document resume ed 335 163 ps 019 932 author francis, … · 2014. 4. 9. · soon the baby begins...

DOCUMENT RESUME

ED 335 163 PS 019 932

AUTHOR Francis, Connie M.TITLE The Infant: 4-H Child Development Project.INSTITUTION Nebraska Univ., Lincoln. Cooperative Extension

Service.SPONS AGENCY Extension Service (DOA), Washington, D.C.REPORT NO NCE-4-H-310PUB DATE 88NOTE 35p.; For project units on "the toddler," "the

preschooler," and "middle childhood," see PS 019931-935.

PUB TYPE Guides - Classroom Use - Instructional Materials (ForLearner) (051) -- Guides - Classroom Use - TeachingGuides (For Teacher) (052)

EDRS PRICE MF01/PCO2 Plus Postage.DESCRIPTORS Child Caregivers; *Child Development; Elementary

Secondary Education; Guidelines; *Infants;Instructional Materials; *Learning Activities;*Observation; *Play; Student Projects; Toys; Units ofStudy

IDENTIFIERS *4 H Programs

ABSTRACTThis booklet for 4-H members who elect to undertake

projects in child caregiving provides guidelines and information thathelp children and adolescents between 9 and 19 years of age: (1)

understand infants' physical, mental, social, and emotional growth;(2) learn to care for a baby and promote feelings of security andsafety; and (3) choose types of play that infants enjoy. Included inthe guide are age-related suggestions for selecting projects;information on the characteristics and development of infanta; anobservation form; recommended ways of caring for infants; informationabout ways infants learn through play; and guidelines for evaluatingtoys. Sources for additional help with projects are listed. A"leader's guide" for both the infant and toddler units is appended.(RH)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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Nebraska Cooperative Extension 4H 310

441CHILDDEVELOPMENT

/THE L4FANTConnie M. FrancisExtension Family Life Specialist

`RI

BEST COPY AVM! r

U.S. DEPARTMENT OF EDUCATIONOnce of Educatronal Researen and improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

4tAthi5 document has been reProOuced aseceived born the person or organization

originating itC Minor changes have been made to improve

reproduction Quality

Points ol viuw or opinions stated in this dOCu .ment do not necessarily represent officiatOER1 oosition or policy

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

*C"

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

Name

The Infant: 4-H Child Development

Years in 4-H - - Name of Club

Signature of Leader or Parent

Age (Jan. 1) Year

I plan to do From this activity Comments:these activities: I learned:

1

2

3

4

5

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Presentations or community service activities:

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2

THE INFANT4-H Child Development Project

Connie M. FrancisExtension Family Life Specialist

Welcome to the 4-H Child Development Project. This project is written in fourseparate parts:

The Infant (Birth to 18 months)

The Toddler (18 months to 3 years)

The Preschooler (3 to 6 years)

Middle Childhood (6 to 8 years)

You have chosen to study the infant. The objectives of this unit are:

* To understand how an infant grows physically, mentally, socially and emotion-ally.

* To learn how to care for a baby and promote feelings of security and safety.* To choose types of play an infant enjoys.

The amount of responsibility you will have for caring for a child in this projectdepends on your age. Your age also will determine how you will study the infant youare watching. The next page has some ideas about what you may do in this project.

43

PROJECT SUGGESTIONS 1

9-11 years oldBecause you are very young, we

suggest you do not take a babysittingjob to complete this project. You maychoose to observe and help with yourinfant brother, sister or cousin, or aninfant in your neighborhood. You willfeel more comfortable learning aboutthe baby if an adult is with you at alltimes.

In this project you may learn how to:* feed and burp an infant.* play with infant.* give the infant a bottle.* change an infant's dianer.* lift, hold and carry an infant.* select the best kind of toys for an

infant.* make a simple toy for an infant.

In a notebook or journal, write downwhat you learn about infants as you dothe activities in the project.

12-14 years oldIf you and your parents feel you are

capable of taking care of an infant byyourself, you may babysit as you com-plete this project.

4

In this project you may learn how to:* feed and burp an infant.* bathe an infant, with an adult

present.* change an infant's diaper.* dress an infant.* select the best kind of toys for an

infant.* make a simple toy for an infant.

Using the information in this projecton clothing an infant, visit one or morestores and make a written comparisonof three different baby garments.

In a notebook or journal, write downwhat you learn about infants as you dothe activities in the project.

15-19 years oldYou may select activities from the

lists for 9-11- year-olds and 12-14- year-olds. In addition, do some reading andwrite a short paper on a specific topic ofintey.est to you. Topics might includecolic, teething, infant play and a baby'sdiet.

5

UNDERSTANDING INFAiNCY 2

A newborn infant is entirely depend-ent on other people.

A baby needs food and warmth. and afeeling of being cherished and loved.Holding, rocking and singing to aninfant will make the child's firstmonths seem very secure.

An infant's life changes rapidly. It isremarkable how fast a baby grows froma helpless infant to a person with anindividual will and personality.

A smile is the beginning of an infant'ssocial life. At first, smiles are showeredon everyone but later babiessmile when they recognize familiarpeople.

It is interesting to -vatch an infantlearn to talk. Crying comes first, butsoon the baby begins to discover that avoice can make many sounds. The baby3peats sounds over and over to attract

attention. Soon the infant has learned afew words tu express feelings.

Gradually, the infant expresses manyfeelings such as fear, anger or love. Theinfant is learning to relate to others.

Fear is one of the fiTst feelings a babyexpresses. Loud or sudden ).oises may

cause a baby to cry.When strangers approach. or when

people who are familiar go away, somebabies may get scared and cry. But if astranger approaches an infant slowly,the baby can get to know him or hergradually and not be frightened.

A sudden change in daily routine mayalso frighten or upset the infant. Thatis why it is important-to.follow thebaby's regular schetittIV carefully.

You need patieice and kindness whencaring for infanti3 of anvige. :A.secureinfant is one who feels Wanted and'

40,laved.

To help you.understand how infantsdevelop mentally, physically, sociallyand emotionally, observe an infant andfill in the chart on-the fOtlftring.page.You may wantito copy this chart andput it in your journal. By observing thesame child twAr.tbree times (luring ryour project, you c91 see hjow the infant._has changed. Or, you.canvagjumindividual children devbSp at diffeientrates by observing more tfians one child

4/of similar akt...

6

0.1.1114,

5

INFANT OBSERVATION FORM

Name of Child Date

Age Boy Girl Weight: pour,' , ounces

Height: inches

(Write YES or NO in each blank.)

Physical Development

lifts head and controls it

creeps

crawls up stairs (Tell how

sits up

walks with help

toilet training

has teeth (how many?

handles a spoon

handles a cup

plays simple games (What kind?

sleeps well (How long?

Social Development

smiles regularly

friendly to strangers

plays well with other children

Mental Development

notices people

likes to explore surroundings

say:: words (What words?

Emetional Development

overall a happy child

afraid of the dark

cries when &rents leave

has temper tantrums

seems secure

shows love for stuffed toys,toys, dolls, favorite blanket

If you have additional comments about any of thejournal.

hours napping, hours at night)

friendly to you

plays well alone

gurgles and babbles

has short attention span

afraid of new experiences

afraid of strangers

ets angry quickly

wants attention

_shows pleasure with attention

patient enough to waitfor needs to be met

observations above, record them in your

6

I AM AN INFANTWhen I was born, I was between 18 and 20 inches long and weighed about six to

nine pounds. If you measured me with a yardstick, you would see that my head isone-fourth of the length of my body. My neck is so short you can hardly see it. Noticemy pudgy legs and arms. Because I need a lot of food to make me grow. I have alarge liver in proportion to the rest of my body. This makes my stomach look big.

This is how I grow:

1-3 weeks: I like to sleep a lot. When I'm awake, I cry for food and a clean diaper.I may enjoy being cuddled, or I may not.

1-2 months: Bright and moving objects fascinate me. I can coo and smile at people,and I like to listen to music and voices. I can hold my rattle but I don'tlike to play with it. I may hit myself in the face and head with myrattle because I can't control it.

3-4 miwiths: I recognize my bottle and will reach for it. My head doesn't need to beheld any more. I can squeal and laugh aloud. I surprise everyone androll over in my crib.

5-6 months: I like to sit up with help. I play very activ ely with my rattle. I canrecognize voices, people and objects.

7-8 months: I can sit by myself now. I have my first tooth. I like to repeat sounds Ihear. Strange people anci places may scare me.

9-10 months: I can sit by myself and am trying to stand. I can crawl all over, too.My parents are proud when I say words. I finally know what "no"means.

1 year: I am very wobbly but can walk with help. No more bottles for meIcan drink from my own cup.

1 1/2 years: I am still wobbly when I walk. I may walk backward and forward. Imay climb stairs. Everyone thinks this is dangerous. I may not be ableto speak words anyone can understand or I may know a few words. Iuse lots of baby talk to try to talk with others.

s7

CARING FOR THE INFANT 3

Feeding An Infant

Babies need food because it:* satisfies hunger.* provides security.* provides nutrition for growth.

A baby feels warm and safe whenbeing held and given something thatmakes the empty feeling inside goaway. It will take several years beforethe baby uses the word "food," but thesecure and content feeling that goesalong with being fed is always there.

Most newborn babies need to be fedevery three or four hours. They eat aspecially prepared formula that con-tains all the nutrients a very smallbaby needs.

Babies may not mind whether theirformula is warm or cold, as long as it isalways about the same. Be sure to askthe parents.

If you warm the bottle, do it immedi-ately before feeding according to theparents' directions. However, there aretwo precautions:

*Never use a microwave oven towarm the bottle. Microwave heatingcan warm the formula unevenly andcreate some hot spots in the liquid thatwill burn the baby's mouth.

*Do not let bottles stand out of therefrigerator to warm between feedings.This may cause spoilage.

Feed the baby in a quiet, cheerfulplace where there is nothing to distractthe baby from eating.

Hold the baby in a half-sitting posi-tion, supporting the head and back. Tipthe bottle so the neck and nipple arealways filled with formula. Occasionallymove the nipple in the baby's mouth tomake sucking more active. Do not forcethe baby to drink all the formula. Thismay lead to poor eating habits later.

8

A baby needs to be burped severaltimes while drinking a bottle to get ridof the air taken in while eating. Holdthe baby against your shoulder and rubthe back in a circular motion or patgently until the baby burps. Place atowel or diaper over your shoulder toprotect your clothes. (Some babiesprefer to be held sitting up to burp.)

Many babies begin to stop the lateevening or middle of the night feedingby the time they are six weeks old.Other foods are added to a baby's dietsometime between six weeks and sixmonths.

Enriched cereals such as rice cereal oroatmeal are usually the baby's firstsolid food. Gradually, strained fruits,vegetables and meat are added.

Because a baby cannot chew, foodsmust be strained to remove all coarsefiber that might irritate the digestivesystem. Like formula, thesr ^-ods maybe eaten warm or at room temperature,according to the parents' directions.

At around eight to ten months mostbabies can be shifted gradually fromstrained food to more coarsely texturedjunior foods and finger foods. Fingerfoods may be anything from mashedpotatoes, to soft cooked vegetables, todiced fruit and crackers. A baby at thisage is not neat. Be prepared for a mess.

When feeding a baby straiyleci orjunior foods, use a clean spoon to re-move a small amount from the jar andthen refrigerate the leftover portion.You don't need to put it in anotherstorage container because the originaljar was sterih7ed during processing.

Toward the end of the first year andinto the second year, a baby will wantto eat alone using his or her own littlecup and spoon. It will take a long timefor the baby to learn to get the cup orspoon to the mouth right side up. Whilethe baby is learning, don't scold thebaby for being messy.

9

Every baby is an individual. Some arebig eaters; some are small eaters. Ababy may eat more at some meals thanat others. Whatever the baby's eatinghabits may be, make mealtime pleasantand relaxed. When the baby finisheseating, don't force any more food.

Bathing An Infant

Bath time is a happy time for you andthe infant you are watching. In the tuba baby will splash, kick and babbleaway in baby talk.

Bathing an infant is a grownup'sresponsibility. It takes a lot of practicebefore you can bathe a baby alone. Donot attempt to give a bath unless thereis an adult to help you.

A good time to give an infant a bath isjust before the mid-morning feeding.Don't bathe a baby right after feedingsince the infant may get overly excitedand spit up.

For the first few weeks the infantshould get a sponge bath rather than atub bath. Lightly sponge the baby witha warm, damp wash cloth,special attention to the ba y's face -tidbottom. Use a piece of cotton moistenedwith baby lotion or mi4ra1oilto cleanthe baby's bottom. ThoroughIvAdri-thebaby with .3. seft towel. \ -... ;

Once the baby gets ased to t e feeli9gof watel-, the infant may start a ...bath in a little tub. Line the tuli-withlsmall soft towel to make it safe andmore comfortable.

The baby's bath water should bearound body temperature i95-100degrees F). Test the water with yourelbow. If it doesn't feel either hot orcold, it will be the right temperature.The room should be warm and freefrom drafts.

Assemble all the things you will needfor the bath, including the clothes theinfant will wear after the bath. Neverleave the baby alone in the water or onthe table.

When you are completely ready, bringthe infant to the table or sink andremove the baby's clothing.

It is much easier to wash the baby'sface, head, neck, eyes, nose and earsbefore putting the baby into the water.(It is best to let the parents clean thebaby's delicate ears, eyes and nose.)

Put the baby slowly into the tub. Yourleft arm should support the head, neckand back, and your fingers should bearound the upper arm for a secure hold,"

Gently wash the scalp with a light ,

lather of mild soap. Rinse well and patdry.

Rub some soap between your handsand the wash cloth, and gently washthe baby all over, including all crevicesand folds in the skin. Rinse gently,holding the infant in a half-sittingposition.

Gently lift the infant out of the waterand pat dry. Rub a little lotion or oil inthe foldr, of the skin and othef delicateareas.

Dress the baby quickly so the infantdoesn't get chilled. Lay the baby in asafe place before you clear away thebath supplies.

Work quickly, but carefully, and theinfant-will enjoy the bath much more.

9

Clothing An Infant

At birth an infant's head is about one-fourth the body length. The shouldersare narrow, and the legs and arms aleshort. Most of the body consists ofstomach.

Because babies grow rapidly theyneed just a few clothes. Garments andaccessories should be soft, easily laun-dered, lightweight and absorbent.Cotton clothes are wise choices. Cottonhelps retain the baby's body heat andkeeps the body temperature uniform.

The baby's layette, or wardrobe,consists of loose-fitting garments suchas nightgowns, kimonos or wrappers,shirts, various sizes and weights ofblankets, sweaters, bibs, and diapers. Ababy doesn't need booties except forwarmth. A very young infant's feet andhands may feel cold to the touch; how-ever, they may actually be warmenough, since a young infant's circula-tory system is not fully developed.

When you dress and undress a baby,roll the baby from side to side, takingthe clothes off one arm or leg and thenoff the other arm or leg. So the babydoesn't get chilled, never take al thebaby's clothes off at one time, except fora bath.

An Infant's Sleeping Habits

During the first few weeks of life ababy will sleep most of the time, onlywaking up for food and a dry diaper. Bythe end of the first year, a baby willsleep about 12 hours at night and takea morning and afternoon nap.

A baby's bedroom should not havedrafts or bright lights that may wakethe baby up. :it is best tO continue nor-mal household sounds, so you need notwhisper while a baby is sleeping.

Keep a sleeping infant covered, andmake sure the blankets don't get pulledover the face.

10

Many babies like to sleep on theirstomachs with their knees tucked upunder them. Others prefer to sleep ontheir sides. For safety reasons, babiesshould not sleep on their backs becausethey might choke. Ask the,parents whatthe baby's favorite sleeping pc.3ition is.

A baby should not share a bed withanyone else. The sides of the cribshould be up so the baby won'L roll out.Bars should be r.o more than 2 3/8inches apart so the baby's head will notget stuck between them. To learn moreabout safety standards for cribs andother children's furnishings, ask yourExtension agent for the Fact Sheetcalled, "Children's Furnishings for. aSafer Environment" Home Furnishings/Interiors Fact Sheet 45.

When An Infant Cries

Crying is an expression of feelings. Itis the first means a baby has of commu-nicating with others. By crying, a.babylets you know that something is wrong.

A crying baby .may be wet, hungry,sick or just uncomfortable. Babies soonlearn that crying brings comfortingresults such as a bottle, clean diapers, "--**.

or a cuddle;A baby who wants to be fed will'cry in

a fussy manner. Stuffing a fist in the.mouth or making sucking moNiements----with the lips are two other signs of ahungrj baby.

An older baby will begin., ten forfamiliar sounds that mean fiiod.iscoming, such as the click of theentor door

Fussy crying between n.eals maymean a wet or soiled diaper. Change--the diaper promptly and..the-crying willstop.

Like older people, babies like tochange position. So, until they are oldenough to roll and move themselves,small babies will cry when they areuncomfortable and want to move.

Older babies will cry to get attention.This is their way of saying they want tobe-held-and played with.

1 1

Hard crying spells, especially- aftereating, may be caused by colic. Colic iscommon among babies during theirfirst three or four months. A red face,hard crying and even screaming as if insevere pain may indicate colic.

The cause of colic seems to be con-nected wiLn the nervous and,cligestivesystems. Report this kind occiljing tothe parents so they can vigaitot-::77:"..:.,further symptoms. Allmake the baby as comfortabWas.pos-,sible.

it,:rj.;

Babies six to eight monthiOld.may:,,i,"t ""fuss or cry because they atesuttin .

their first teeth. While teetiiiii.e0ii6Ymay lose its appetite and putlanithing .

possible, like fingers and fists, inta the...;;mouth.

To ease the baby's discomfort, givehard toast or teething toast to chew on.A teething ring of hard rubber or plaF-tie-also will help a baby that is cuttingteeth. Do no give the baby anything tochew on (fbod, teethingvracietc.) without checking the babparents first. I

Many parents use pacifiers o ernipples to keep babies quiet: Docalso use them to discourasucking, which may caformation of some bubi

1 2

LEARNING THROUGH PLAY 4

Playing With An Infant

Smiling is the first sign of infant play.A baby will respond to a parent's smileat about eight weeks. Gradually playdevelops into cheerful gurgles andnoises, and vigorous hand and legmovements.

An infant not only enjoys playingwith parents, but must also learn tooccupy time in the crib. Watchingbrightly colored and moving objectshanging above the bed is a two- to four-month old baby's idea of fun. Plasticshapes hung between the top rails ofthe crib within the child's reach helpdevelop reaching skills.

Toward the middle of the first year ababy's greatest joy are objects such asrattles and teething rings. Becausebabies put everything into theirmouths, be sure anything they have intheir hands is also safe for theirmouths.

NEVER allow the baby to play withany toy so small that the whole thingwill fit into the baby's mouth. Forexample, some pull toys have strings orhandles that will fit into the mouth.

During the second half of the firstyear, babies will begin to like simplegames. Babies enjoy playing pat-a-cake,peekaboo, and "This Little Pig Went toMarket."

Don't, try to make a baby laugh bytossing, tickling or making frighteningmotions. The baby may be only fright-ened. These motions also may damagethe tnentral nervous system.

On warm sunny days, older babiesenjoy going for a ride in a carriage orstroller. However, do not take a babyout of the house without the parents'permission.

Toys for Babies

Because babies have short attentionspans, they will play with a toy for onlya short time. Therefore, babies need anumber of things to handle, bang, suckand throw.

Good toys for babies are ones that:

are brightly colored* squeak or make pleasant sounds* help develop movement and reach-

ing skills* help develop coordination* satisfy the arge to cuddle, squeeze

and love* are durable (can be thrown, dropped

and banged around)* have no sharp edges or points* have no parts that can come loose

and be put in the mouth* are large enough so they cannot be

swallowed* won't cause illness if sucked on

provide a variety of textures forfeeling.

Ideas for suitable baby toys:

colorful mobile to hang over crib* soft, washable stuffed animals and

dolls* large, soft, colored balls (Balloel:s

are dangerous. When they break, babymay choke on small pieces.)

* large building blocks

1 3

* noisemakersrattles, bells, shak-ers, chimes

* rubber or plastic bath toys that float* beadsmany shapes; large enough

so they cannot be put into the mouth;fun to shake

* simple push-pull toys* nested cans or boxes* squeeze toys that squeak* simple take-apart, put-together

toys.

Making Baby Toys

Choose a toy you would like to make.Be sure the toy you select is safe for aninfant to use.

Here are some ideas:

Mobile

You will need:

* three dowels or stiff wires about 12inches, 9 inches, and 6 inches long

* nylon thread or cord, fish line,sewing thread, or string

* glue* scissors* ruler or measuring tape

*** four small brightly-colored items tohang from the mobile. These should allbe about the same size and weight.

To make mobile:

1. Cut two lengths of string or thread,one 6" and one 12" long. Tie each stringto a brightly-colored item.

2. Tie one string to each end of the 6"dowel or wire.

1 4

I I

pLoop

12"

12"

13

3. Cut anotheTie ono end todowel or wireone end of t

"..........1

etut a piece of s A I 4 1 long. Tie- 4;ne endlto another decora ve item and,

onessd to the other end of e 9" dowelor wire. C

piece of string 3 ong. Tie

tring 3" long.the 6"er end tore.

one bout 3" fr6m the end o he 9"do el or e meisuring from th endattached "'dowel. Tie e other

d tocthe f. . do or

make up your own pattern. Use allwashable materials so they can bewashed easily. Do not attach buttons orother trim that a baby might pull offand swallow.

These are just some suggestions fortoys for infants. Use your imaginationand come up with ideas of your own.

When you have finished your toy,evaluate it using the "Guidelines forEvaluating Toys" on the following page.If your toy meets the requirements,give it to an infant play with it.

j.;..4e"-, !1' t.:

Cut a pi of stringe end to laitAto

er the

ut ahergiend offromor

;,..,/q.,10,.,

gh scolored o

he baby cann

Cans or Boxes'US tt .4 atitrl

eeveral cans or boxes thai fite each other. Be sure all edges are

-Smooth and free from sharp points...Paint with brightly colored, non-toile'paint. A baby can stack them on top ofeach other upside down, or nest theminside each other.

. !

:.

Stuffed Animals or Dolls

Find patterns for simple stuffedanimals or dolls in books or stores, or

14

; ,

01:1.

GUIDELINES FOR EVALUATING TOYSOriginality

Creating and constructing imagina-tive toys can be an opportunity for youto express your knowledge and CREA-TIVITY.

1. Shows evidence of originality indesign.

2. Exhibits unique uSe of availableand inexpensive materials.

3. Is a creative adaptation of anexisting idea.

Safety

Toy should be designed so that a childcan use the toy safely.

1. Is free of sharp or pointed edges.2. Has bpen put together so that there

are no exposed straight pins, sharpwires, rails, etc.

3. Is made of a material other thanglass or brittle plastic.

4 T.-las been painted with non-toxicpaint.

5. Is free of parts that deliberatelypinCh fingers, toes, or catch hair.

6. Is free of small detachable partsthat can lodge in the windpipe, ears ornostrils.

7. Is of a material that would bedifficult to bite into and/or swallow.

8. Cord or string is no longer than12".

Superior seellen Good Fair Poor

/1 I

Superior zeellent Good Fair Poor

L

6 15

Appropriate for the Child'sAge and Development Skills

Toys are the child's tools for learningand are part of a rich learning environ-ment. Toys should be appropriate andusable at each age level.

1. Attracts the child's attention andinterest.

2. Stimulates the sense (color, tex-tures, shape).

3. Enhances intellectual development.4. Is versatile can be used in a

variety of ways.

Promotes Growth andDevelopment

Toy should be age specific.1. Can be used by the child when

playing alone as well as with others.2. Encourages interaction between

child and others.3. Helps develop large muscle skills

(reaching, grasping, kicking).4. Helps develop small muscle coordi-

nation (picking up).

Quality of Construction

The toy should be able to withstam:the rigors of child use.

1. Is durable.2, Buttons, trims, and other parts are

well-fitted and securely fastened.3. Sewing is well done and secure.4. Is washable.5. Has been carefully and attractively

constructed.6. No rough edges and corners are

smooth.

Superior Excellent Good Fair Poor1I

Superior Excellent Good Fair Poor

Superior Excellent Good Fair Poor

FOR MORE HELP WITH YOUR PROJECT

* Ask your parents* Ask your leader* Read the 4-H Babysitting Project

manual* Refer to the following Fact Sheets

(available at your Extension office):FL12 Milestones of Baby's GrowthFL13 Your Baby at Three to Six

MonthsFL14 Your Baby at Six to Nine

MonthsFL15 Your Baby at Nine to Twelve

MonthsFL16 Your Child at Twelve to Fifteen

MonthsFL17 Your Child at Fifteen to Eight-

een MonthsFL50 Baby Sitting

Special acknowledgement to LindaBoeckner, Extension Nutrition Special-ist; Jeanette Friesen, Extension Agent-Home Economics; Virginia Gobeli,Extension Specialist - 4-H; Herb Lin-gren, Extension Family Life Specialist;Pat Steffens, Extension Family LifeSpecialist; and Rose Marie Tondl,Extension Specialist - Clothing andTextiles for their contributions indeveloping and reviewing this project.

Materials were adapted from thoseprepared by the North Dakota StateUniversity Extenoion Service.

SUMMARY OF PROJECT

Issued in furtherance of Cooperative Extension work, Acts of May 8 t.nd June 30, 1914, in coopei at:on with theU.S. Department of Agriculture. Leo E. Lucas, Direct )r of Cooperative Extension, Uiliversity of Nebraska,

Institute of Agriculture and Natural Resources.

Cooperative Extension provides information and educational programs io all ,:.ople without re-ord to race. color. natiomi origin, vii or handicap.

(i

444\r

Nebraska Cooperative Extension 4-11 311

4-H CHILDDEVELOPMENT PROJECTS

LEADER'SGUIDE

FOR THE INFANTAND TODDLER UNITS

Connie M. Franciswv Extension Family Life Specialist

U.S. DEPARTMENT OF EDUCATIONOffice of Educational I:4March and Imorovament

EDUCATIONAL RESOURCES INFORMATIONCENTER lERICI

*his 4:10CurnInt hsa Wain reorcjuciad Careceived from me person or organizationoriginating it

C Minor changes nave been mode to improvereproduction Quality

Points of view or opinions sfatc' ." tnisdocu.merit do not necessarily represent officialOERI positron If policy

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

'Day*. OffcRy teuVklAvt

TO THE EDUCATONAL RESOUACESINFORMATION CENTER (ERIC)."

/Z 21 BEST COPY AVAILABLE

4-H CHILD DEVELOPMENT PROJECTSLEADER'S GUIDE

for theINFANT and TODDLER UNITS

Connie M. FrancisExtension Family Life Specialist

INTRODUCTION

The 4-H Child Development Project is written as four separate units:

The Infant (birth to 18 months)

The Toddler (18 months to 3 years)

The Preschooler (3 to 6 years)

Middle Childhood (6 to 8 years)

The goals of the 4-H Child Development Project are:

*To understand how children grow physically, mentally, socially and emotionallyfrom infancy through middle childhood.

*To learn how to care for children from birth through eight years.*To.thoose appropriate types of play for each age level.

Your role as a leader is to help 4-H'ers meet these goals.

This Leader's Guide is designed as a tool ibr you. It will help you plan learningexperiences for 4-H'ers studying "The Infant (birth to 18 months) or "The Toddler"(18 months to 3 years) in the 4-H Child Development Project.

As you read the member's manual, you will get ideas for learning activities andexperiences that will help 4-H'ers understand the developmental levels throughwhich children grow. One of the best learning experiences a 4-H'er can have in thisproject is to observe more than one child of similar ages. This helps the 4-H'errealize that, although there are levels through which all children progress, each isunique and each proceeds at his or her own individual rate.

Consider using older 4-H'ers to help you with activities and learning experiencesfor younger 4-H'ers in the Child Development Project.

3

2

WORKING WITH

Most yourg people within an agegroup have some of the general charac-teristics typical of the age and develop-mental stage. However, each childdevelops at his or her own pace andeach is a unique individual. Below aretypical characteristics of two age groupswith which you will be working. You arelikely to obse rve many of these charac-teristics in your 4-H members, but youwill not find all of them in any onemember.

Characteristics of 9- to 11- year-olds:

* Interest in making things is high.* Large muscle control is fairly well

developed.* Fine finger control is beginning to

develop.* Peer group is of increasing impor-

tance.* Independence from adults is impor-

tant.* Have limited decision making abili-

ties.* Have abounding energy.* Find it hard to sit still for very long.* Need to experience early success.* Need to feel loved and accepted.* Attention span is good for short

periods of time.* Active participation increases atten-

tion span.* Searching for self-identity and need

assistance in building a strong sense ofpositive personal confidence.

* Need help managing their time.'

Characteristics of 12- to 14- year-olds:

* Steady height and weight growthcontinues.

* Small muscle control is fairly welldeveloped.

* Abstract thought is possible, andplans can extend over several weeks.

* Activities can be evaluated with4

YOUNG PEOPLE

considerable insight.* Attention span increases.* Need self-expression and self-di-

rected act4vities to develop intellectualskills.

* Need to know and understand the"why" of things.

* Peer group is very important.* Prejudice may be apparent.* Both cooperation and competition

are enjoyed. Cooperation is more diffi-cult to learn than is competition.

* Independence from adults is impor-tant.

* Concept of self is enhanced byfeelings of competence.

The 4-H Leader Handbook (4-H 38) isa guide to help leaders work with youngpeople and to link them to the Exten-sion office in their area, and to the com-munity. Each module in the handbookprovides information on such topics asunderstanding 4-H, involving parents in4-H, holding effective meetings, under-standing youth and helping 4-H'erswith project records.

tRose Marie Tondl, SEWING FOR FUN: LEADER'SGUIDE. (University of Nebraska Cooperative Exten-sion.

23

RESPONSIBILITY OF THE 4-II LEADER

1. Attend leader training meetingswhen possible to receive information onteaching 4-H'ers.

2. Plan meetings for project members.

3. Explain what the project can offer.Encourage 4-H'ers to pursue areas ofindividual interest and share theirfindings with others.

4. Help individuals evaluate theirprojects.

5. Encourage participation in presen-tations and exhibits to gain poise andconfidence.

6. Learn and grow with the members.Broaden your own knowledge in childdevelopment.

7. Ask your Extension Agent-HomeEconomics for help in getting bulletinsand other materials and resourceslisted in this guide.

8. Involve parents in this 4-H project.Begin by encouraging 4-H'ers to discusstheir project plans with their parents.Parents can take part in 4-H and relieveyou of some sr the responsibilities. Forexample, they can help with transporta-tion; work out details for a tour or fieldtrip; have meetings in their homes; orserve as resource persons for games,activities or lesson presentations.

A 4-H PHILOSOPHY

Much of the 4-H program rentersaround one major learning techniquethe project. A project is a real-life learn-ing experience through which the 4-Hmember establishes personal objectives.sets out to accomplish the3e objectivesand finishes the job. Projects helpmembers learn by doing and areplanned to teach life skills. These skills

*will help 4-H'ers function as adults inour society and accept responsibilitiesfor community leadership.

Life skills help young people andadults fulfill their potential as individu-als and group members. The life skillslearned in 4-H include understandingself; relating with others; decisionmaking/problem solving; acquiring,

analyzing and using information; man-aging resources and working withothers.

In the 4-H Child Development project,4-H'ers will learn and practice these lifeskills. As a leader, you can encourage 4-H'ers to talk about and share what theyobserve and do, both formally andinformally. Urge them to experiment,ask questions and try new things. Givethem opportunities to identify problemsand attempt solutions, to set goals andmake choices, and to evaluate whatthey have learned. In this way, you willhelp them develop life skills which willbe useful to them long after they havecompleted this project.

5

PLANNING THE PROJECT MEETING

Below are suggested activities for clubmeetings. It is not necessary to com-plete all the activities and exercises.Select the ones that interest you andyour club members the most.

Get members involved early in themeeting through roll call, reports ofwhat they have done at home, simpledemonstrations, short talks and actualactivities. Provide some opportunity forrecognition of and participation byevery member at each meeting.

Field trips add variety to a club pro-gram. For the convenience of everyoneconcerned, make arrangements for tripswell in advance. Talk to the person incharge about what you want members

6

to learn and see, their interest and agerange, the time of your arrival anddeparture, and anything else that willmake the visit worthwhile for 4-H'ersand pleasant for the host.

Involve Junior Leaders as well as 4-Hparents in club meetings. Ask them todo a demonstration, assist with a groupactivity or help individual 4-H'ers.

Take some time at your first meetingto organize. Introduce the project tomembers and their parents. Explain theproject and, if possible, give examples ofwhat is included in some of the units.Discuss keeping a journal to recordproject experiences and observations.

THE INFANT

This project is about the developmentof infants from birth to 18 months. In itthe 4-H'er will observe and learn aboutthe physical, emotional, social andintellectual development of infants. It isimportant to remind members that eachchild is unique and will progressthrough these stages at an individualrate. Ages given for various stages ofdevelopment and accomplishment areonly approximate.

For more information about thedevelopment and care of infants, referto the following Fact Sheets, which areavailable at your Extension office:

FL11 Your New Baby's Early LifeFL12 Milestones of Baby's Growth

* FL13 Your Baby at Three to SixMonths

FL14 Your Baby at Six to NineMonths

FL15 Your Baby at Nine to TwelveMonths

FL16 Your Child at Twelve to Fif-teen Months

* FL17 Your Child at Fifteen to Eight-een Months

* F.L40 Toys and Play for YoungChildren

* FL50 Baby Sitting* FLq0 Reading to Your Child* Home Furnishings/Interiors Fact

Sheet 45 Children's Furnishings for aSafer Environment

* Home Furnishings/Interiors FactSheet 46 Children's Furnishings SafetyCheck List

The following 4-H publications mayalso be useful to you:

*4-H 181 Communicating with YoungChildren

*4-H 267 The Sitter, Member Manual*4-H 268 The Sitter, Leader Guide

The amount of responsibility a 4-H'ertakes for actual care of a child in thisproject depends on the member's ageand experience. The member's manualhas project suggestions for members inthree age groups: 9 to 11 years old, 12 to14 years old, and 15 to 19 years old.

267

UNDERSTANDING INFANCY

Purpose: 4-H'ers will learn how aninfant grows physically, mentally,socially and emotionally.

Meeting Suggestions: (This sectionmay involve two or three meetings.)

Roll Call Ideas:

* Why I have chosen to study infants.* An experience I have had with an

infant.* Name one item which would be

useful when caring for an infant.* Ask each member to bring and show

a picture of themselves as an infant.

Topics to Talk About:

* Characteristics of infants. See "I AmAn Infant," page 7 in the member man-ual. Explain to 4-H'ers that develop-mental materials are generalized infor-mation to help us see the various stagesthrough which a child moves. It isimportant to realize that each childdevelops at his or her own pace.

* How babies learn to communicate.Talk about forms of communicationsuch as crying, smiling, coos aLdgurgles, and how a baby uses them tosend messages.

* Observing babies. Discuss skillsinfants learn in each area: physical,social, mental and emotional develop-ment. Encourage members to observe asmany infants as possible at a variety ofage levels.

* Keeping a journal. Have memberstalk about keeping a Child Developmentjournal in which they can record theirobservations. With a loose-leaf notebook4-H'ers could duplicate the ObservationForm and make several observationsthroughout their project. The 4-H'ersmight also record other experiences inthe project, and include pictures andnewspaper or magazine articles aboutthe development and care of babies.

Activities:

* Use project suggestions on page 4 ofthe member's manual. Discuss whateach member would like to learn. Com-plete the first column of the ProjectPlanning and Evaluation Sheet.

* Make the first journal entry as agroup. Record your plans for the projectyear.

* Using the observation form providedon page 6 of the member manual, havemembers record changes in one infantover a period of time, and differencesbetween two or more infants of approxi-mately the same age.

* Visit a local day care center where 4-H'ers can observe more than one infant.Each member might select two childrenof the same approximate age and notesimilarities and differences in physical,emotional, mental and social develop-ment. Record what you see on Observa-tion Forms. Encourage 4-H'ers to askquestions of the day care provider. (Youand the members could prepare a list ofquestions ahead of time.)

CARING FOR THE INFANT

Purpose: The 4-H'er will learn skillssuch as bathing, clothing and feedingthe baby, and promoting feelings ofsecurity and safety.


Roll Call Ideas:

* One safety rule for caring for aninfant.

* A piece of clothing an infant needs.

Possible Member Presentations:

How to heat a baby's bottle.* How to feed and burp a baby.* How to bathe an infant.* How to select an infant's clothing.

Topics for Discussion:

* Feeding an infant. Discuss nutri-tional needs and how they change, howto hold a baby while giving a bottle andhow.to burp a baby. Talk about safetyprecautions for storing and heatingbaby food.

* Bathing an infant. Talk about howto do it, step by step. Emphasize safetyprecautions.

an infant. Discuss types ofclothing which are appropriate for aninfant.

Activities:

* Invite a guest speaker to attendyour 4-H meeting. Before the speakerarrives, develop a list of questions youwould like to ask. Id, as for guest speak-ers include:

-a nurse to demonstrate infant careskills such as changing a diaper ordressing an infant.

-a mother to show how to feed anewborn.

-a doctor to explain immunization ofinfants when and why.

-someone from community action toexplain the Women, Infants and Chil-dren (WIC) program.

* Demonstrate how to bathe an infantusing a doll. Let each member try. Thentalk about how to dress the baby and letmembers practice.

* As members develop skills in caringfor an infant, and as they learn throughobservations and other experiences,encourage theIn to share what theyhave learned. This sharing may be doneinformally through group discussion orthrough formal presentations.

* Visit a store that sells infants'clothing. Look at size and age rangeslisted. Check labels. Look for featureswhich would make clothing easy ordifficult to put on an infant.

* Check the price of cloth diapersversus disposable diapers. Consideringcost, care requirements and environ-mental considerations, which type domembers think would be the best buy?One or more members may want tomake a poster or display showing whatthey found.

* Discuss safety features to look for ininfant furnishings. Visit furniturestores and compare quality of construc-tion, safety features and cost.

* Check prices on items fol an infant'slayette and decide how much it wouldcost to clothe an infant for the firstthree months of life.

9

LEARNING THROUGH PLAY

Purpose: 4-H'era will learn to choosetypes of play and toys suitable forinfants.


Roll Call Ideas:

* Your favorite toy as an infant.* One way an infant plays.* A safety tip for playing with an

infant.*An idea or picture of an infant toy to

make.


* What makes a good toy for an in-fant? Use the section on "Toys forBabies," page 12 in the member manualas a .discussion guide.

* Types of play that encourage aninfant's development.

Activities:

* Collect four or 111;1 toys for babies.Ask members to evaluate each one forquality of construction, safety andappropriateness for an infant.

* Visit a store that sells toys. Look atspecific features and at age recommen-dations on labels. Compare te recom-merz lations in the 4-H Child Develop-ment manual for infants.

* Ask each member to bring suppliesneeded to make a mobile. Make mobilesat your meetir.g. You may want to enlistthe help of one or two mothers or anolder 4-H'er.

AN ACHIEVEMENT MEETING

If possible, share the achievements ofthe members in this project at a finalclub "achievement" meeting. This wouldbe an ideal time to invite families tolearn about what members have done.

An achievement meeting could include

10

an exhibit of members' work, displays orposters showing things learned, presen-tations by members, and sharing of ob-servations about the growth and devel-opment of infants.

I)tj

THE TODDLER

This unit is about the development oftoddlers from 18 months to 3 years. In itthe 4-H'er will observe and learn aboutthe physical, emotional, social andintellectual development of toddlers. Itis important for members to realize thateach child is unique and progressesthrough developmental stages at anindividual pace. Although ages aregiven for various stages of developmentand accomplishment, these are only ap-proximate. Children will reach eachlevel of development at varying ages.

For more information about thedevelopment a n d care of toddlers, referto the following Fact Sheets availablefrom your Extension office:

*FL18 Your Child at Eighteen toTwenty-One Months

*FL19 Your Child at Twenty-One toTwenty-Four Months

*FL20 Twenty-Four Months andBeyond

*FL40 Toys and Play for Young Chil-dren

*FL50 Baby Sitting

The following 4-H publications mayalso be useful:

*4-H 181 Communicating with YoungChildren

*4-H 267 The Sitter, Member Manual*4-H 268 The Sitter, Leader Guide

Project suggestions in the member'smanual are given for three age groups:9 to 11 years old, 12 to 14 years old, and15 to 19 years old. The amount of re-sponsibility a 4-H'er takes for the careof a child in this project depends on the4-H'ers age and experience.

30 11

UNDERSTAliDING THE TODDLER

Purpose: 4-H'ers will learn how atoddler grows physically, mentally,socially and emotionally.

Meeting Suggestions: (This s..1ctionmay involve two or three meetings.)

Roll Call Ideas:

* Why I have chosen to study toddlers.* One thing I know about toddlers.* An experience 1 have had with a

toddler.


*Characteristics of toddlers. See "I AmA Toddler" page 8 in the member man-ual. Emphasize that developmentalmaterials are generalized informationto help us see the various stagesthrough which a child moves. It isimportant to remember that each childdevelops at his or her own pace.

* Observing toddlers. Refer to theObservation Form on page 6 in themember manual and discuss skillstoddlers learn in each area: physical,social, mental and emotional develop-ment. Encourage members to observe asmany toddlers as possible at a variety ofage levels.

* Keeping a journal. Encourage mem-bers to keep a Child Developmentjournal in which they record theirobservations. With a loose leaf notebook4-H'ers could duplicate the ObservationForm and make several observations

12

throughout their project. The 4-H'ersmight also record other experiences inthe project, and include pictures andnewspaper or magazine articles aboutthe development and care of toddlers.

Activities:

* Use project suggestions on page 4 ofthe member manual. Discuss what eachmember would like to learn and do.Complete the first column of the ProjectPlanning and Evaluation Sheet.

* Make a journal entry as a group. Init record your plans for the project year.

* Using the Observe tion Form pro-vided on page 6 of the member's man-ual, have members record changes inone toddler over a period of time anddifferences between two or more tod-dlers of approximately the same age.Have members include these observa-tions in their journal.

* Visit a local day care center where 4-H'ers can observe more than one tod-dler. Each member could select twochildren of the same approximate ageand note similarities and differences inphysical, emotional, mental and socialdevelopment. Have members recordwhat they see on Observation Forms.Encourage 4-H'ers to ask questions ofthe day care provider. (You and themembers could prepare a list of ques-tions together ahead of time.)

CARING FOR THE TODDLER

Purpose: The 4-H'er will learn how tobathe, dress and feed the toddler andhow to promote feelings of security andsafety.


Roll Call Ideas:

* One safety rule for caring for atoddler.

* A current issue affecting toddlersand their families.

Possible Presentations:

* Nutritional needs of a toddler.* Clothing for a toddler.


* Feeding a toddler. Discuss nutri-tional needs and how they change as atoddler grows. Also talk about howtoddlers begin to feed themselves.

* Safety pointers. Include safetyconsiderations for playing, sleeping andbathing.

* Clothing a toddler. Types of clothingthat are appropriate for a toddler.

Activities:

* Invite a guest speaker to attendyour 4-H meeting. Before the speakerarrives, write a list of questions youwould like to ask. Zdeas for guest speak-ers include:

- a parent of a toddler to talk aboutwhat the child is like.

-a doctor to talk about childhooddiseases.

-a day care provider to talk aboutday care as a business.

-a state legislator to discuss currentlegislation affecting families in yourstate.

* Visit a store that sells toddlers'clothing. Look at sizes, age raliges andfeatures which would make it easier fora toddler to learn to dress alone. Checklabels for care instructions.

* As members develop skills,in caringfor a toddler, and as they learn throughobservations and other experiences,encourage them to share what theyhave learned. This sharing may be doneinformally through group discussion orthrough formal presentations.

3')13

LEARNING THROUGH PLAX

Purpose: 4-H'ers will learn to choosetypes of play and toys suitable fortoddlers.


Roll Call Ideas:

* Your favorite toy as a toddler.* Name a toy a toddler would enjoy.* A safety tip for playing with a tod-

dler.* An idea or picture of a toddler's toy

to make.

Possible Presentations:

* Selecting or making a toy for atoddler.

* Reading a story to a toddler.


* Types of play which encourage atoddler's physical, emotional, social andintellectual development.

* What makes a good toy for a tod-dler? Use the section on "Finding andMaking Toys for the Toddler," page 17in the member manual as a discussionguide.

Activities:

* Collect four or five toys for toddlers.Ask members to evaluate each toy forquality of construction, safety and ap-propriateness for a toddler.

* Visit a store that sells toys. Look atspecific features and at age recommen-dations on labels. Compare to recom-mendations in the 4-H Child Develop-ment manual for toddlers.

* Look at toy advertisements andevaluate toys for safety and appropri-ateness.

* Encourage members to write in theirjournals about what they see. By ob-serving a child's imaginative play a 4-H'er can learn a great deal about whatthe child is thinking and feeling.

AN ACHIEVEMENT MEETING

If possible, share the achievements ofthe members in this project at a finalclub "achievement" meeting. This wouldbe a good time to invite families to learnabout what members have done.

An achievement meeting could include

14

an exhibit of members' work, displays orposters showing things learned, presen-tations by members, and sharing of ob-servations about the growth and devel-opment of toddlers.

A Guide to Children's Toys

Children's rates of growth differ widely, but the sequence of the davelopment is :1imilar. The followingguide is not a timetable. It shows a progression in which each new skill adds to and huilds on themastery of the ones before.

STAGES EMERGING SKILLS

ENJOYMENT OF THE FAMILIAR(birth to about 6 months)

recognition of facesanticipation of sequencesdiscovery of own body (hand, mouth

and vocal play)staring and listening intentlylearning they can cause things to

happen

TOYS THAT ENABLE

stuffed toys with Mosreflective surfaces, toss to hold,

suck, shakecrib decorations, music, boxmobile that moves is a result of

baby Irm ',trig in bed

Win TO ENCOVAGE

make facesritual games (pat-a-cake)think safety in toys that go in mouthsing/talk to babyreact

GETI1NG AROUND(about 6 mo. to 12 mo.)

actioncrawling, standing, walkingmanipulation with hands and mouthsense of self as doerrhythm of absence/presence

things he/she can crawl under,get inside

toys for banging, Inserting,twisting, pushingpulling, dropping, squeezing,opening, shutting

jack-In-box, toys which hideand reveal

gentle rough housingHu. safety en anything that can go

in mouthknee, lap games, tug-o-warpeek-a-boo, hear-a-boo

EXPLORING mobilityuse of body(about 1 to 2 years) exploration and testing of

relationships (objects as wellas people)

look for something that's goneimitetionmaking decisionschoicelanguage

wheel toys, push/pull toys, ballconstruction toys for putting

together, taking apart, blocks,containers for emptying andfilling, things to throw

simple, sturdy books and pictures

chase and be chasedfinger and hand gameshide and find thingspretend

DESIRE FOR MASTERY(about 2 to 3 years)

testing surroundings andphysical ability

exploration and constructionself mastery, desire to do it aloneperformingpreteedingsustain play in small c uups

pedal toys, punching toyssand and water toysdrawing materials, water-soluble

paints, block, play dough, pasting,puzzles, threading, lacing

puppets, books, records

switch tolesact out stories, tell storiesbe an audiencehelp pretendfollow the leader, ring games

(around the rosy)

MAKE BELIEVE(about 3 to 4 years)

construct toy worldsportray charMers with feelingssort and matchtake turns, play cooperatively, make

rulesmus(c and rhythmphysitAl exploration

toy house, village, farm, etc.dress up and make believe

props for sell, toys and dollsblunt scissors, easel, clayrecords, books on fantasy,

familiar places and rhythmssimple music and rhythm '9struments

participate in make believehide and seek

LEARNING ORDER(about 4 to 5 year')

differentiate order/disorderdifferentiate inclusioniexcluskidesire for courage and adefluacyestablish play ritualshave secrets and sw:prisesact out imaginary characters

tinker toys, logo and otherdetailed construction toys

simple card and board games

provide place to keep toys orderlyplay games of courageallow some privacy

THE DREAMER dreamthink of "what if";about 5 to 7 years) situations

elaborate toy worldsbegin collectionsteam play

chasing and escapingattack and defense

sense of self as separate person

comics and books, paper dollsmagnets, compass, magnifying glasssimple craft kitsweaving,

sewing, construction kitssimple tools for clay, etc.rope ladder, skates, stiltstwo wheel bike

p:ey "what !V gamsImprovise movements, objects,

charactr:, situations,feengs

provide safe place to stetscollection

referee

ENJOYMENT OF THE ABSURD

(about 7 to 9 years)guessing, riddingdevelop pastimescollections,

hobblesdesire fo,' correctnessno mistakes

card and Ward gamesdominoes, checkersmechanical, simple construction tools

fo; woodworking, crafts, etc.jump rope, stilts

play with double meaningsindulge nonsenseshrm your skill

DESIRE FOR COMPETENCE

(about 9 to 13 years)

concern with opinions of otherssense of self end feelings as uniqueconcerned with successdallure

Intellectual games (scrabble, charades)models

diaries, journals, notebookscamping and exploring equipmentmore complex craft tools

drviatize Imaginary interactions,col:filets

ask about experiences, feelingsencourage creative writingplay sportsallow privacy

Issued in furtherance of Cooperatve Extension work, Acts of May 8 and June 30, 1914, in cooperation with the .10ijbeU.S. Department of Agricuiture. Leo E. Lucas, P:rector of Cooperative Extension. University of Nebraska,Institute of Agriculture and Natural Resources.

Cooperative cxtensiun provides information and educational programs to all people without regard to race. color, sex or handicap.

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