How to Write a Lesson Plan for Infants

Instructor: Sudha Aravindan

Sudha is currently an Information Technology Specialist and a EdD student at the University of Delaware.

While writing a lesson plan for infants, special attention has to be given to the developmental stages of the infant, and the routines of the infant, including sleeping and feeding. In this lesson, we will learn about writing a lesson plan for infants.

Who is an Infant?

Sara started a new job as a preschool teacher. She was aware that an infant is a young child who is anywhere from two months to one year old. She has also studied about how important the first learning experiences of infants are, as they are foundations for the child's emotional and social development. Sara started off by researching what was required for an educational and motivating lesson plan for infants.

Scheduled Time for Routine Activities

As she started working on her lesson plan, Sara realized that infants had needs for which she would need to schedule time. Routine activities such as changing of infants, feeding, and sleeping were unique to infants and would pose a challenge while creating the lesson plan. Sara designed her lesson plan to limit instructional activities and include scheduled time for routine activities for each infant.

Developmental Stages of the Infant

Sara was able to learn from her research that one of the important criteria she needed to consider when writing a lesson plan for infants was the developmental domain of an infant. She learned that there are a number of developmental domains that an infant goes through, including the language domain and the cognitive domain. For her lesson plans, Sara decided to focus on four of the developmental domains:

  • Physical domain
  • Emotional domain
  • Cognitive domain
  • Social domain

Sara started her lesson plan by creating specific activities for each domain. For the physical domain, she included activities that would help develop the child's motor skills, including lifting one's head and moving towards an object.

For the emotional domain, Sara included activities that would help build trust, by responding to the infants' smiles and cries and teaching the infant to share toys and cookies with others.

For the cognitive domain, Sara created activities that would help develop the child's thinking abilities and understanding of the world around them. One activity she included in her lesson plan helped infants identify items in their surroundings, such as soap, towels, forks, and knives.

For the social domain, Sara included activities that would develop the child's social and communication skills, as well as games that would encourage the infant to communicate with other infants and the teacher.


After creating activities for the different developmental domains, Sara realized that she needed a way to identify if the infant was able to complete the activities and at what stage each infant was in the developmental domain. To keep track of each child's progress, Sara created a checklist. The checklist included spaces for the name of each infant, a list of developmental activities and a box to check if the infant was able to complete the activity successfully. By using a checklist, Sara knew she would be able to identify the infants that were not making the expected progress and provide them with individualized attention.

Repetition of Activities

Sara then thought about how she could teach the infants to master each activity. She remembered that many times when learning something new, she had to do the same activity repeatedly to be able to perform the new task without errors. So Sara decided to include extra time for the infant for repetition of activities. So for each activity in the developmental domain, she added extra time and variations with different objects and situations so that the infant would stay motivated to learn without losing interest.

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