Ideas for Selecting Equipment and Toys for Blind Babies

Ideas for Selecting Equipment and Toys for Blind Babies

Future Reflections Spring/Summer 1993, Vol. 12 No. 2
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IDEAS FOR SELECTING EQUIPMENT AND TOYS FOR BLIND BABIES
Editor's Note: The following material is reprinted from the Overbrook School for the Blind Parent Early Childhood Education Series.
SELECTING EQUIPMENT FOR YOUR BABY
The right baby equipment and toys can further your child's development and enhance the enjoyment of his/her surroundings. Here are some things to consider about baby equipment: A front carrier which offers good support for your baby is very useful. Use a front carrier rather than an infant seat to keep your baby with you around the house.
Playpens can serve a purpose for a while only. They provide a confined and safe place for your baby, a limited area which your child can get to know before “braving” more of the world. They also provide a form of support for attempts to stand and walk as your child is ready for those skills. But your baby needs opportunities to explore his/her whole environment þ do not limit the experiences to a playpen area. Babies who become comfortable lying in the playpen listening to sounds (i.e., the television, radio, music, and other “household” noises) become passive and withdrawn. Lack of purposeful exploration and movement can lead to the development of self-stimulatory behaviors such as rocking.
Many parents feel, naturally, that a baby walker will promote earlier walking as well as provide a safe place for their baby. It is important to keep in mind that walkers, like playpens, can serve a purpose, but should not be overused. For babies who are visually impaired or blind, keep in mind the following thoughts on walkers: A child with sight can maneuver a walker, see where he/she is going and know where the walls and furniture are in relation to his/her body. A baby who is blind or visually impaired doesn't get a sense of where his/her body is in space in a walker. He/she can't explore walls, furniture, and objects because the walker tray “protects” him/her when he/she bumps into things. The “shield” all around his/her body gives him/her a false sense of where he/she is-he/she can only feel the walker tray. He/she becomes less eager to move about on his/her own because movement isn't purposeful for him/her. Babies who are visually impaired or blind tend to let walkers “hold” them; therefore, they don't learn to bear weight on their feet or to perceive where their feet are. If your baby has physical disabilities, be sure to consult your physical therapist before using equipment such as a walker or “Johnny Jump-Up.” Any baby who uses a walker needs to have enough control and strength to hold his/her head and body upright. If your baby was premature or has any physical disabilities, do not use a walker without consultation.
Johnny Jump-Ups are designed to allow a baby to put weight on his/her feet. They should be used only under supervision, and only when your baby shows good body positioning in the Johnny Jump-Up. The bouncing and jumping can offer a lot of fun; roughhousing and movement are good activities for a baby who is visually impaired-but remember to use caution, too.
Other equipment which your baby will enjoy as he/she grows is listed below. Many things can be made or bought inexpensively:

Push toys of all types (example: doll buggy, push wagon, lawn mower, corn popper) are very useful and provide motivation for functional movement.
Large cardboard boxes to crawl into and out of, tunnels or barrels.
Boxes or a wading pool to fill with a variety of tactile media (i.e., water, sand, rice, macaroni, foam packing chips, oatmeal). Be sure to supervise this activity!
A Hula-hoop to hold onto while he/she moves forward is useful.
You can also hang various toys from a hula-hoop and suspend it so that your child can bat at it and reach for the toys.

A large ball, such as a big, inflatable beach ball.
Any large play equipment; take your child to parks and playgrounds when he/she is ready to use playground equipment.

**These materials were prepared by the Early Childhood Unit of the Overbrook
School for the Blind especially for use by parents in the home with young
children who are blind or visually impaired.
SELECTING TOYS FOR YOUR BABY
Though your baby may not be able to reach out and actively grasp something, you can introduce a variety of infant toys. You do not need to buy a lot of toys. There are many household materials that make excellent toys. Also, keep in mind the things your baby will enjoy the most for his/her age and developmental levels.
Babies from birth to about three months like to:

Be held, rocked, and cuddled a lot.
Listen to your voice, soft sounds, and musical sounds.
Look at and feel your face.
Reach for and bat at objects and wave their arms.
Feel safe and secure.

You can provide:

A lot of holding, touching, and cuddling.
Your soft voice talking and singing.

Toys and equipment you may find useful:

A crib cuddle. This confines an infant and helps him/her to feel secure. Wrapping your baby in soft receiving blankets (swaddling) also “confines” him/her.
Textured quilts and blankets, a sheepskin, or piece of fur.
Mobiles which have bright colors, music, and appealing shapes.
Rattles of various sizes, shapes, and textures, and with different sounds. Those made from smooth metal or wood have a nice texture, and many babies who are blind or visually impaired seem to prefer them over plastic toys.
Soft squeaky toys. The ones found in pet stores are great and usually have several textures.
Bells tied to ribbons, to tie around your baby's ankles and wrists.
Overhead “crib-bars” to suspend toys from. Something portable is great. Century makes a nice “Crib-bars” toy. Plant hangers attached to the wall near the crib and play areas work well too.
Something to hang toys with. “Boomerings” by Discovery toys are links which hook together and are very useful for hanging all kinds of toys. You can also use ribbons or elastics.(Use sewing elastic. Do not use rubber bands, which can be dangerous.)
Household items such as tinfoil plates, colorful cardboard rolls, shiny measuring spoons, ribbons, fabric, cellophane (makes a nice “crinkly” sound), etc.
Don't forget that the best “toy” for your child at this age is yourself-your holding, cuddling, rocking, carrying, touching, and talking.

As your baby gets a little older and begins to open his/her hands more to explore objects and learn more about his/her environment, you can offer some other activities and toys. Your baby may like to:

Explore more textures with his/her fingers.
Chew on parts of the toys.
Make cooing and chuckling sounds.
Hold onto toys and let them go.
Shake, feel, bang, wave, and throw things.
Kick his/her feet.
Experiment with cause and effect.

You can give your baby:

Lots of talking.
Hand-over-hand help with touching, grasping, banging, and shaking.
Many opportunities to explore the environment.

Toys which you may find useful:

Bells tied to the crib.
Crib gyms.
Lots of dangling toys.
A suction toy on the highchair tray.
Something to kick at in the crib or playpen.
Household “things.”
Teethers and gumming toys.
Bathtub “things.”
Squeeze toys- the pet store ones are good.

Some specific commercially available toys which are very good are:

Johnson `n Johnson toys (i.e, tracking tube, balls in a bowl, wiggle worm, star teether rattle, and others).
Plastic slinkeys.
Busy boxes/activity centers.
Wand of glitter.
Glo-bug, Musical Glo-bug.
Peek and Play roller (inflatable bolster).

Remember that your baby will be putting everything in his/her mouth. Make certain that any toys or objects given to him/her are large enough and do not have small, removable parts that could be swallowed. When your baby gets used to manipulating objects and becomes more skilled in using his/her hands, sitting up, and perhaps moving more, you can offer activities which will continue to stimulate his/her curiosity.
Your baby may like to:

Bang toys together.
Knock over stacked toys.
Poke with his/her forefingers.
Pick up little objects with his/her thumb and fingers.
Take things out of containers.

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