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The Little Swim School
Home
Welcome
  • Contact
  • About
  • FAQ
  • Bloggles, News + Updates
  • Enrolment Policies
  • Suspension Request Form
  • Employment
Gallery
Meet the Team
Calendar
Our Classes
  • Infants
  • Pre-School
  • School Age
  • Specialist
  • Things to Consider
  • Casual Lessons
Customer Portal
More
  • Home
  • Welcome
    • Contact
    • About
    • FAQ
    • Bloggles, News + Updates
    • Enrolment Policies
    • Suspension Request Form
    • Employment
  • Gallery
  • Meet the Team
  • Calendar
  • Our Classes
    • Infants
    • Pre-School
    • School Age
    • Specialist
    • Things to Consider
    • Casual Lessons
  • Customer Portal
  • Home
  • Welcome
    • Contact
    • About
    • FAQ
    • Bloggles, News + Updates
    • Enrolment Policies
    • Suspension Request Form
    • Employment
  • Gallery
  • Meet the Team
  • Calendar
  • Our Classes
    • Infants
    • Pre-School
    • School Age
    • Specialist
    • Things to Consider
    • Casual Lessons
  • Customer Portal

Infant: 3-6 Months Parent & Child

Gummy Sharks

  • I can safely enter and exit the water with my carer
  • My reflexes are in action ie: Breathing, Dive, Gag, Swimming
  • I am comfortable in the water 
  • I am comfortable with water conditioning over head and face
  • I can reach and grasp objects
  • I can recognise and I am comfortable with familiar people

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Experiences in the Pool

  • Baby reflexes relate specifically to water and submersion, and begin to disappear around 6 months of age:
    • Breathing reflex – Initiates baby to take in a quick breath BEFORE submerging
    • Dive reflex – prevents baby breathing underwater
    • Gag reflex – Stops baby accidentally taking on more water
    • Swimming Reflex – Allows baby to develop strength in swimming muscles by mimicking a swimming motion
  • Safe entry & how to hold your bub – Teaching parent/carer how to handle bub in water is just as crucial as getting bub acclimatised… babies are tricky to handle when wet!
  • Ball/toy scramble – practise grasping for fine and gross motor development as well as hand-eye coordination, swimming reflex
  • Greeting with the big ball – social skills; name recognition, hand-eye coordination/tracking with eyes, getting to know their teacher and others in the group
  • Conditioning with cups – initiates little ones ‘Baby Reflexes’ specifically breathing/diving
  • Toys on the mat – Tummy time (more difficult than on land, extra resistance helps strengthen core and neck especially), social experience (infant swimming classes may be one of the first social experiences outside of family or mothers’ group for parents and children)
  • Promotion of kicking front and back - swimming reflex, spatial awareness (perceiving distance), coordination of various body parts at the same time
  • Wheels on the bus – parent to rotate child in a vertical position so they are face-to-face for gestures such as wipers go swish (so they can view your face – submerging their ears only), babies blow bubbles (so children can begin to imitate action) 


Repetition of activities or sequences in activities allows children to develop an understanding of routine/expectations/builds trust/sequencing/predicting events/opportunities to master skills before building upon a foundation.


Using familiar songs/nursery rhymes helps adults support little ones in learning (make it easy for parents to replicate at home) and helps little ones who appreciate familiar sounds and routines.

Developmental Milestones

Physical

  • Makes an effort to sit alone but needs hand support 
  • Play with feet and toes
  • Raises head and chest when lying on stomach
  • Rolls from back to stomach
  • Reach for and grasp objects – one hand grasp
  • Eyes smoothly follow an object or person
  • Crawling movement using both hands and feet
  • Watches activities across the room – eyes move in unison
  • Turns head to the sound of a voice


Social

  • Responds to own name
  • Reacts with arousal, attention or approval to the presence of another baby/young child
  • Recognises familiar people and will stretch arms to be picked up


Emotional

  • Begins to show wariness towards strangers
  • May fret when a parent leaves the room – object permanence (if they can’t see it, it no longer exists – this can be people or objects) 
  • Happy to see faces they know 


Cognitive

  • Swipes at dangling objects
  • Shakes and stares at toys placed in hands
  • Explores objects with mouth
  • Will search for partly hidden objects
  • Able to coordinate looking, hearing and touching
  • Enjoys toys, banging objects, scrunching paper


Language

  • Babbles and repeats sounds
  • Smiles and babbles at own image in a mirror
  • Enjoys games such as peek-a-boo (object permanence) and pat-a-cake (repetition)

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