ed 335 162 ps 019 931 author francis, connie m. institution · connie m. francis extension family...
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ED 335 162 PS 019 931
AUTHOR Francis, Connie M.TITLE The Toddler: 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-309PUB DATE seNOTE 40p.; For project units on "the infant," "the
preschooler," and "middle childhood," see PS 019932-935.
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; InstructionalMaterials; *Learning Activities; *Observation; *Play;Student Projects; *Toddlers; Toys; Units of Study
IDENTIFIERS *4 H Programs
ABSTRACTPart of a series for 4-H members between 9 and 19
years of age, this age-graded guide is designed to help children andadolescents: (1) understand the t7:ddler's physical, mental, social,Rnd emotional growth; (2) learn to care for a toddler; and (3) choosetypas of play that toddlers enjoy. Contents include suggestions onprojects that 4-H members can undertake; information on toddlers'development; an observation form; guidelines on communicating withtoddlers; recommendations for feeding and clothing toddlers and forhelping toddlers with bathroom activities; discussion of waystoddlers learn through play; and guidelines for evaluating toys.Sources for additional help with projects are listed. A "leader'sguide" for both the infant and toddler units is appended. (RH)
**********************************************************************Reproductions supplied by EDRS are the bust that can be made
from the original document.***********************************************************************
U.& COMMITMENT OF EDUCATIONOffice ol Educetionsi Remereh end Improvement
EDUCATIONAL RESOURCES INFORMATIONCENTER (ERICI
)(This document has been reproduced esrecefvog from the moon or orgenizetionolfgmating it
0 Minor changes have Peen made to ImprovereProditction qualify.
Points of view or °Pinions stated in the dampmerit do not necessarity represent tiffIciatOEIII merlon or policy.
Nebraska Cooperative Extension 4-H 309
4-HCHILDDEVELOPMENT
THE TODDLERConnie M. FrancisExtension Family Life Specialist
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The Toddler: 4-H Child Development
Project Planning and Evaluation Sheet
Name Age (Jan. 1) Year
Years in 4-H Name of Club
Signature of Leader or Parent
I plan to.do From this activity Comments:these activities I learned:
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Presentations or community service activities:
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THE TODDLER4-H Child Development Project
Connie M. FrancisExtension Family Life Specialist
Welcome to the 4-II Child Development Project. This project is written in fourseparate 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)
You have chosen to study the toddler. The objectives of this unit are:
* To understand how a toddler grows Ihysically, mentally, socially and emotion-ally.
* To learn how to care for a toddler feed, clothe and help with bathroom activi-ties.
* To choose types of play a toddler enjoys.
The amount of responsibility you have for caring for a child in this project dependson your age. Your age also will determine how you will study the toddler or toddlersyou are watching. On the next page are some ideas about what you can do in thisproject.
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PROJECT SUGGESTIONS
9-11 years oldBecause you are still very young, we
suggest that you do not take a babysit-ting job to complete this project. Youmay choose to work with and observeyour litt!e brother or sister, a cousin, ora toddler in your neighborhood. You willfeel more at ease learning about atoddler if an adult is present.
In this project you may choose some ofthe following activities:
* With the parents' guidance, preparea snack and watch how the toddler eats.
* Notice what features on toddlers'clothing make dressing easier for thetoddler.
* Choose a story a toddler will enjoy.Make a visual aid to help tell the story.This might be a television set, puppet,picture book, flannelboard, etc. Afterthe story, do a simple art project thatrelates to the story you told.
* Watch the child playing "make-believe" and write a story about it.
* Teach the child sonie fingerplays.* Make a simple toy for a toddler.
In a notebook or journal, write downwhat you learn about toddlers as youobserve and do the activities in theproject.
12-14 years oldIf you and your parents feel you are
capable of taking care of a toddler byyourself, you may babysit as you com-plete this project.
You may choose some of the followingactivities:
* Collect ideas for simple nutritioussnacks for the toddler. Have a toddlerhelp you prepare one or more of thesnacks and eat them with you.
* Help a toddler dress and undress.Notice features in clothing that make iteasier for a toddler to learn to dresshimself or herself.
* Choose a story a toddler will enjoy.4
Make a visual aid to help tell the story.It might be a television set, puppet,picture book, flannelboard, etc. Follow-ing the story, do a simple art projectthat relates to the story you told.
* With the parents' permission, takethe toddler for a nature walk. Point outthings in nature that would interest thechild.
* Teach the toddler a simple game,fingerplay or song.
* Make a simple toy for a toddler.* Using the clothing information given
in this manual, visit one or more storesand make a written comparison of threedifferent toddler garments.
Keep a notebook or journal and writedown what you learn about toddlers asyou do the activities you have selected.
15-19 years oldYou may select activ;ties from the
lists for 9-11- year- olds and 12-14-year- olds. Additional ideas include:
* Following the parents' instructions,prepare a meal for a toddler.
` Help the child with a bath.* Research a topic on some aspect of
feeding, clothing, or playing with atoddler.
Keep a journal of things you learnabout toddlers as you complete thisproject.
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UNDERSTANDING
A toddler loves to explore. With newlydiscovered skills of walking and talking,a toddler is busy trying out the worldand the people in it.
The toddler wants to reach, touch,taste and handle everything in sight.Through trial and error, the toddlergradually learns what is safe. At thisage, a child develops favorites intoys, in food and in people.
A toddler is very self-interested. Otherchildren don't really matter to thetoddler at this age. Playing alone is verytypical.
Toddlers want things immediately. Ifthings don't go as planned, there Mabe a temper tantrum.
THE TODDLER 2To help you understand how toddlers
develop mentally, physically, sociallyand emotionally, observe a toddler andfill in the chart on the following page.You may want to put a copy this chartin your journal.
Observe the same child two or threetimes during your project to see howchildren develop. Or, you can see howindividual children develop at differentrate; by observing more than one childof similar ages. Write in your journalabout differences you observe.
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TODDLER OBSERVATION FORM
Name of Child Date
Age Boy Girl Weight: pounds Height: inches
(Write YES or NO in each blank.)Physical Development
walks with help plays simple games
wal::s alone sleeps well (how long?
runs jumps has bright, clear eyes
stands on tiptoes toilet trained
rides a tricycle eats well with spoon or fork
goes up s'.airF (how?crawls, wail!'s, etc. has teeth (how many?
Soda.' Development
friendly to you can share with others
friendly to strangers likes other children
plays with other children likes pets
can take turns plays alone
Mental Development
notices people imitates grown-up like in play activity
says words likes to explore and experiment
speaks clearly has short attention span
uses sentences has long attention span
likes books can be taught games
asks questions can learn finger games
Emotional Developmeut
overall a happy child shows signs of jealousy
afraid or new experiences gets angry quickly
afraid of the dark has tcmper tantrums
afraid of dogs can wait for attention
afraid of strangers shows pleasure with attention
cries when parents leave craves attention
shows lo ?e to pets, dolls, seems securestuffed toys
If you have additional comments about any of the observations above, record them in yourjournal.
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TALKING TO TODDLERS 3
The way you say and do things tellsthe toddler how you feel. A child willreact to your tone of voice more than toyour words. Your voice and actionsshould make the child fe31 you are afriend.
The first impression is very impor-tant. Give a toddler time to look youover. A child's curiosity plus your smileusually will begin a friendship.
Toddlers will be guided by your words,so choose them carefully. Use the word"do" rather than "don't." "Don't" tellsthe child only what not to do. A childneeds to know what can be done andwhere. Instead of saying "Don't run inthe house," sa:,- "If you want to run, youcan go outside and run around thehouse." The toddler's need to run is stillsatisfied.
Whenever possible, give a child en-couragement and approval. Compli-ments such as "Johnny ate all the foodon his plate," or "Jill put on her shoeslike an expert," let the child know whatwas done well.
Give a toddler a choice only when thedecision is easy. A choice between justtwo things is best. Never offer a choicebetween two things when one of themisn't possible. Say "It's time to rest"rather than ask "Do you want to restnow?" Chances are the answer will be"No."
Avoid using bribery or furcing a childto do anything. "Eat your vegetables oryou won't get any ice cream" does notencourage a child to eat and like vege-tables.
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I AM A TODDLER
People call me a toddler because I "toddle and waddle" when I walk. I am between18 months and 3 years old. I like to explore my home and the world around me.
This is how I grow:
When I am 18 months old, I can:
walk fairly steadily
* climb steps, one at a time
* say several words including my name
* throw a ball awkwardly
* paint all over my paper and my mother's table
* feed myself, and spill on myself
* pull a toy and walk backwards at the same time
When I am 2 years old, I like to:
* walk upstairs
unscrew lids, open boxes, string beads
* look at books, turning one page at a time
* speak very short sentences
* play by myself, but not with other children
* stand on my tiptoes; jump, using both _feet
* stand on one foot alone
* say .nio!" s.
When I am 3 years old, I like to:
* walk upstairs with alternate feet
* ride a tricycle with pedals
* imitate drawings by other .eople
speak lorios.sent6nces
ess myself
* wash myself
* be independent from my parents
*-b-e ?ggressive with other children
col4.w.,with crayons
pq.teon my own shoes
* say a few rhymes 9
CARING FOR THE TODDLER 4
Feeding the Toddler
Happy mealtimes help children de-velop good eating habits. With cheerfulcompanions and attractive, tasty meals,mealtimes make life seem good.
A toddler's first efforts at self-feedingcan be very messy and frustrating tothe person who has to clean up after--wards. Little hands have little controlover the cup or spoon food often landson the lap or on the floor. Do not scoldthe childig..this mess. Tidy eatingcomes with tinle and practice.
A toddler's appetite may ye", frommeal to meal. A child may be a fussyeater when overly tired or excited, ina strange place, or if a routine has beenupset.
After active playing, it is a good ideato relax together before coming to thetable. Reading a book or looking at amagazine may help.
Don't force a toddler to eat unwantedor disliked food. Offer only one new foodat a time and give only a very smallhelping. Let the child decide when he orshe has eaten enough. Allow enoughtime to eat (about 30 minutes) and thenremove the food from the table. Let thechild feel in control of what he or sheeats. If you don't think the toddler gotenough food at meals, provide nutri-
.tious snacks.
The toddler's daily nutritional needsinclude:
1. Milk and Cheese Group two tothree cups milk (other dairy products
z may replace some of the milk).
2. Meat, Fish, Poultry and BeansGroup two to three small servings. Asmall serving equals 112 ounce meat,poultry or fish, 1/2 egg, 2 tablespoonspeanut butter, or 1/4 cup cooked drybeans, peas or other legumes..
3. Fruit and Vegetable Group fouror more small servings are recom-mendeclione serving of citrus fruit, oneiOka *k-green or deep yellow veger/table, 'plus two others). A servinpfor
..toddlers i4L&p juice, u ter1/4 cupfruit or vegetabIp piece of
"IMO kruleof thumb is the dler'sServing size for fruit or vegetab s ap-proximately 1/4 of the adult servmsize.
4. Cereal and Bread Group four ormore small servings. A serving for atoddler equals about 1/2 slice of bread,1/4 cup cooked or dry cereal, or 1/4 cucooked rice or pasta.
Here are some guidelines for good foodand happy mealtimes:
* Serve the food in an attractive, eye-catching manner.
* Do not add so much spice and sea-soning that the child doesn't recognizethe food's original taste.
* Give small helpings and let the childask for seconds.
* Congratulate the child for cleanini;his or her plate.
* Encourage children to use a spoon^but let themuse fingers, too. Table rmanners will come later, when a chilpi isready and able to eat more neatly. i
* Be calm and cheerful at the table; Li
Clothing the Toddleri
Though a toddler may be awkward, achild of this age wants to learn to dOthings alone; this means learningdrt-ss and undress, too. Encourage atoddler by praising whai, has al tidybeing done. At times, both feet ill go inone pant leg, coveralls will go back-wards, or suspenders will be llooked to
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the wro4 side. Guide the toddler so heor she can learn the right way to dress.
Along with teaching a child how todress, you may teach him or her how tokeep clothes on and fairly clean.
Teach the child to select the rightclothes for an activity by repeatedlyexplaining how certain clothing is used.Say "Sunday hat for Sunday," or "snow-boots for snow," or "bare feet for swim-ming." This helps the child relate theclothes to the situation. Too often chil-dren catch colds or their bare hands getcold becartse they have not been taughtto dress properly for outdoor activities.
Because a toddler is very active,clothes need to fit loosely and not hin-der movements. Garments that hangfrom the shoulders rather than beingfitted at the waist are good for theactive child.
The best clothes for toddlers are thosethat are ea ily taken off and put on, andeasily managed at the toilet. Suchclothes help build self-confidence andindependence, and improve muscularcoordination.
Self-help clothes have simple open-ings, are well marked so the childknows the difference between the frontand back, have elastic at fitted areas,and are simple in design.
Toddler's clothing is purchased bysize, not by the age of the child. Hereare the standard measurements mostmanufacturers use for toddlers' cloth-ing:
Size HeightInches
WeightPounds
1 31 2534 29
3 37 344 40 38
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Bath kind Bathroom Activities
When a toddler is taking a bath, youwill probably find water everywhere inthe bathroom. Given a wash cloth and afloating toy, a toddler will use both tosplash in the water. A child may gothrough some simple motions of wash-ing, such as touching the wash cloth tothe mouth and nose, but most of bathtime is devoted to play.
Watch toddlers closely while they arein the tub. Toddlers do not need a lot ofwater in the bathtub three to fourinches is plenty.
There are two important safety rulesto remember when a toddler is bathing:
* Do not allow a toddler to stand inthe tub.
* Do not leave a toddler unattended ina bathtub.
Watch toddlers closely. They can slipand injure themselves or drown veryquickly, even in a small amount ofwater.
Make bath time a happy time byletting the toddler play, providingfloating toys or soft plastic bottles, andignoring the splashing water.
Besides learning to bathe, a toddler islearning to keep hands and face clean.A toddler is eager to wash hands,mainly because it's fun to play in thewater. Encourage cleaning up withouttoo much play. Be sure 1-.ands and faceare washed before and after meals, a; ,ercompleting art projects, and wheneverthey're dirty.
After seeing other members of thefamily doing it, toddlers will want tobrush the 16 or 20 teeth that havegrown so far. They enjoy the freshfeeling after brushing teeth.
Usually a toddler has been trained togo to the toilet between the ages of 2and 2 1/2. Remember that accidentshappen, especially whcal toddlers areplaying outdoors, away from home orexcited.
A Toddler's Bedtime
A toddler's bedtime should be a happytime.
Most children have a "getting ready"time before they actually get to bed.This "getting ready" may last 5 minutesor 30 minutes. It often helps to tell thechild in advance that it will soon be bed-time.
Try not to rush the process of going tobed. Be friendly and heipful. If you arefirm and fair, most toddlers will behelpful and cooperative.
Carry the smaller child to bed, givingaffectionate hugs. Take older toddlersby the hand while you chat about thepleasant things that will happen tomor-row.
If there is time, tell or read a story tothe child. Choose a story that will berestful for the child. The story shouldhave a happy, peaceful ending.
Some children enjoy sleeping withfavorite stuffed animals or other toys.Usually these toys are soft and cuddly.A child also may have a special blanketto sleep with. Check with the parentsabout bedtime toys and blankets. With-out these things, a child may cry andfuss.
A toddler needs about 12 hours ofsleep each night. In addition, napsduring the day may last one or twohcurs.
Check on a sleeping child. Be sure nodrafts are falling on the bed.
If a child is afraid of the dark, leave alight on or sit beside the bed for a while.
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A large part of the toddler's day isspent playing. Play is one way to learnabout oneself and the surroundingworld. Through trial and error, newskills are learned.
Play also helps get rid of extra energy.It is a chance for the child to practicephysical skills. It promotes a goodappetite and healthful sleep.
There are several types of play. Dur-ing active play the child is learning howto run, jump, play games or throw aball. Quiet play may be reading a story-book, making an animal ou4- of clay ordoing a fmgerplay.
Several types of play are discussed inthis section. Use these suggestions, orideas of your own, for toddler's play.
The Magic of Make-Believe
Much of a toddler's play is an imita-tion of what the child sees and hears.For most children, make-believe beginsat about 18 months. A small child's firstattempts to play a parent taking careof a baby and preparing meals oftenare clumsy and awkward. But by re-peating the game over and over, thechild soon develops skills in parentingdolls or stuffed animals.
Watch a child playing make-believe.Play is the child's way of finding self-expression, of acting out ideas andfeelings. At the same time, the childlearns many skills while playing, suchas holding a doll, catching a ball andriding a tricycle.
Although make believe doesn't neces-sarily involve toys, most children usethem to carry out their imaginative role.A good toy is one that appeals to thechild's imagination, and can be used inmany ways, for many things. Old pock-etbooks, a fireman's hat, small toyanimals, play money and a e.oll buggyare toys that develop a child's imagina-tion. A wardrobe of dress-up clothesmakes the play seem even more realis-tic.
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Encourage the toddler to make be-lieve, and occasionally enter into thefantasy yourself. This is one way youcan help the toddler understand theworld.
Nature Hike
Nature hikes can be a fun way toteach a toddler about the outdoor world.
As you walk through the backyard ora nearby park, look at the clouds, peekunder rocks, and point out bird nestsand other interesting things in nature.
Have the child collect int:Testingthings in a paper sack. These can beused to show and tell parents about thehike.
If you hike around midmorning ormidafternoon, pack a simple lunch tocarry along. It may be just an apple andsome crackers or cookies. Toddlers enjoyeating outdoors.
It is important to keep the hike short.Toddlers have short legs and tire moreeasily than you. Also limit the numberof activities during the walk. If toddlersget too tired, they won't enjoy the hike.
Play "touch and feel" on the naturehike. When the child picks things up,ask if they are soft or hard, cool orwarm, smooth or rough, light or heavy.Here are some things that a child cantouch and tell you about:
SOFT - grass, feather, fuzzy caterpil-lar, kitten
HARD - rock, sidewalk, stick
LIGHT - leaf, feather
HEAVY - log, large rock
COOL - shade, water, ice
WARM - sun, skin
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ROUGH - rock, bark on tree, pinecone
SMOOTH - leaf, your skin
Take a trip to a zoo, pet shop or ani-mal farm whpre a child can see manydifferent kinds of animals, bire insectsand fish. Watch children carefully sothey do not get scratched or bitten.
Telling a Story
At about the age of 2, toddlers enjoylooking at pictures of familiar things.Soon the child has enough patience tolisten to short stories about each pic-ture. The toddler may not completelyunderstand the story, but if you useyour face and voice to help tell thestory, the toddler will enjoy it.
Story telling also is important inhelping the child learn to listen and sitstill.
Toddlers. have short attention spans.A 2-year-old will listen only about twoor three minutes. A 3-year-old willprobably listen up to five minutes. Sostories must be short and simple.
Realistic stories are very good becausethey teach about the world and otherpeople. Avoid stories that are so "make-believe" they confuse the child. Somemake-believe stories such as ghost andwitch stories may frighten a child.
Toddlers enjoy
-stories about themselves and theirplay activities,
-stories about things that move andmake noises (choo-choo trains, cowsthat moo, tugboats that go putt-putt),
-stories that repeat lines over andover again ("I'll huff and I'll puff and I'llblow your house down"), and
-stories that have large, simple,colorful pictures.
Here are story telling suggestions:
-Be sure the child is comfortable. Sitfacing the child so he or she can seeyour facial expressions as you tell thestory.
-Tell the story slowly and allow forquestions and comments as you go. Tryto include only one subject in the storyor the child will lose interest.
-Don't just read the story. Use a lot offacial and vocal expressions. This willentertain and help the child learnexpression skills.
-Let the child leave before the story isfinished. Try telling it later in the day.Some children will want you to tell thestory again.
'There are several things you can useto help tell a story:
-story or picture book
-flannelboard with pictures thatrepresent parts of the story or people init
-toys which represent something inthe story, such as a stuffed rabbit, a caror a toy train
These visuals will make the storymore interesting to the child. Chooseone for your story.
Story Books and Picture Books
Toddlers enjoy books that are smalland easy to handle. They should havelarge colorful pictures, with only one ortwo lines of story to each page.
Cloth books are best for toddlersbecause they won't tear. Many cloth
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books have a protective coating sothey can be wiped off when they getsticky or dirty.
You may want to make a simple clothpicture book rather than buy one. Hereare some suggested steps:
1. Choose a topic for the book.
2. Make the pages-
-Cut pieces of cloth large enough fortwo pages.
-Lay the pieces together and sew downthe center to hold the pages together.
-Fold where sewn and stitch about 1/4inch in from the edge to form a binding.
3. Use cloth paints, iron-on tape orfancy sewilig stitches to make yourpictures on the page. Use only one sideof each page for your pictures.
Cardboard books are also easy tomake:
1. Select pictures from magazines andpaste them onto heavy cardboard.
2. Punch holes in the pages and tiethem. together with shoestring, yarn orsome other heavy cord.
You may want to let the child createhis or her own book. Have the child tellyou a story. On each page of the book,write one sentence of the story. Thenhave the child draw a picture to illus-trate each sentence.
Finger Plays and Action Songs
Toddlers are fascinated with songsand words that can be acted out. Theywill watch very intently and occasion-ally repeat a movement or sound youhave made.
Go through the motions very slowly,guiding the child's hands as you say the
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words. Repeat the actions and wordsseveral times and soon the child willwant to do the fingerplay alone.
A toddler may enjoy these fingerplays:
TEDDY BEARTeddy bear, teddy bear, turn around,
(turn around)Teddy bear, teddy bear, touch the
ground, (touch the floor)Teddy bear, teddy bear, touch your
shoe, (touch your shoe)Teddy bear, teddy bear, how are you?
(shake hands)Teddy bear, teddy beer, go upstairs,
(finger motion)Teddy bear, teddy bear, say your
prayers, (hands clasped)Teddy bear, teddy bear, turn out the
lights, (close eyes)Teddy bear, teddy bear, say
"goodnight' (rest head on foldedhands).
TWO LITTLE BLACKBIRDSTwo little blackbirds (clench fists,
thumbs sticking up)Sitting on a hill. One named Jack,
(wiggle left thumb)One named Jill. (wiggle right thumb)Fly away Jack! (put one fist behind
back)Fly away Jill! (put other fist behind
back)Come back Jack! (bring one fist for-
ward, wiggle thumb)Come back Jill! (bring other fist for-
ward, wiggle thumb)
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Music
Children enjoy listening to music evenas small infants. They enjoy the rhythmand melody of each song. They may claptheir hands to gay music or they may bequieted at bedtime by soft, smoothmusic.
When you are with a toddler, hum orsing simple songs you know. You don'tneed to try to teach the songs rightaway. The child will pick up notes justby listening to you. You can teach thesong later.
At this time, the toddler is trying tolearn to control his or her singing voice.So far singing has been a mixture ofnotes. Now the child wants to combinethese notes into a song people willrecognize. Encourage the toddler byletting him or her know when yourecognize a song.
Many of the toddler's songs are pickedup from television shows and advertise-ments. These songs are repeated overand over again during the child's favor-ite television programs.
Musical games also help teach newsongs. "London Bri..). !" and "Farmer inthe Dell" are musical games that tod-dlers enjoy.
There are many different types of toymusical instruments that an help achild learn rhythm. These include bells.xylophones, drums, blocks, shakers andtriangles.
Or a child can learn to blow a trum-pet, harmonica or small flute.
String instruments, such as a smallguitar, also are very popular toys forchildren.
Creative Art
Even at this young age, children wantto use their hands to be creative andimaginative. Although much of atoddler's art may not be recognizable toyou, it means a lot to the child.
Avoid making patterns for the toddlerto follow. The child will probably feelunable to do as well as you have, and
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may want you to make the item for himor her.
Allowing the toddler complete freedomin making a work uf art encourages thedevelopment of creative talents. Tod-dlers usually are not very concernedabout what the art will look like when itis finished. They are mainly interestedin the fun and excitement of doing it.
As you watch the toddler work on"art" projects, you will notice that handmovements are very awkward. Theremay be as much art work on the tableas there is on the paper. Cover the tablewith newspaper before beginning amessy project and cleanup will be mucheasier. Use low dishes for paint andwater. They are harder to tip ovei.
Because creative art and play may bemessy, you need to protect a toddler'sclothes. A simple apron works well.
1. Use a piece of plastic about 18inches x 45 inches. Other washablematerials may be used also.
2, In the center of the piece, cut anoval for the child's head. Be sure thereis enough room for the child's head toget in and out.
3. Bind the oval and outer edge of theapron with bias tape, using the longstitch on the sewing machine.
Finger Paint
Children enjoy finger painting be-cause they get to paint with theirhands. You may use one of the recipesfor finger paints below, or one of yourown.
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Finger Paint
3/4 cup liquid laundry starch1 1/2 cups soap flakesCold water1 quart boiling water
Mix the starch with a little cold water.Pour the mixture and soap flakes slowlyinto rapidly boiling water. Stir con-stantly until the mixture thickens.
U9e food coloring or powdered tt:m-pera paints for color.
Instant *Finger Paint
Use non-toxic dry powder paste calledwheat paste. Sift or shake paste intocold water. Beat until it is thick enoughfor a finger paint. Add food coloring orpowdered tempera for color. This paintgets thicker as it stands.
Rapid Finger Paint
Pour a little liquid starch onto mois-tened paper. Shake or sprinkle foodcoloring or tempera paint powder overthe starch. Children can mix the ingre-dients as they paint.
White butcher paper or freezer wrapis excellent for finger painting. You alsomay use shelf paper.
Dip the paper in water or dampen itwith a sponge. Lay the paper on thetable, pressing out the air bubblescaught between the table and the paper.Be sure to give the child a large piece ofpaper to allow room for hand move-ments.
Play Dough
2 cups water2 tablespoons puvicl ered alum1/2 cup salt2 tablespoons vegetable oilfew drops of food coloring2 cups flour
Mix water, salt and food coloring in a
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large pan. Bring to a boil. Boil until saltis dissolved. Remove from heat. Addalum, vegetable oil and flour. Stir untildough is stiff. Cool. Turn out onto a flatsurface and knead until smooth. Storein tightly covered container.
Blowing Bubbles
Children are fascinated with bubbles.They are even more fascinated whenthey can blow and pop bubbles them-selves. Here is a recipe you may try:
Homemade Bubbles
Combine 1 cup water and 2 teaspoonsliquid dishwashing detergent. Mix well.Bubbles will be less fragile if you add 1teaspoon of glycerin. You can buy glyc-erin at a drug store.
Children can blow bubbles through aplastic pipe, a funnel, drinking strawsor even through a circle made with theirthumb and index finger.
Games for the Toddler
A toddler does not play very well withother children of the same age. Beingtogether is fun, but each one has astrong sense of "mine" that shows up,especially during games. Each onewants to dominate the game ratherthan letting other playmates take theirturn.
1 7
Games that have two players are goodfor a toddler. With just two players,turns come often. At the same time, thetwo will share the fun. Tag, hide-and-seek, chase-my-shadow and follow theleader are good games for the toddler.
Findhlg and Making Toys for theToddler
Often you can find things around thehouse that make good toys for toddlers.A toddler likes to play with woodenspoons, kettle lids and even old paperboxes.
Examine a toddlers' toys carefully forsafety hazards or problems. A good toyfor a toddler is one that:
* is simple (An elaborate one mayconfuse the child.)
* has no small parts that can be put inthe mouth and swallowed, or be pulledor chewed off
* is brightly colored (Too many colorsmay confuse the child. It may alsodistract from what the toddler learnsfrom the toy.)
* has no sharp edges and points
* won't cause illness if chewed (Somepaints are poisonous.)
* will help a child grow-by teaching something new-by helping develop skills and coor-
dination-by satisfying urges to squeeze,
cuddle and love-by ahowing the child to use imagi
nation.
Toys wfich toddlers enjoy include:
*assorted sizes of balls and blocks*stuffed animals and dolls*small tricycles or kiddy cars
*take-apart and put-together toys*pull-push toys*sit-on vehicles*doll carriages*wagons*hobby horses*telephones*sandboxes
When you make a toy for a toddler,remember the guidelines for good toysfor toddlers. Then go ahead and makeit. Here are some toys you could make.
Stuffed Animals or Dolls
1. Choose colorful pieces of washablematerial.
2. Pin the doll or animal pattern onthe material. (Use your imagination andmake your own pattern, or select apattern that is ready to use.)
3. Cut out the pieces, allowing 5/8 inchfor seam allowances.
4. Sew the main parts of the animal ordoll together, leaving an opening so youcan stuff the filling into place. (It is agood idea to stitch the seams twice sothey'll be less likely to split open whenyou put in the stuffing.)
5. Choose a filling that will not hurtthe toddler if the seam does split open.Pieces of nylons or polyester fiber fillmake excellent fillings. The filling mustbe washable.
17
6. Sew on the eyes, nose, mouth andother decorations using fancy embroi-dery stitches. Choose stitches that willnot come apart or be easily pulled.Avoid buttons, hooks and eyes, andother small notions that a toddler mightpull off and accidentally swallow.
Take-Apart, Put-Together Toys
Because there are so many ways tomake this type of toy, use your imagina-tion and construct one you think thechild will enjoy. Remember to make allthe parts smooth and simple in design.Be sure parts are large enough thatthey cannot be put in the mouth.
If you want to paint the parts of yourtoy, choose a non-toxic paInt. Beware ofpaints that contain lead, antimony,arsenic, selenium, soluble barium,mercury or cadmium. These chemicalsare poisonous.
Here are some examples of take-apart,put-together toys:
0,0%,
e0.\
18
Building Blocks
Blocks are some of the best toys fortoddlers. Use new lumber or scrapsfrom the lumberyard or your homeworkshop to make squares, reFtangles,triangles and notched blocks.Nakeround blocks from dowels or closet rods.
Carefully sand the edges of eachblock. Leave them unfinished or paintthem with non-toxic paint.
Educational Toys
Educational toys for toddlers shouldbe simple and teach only one idea at atime. Be specific about what you wantthe toddler to learn.
A drop box is a simple toy that helpschildren learn about colors and shapes.If you decide to teach about colors,make all the pieces the same shape. Ifyou want to teach about shapes, makeall the pieces the same color.
1. Make a slit about 7 to 9 inches longin the top of a small box. (A shoe boxworks well.)
2. Paint or cover the box with contactpaper. Use bright colors.
3. Use 4 to 6 inch squares of card-board to cut out various shapes such ascircles, squares, triangles or stars. Useonly two or three shapes for toddlers.
4. Color, paint or cover the shapeswith contact paper. Use simple colorssuch as black, white, red, green, yellowand blue.
Give the child one cardboard piece ata time. Ask what color or shape it is.Praise the child when the answer isright. When it is wrong, give the correctanswer.
If the child answers correctly, drop the
pieces into the box. If the answer iswrong, do not put the piece into the box.Use it again after you have shown thechild three or four other pieces.
After all the pieces have been cor-rectly identified, or the child is tired ofthe game, let the child take the lid off sohe or she can see all pieces.
Toy Furniture
Much of the toddler's play involvesfurniture A child sits on a chair to eator finger paint. To play house, a childneeds a crib for the doll and a stove forcooking meals.
With an adult's help, make a piece offurniture for the child's play. Considerhow big the child is. Some measure-ments you might need:
* For a chair, measure from the kneeto the floor and also from the knee tothe lower end of the child's spine. (Makethis last measurement when the child issitting down.)
* For cupboards, sinks, stoves andsmall dressers, measure from the floorto the child's waist.
* Cradles and beds may be any size,as long as the child's dolls fit into them.
With these measurements you canmake toy furniture. Use heavy materi-als such as wood to make the chairs andfurniture that need to hold the child'sweight. You can make a stove, refrigera-tor and sink from sturdy cardboardboxes. Use markers or ten- era paint toadd details such as doors and knobs tothe furniture you make.
Be sure the furniture is safe for tod-dlers to use.
* Is wood sanded so all surfaces aresmooth and splinter free?
* Are the edges of wood sanded untilthey are well-rounded?
* Is the paint non-toxic?* Is the cardboard sturdy enough for
the toddler's play?
* Have loose staples or other possiblehazards been removed from cardboard?
These are just some suggestions fortoys for toddlers. Use your imaginationand come up with ideas of your own.
When you have finished your toy,evaluate it using "Guidelines for Evalu-ating Toys" found on the following page.If your toy meets these requirements,then you may let a toddler play with it.
BEST COPY AVAILABLE
GUIDELINES FOR EVALUATING TOYS
Originality
Creating and constructing imagina-tive toys can be an opportunity for youto express your knowledge and CREA-TIVITY.
1. Shows evidence of originalk indesign.
2. Exhibits unique use of availableand inexpensive materials.
3. Is a creative adaption of an existingidea.
Safety
Toy should be designed so that childcan use the toy safely.
1. Is free of sharp or pointed edges.2. Has been 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. Has been painted with non-toxicpaint.
5. II; free of parts which 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 swallo v.
8. Cord or string is no longer than 12".
Superioe zcellen Good Fair Poor
Superior xceller. Good Fair Poor
-
8
Appropriate for theChild's Age and Development
Toys are a 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 senses (color, tex-ture, 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
(pulling, walking, sitting on).4. Helps develop small muscle coordi-
nation (stacking, pulling tnings in andor t)...
Quality of Construction
The toy should be able to withstandthe 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 1. xcellen Good Fair Poor
Superior Excellent Good Fair Poor
Superior Excellent Good Fr Le Poor
21
FOR MORE HELP WITH YOUR PROJECT
* Ask your parents* Ask your 4-H leader* Read the 4-H Babysitting Project
manual* Refer to the following loact Sheets:
(They are available at your Extonsionoffice.)
FL18 Your Child at Eighteen toTwenty-One Months
FL19 Your Child at Twenty-One toTwenty-Four Months
FL20 Twenty-Four Months and Be-yond
FL40 Toys and Play for Young Chil-dren
FL50 Baby Sitting
Special acknowledgement to LindaBoeckner, Extension Nutrition Special-ist;,Jeanette Friesen, Extension Agent-Home Economics; Virginia Gabe li,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 in devel-oping and reviewing this project.
Materials were tidapted from thoseprepared by the North Dakota StateUniversity Extension Service.
03
22
SUMMARY OF PROJECT
23
!.
Issued in furtherance of Cooperative Extension work, Acts of May 8 and June 30, 1914, in cooperation with the &VWU.S. Department of Agriculture. Leo E. Lucas, Director of Cooperative Extension, University of Nebraska,
Institute of Agriculture and Natural Resources.
Cooperativ Extension provides information and educational programs to all people without regard to race. color, national origin. sex or handicap.
PS
Nebraska Cooperative Extension 4-H 311
4-11 CHILDDEVELOPMENT PROJECTS
LEADER'SGUIDE
FOR THE INFANTAND TODDLER UNITS
Connie M. Francis..4., Extension Family Life Specialist
U.S. DEPARTMENT Oi EDUCATIONOnce of Ee..icatronai ReNserch pod Imorovofoorit
EDUCATIONAL RESOURCES INFORMATIONCENTER fERICI
XVIII; document ruts Dein reproduced asreceives from IM OVUM Or orsanntatronoriginating
1:1 Minor Changes nave Peen made to improvereproduction Guam',
Points Of volltv Or otanions Wilted in th 00Cvmerit 6o not necessarily represent officialOEIN positron or motif
"PERMISSION TO REPRODUCE THI:MATERIAL HAS BEEN GRANTED al
Oat? 4( Co;te.u.k_iliVrt
TO THE EDUCATIONAL RESOURCESINFORMATION CEHTER (ERIC)."
26 BEST COPY AWAKE
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 Todd/er (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 choose 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 teal for you. It will help you plan learningexperiences for 4-H'ers studying "The Infant (bizth 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 cf 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
WORKING WITH
Most young 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 observe many of these charac-teristics in your 4-H members, but you.will 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 todevelop.
* 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 browthcontinues.
* Small muscle control is fairly welldeveloped.
* Abstract thought is possible, andplans can extend over several weeks.
* Activities can be evaluated with4
28
YOUNG PEOPLE
considerable insight.* Attention span incri ases.* Need self-expression and self-di-
rected activities to develop intellectualskills.
* Need to know and understand the"why" of things.
* Peer group is very important.* Prejudice may be apparent.* Both coope:ation 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.
1Rose Marie Tondl. SEWING FOR FUN: LEADER'SGUIDE. (University of Nebraska Cooperative Exten-sion.)
Ono
RESPONSIBILITY OF THE 4-H 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 ana 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 yolir Extension Agent-HomeEconomic:, for help in getting balletinsand other m.Aterials 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 of 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 pc sons for games,activities or lesson presentations.
A 4-H PHILOSOPHY
Much of the 4-H program centersaround 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 these objectivesand finishes the job. Projects helpmembers learn by doing and areplanned to teach life skills. These skillswill help 4-H'era function as adults inour society and accept responsibilitiesfor community leadership.
Life skills help young peopie 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,
,ImimammuummisTrN-9 ' ' ******* :
analyzing and using information; man-aging resources and working withothers.
In th6 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 whatthe., have learned. In this way, you willhelp them develop life skills which willbe useful to them long after they havecompleted this project.
2J5
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 30
to learn and see, their interest and agerange, the time of your arrival anddeparture, and anything else that willmake the visit worthwhile for 4-Kersand 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.
04)
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, rt 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 Life* FL12 Milestones of Baby's Growth* FL13 Your Baby at Three to Six
Months* FL14 Your Baby at Six to Nine
Months* FL15 Your Baby at Nine to Twelve
Months* FL16 Your Child at Twelve to Fif-
teen Months* FL17 Your Child at Fifteen to Eight-
een Months* FL40 Toys and Play for Young
Children* FL50 Baby Sitting* FL80 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 ageend 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.
31
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-H1ers 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 andgurgles, 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.
8
* 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 intha 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.
* *Wing the observation form providedon page 6 of the member manual, havemembers record changes in one infantover a period of time, Eind 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.)
(6CARING FOR THE INFANT
Purpose: The 4-H'er will learn skillssuch as bathing, clothing and feedingthe baby, and promoting feelings ofsecurity and safety.
Meeting Suggestions: (This sectionmay involve two or three meetings.)
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 sele.ct 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.
* Clothing 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 que.3tions youwould like to ask. Ideas 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 them 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 m qke 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 showil g 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 for an infant'slayette and decide how much it wouldcost to clethe an infant for the firstthree months of life.
3tj 9
LEARNING THROUGH PLAY
Purpose: 4-H'ers will learn to choosetypes of play and toys suitable forinfants.
Meeting Suggestions: (This sectionmay involve two or three meetings.)
Roll Call Ideas:
* Your favorite toy as an infant.* One way an infant plays.* A stlety tip for playing with an
infant.*An idea or picture of an infant toy to
make.
1.opics to Talk About:
* What makes a good toy for an in-fant? Use the section on "Toys forBabies," page 12 in the member manualas a discussion guide.
* pet, of play that encourage aninfant's development.
Activities:
* Collect nur or five 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 to recom-mendations in the 4-H Child Develop-ment manual for infants.
* Ask each member to bring suppliesneeded to make a mobile. Make mobilesat your meeting. 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 fmalclub "achievement" meeting. This wouldbe an ideal time to invite families tolearn about what members have done.
An achievement meeting could include
10
an exhioit of members' work, displays orposters showing things learned, presen-tatic-ns by members, and sharing of ob-aervations about the growth and devel-opment of infants.
THE TODDLERThis unit is abot 'he development of
toddlers from 18 m..,nths 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 thatcach. child is urtive and progressesthrough dwelopmental stages at anindividua! pace. Although ages aregiven for various stages of developmentani accomplishment, these are only ap-p:oximate. Children will reach eachlevel of development at varying ages.
For more information a \t thedevelopment and care of toadle. F., 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 Toya and Play for Young Chil-dren
*FL50 Baby Sitting
.
The following 441 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 imember'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.
35
UNDERSTANDING THE TODDLER
Purpooe: 4-H'ers will learn how atoddler grows physically, mentally,socially and emotionally.
Meeting Suggestions: (This sectionmay involve two or three meetings.)
Iloa Call Ideas:
* Why I have chosen to study toddlers.* One thing I know about toddlers.* An experience I have had with a
toddler.
'Topics to Talk About:
*Characteristics r%: 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 hi I or her own parie.
* 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. Emourage mem-bers to keLp 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 Observation Arm 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 agemind note similarities and differences inphysical, emotional, mental and socialdevelopment. Have members recordwhat they see on Observation Forms.:Encourage 4-77'srs to ask questions ofthe day care provider. (You and themembers could prepaie a list of ques-i.Ioils together ahead of t',ne.)
36
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.
Meeting Suggestions: (This sectionmay involve two or three meetings.)
Roll Call Ideas:
* One safety rule for caring for atoddler.
* A current issue affecting toddlersand their families.
Possible Prese,r tations:
* Nutritional needs of a toddler.* Clothing for a toddler.
Topics to Talk About:
* 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 clothihgthat 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. Ideas 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 ranges andfeatures which would make it easier fora toddler to learn to dress alone. Checklabels for care instructions.
* As members develop skills in carinLfor 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.
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LEMMING THROUGH PLAY
Purpose: 4-H'ers will learn to choosetypes of play and toys suitable fortoddlers.
Meeting Suggestions: (This sectionmay involve two or three meetings.)
Roll Catt 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.
Topics to Talk About:
* Types of play which encourage a.toddler'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 discuEsionguide.
Activities:
* Collect four or five toys for toddlers.Ask members to evaluate each toy forquality if construction, safety and ap-propriateness for a toddler.
* Visit a store the 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
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an exhibit of members' worx, 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 development is similar. The followingguide is not a timetable. It shows a progression in which each new skill adds to and builds on themastery of the ones before.
STAGES EMERGING SKILLS
ENJOYMENT Of ME FAMIUAR(birth to about 6 months)
recognition of facesanticipation of sequencesdiscovery of own body (hand, mouth
and vocal play)staring and listening intentlyteaming they can cause things to
happen
TOYS THAT ENABLE
stucf toys with facesrafk ea surfaces, toys to hold,
suck, shakecrib decorations, music boxmobile the moves as a result of
baby movlifq In bed
WAYS TO ENCOURAGE
make facesritual games (pat-a-cake)think safety in toys that go In mouthsing/talk to babyreact
GETTING AROUND(about 6 mo. to 12 mo.)
actioncrawling, standing, walkingmanIpkontion with hands and mouthsena of stif as doerrhythm 4,; 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 royal
gentle rough housingthink safety on 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 goneimitationmaking decisionschoicelanguage
wheel toys, push/pull toys, bailconstruction toys for putting
together, taking apart blocks,containers for emptying andtilling, 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 and
physical abilityexploration and constructionself mastery, desire to do It aloneperformingpretendingsustain play in small groups
pedal toys, punching toyssand and water toysdrawing materials, water-soluble
paints, block, Ploy dough, Posting,puzzles, threading, lacing
puppets, books, records
switch rolesact out stories, tell storiesbe an audiencehelp pretendfollow the leader, ring games
(around the rosy)
MAKE BELIEVE(about 3 to 4 years)
construct toy worldsportray characters with feelingssort and matchtake turns, play cooperatively, make
rulesmusic and rhythmphysical exploration
toy house, village, farm, etc.dress up and make believe
props for self, toys and dollsblunt scissors, wet clayrecords, books on fantasy,
famIllar places and rhythmssimple music and rhythm instruments
participate in make believehide and seek
LEARNING ORDER(about 4 to 5 years)
differentlate ordendlsorderdifferentiate inclusion/exclusiondeslre for courage and adequacyestablish pia/ ritualshave :scrota ono surpiisesact out imaginary characters
!hiker toys, logo and otherdetal/ed consbuctlon toys
simple card and board games
provide place to keep toys orderlyplay games of courageallow some privacy
NE DREAMER dreamthlnk of "what ir(about 5 to 7 years) situations
elaborate toy worldsbegin wilectionsteam play
chasing and escepingattack and defense
sense of sell se separate person
comics and books, paper dollsmagnets, compass, magnifying glasssimple craft kitsweaving,
sewing, construction kitssimple tools for clay, etc.rape ladder, skates, stiltstwo wheel bike
play *what tr gamesimprovise movements, objects,
charades's, situations,feelings
provide safe place to storecollection
referee
ENJOYMENT OF ME ABSURD
(about 7 to 9 years)guessing, riddlingdevelop pastimescollections,
hobbiesdesire for correctneuno mIstakes
card and board games play with double meanings
dominoes, checkers indulge nonsensemechanical, simple construction tools show your skill
for woodworking, crafts, etc.
lump rope, stilts
DESIRE FOR COMPETENCE
(about 9 to 13 years)
concern with opinions of otherssense of self and feelings as unique
concerned with success/failure
Intellectual games (scrabble, charades)modelsdiaries, journals, notebookscamping and exploring equipmentmore complex craft tools
3J
dramatize imagInary interactions,
conflictsask about experiences, feelingsencourege creative wrIting
PINY *onoallow privacy
Issued in furtherance of Cooperative Extension work, Acts of May 8 and June 30, 1914, in cooperation with theU.S. Department of Agriculture. Leo E. Lucas, Director of Ccoperative Extension, University of Nebraska.
Institute of Agriculture and Natural Resources.
Cooperative Extension provides information and educational programa to aN people without regsrd to race. color. national origin. sox Of handicap.
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