Infant: 1-2 Years Parent & Child
Thresher Sharks
- I am beginning to independently initiate a safe entry and exit from the pool, with support from my carer
- I am beginning to "Monkey" along the pool edge independently
- I am comfortable in the water
- I am following cues from my carer or teacher ie. "kick, kick", paddling
- I am beginning to blow bubbles when cued
- I am beginning to initiate guided falls into the water
- I can float on my back with support from my carer
- I am beginning to balance on noodle with support from my carer
- I am beginning to use my arms and legs simultaneously
Experiences in the Pool
- Safe entries – “Safe, Safe” cue can be practised at home as children begin to climb up and down off the couch or downstairs
- Conditioning – “This is the way we wash our toes…” With younger babies, we can practise in order working way up from the toes to the top of the head/face
- Ball/Toy scramble – children can practise successful grasping and coordinating holding objects at the same time as paddling
- Crawl/Walk on the mat – practising safe separation from parents (important in building safe, trusting relationships with children particularly as they become aware/anxious of leaving the safety of their carer); challenging gross motor skills and core strength as they go from crawling to walking; observing others may lead to a child feeling more confident to try the experience for themselves by imitating the actions of another
- Sensory time with toys on the mat/in water – popping balls up from underwater (object permanence); intrinsic want to retrieve objects may lead to them wanting to participate in a more active way: ie. crawling to reach toy at the opposite end of the mat
- Floating/kicking on back – Encouraging flat body position (back of head/ears in water, legs straight) because children who are beginning to be active are less likely to want to spend time lying down - using props such as a mirror, toys, “Twinkle, Twinkle”, and the tunnel to encourage flat body position
- Kicking in forward facing position – encourage kicking by giving verbal cue ‘Kick, Kick’
- Submersion – “Humpty Dumpty”, repetition in experience builds confidence, and encourages parents to read their child’s cues/gain consent when submerging as this will build trust. We believe there is no need to rush any skill we practice in the pool and if a child doesn’t feel like doing something, even though they are capable of completing a skill, doesn’t mean they should have to
- Encourage Verbal Cues - in every experience giving cues such as “paddle, kick” or “name, ready, go”’ gives children clear instruction, and expectations and lets them pre-empt and prepare for what is about to happen
- “Monkey, Monkey” (assisted) – parents holding the child’s hands and moving the child along the wall; this age group are still building upper body strength and coordination to be able to manoeuvre themselves along the wall, but starting this experience young helps set a goal and an expectation for both children and parents
Developmental Milestones
Physical
- Pulls self to a standing position when hands held
- Raises self to a sitting position
- Sits without support
- Stands by pulling themself up using furniture
- Stepping movements around furniture
- Successfully reach out and grasp toys
- Picks up and throws small objects
- Begins to crawl - mature crawling (quick and fluent)
- May stand alone momentarily
- Alerts peripheral vision
- Rolls ball and crawls to retrieve
- Walks, crawls and runs
- Takes two to three steps without support, legs wide and hands up for balance
- Begins to walk alone in a ‘tottering way’, with frequent falls
- Reverts to crawling when in a hurry
Social
- Shows definite anxiety or wariness at the appearance of strangers
- Begins to cooperate when playing
- May play alongside other toddlers, doing what they do but without seeming to interact (parallel play)
- Curious and energetic, but depends on adult presence for reassurance
Emotional
- Actively seeks to be next to a parent or principal caregiver
- Shows signs of anxiety or stress if a parent goes away
- Offers toy to adult but does not release it
- Actively explores and plays when a parent is present, returning now and then for assurance and interaction
- Seeks comfort when upset or afraid
- May ‘lose control’ of self when upset or afraid
- May show anxiety when separating from significant people in their life
Cognitive
- Moves obstacles to get to the desired toy
- Responds to own name
- Makes gestures to communicate and to symbolise objects, e.g. points to something they want
- Seems to understand some things parents or familiar adults say to them
- Drops toys to be retrieved, handed back, then dropped again/looks in the direction of dropped toy
- Likes playing with water
- Understands gestures/responds to "bye bye"
- Listens with pleasure to sound-making toys and music
- Repeats actions that lead to interesting/predictable results
- Knows some body parts and will point to them in a game
- Stacks and knocks over items
- Calls self by name, uses “I”, “mine”, ‘I do it myself”
Language
- Responds to own name being called, family names and familiar objects
- Babbles tunefully
- Says words like “dada” or “mama”
- Waves goodbye
- Imitates hand clapping
- Imitates actions and sound
- Shouts to attract attention
- Comprehends simple questions and instructions
- Reciprocal imitation of another toddler: will imitate each other’s actions
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