Cognitive/Social-Emotional Activity Table The following table explains how activities address the various components of cognitive and social-emotional domains. Age in Activity WM IC CF ASA DS RSI months 0-6 Sing lullabies Baby Soothing Understands Becomes Identifies Response to and tell the baby remembers voices help different voices attached to preferred songs or rhymes nursery rhymes. familiar baby resist may sing same soothing voices or promotes social Use a soft and voices crying song voices songs development gentle voice when talking to baby. 6-12 Hide toy Object Not to touch Seek other Autonomy Not to Learns rules cloth within permanence methods of touch child’s reach, retrieval remove cloth, instruct child not to touch, hide toy slightly out of reach, remove cloth Take turns 12-18 Child has to Joint attention; Understand Autonomy Identifies expectation remember child has to be adjustments may the of returning the rolling a ball what he/she is able to release be made in the ball once it is back and forth. supposed to the ball and way the partner partner(s) be doing give the adult a the ball (e.g. when it’s turn different skills his/her turn direction/to a again different partner)
Cognitive/Social-Emotional Activity Table The following table explains how activities address the various components of cognitive and social-emotional domains. Age in months Activity WM IC CF ASA DS RSI 0-6 Sing lullabies and tell the baby nursery rhymes. Use a soft and gentle voice when talking to baby. Baby remembers familiar voices Soothing voices help baby resist crying Understands different voices may sing same song Becomes attached to soothing voices Identifies preferred voices or songs Response to songs or rhymes promotes social development 6-12 Hide toy cloth within child’s reach, remove cloth, instruct child not to touch, hide toy slightly out of reach, remove cloth Object permanence Not to touch Seek other methods of retrieval Autonomy Not to touch Learns rules 12-18 Take turns rolling a ball back and forth. Child has to remember what he/she is supposed to be doing when it’s his/her turn again Joint attention; child has to be able to release the ball and give the adult a turn Understand adjustments may be made in the way the partner the ball (e.g. different direction/to a different partner) Autonomy Identifies the partner(s) expectation of returning the ball once it is skills
SST_Workbook_Final.docx