Math Access for Teachers and Home Child Care Providers

Dressing: On/Off

Math Component Routine
• Geometry
• Operations and Algebra
• Dressing/Preparing to Go Outside

Snapshot of Development: 0 to 6 Months

Play:

Infants begin by using their eyes to explore toys and then begin to use their hands and mouths to explore. Their play is primarily shaking, banging and mouthing. At the end of this stage, they begin to look for dropped toys and may find a partially hidden object.

Communication:

Young infants recognize their parents and familiar caregivers. They smile and laugh during playful interactions, such as peek-a-boo. They make early cooing and babbling sounds.

Motor:

When on their tummies, infants learn to hold their head up and reach for toys. They begin to reach and grasp for objects, beginning with the care-givers clothes and hair and then moving to toys and objects. At the end of this stage, many infants may help hold their own bottle and help bring the bottle to their mouths. They may also begin to take pureed food from a spoon.

Materials:

Infant’s socks
Infant’s hat
Infant’s cold weather clothing items, if appropriate

Note: Small parts create a choking hazard for children. Make sure that all materials you choose to use for an activity or lesson with children meet safety requirements. Small parts are not appropriate for children who are 5 years of age or younger.

Interactions:
 Dressing for outdoors and indoors Place the infant ON a blanket ON the floor. Sit down with the infant and talk with her about getting dressed to go outside. Show the infant her socks.  Say, “socks go ON (child’s name) feet.”  Show the infant her hat.  Say, “hat goes ON (child’s name) head.”  Repeat with other outdoor clothing items, if appropriate for the weather. Jackets go ON bodies and mittens go ON hands. When coming inside after playing outside talk with her about getting undressed now that you are inside.  As you take OFF the infant’s socks say, “socks are OFF (child’s name) feet.”  As you take OFF the infant’s hat say, “hat is OFF (child’s name) head.”  Repeat with other outdoor clothing items, if appropriate for the weather. Jackets come OFF bodies and mittens come OFF hands.

Snapshot of Development: 6 to 12 Months

Play:

At the beginning of this stage, play is mostly shaking, banging, and mouthing toys. By the end of this stage, infants begin to combine objects that go together in play. They reach for and hold two objects and may begin to reach for a third. Many infants will look for dropped toys and find partially and completely hidden toys. Many infants enjoy taking things out and putting things into containers.

Communication:

At this age, infants respond when their name is called. They may turn their head, make eye contact and sometimes smile and vocalize. They may look for family members and pets when called by name. They may respond to simple requests made with gestures, such as, “Come here,” and they may understand “No” or “Stop.” They may lift their arms to be picked up, clap hands, and wave bye-bye. They love to shout and squeal and may be babbling with many different sounds. They may be participating in and sometimes initiating peek-a-boo.

Motor:

During this stage, many infants begin to sit by themselves and play. They begin to move by rolling, crawling, and cruising. They pick up toys by using a raking motion with their whole hand and by the end of this stage they are using their fingers and thumbs to pick up small objects. They may feed themselves small bits of food.

Materials:

Infant’s socks
Infant’s hat
Infant’s cold weather clothing items, if appropriate

Note: Small parts create a choking hazard for children. Make sure that all materials you choose to use for an activity or lesson with children meet safety requirements. Small parts are not appropriate for children who are 5 years of age or younger.

Interactions:
 Dressing for outdoors and indoors Place the infant ON a blanket ON the floor. Sit down with the infant and talk with her about getting dressed to go outside. Show the infant her socks.  Say, “socks go ON (child’s name) feet.”  Show the infant her hat.  Say, “hat goes ON (child’s name) head.”  Encourage the infant to place her hat ON her head by showing her how you put your hat ON your head.  Repeat with other outdoor clothing items, if appropriate for the weather. Jackets go ON bodies and mittens go ON hands. When coming inside after playing outside talk with her about getting undressed now that you are inside.  As you take OFF the infant’s socks say, “socks are OFF (child’s name) feet.”  Encourage the infant to take her hat OFF.  Say, “hat is OFF (child’s name) head.”  Repeat with other outdoor clothing items, if appropriate for the weather. Jackets come OFF bodies and mittens come OFF hands.

Snapshot of Development: 12 to 18 Months

Play:

At the beginning of this stage, many infants are imitating the use of everyday objects, such as cups and spoons. This moves into early pretend play where the infant may feed you, or pretend to drink from a cup or eat off of an empty spoon. They also are great imitators and may enjoy imitating daily activities. They may enjoy putting multiple objects in containers and systematically searching for hidden toys and objects. Many infants will pat pictures in books and sometimes vocalize while looking at books.

Communication:

At the beginning of this stage, many infants begin to respond to one step directions, such as, “Give me the ball.” They may need gestures to help them understand the direction. At the end of this stage, many infants follow a related two-step direction without the help of gestures, such as, “Get the ball and give it to Daddy.” They may be pointing to ask for wants and needs and to ask you to name objects. At around 12 months of age, many infants say 1-3 words on their own and by the end of this stage may say up to 15 or more words. Many infants play turn-taking games at this stage.

Motor:

At the beginning of this stage, many infants are crawling and cruising to get around, and by the end of this stage, infants are walking with good balance. They may also enjoy walking while carrying large objects and pulling toys. When given a crayon for the first time, they may mouth the crayon or mark the paper. By the end of this stage, many infants are scribbling on paper. They may be starting to scoop food with a spoon and actually get some to their mouths. Infants may also be using a straw or open cup to drink.

Materials:

Infant’s socks and shoes (if she wears them)
Infant’s hat
Infant’s cold weather clothing items, if appropriate

Note: Small parts create a choking hazard for children. Make sure that all materials you choose to use for an activity or lesson with children meet safety requirements. Small parts are not appropriate for children who are 5 years of age or younger.

Interactions:
 Dressing for outdoors and indoors Place the infant ON a blanket ON the floor. Sit down with the infant and talk with her about getting dressed to go outside. Show the infant her socks.  Say, “socks go ON (child’s name) feet.”  Help the infant to put ON her socks.  Repeat with shoes, if infant wears them.  Show the infant her hat.  Say, “hat goes ON (child’s name) head.”  Encourage the infant to place her hat ON her head by showing her how you put your hat ON your head.  Repeat with other outdoor clothing items, if appropriate for the weather. Jackets go ON bodies and mittens go ON hands.  Encourage cooperation and assistance from the infant while putting ON clothing items.  When coming inside after playing outside talk with her about getting undressed now that you are inside.  Encourage the infant to take OFF her shoes and socks, say, “shoes and socks are OFF (child’s name) feet.”  Encourage the infant to take OFF her hat, say, “hat is OFF (child’s name) head.”  Repeat with other outdoor clothing items, if appropriate for the weather. Jackets come OFF bodies and mittens come OFF hands. Encourage cooperation and assistance from the infant while taking OFF clothing items.

Reflections on this Lesson

How might you teach the math lesson  - ON and OFF during other daily activities and routines?

What books do you have in your child care setting that include the math concept –ON and OFF?

What songs or finger plays do you typically use in your child care setting support the math concept –ON and OFF?

# Comment on this lesson

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