0 to 4 months |
In order to develop cervical, visual and cognitive control, it is suggested that the baby is placed in prone and supine positions, for up to 4 minutes a few times per day. Adults may hold a toy in the height of the baby's eyes for, respectively, stimulate the rise of the head, visual fixation and attention. For fine motor coordination and handgrip, it is indicated to place one of the fingers in each one baby's hands, or soft and light toys, stimulating the baby to perform the grip movement. For cognitive and language stimulation, it is recommended to talk, sing, play and imitate the sounds of the baby. |
4 to 9 months |
Continuity of laying the baby in prone and supine positions, showing a toy at the height of the eyes, the toy should be moved to stimulate the baby to follow it visually, in vertical and horizontal ways, whilst cervical control is strengthened. Continue to offer toys for babies to hold and create movements for joining hands, to stimulate handgrip and bringing upper limbs to the middle line. Start the positioning of the baby in the vertical position with feet placed on the ground, stimulating coordination of lower limbs and global motor skill. Indication of hide and seek plays, reading of books with colorful figures, naming of figures and ways of inciting the baby to babble, for cognitive and language stimulation. |
9 to 12 months |
Continuity of laying the baby in prone or supine positions, being recommended that toys be placed out of reach, stimulating the baby to roll, besides the cervical control and visual following. It is indicated ways of clapping hands and sitting with support in order to stimulate global and fine motor coordination, the control of body and balance. For cognitive and language stimulation, we suggest the continuity of reading of books with illustrations, pointing at them, naming and describing them, and ways to incite the baby to verbalize. |
1 year to 1 year and 6 months |
Many options are provided to stimulate the fine motor skill, body scheme, cognition and language of the child, such as dawning with pencil or chalk; searching for toys by means of clues about size, color, format; while reading books asking the child to turn the pages, to reproduce sons from the illustrations and to try to verbalize what is being pointed; showing photos and naming familiar and significant people and places; to identify and name body parts at shower time, when dressing and during meals. It is recommended to motivate the execution of desired behaviors and a routine to sleep and prevent reluctances or night wakes. |
1 year and six months to 2 years |
For cognitive and fine motor coordination, it is recommended blocks to build towers; placing big beads or straws in a string; solving of puzzles of 4,6 up to 8 pieces with forms, colors, animals, fruits or transports; toys/objects for squeeze/pull/push/spin a button or handle; drawing and painting with wax chalk and thick pencils or with the fingers with gouache paint. For cognition and language, to maintain the indication of reading books every day, asking the children to speak the names of animals, colors, shapes, sizes and body parts. It is suggested to ask the children to help in simple tasks at home, with the recommendation of positive reinforcement for stimulating and maintaining good behaviors. |
2 years to 2 years and 6 months |
In order to stimulate global motor coordination and body scheme, it is indicated plays such as “Simon Says” with request of actions with body parts; of grabbing balls of different types and sizes; up and down steps. For cognitive and language stimulation, it is recommended, together with reading books, ask the children to describe details of figures/drawings; to teach the number/concept “one” using objects; to teach the concept of “me”, “mine”, “you” and “yours” by means of “who” questions. Fine motor coordination and handgrip can be stimulated with drawing and painting with wax chalk and pencil, training grip with the indicator and thumb fingers. |
2 years and 6 months to 3 years |
It is indicated, in order to stimulate fine motor skills and cognition, to draw lines and shapes; to color inside figures; stacking rings, boxes or blocks according to the size; put beads/big straws in a string. For stimulation of the cognition and language, it is indicated to continue reading books and pointing at figures, requesting to name and describe what is seen; to teach the concept of “two” using objects, to find identical colors and images; Pretend Play. For global motor coordination and balance, it is recommended to play with obstacles. |
3 to 4 years |
There is an indication of various activities for stimulating cognition and language such as continuity of book reading, with the addition of repetition of the words, by the children, after the familiar reads, and of counting with their own words what they see in the book. Altogether, to include in the conversations with children, requests for saying name, full name, mother/father/brother/sister's name, the use of pronouns “he” and “she”, to think and explain “why” and “how” regarding things, to teach the opposites by means of objects/actions; classification of similar colors and images, although not identical. For global motor coordination and balance, it is recommended to play with balls while sat, using hands and/or feet, walking and overcoming a path with obstacles. The indication for fine motor coordinating and optimization of handgrip occurs by means of coloring pages and dot box games. |
4 to 5 years |
For cognition and language, it is still recommended the reading of books, including asking the child to tell what happened in the story, to think and tell what can happen in new stories. For stimulation of temporal and spatial organization, cognition and motor coordination, it is suggested the creation of a calendar with the daily activities of a week; playing “Simon Says” in order to practice “inside, outside, low, high, unturned, turned, next, far”; puzzle and construction toys; drawing with pencil the first letters and human figures with 2 to 4 body parts. |