• Older infants are learning to grasp with their fingers and palm.
• Older infants are grasping finger foods during mealtime.
• Older infants are experiencing and exploring different textures during mealtime (sticky, rough, slimy, etc.)
• Older infants let objects go voluntary
PROCEDURES AND TIMELINE:
• Introduction: Initial Engagement
Teacher says/asks:
o Hi, _____. How are you today?
Older Infant Responds:
o Looks and smiles at teacher in response to his / her name.
Teacher picks up teddy bear. Teacher brushes teddy bear on his / her cheek and says / asks: o Oh, the teddy bear is so “soft.”
o Would you like to feel the “soft” teddy bear?
Teacher brushes the teddy bear on the older infant’s cheek and says / asks:
o Oh, the teddy bear is so “soft.”
o Can you feel the soft teddy bear?
Teacher repeats the process with the following toys:
o “Smooth” stuffed snake
o “Rough” plastic dinosaur
• Procedures:
Matching Activity – Textures
• Teacher places one texture in front of the older infant, touches it, and says / asks: o Can you feel it?
o Does it feel “soft?”
• Older infant touches it and smiles.
• Teacher removes the “soft” texture.
• Teacher places another texture in front of the older infant, touches it, and says / asks: o Can you feel it?
o Does it feel “rough?”
• Older infant touches it and smiles.
• Teacher places the “soft” and “rough” textures in front of the older infant, touches it, and says / asks: o Touch the one that feels “soft.”
o Touch the one that feels “rough”
• Teacher places two “soft” textures and two “rough” textures in front of the older infant, touches them, and says / asks:
o Can you feel the two that are “soft?”
o Can you feel the two that are “rough?”
• Teacher turns them upside down and says / asks:
o Can you find one that is “soft?”
o Can you find the other one that is “soft?”
• Teacher turns them upside down again and says / asks:
o Can you find one that is “rough?”
o Can you find the other one that is “rough?”
• Teacher repeats the process using textures that are “bumpy,” “smooth,” “sticky,” and “squishy.”
• Closure:
Children’s literature – “Touch and Feel Kitten”
o Teacher reads the book, “Touch and Feel Kitten”
o As the teacher reads the different textures, the older infant feels it (soft, rough, smooth, etc.)
ASSESSMENT EVIDENCE:
Formative Assessments:
• Teacher observes whether the older infant touches and matches the correct texture named by the adult (soft, rough, smooth, bumpy, etc.) (Language Objective).
• Teacher uses a texture checklist to document whether the older infant feels and matches the correct textures (soft, rough, smooth, bumpy, etc.); see attached texture checklist. (Language Objective and Fine Motor Objective).
• Teacher uses photos to document the older infant’s exploration with different textures (Fine Motor Objective, photos attached).
MODIFICATIONS:
• For additional practice, the teacher uses multiple stuffed animals to feel (soft, furry, fuzzy, etc.). • For enrichment, the teacher places three or more textures upside down for older toddlers to turn over and match