I’ve got a body it’s a very busy body 
(Hug your child or encourage them to hug themselves)
And it goes everywhere with me
And on that body, I have a nose 
(Touch or point to the relevant body part)
And it goes everywhere with me.

And I sniff, sniff here
(Give your child something to smell, for example, mint leaves, soap etc.)
Sniff, sniff, sniff there
Sniff, sniff, sniff, everywhere.

I’ve got a body it’s a very busy body 
And it goes everywhere with me
And on that body, I have... 

(Use different body parts and action or sensory experience, for example, ears, listen to bells, eyes look at torch or light toy, feet, stamp feet etc.)

Five little bears jumping on the bed
(Encourage the action of jumping or bounce child on your knee) 
One fell off and banged his head. 
(Touch your child’s head or encourage them to touch it) 

Mummy called the doctor and the doctor said 
No more bears jumping on the bed. 
(Continue rhyme reducing the number of bears) 

(This can also be done using dolls and teddies. Try reducing the number each time on different furniture, for example, five little bears jumping on the sofa/table etc.)

(To the tune of Shortening)

One little caterpillar crawled on my shoe
Along came another one and then there were two
Fuzzy caterpillars go crawling, crawling
Fuzzy caterpillars all over the place
Fuzzy caterpillars go crawling, crawling
Fuzzy caterpillars all over the place

(Make a crawling action with fingers onto your child’s shoe, encourage your child to join in the action if appropriate. Let them feel how you are moving your fingers) 

Two little caterpillars crawled on my knee
Along came another one and then there were three
Fuzzy caterpillars go crawling, crawling
Fuzzy caterpillars all over the place
Fuzzy caterpillars go crawling, crawling
Fuzzy caterpillars all over the place

(Gently crawl your fingers up from your child’s shoe to their knee)

Three little caterpillars crawled on the floor 
Along came another one and then there were four
Fuzzy caterpillars go crawling, crawling
Fuzzy caterpillars all over the place
Fuzzy caterpillars go crawling, crawling
Fuzzy caterpillars all over the place

(Crawling action from knee onto the floor)

Four little caterpillars crawled up the drive
Along came another one and then there were five
Fuzzy caterpillars go crawling, crawling
Fuzzy caterpillars all over the place
Fuzzy caterpillars go crawling, crawling
Fuzzy caterpillars all over the place

(Continue crawling actions on the floor close to your child)

Five little caterpillars all crawled away 

(Crawl fingers away from your child and close fist) 

They will all become butterflies one day.

(Cross thumbs over and wiggle fingers to create the shape of a butterfly, let your child feel the shape of your hand and movement. If appropriate encourage them to make the same shape with their own fingers and hand.)

(Count on fingers or with five little duck stick puppets. Or six children could act the rhyme out in the middle of the circle.)

Five little ducks went swimming one day
Over the hill and far away
Mother duck said, "Quack, quack, quack, quack"
But only four little ducks came back
One, two, three, four

Four little ducks went swimming one day
Over the hill and far away
Mother duck said, "Quack, quack, quack, quack"
But only three little ducks came back
One, two, three

Three little ducks went swimming one day
Over the hill and far away
Mother duck said, "Quack, quack, quack, quack"
But only two little ducks came back
One, two

Two little ducks went swimming one day
Over the hill and far away
Mother duck said, "Quack, quack, quack, quack"
But only one little duck came back
One

One little duck went swimming one day
Over the hill and far away
Mother duck said, "Quack, quack, quack, quack"
But none of the five little ducks came back

Sad mother duck went swimming one day
Over the hill and far away
Mother duck said, "Quack, quack, quack, quack"
And all of five little ducks came back.

(To the tune of She’ll be coming round the mountain)

Oh we’ll say goodbye to ______ with a ______ 

Oh we’ll say goodbye to ______ with a ______

Oh we’ll say goodbye to ______ say goodbye to _______

Say goodbye to ______ with a ________

(Child can choose action to say goodbye with wave, nod, clap etc.)

Head, shoulders, knees and toes, knees and toes
Head, shoulders, knees and toes, knees and toes
And eyes and ears and mouth and nose
Head, shoulders, knees and toes, knees and toes.

(Guide your child’s hands to the body part or you do the actions and encourage your child to copy you. A doll or teddy can be used to represent the song.)

(To tune of This old man)

Clap your hands 1, 2, 3
Pat them gently on your knee
We’re so glad ________
(Sing your child’s name)
has come to play.

Clap your hands and shout ‘hooray’!

(Before shouting ‘hooray’ pause slightly to encourage anticipation and your child may join in on the ‘hooray or hello’. Encourage your child to join in the actions, this can be done with hand under hand initially, gradually progressing to your child doing this themselves.)

Here we go round the Mulberry Bush
The Mulberry Bush
The Mulberry Bush
Here we go round the Mulberry Bush on a cold and frosty morning.

This is the way we clap our hands
This is the way we nod our head
This is the way we stamp our feet
This is the way we swing our arms
This is the way we wash our face
This is the way we put on our shoes.

(You can replace the word ‘we’ with your child’s name this makes the song more personal to them. Lots of actions can be used in this song relevant to whatever your child is learning to do.)

Hickory dickory dock
(Use your fingers to create rhythm bouncing along the body)

The mouse went up the clock
(Use your fingertips lightly tap from toes to head to create a running motion up)

The clock struck one
(Use your fingers to draw a circle to symbolise a clock)

The mouse went down
(Use your fingertips lightly tap from head to toes to create a running motion down)

Hickory dickory dock
(Use your fingers to create rhythm bouncing along the body)

Tick tock, tick tock, tick tock, tick tock.
(Use your fingers to create rhythm bouncing along the body)

Humpty Dumpty sat on a wall
(Use the flat of your hands, and rest that both gently on your child’s back, head or shoulders to represent ‘sitting’)

Humpty Dumpty had a great fall. 
(Let hands gently but quickly fall from back, head or shoulders)

All the king’s horses
(Using both hands using the pads of the fingers and thumbs ‘bounce’ off your child and move all over the body representing the ‘trotting’ of horses) 

And all the king’s men
(Using both hands ‘walk’ with your fingers and move over your child’s body representing the king’s men walking)

Couldn’t put Humpty together again. 
(Use the flat of your hands, and rest that both gently on your child’s back, head or shoulders to represent ‘sitting’ same as beginning)

I hear raindrops; I hear raindrops from the sky, from the sky
(Tap fingers to imitate raindrops moving them towards your child’s head. When your child is ready you can encourage them to participate and tap their own head)
Patter on my head, patter on my head
(Tap fingers on your child’s head)
Rub them dry, rub them dry.
(Rub palm of hand over head)

(Repeat song with shoulders, tummy, knees and toes)

(To tune of I’m a little rocket pointing at the moon)

(Raise arms above head fingertips touching)
Now I’m getting fuelled up
(Wiggle hips)
We’ll be ready soon
(Stand up straight and tall)
When it’s time to board me, then I’ll say
(Slowly bend knees and crouch down arms still above head)
 Blast off! Zoom! We’re on our way!
(Stand/jump up and shout)

I’m a little teapot 

(Standing position If relevant for your child or sit them on your knee, encourage child to join in with the actions or use hand under hand technique, place hand on chest)

Short and stout

(place both hands on head and move to arms out in front as if holding a large ball)

Here’s my handle

(Place left hand on hip)

And hears my spout

(Bend right elbow, raise forearm and lower wrist)

When the tea is ready here me shout

(Stay in the same position and nod head)

Tip me up and pour me out.

(Tip sideways in direction of extended arm)

(Repeat song with actions in the opposite direction, right hand on hip, left arm extended.)

Incy wincy spider, climbed up the water spout
(Use your fingers to walk up from toes to head)
 
Down came the rain, and washed poor Incy out
(Use your hands and brush down the body from head to feet)
 
Out came the sun, and dried up all the rain
(In front of your child’s face, open your fingers like a bright sun)
 
So Incy Wincy spider, climbed up the spout again.
(Use your fingers to walk up from toes to head)

Old MacDonald had a farm
Ee i ee i o
(Use your index finger to point to second finger (e), third finger (i), fourth finger (o))
And on his farm he had some cow’s
(Use hands to make shape to horn on your head)
Ee i ee i o

With a moo-moo here
(Use hands to make shape to horn on your head)
And a moo-moo there,
(Use hands to make shape to horn on your head)

Here a moo, there a moo
Everywhere a moo-moo

Old MacDonald had a farm
Ee i ee i o.

(Repeat song with different animals e.g. cat, dog, horse, sheep, duck.)

Polly put the kettle on
Polly put the kettle on
Polly put the kettle on
We’ll all have tea.

Sukey take it off again
Sukey take it off again
Sukey take it off again
They’ve all gone away.

(Mimic putting the kettle on and off, replace the names with your child’s name or parent, for example, ‘mummy put the kettle on’.)

Row row, row your boat
(Face your child and take their hands or sit behind your child. Gently move back and forwards with for rowing action)
Gently down the stream
Merrily, merrily, merrily, merrily
Life is but a dream.

Rock, rock, rock your boat
(Rocking action from side to side)
Gently to and fro
Watch out give a shout
Into the water you go SPLASH!
(Encourage your child to cross the midline and pat the floor on the opposite side for the splash. Do this for both sides)

Row, row… If you see a crocodile don’t forget to scream!

Row, row... gently back to shore, If you see a lion don’t forget to roar!

Round and round the garden like a teddy bear or happy bee
(Draw a circle on your child’s hand with your finger)
Round and round the garden 
Like a teddy bear
One step two step and a 
(Step your fingers up your child’s arm or leg etc.)
Tickle under there.
(Tickle underarm or name body part, tickle on your toes etc.)

See the little bunnies sleeping til it’s nearly noon
(Lie on floor pretending to sleep)
Shall we go and wake them with a merry tune?

Oh how still...

Are they still?
Sssssh, sssssh 
(Take time here to build anticipation)

(Clap hands) Wake up soon!
(Children jump up and start to jump or hop)

Hop little bunnies hop, hop, hop
Hop little bunnies hop, hop, hop
Hop through the fields and through the clover
Hop til the day is nearly over
Hop little bunnies, hop… and stop!

(Repeat and change actions, so the bunnies could spin, roll, walk, skip, crawl etc.)

Stir up the porridge round and round the roo
(Demonstrate stirring motions and encourage child to join in or facilitate movement using hand under hand)
Stir up the porridge icky, sticky goo
Stir up the porridge round and round the roo
Up and down and touch the ground
(Stretch arms up and then down to touch the ground)
And clap one two

You put your hands in
Your put your hands out
You give your hands a shake, shake, shake
And turn yourself about.

(Repeat with feet, head, jump your whole self in etc.)

Teddy bear, teddy bear turnaround
Teddy bear, teddy bear touch the ground
Teddy bear, teddy bear touch your nose
Teddy bear, teddy bear touch your toes.

(Encourage your child to join in the actions or guide them with your hands. The rhyme can be extended to include further actions or body part, for example, stand up tall, climb the stairs, jump up high etc.)

There was ten in the bed and (child's name) said
Rollover, rollover
So, they all rolled over and one fell out.

(Repeat song reducing the number each time. Encourage, your child to roll over or help them to roll. Use appropriate number of props: puppets, teddies etc. to motivate to roll over removing one each time.)

I’ve got a little tickle in between my toes
Tickle, tickle, tickle off you go!
Away the tickle goes
Now that little tickle is tickling my knee
Tickle, tickle, tickle, off you go!
Don’t you tickle me
That silly little tickle is tickling my tum
Tickle, tickle, tickle off you go,
Or I’ll tell mum.
That naughty little tickle has jumped behind my ear.
Tickle, tickle, tickle off you go!
Stop it you hear!
That terror of a tickle is tickling my nose.
Tickle, tickle, tickle off you go!
It’s gone… back to my toes!

(Tickle either with your hand or a feather or rub the relevant body part of your child. Encourage your child to do the actions themselves or on you.)

Twinkle, twinkle, little star
(Open/close hands or have hands open and wiggle fingers) 
How I wonder what you are! 

Up above the world 
(Make a shape of a circle in the air with hands) 
So high
(Reach up towards the sky) 
Like a diamond in the sky
(Bring fingertips together to make a shape of a diamond) 

Twinkle, twinkle, little star, How I wonder what you are! 
(Open/close hands or have hands open and wiggle fingers)

(Objects: a yellow sponge, cut out a star shape from the back of a cardboard box, small touch. You could also use a light up toy, plastic star or yellow shakers to represent the song.)

Wake up feet, wake up feet, wake up feet
(Place your hands or your child’s hands to their feet and move from gently from side to side, up/down and in a circular motion)
And wiggle, wiggle, wiggle,
Wake up feet, wake up feet, wake up and wiggle in the morning.

(Repeat using other body parts, e.g. Wake up feet/hands/toes/ears/tummy)

(You can use your underhand to guide your child’s hands to their body part, this can help develop body awareness.)

(Objects: you could place bells on your child’s hand/feet so they can hear them ring as they move or use your hands or your child’s hands to move their hands/feet etc.)

(Tune of Pop goes the weasel)
Head and noes and fingers and toes 
Legs and arms and shoulders
Bend and stretch and wriggle and shake growing up and older
Stamp your feet upon the floor 
Clap your hands together 
Get your breath and blow it out lighter than a feather.

(Create the movements with hand under hand or encourage your child to touch or move the relevant body part and join in the actions.)

(To the tune of Jingle bells)
Clap your hands, stamp your feet
Wiggle all around.

Throw your hands up in the air
Now let’s touch the ground.

Hold your head.

Hold your hips.

Give yourself some hugs.

Lay yourself down on the floor. 

But... WATCH OUT FOR THE BUGS!

AHHHHHHHHHHHHHHHHHHH!

(Encourage your child to join in the actions or create the movement with hand under hand: Clap hands, stamp feet, reaching up with arms/hands, touch the ground, touch head, hands on hips, wrap arms around self and lie on the floor.)

(To the tune of Drunken sailor)

What shall we do with the bouncing baby? (or child’s name)
What shall we do with the bouncing baby?
What shall we do with the bouncing baby?
Early in the morning.
(Bounce your child on your knee encourage bouncing movements)

Tickle, tickle, tickle their tummy,
Tickle, tickle, tickle their tummy,
Tickle, tickle, tickle their tummy,
Early in the morning.

(Repeat song with other actions, for example, stroke leg, stretch arms, wiggle fingers etc.)

The wheels on the bus go round and round
(Bring hands up and bring hands over each other in a circle in forwards motion)

Round and round, round and round
The wheels on the bus go round and round
All day long.

The wipers on the bus go swish, swish, swish
(Bring hands up and move arms from side to side)

Swish, swish, swish, swish, swish, swish
The wipers on the bus go swish, swish, swish
All day long.

The people on the bus go, chat, chat, chat
(Bring your thumb and fingers together)

Chat, chat chat, chat, chat, chat
The people on the bus go, chat, chat, chat
All day long.

The horn on the bus go beep, beep, beep
(touch your nose)

Beep, beep, beep, beep, beep, beep
The horn on the bus go beep, beep, beep
All day long.

The wheels on the bus go round and round
(bring hands up and bring hands over each other in a circle in forwards motion)

Round and round, round and round
The wheels on the bus go round and round
All day long.

Wind the bobbin up
(Bring hands up and bring hands over each other in a circle in forwards motion)

Wind the bobbin up
(Bring hands up and bring hands over each other in a circle in backwards motion)

Pull, pull, clap, clap, clap
(Bring palms of hands together and then pull apart) (bring palms of hands together and clap)

Wind it back again
(Bring hands up and bring hands over each other in a circle in backwards motion)

Wind it back again
(Bring hands up and bring hands over each other in a circle in backwards motion)

Pull, pull, clap, clap, clap
(Bring palms of hands together and then pull apart) (bring palms of hands together and clap)

Point to the ceiling
(Point upwards to ceiling)

Point to the floor
(Point downwards to floor)

Point to the window (or point to your nose)
(Point to a window or point to your nose)

Point to the door (or point to your toes)
(Point to a door or point to your toes)

Clap your hands together, one, two, three
Put your hands upon your knee

Zoom, Zoom, Zoom
We’re going to the moon

Zoom, Zoom, Zoom
We’ll get there very soon

(Place palm of hands together in front of you pointing up, make a bouncing action if sitting or stepping action if standing. Encourage your child to place their hands on top of your hands or do the actions themselves)

If you want to take a trip
Climb aboard my rocket ship

(Crawl fingers up one arm from elbow to fingertips)

Zoom, Zoom, Zoom
We’re going to the moon

(Place palm of hands together in front of you pointing up, make a bouncing action if sitting or stepping action if standing)

5, 4, 3, 2, 1

(Hold 5 fingers up and count down)

Blast off!

(Lift your baby up in the air or support your child to jump if appropriate)