Adult traces a circle on child’s hand singing:

“All around the garden like a little mouse”

Then walks their fingers up the child’s arm singing:

“One step, two step”

Then runs their fingers up the arm for a gentle tickle under the chin with:

“In your little house”

(T R)

Lightly powder the child’s hands or feet and make prints on black or dark paper. (T)

Child is blindfolded. One adult stands on one side with their hands on the child’s wrist and arm, and another adult is on the other with a hand on the child’s wrist and arm. Parents walk with the child around the room. Parents take turns having the child touch different objects and child guesses what they are touching. Have the child eventually touch the parent’s hair or skin and guess. If appropriate (child is old enough/safe enough), parent and child can change places. This activity requires a level of trust and is usually better a little later in the development of your relationship with your child. (T)

This one can be good for the reluctant child. The parent might discover that when they touch the child’s foot it makes a “ring-a-ling” sound, and when they touch their nose it “beeps”, etc. (T)

Parent and child hold hands. Parent leads and as they raise their hands, they breath in, and as they lower their hands, they breath out. Parent can coach “nice deep breaths”. This is also good for teaching deep breathing. (T R M)

Patty Cake, Double Double, or any other child clapping game will work. In these games you have non-threatening touch, rhythm and mirroring all at the same time! This can be done three ways with two parents and the child clapping together; or just between one parent and child. You can find any number of clapping games online. (T R M)

Parent starts by clapping a pattern. The child repeats the pattern in a call/response pattern. After parent takes a few turns, the child takes a turn to lead. (T R M)

A very simple game in which the parent and child compare the size or other aspects of body parts. For instance, putting hands up against each other’s and seeing how big/small each is, or seeing how high child’s head reaches on parents’ body, etc. Can also compare color, shape, freckles, etc. Can also introduce past and future orientation by saying things like, “I can remember when your hand was even smaller than this?” or “I bet you will grow up to be even taller than me someday!” (T M)

Have the child look at the adult in the eye while the adult blinks a pattern (i.e., blink pause blink blink). The child then blinks the pattern back to the adult. The child can then have a turn to initiate the pattern. Very young children may find this too difficult. (E M)

The leader starts clapping at a steady pace, others clap with the leader. The leader then varies the pace of the clapping, faster and slower, while the others follow. Participants take turns being leader. (R M)

One person makes a face depicting an emotion, while looking at the other person. The other person copies that face and guesses the emotion. This can also be done in a group where the face is passed around the group. It is then the next person’s turn. This is good, not only as a play activity, but also to help children identify emotions. (E M)

This can be done moving around the room in different ways, or it can be played while sitting down where you move your hands (i.e. clapping, patting your thighs, etc.) and possibly head in a rhythmic pattern. I usually make changes on counts of four, or multiples of four, making it easier to follow. The child can have a turn to be leader after the adults. ( R M)

A very simple game to be used with children of all ages. I have at times used it every session as a closing to the play part of the session. Parent touches the child appropriately, gently, and child touches the parent back in the same way. It is then the child’s turn to touch the parent in some appropriate way and the parent touches back in the same way. Repeat a number of times. (T M)

Good for three or more people. All participants hold hands in a circle. The first person squeezes the hand of a person next to them in some kind of pattern such as “squeeze squeeze pause squeeze squeeze”. That person passes the squeeze pattern on to the next person in the group and it goes around the circle back to the first person who says if it comes back the same as it went out. Even if it comes back completely different than it started, much positive feedback is given, “Yay! good try! Let’s try the other direction!” I often instruct participants to close their eyes, or at least not watch the squeezing as it goes around the circle. I also instruct them to keep the pattern simple, usually no more than 5 to 7 squeezes, depending on the age/ability of the group. (T)

Adult and child face each other holding hands. Adult starts and squeezes a pattern, i.e., left, left, right, right. Child squeezes back the same pattern. Participants can be instructed to maintain eye contact throughout, if desired. Then it is the child’s turn. (T E M)

Each person puts a hand in the stack and then their other hand, in the same order, so all the hands are stacked up. Then the person with their hand on the top moves it to the bottom, the next person does the same, etc. Start out slow. At some point you can reverse the order and the hand on the bottom moves to the top of the stack. Usually this game picks up speed until there is fun chaos. (T)

Sing the classic song, but parent and child do movements together, i.e., each uses a hand and they work together to do the movement for the ‘spider’ moving up the water spout. This is tricky. Better for a little older child. (T R)

Parent tells child, “I want to see what colors are in your eyes today,” and looks deeply in the child’s eyes. “Today I see dark brown, but I see light brown too, like rootbeer color, and I would swear I see some gold!” Parent can ask what colors the child sees in their eyes. A nice game for non-threatening eye contact. (E)

Child and parent face each other. First the adult moves slowly and child follows, mirroring the adult, then the child leads. Parent and child can look into each other’s eyes the whole time, and see if they can move together so that an observer cannot tell who is leading and who is following. This can be done either standing, using the whole body, or sitting just using hands and head movements. (E M)

This is best with two adults, one being the “caller” and the other advancing with the child. It is played the usual way, but directions include things like, “hug your child and take one step forward” or “move up to where your mother is and give her a high five”. If child is sent back to start, I invariably give direction to parent, “go back to start, take your child’s hand, and bring him X number of steps forward”. Complexity of directions depend on age and ability of the child. I always have them reach me at the same time. Parent then gets a turn to direct. In this game, I never give the child a turn to direct, saying they are too young to be the “mother,” thus maintaining the hierarchy. (T)

Participants stand in a circle holding hands. They move slowly in a circle singing, “motor boat, motor boat go so slow," they then pick up speed singing, “motor boat, motor boat go so fast," and finally, go even faster with “motor boat, motor boat step on the gas” until the parent calls “stop” and they freeze, then do the same thing in the opposite direction. (T R)

One person says, “peanut butter,” the others reply with “jelly” mimicking the same intonation/speed etc. They do this a number of times changing tone, pitch, and speed. (M)

Classic peek-a-boo. This is a good one to use when the child is shy and hiding their eyes. The adult can engage the child with a playful, “Where is __________. There he/she is!” as the adult discovers the child. They can then allow the child to hide again and repeat. If the child is strongly withdrawing the adult can give the child additional blankets, etc., to hide behind, thus going with, rather than against, the resistance, and maybe at first only discovering a foot or elbow. (E)

Hold hands in a circle and move clockwise or counterclockwise while singing the traditional “Ring around the Rosie” song, BUT at the end instead of “we all fall down,” whoever is ‘it’ calls out a movement, such as “we all clap our hands” or “we all stamp our feet” and the participants engage in that movement, then it is the next person’s turn. (T R M)

Parent holds or rocks child in whatever way is appropriate and comfortable while parent sings “Rock-a-bye-baby” song, BUT, replace the word “baby” with the child’s name, and at the end, instead of “down will come baby, cradle and all” sing, “and I will catch child’s name cradle and all.” The parent can challenge the child to look at their eyes throughout the song, and repeat as appropriate. (T E R)

Child stands or sits between two adults. Adults hold hands making the ‘boat’. Child puts their hands on the adults’ hands as they row the boat to the song. Have the child facing a parent and ask them if they can look into their parent’s eyes the whole time, singing the song:

Row, row, row your boat gently down the stream,

Merrily, merrily, merrily, merrily child’s name is such a dream!

Repeat as you want. As a variation, the eye contact can “power” the boat, with the adults rowing when eye contact is established, and stopping when eye contact is broken. (T E R)

One person makes a silly face at the other person, then the other person copies it. They take turns. This one can also be done in a group, passing the silly face around the group. (E M)

Two people sit down on the floor back to back with knees bent and feet on the floor. They interlock their arms, and try to stand up. This is better for older children and will not work if the size between the people is too different. (T)

Two people sit down on the floor facing each other with feet touching toe to toe, and holding hands. They try to stand up together. This is better for older children and will not work if the size between the people is too different. (T)

If you do not know how to play this, ask someone. Make sure it is all in fun and not too competitive. A good way to engage your child in non-threatening touch. Good for older children. (T)

One person calls out a body part, such as “elbow” and then everyone touches elbows. This is good both for dyads and larger groups. (T)

One person closes their eyes and the other person touches them as lightly as they can on their bare skin and they see if the person can feel it. Then they trade. (T)

One person traces with their finger a shape or letter on the other person’s back, and that person has to guess the shape. Then they switch. I usually start out with piece of paper with six shapes drawn on it (e.g. square, circle, triangle, cross, star, zig-zag) and have the participants pick from that. When they demonstrate proficiency with this, they then use numbers or capital letters. (T)

To the tune of Twinkle Twinkle Little Star adults sing to child:

What a special boy/girl you are

With (say some things about the child) e.g., long long hair

And a bright sweet smile

Strong strong legs

And a smart smart brain

Twinkle, twinkle little star

What a special boy/girl you are.

The adults in the room can use whatever special qualities about the child that they like. They can touch the child as appropriate on each body part that they are talking about and can trade off coming up with positive attributes of the child. (T R)