
Share observations with parents so that you can compare notes.
Have available robust resources with knobs, flaps, keys or shutters.
Time
Get to know and enjoy daily routines, such as getting-up time, mealtimes, nappy time, and bedtime.
Children's anticipation of the events of the day.
Spend time looking at and talking about pictures of babies eating, sleeping, bathing and playing.
Ask parents about significant events in their babies' day and how these are talked about, for example, "boboes" for sleep or bedtime, "din-din" for dinner time.
Place
Love to be outdoors and closely observe what animals, people and vehicles do.
How babies explore space, objects and features of the environment.
Draw attention to things in different areas that stimulate interest, such as a patterned surface.
Display and talk about photographs of babies' favourite places.
Communities
Recognise special people, such as family, friends or their key person.
Show interest in social life around them.
Differences in the ways that babies respond to and communicate with adults and other children.
Nurture babies' sense of themselves, while also helping them to feel that they belong to the group, for example, saying "This is Max's cup and there is a cup for Earl, Frankie and Lacey too".
Collect and share some stories and songs that parents and babies use at home.
Acknowledgements
Disclaimer
00012-2007CDO-EN