BRB Infant Care

During these months, sensorial learning booms, thanks to big strides in gross and fine motor development. Babies will often begin to sit unassisted. They can see better too, as their vision is almost comparable to an adult’s. By eight to nine months, babies gain more precise use of their fingers with the “pincer grasp,” or the ability to pick up objects with the thumb and index finger. Despite these strides, they may also react more cautiously with the onset of separation anxiety. 

Based on little ones’ needs and development, BRB teachers refresh and evolve their space to allow for increasingly challenging movements. Cushions or floor poufs can invite a new spin on gross motor movement, as well as a Montessori pull-up bar where they can begin to reach, pull up, and eventually stand. 

By eight to nine months, BRB Teachers also introduce toys that invite them to use both hands and engage in more hand-eye coordination, as well as toys that offer “object permanence,” or the notion that something still exists even if it goes behind, into, or under something else. The Montessori “object permanence box” satisfies this by inviting the baby to push a wooden ball through a hole at the top, only to find that the ball reappears at the bottom. Per baby’s readiness, BRB Teachers introduce first sips of water in a weaning glass as well as first solid foods.

During these months, baby’s drive for independence is increasingly apparent, and their fast-developing mobility is a reminder that toddlerhood isn’t too far around the corner. Many babies will be able to stand, crawl and even take their first steps during these months, while also taking strides in self-feeding skills with meals. Communication feels much more two-way, and they reciprocate socially with gestures like pointing, waving, clapping, and speaking first words.   

This is a great time for BRB teachers to evaluate overall inclusion in the classroom and ensure that they have new freedoms, not just limits or physical boundaries.  Their defined movement area becomes less important now that they are mobile.  BRB infant care teachers considers ways to safely include them beyond that area, for example visiting our in-door gym.  BRB Teachers also ensure that their environment has not grown overstimulating now that they can reach things more readily. If they are dumping or beginning destructive behaviors, it may be a sign that too much is available. BRB teachers cultivate ways for them to connect directly with the real, natural world while they are in this heightened stage of sensorial learning, with their absorbing minds.