What it is
A skill for Adult & Infant swim lessons where the parent and child actively participate in games, songs, and splashing to build water confidence through relaxed, playful movement. The point is to be active and moving together, not just floating or hugging.
Essentials
- Cue: "Get involved. Get active. MOVE!"
- Play the same songs; predictability is good.
- Do things during the songs and games — not passive listening.
- Each game should have a purpose connected directly to a swimming skill.
- The aim is water comfort, having fun to relax in the water, and learning to DO things with a parent.
- Flow of class: Activity, Activity, Song.
Progression
- Activity (e.g., Throw a Toy and Get It, London Bridge, pressing a smile face floaty underwater with the feet)
- Activity (second game or skill-connected play)
- Song (e.g., Wheels on the Bus, with a different activity for each verse: doors = push out and in, people = lift up and down, baby = splash the water)
What goes wrong
- Games drift into purposeless play — each game should connect to a specific swimming skill (front float, back glide, buoyancy, submersion).
- The session becomes just independent exploration and hugs rather than structured, skill-connected activity done with a parent.
- A hesitant or crying child is pressured to join — instead, invite without pressure: "You can come splash with us when you're ready." Let them watch, hold a toy, or help with a group activity.
How you know it worked
The infant or toddler is comfortable and familiar with the games, songs, and activities. They are active participants — splashing the water with lyrics, kissing the water when asked, and joyful during activities. The parent and swimmer are laughing, playing, and exploring the pool together.
Bonus: The child knows all the lyrics, songs, and motions and sings along independently. The parent and child can skip ahead and do games and songs independently during self-guided time while still joining group songs.
How you teach it
The parents are in a Parent Tot class learning how to swim, how to work with their child, and how to get their new child ready for the water. They want to know what to do, and you have more experience and mastery over progressions than they do. Be bold: explain why you play games, why you hold children certain ways, and what the benefits are. Approach the parent frequently and have a conversation — ask what their goals are and how you can help them with those goals.
Your energy must be contagious. Lead with joy; smile, laugh, and keep your group engaged with playful instruction. Use music and movement to encourage group participation and excitement. If a child is crying or hesitant, stay calm, speak gently, and keep leading the rest of the class with enthusiasm. Check in occasionally with short, supportive comments. Create easy opportunities for them to join without pressure — let them watch, hold a toy, or help with a group activity. Including them in small ways maintains structure and gives them space to engage when they feel ready.
The games are the vehicle for skill-building: Throw a Toy builds front float and underwater comfort; London Bridge builds back glide with ears in the water, progressively lowering the mat to force the pair closer to going under each verse; pressing a smile face floaty underwater with the feet teaches buoyancy, floating, and submersion. The child experiences these as play, not drills.