Ventajas de una guardera

Tu hijo recibe amor y atenciones que lo hacen sentir como el rey de la casa. Cuando sale
de ella e ingresa a la guardera se enfrenta a un mundo diferente donde debe aprender a
convivir con otros pequeos, en un ambiente sociable que muchos padres desean
ofrecerles desde una temprana edad.
Los nios entienden qu significa respetar, saben que el mundo no gira entorno a ellos,
cada cual comparte los juguetes, los juegos, adems de las atenciones de su maestra.
Asimismo adquieren con el paso de los meses criterios bsicos sobre normas sociales.
Saben que existe un momento y lugar para cada actividad.
La convivencia

diaria

es

enriquecedora,

sin

embargo

as

como

copian

comportamientos positivos de sus compaeritos tambin pueden adquirir malos hbitos.

En realidad el aporte de una guardera es clave en el desarrollo de tu hijo pero la crianza
familiar sin duda prevalece como la base.

Beneficios del ingreso a la guardera

Ingreso a la guardera
Cuando un nio ingresa a la guardera se le brinda la oportunidad de interactuar con otros
nios de su edad y de desarrollar sus habilidades sociales en una atmsfera menos
formal que en el pre-escolar. La guardera puede proporcionar a su hijo una mayor
sensacin de seguridad y por lo tanto un mayor dominio de s mismo, as como ensearle
a compartir, a preocuparse por las necesidades de los dems y a esperar su turno. La
habilidad de su hijo para planificar con anticipacin y cooperar con los dems mejorar
mediante la fantasa y el juego en grupo. El ingreso a la guardera se convertir en un
proceso muy enriquecedor si le facilitamos las cosas desde casa y en la guardera. Poco
a poco, su hijo ir dndose cuenta de lo estupendo que es estar con otros nios, tener a
su alcance materiales especficamente pensados para l y jugar a mil cosas divertidas.
Pronto descubrir todo lo que puede aprender en la guardera y lo bien que se la pasa en

las actividades del aula. Su curiosidad, su autonoma y sus deseos de aprender se

despertarn da a da. Adems, el apego y la relacin afectiva que establecer con su
educadora lo ayudarn a sentirse querido, seguro y cuidado, lo que har que vaya
aceptando con gusto su nueva situacin. Pero hasta que llegue ese momento, es lgico
que presente ciertos comportamientos que pueden preocuparle; al pasar unos das
sometido a ms tensin de la habitual por todos los cambios que tiene a su alrededor, no
ser raro que aparezcan problemas digestivos (diarreas, vmitos), falta de apetito,
alteraciones en el sueo, llantos injustificados Lo normal es que desaparezcan en poco
tiempo. Aunque sean varios los beneficios de asistir a la guardera, no existe ningn
sustituto del entorno hogareo amoroso y cuidadoso.

La importancia de una Buena Adaptacin

Para que el cambio no sea tan brusco, conviene que, previamente, se modifiquen los
horarios de casa, adaptndolos a los de la guardera. Habr que ir acostndolo un poco
antes cada da, levantarlo ms temprano, darle de comer ms pronto que de costumbre,
etc. Cuando llegue el momento de dejarlo en la guardera, la despedida deber ser de
forma rpida, sin dramas y sin engaos. El perodo de adaptacin se deber realizar
progresivamente, lo ideal es que los primeros das est solamente un rato y, segn se
vaya adaptando, irle ampliando el horario. Para que se sienta ms seguro y confiado, se
le puede dejar llevar durante este perodo su objeto favorito. Para algunos ser su cojn,
para otros su osito o su cobijita El objeto en s da igual, lo importante es que sea de
referencia para l y le transmita seguridad y consuelo. Antes que se incorpore a la
guardera los Padres debern tener una reunin individual con su maestra/directora. En
esta entrevista, aparte de darles toda la informacin que necesitan, tendrn que aportar
muchos datos de su pequeo. El objetivo es que cuando llegue por primera vez a clase ya
conozcan lo mximo de l para que se sienta ms reconfortado. Para que no sienta que
con la entrada la guardera ha perdido el contacto y los mimos de mam y pap, es
fundamental que a la salida se le dedique un tiempo slo a l. Olvdense por un rato de
compras, cenas o telfono. Lo importante es que note que mami est al pendiente de l
durante ese tiempo: jugando, hablando, hacindole cariitos y preguntndole cmo le fue
en la escuela Si se hace coincidir la entrada a la guardera con momentos difciles en la
vida de su hijo, se estar poniendo obstculos en su adaptacin. Situaciones como el

nacimiento de un hermano, la separacin de los padres, el fallecimiento de algn ser

querido o un largo perodo de enfermedad no debe coincidir con su incorporacin. En
estos casos, ser mejor esperar. Aunque parezca impensable, son muchas las madres
(sobre todo madres, no padres) que establecen rivalidad con la maestra de su hijo los
primeros das. Pues no me da la gana y me dice que tengo que acostarlo antes, que
tiene sueo durante la maana! Pero qu se ha credo esa seora? Vamos, conoce a
mi nio apenas hace dos das y se cree que me va a dar lecciones, a m que soy su
madre! Es importantsimo que desde el principio se base la relacin con su educadora en
la confianza, el respeto mutuo y la colaboracin. Las faltas durante los primeros das
dificultan en gran medida la adaptacin del menor. Para ir tomando el ritmo necesita
continuidad y difcilmente se adaptar si falta a cada rato. En muchas ocasiones, la
angustia que supone a los padres el separarse de los pequeos y confirselos a personas
extraas es lo que ms dificulta su adaptacin. Si con su actitud le transmiten inseguridad,
dudas, temores o inquietudes, seguro ms de un nio pensar: Si mi madre se va tan
triste todas las maanas cuando me deja en la guardera, es porque esto debe ser un
lugar realmente terrible En este perodo su hijo necesita todo su apoyo y comprensin.
Es un momento delicado para l y debe notar que pap y mam estn ah, a su lado para
lo que se ofrezca.

Actividades que se realizan en la guardera

Llegada
La transicin desde el hogar a la escuela es un factor importante durante el da. Los
padres deben dejar a los nios de manera muy natural; si el nio se enoja, los padres
deben irse rpido para evitar que eso se convierta en una escena con escala emocional.
Desayuno: desayunar en la guardera les ofrece a los nios la oportunidad de
establecerse en ese lugar durante todo el da a su propio ritmo. Los cuidadores deben
acompaarlos sentados a la mesa para abrir las viandas y hacer que coman los
alimentos, adems de ayudar a que los nios desarrollen modales durante ese momento
en particular.

Centros de aprendizaje
Los nios participan en actividades de autoiniciadas en los centros de aprendizaje; por
ejemplo, cuentan con un rea de cocina en donde juegan con cocinas y utensilios de
juguete, un rea de juegos teatrales, con trajes y sombreros y una biblioteca para realizar
una actividad individual tranquila. Otros ejemplos pueden ser un rea de arte y un centro
de matemticas o ciencias con una mesa interactiva y tazas dosificadoras.
Actividad para todo el grupo de nios
Estas actividades suele ser dirigida por una maestra e incluyen la lectura de un libro sobre
el tema de la semana, sobre el que luego los nios harn algn proyecto relacionado. Si
el tema es el agua y el mar, los nios pueden pintar barcos sobre papel y jugar con barcos
de juguete de plstico y criaturas del mar sobre una mesa interactiva llena de agua.

La caja de msica:

Entre los 9 11 meses es la edad en que ms abiertos estn para recibir sonidos, es muy
comn que presten una atencin muy marcada y que perciban con nitidez lo sonidos. Por
eso es interesante realizar este juego, del tipo el cestinopero con una caja llena de
objetos de sonido.
En una caja bonita, divertida, grande incorporamos los juguetes sonoros que queramos:
cintas con cascabeles, trompetas, cajita de msica, platillos, sonajeros, maracas, xilfono,
etc. Los nios/as sentados en el suelo se sitan alrededor de la caja y experimentan por
s solos; es bueno que la distingan y que cuando preguntemos dnde est la caja?, les
demos tiempo para que nos sealen con el dedito.
Nos dirigimos hacia la caja de la msica para cogerla cantando la caja, la caja, que
viene ya. La caja, la caja, aqu est ya. Cuando el juego termina, podemos hacer el
momento de recoger, cantando: a guardar, a guardar, que ahora vamos a jugar a otra
cosita ms.

Se puede mientras los nios juegan poner msica, cantar, dejarles experimentar por s
solos, sin decirles ves se hace as, sin ms podemos hacerlo nosotros para que nos
imiten.

Actividades al aire libre

A menudo, est programado que los nios jueguen al aire libre varias veces al da. Los
cuidadores los ayudan a vestirse adecuadamente y llevan al parque los juguetes
apropiados para el nivel de desarrollo de cada grupo de nios, por ejemplo, los juguetes
de plstico para montar estn destinados para los nios pequeos y los triciclos y
bicicletas para los nios mayores.

Juegos a Realizar de 12-18 meses:

El Corro:
Todas las maanas comenzaremos con esta actividad. Se coloca a los nios/as en
el lugar adecuado a realizar la activad formando un corro entre todos.
Comenzaremos con una cancin de buenos das y pasamos lista, saludando a
todos los compaeros. Contamos cuentos realizando gestos y sonidos, nos
identificamos

en

las

fotos

nosotros/as

los

dems

El Juego Heurstico:
(Desde los 12 hasta 24 meses)
Una actividad muy interesante de realizar, adems de poder combinarla con las
dems actividades. Se trata de conseguir una situacin de juego, en la que se
invita a los nios/as a preguntarse qu puedo hacer?
Es una actividad de juego dnde nios/as de aprox. 12 a 24 meses, interaccionan de
manera natural y libre con distintos tipos de material, que posteriormente se clasifica y
recoge. Se potencia la realizacin de aprendizajes individuales, dnde el propio nio/a
hace sus descubrimientos, partiendo de los que ya sabe, creando estructuras cognitivas
nuevas que le ayudarn a solucionar sucesivas situaciones. No obstante se producen en
muchas ocasiones momentos dnde 2 3 nios comparten e interaccionan con el mismo
material.

Durante el medioda
Antes del almuerzo: despus de jugar al aire libre, los cuidadores ayudan a los nios a
guardar sus camperas y gorras, a ir al bao y a lavarse las manos as estn listos para el
almuerzo. Almuerzo: cuando hay un servicio de almuerzo ya preparado, los nios pueden
tomar la comida ellos mismos mientras los cuidadores circulan con un recipiente para
servir y una jarra de leche. Los nios eligen qu alimentos quieren comer y los adultos
nunca deben obligarlos a terminar el plato. Si los padres les mandan el almuerzo, los
cuidadores se encargan de calentar o disponer esos alimentos mientras el grupo de nios
conversa. Siesta: los nios de todas las edades necesitan tomar una siesta al medioda.
Pueden descansar en cunas, catres o colchonetas, segn la edad de cada uno. Por lo
general, todos los nios van a dormir; si hay alguno que no puede hacerlo, debe ocupar el
tiempo haciendo una actividad tranquila y en silencio, como leer o colorear.

Durante la tarde
Durante la tarde: despus de la siesta, por lo general los nios toman la merienda y luego
juegan en los centros de actividades. Las cuidadoras circulan entre los diferentes grupos
de nios para hablar con ellos mientras juegan. Tambin pueden iniciar actividades de
movimiento creativas y experiencias tctiles usando mesas interactivas. Recreo al aire
libre: los nios necesitan salir al aire libre durante la tarde ya que pasan la mayor parte del
da adentro. Pueden jugar persiguiendo burbujas de jabn o dibujar con tizas sobre las
zonas pavimentadas. A esta hora por lo general los padres comienzan a recoger a los
nios.

Cierre: los nios disfrutan ayudar a los adultos a limpiar y de esta forma construyen su
independencia. Mientras que t limpias y desinfectas, los nios pueden barrer con una
escoba y una pala pequeas para contribuir con la limpieza del aula.

Actividades para desarrollar la motricidad de

los nios
Orientation on Montessori Pedagogy

Children will be accepted as they are, they will be treated with respect and
accompanied along their developmental paths in loving and caring ways.

Children will be helped to obtain individual independence.

Montessori principles in the fields of language, writing, mathematics, cosmic

education, sensory learning and everyday activities, will be used.
Diversin con pinzas
A travs de esta actividad los nios se concentran, se divierten, ejercitan sus manos y
desarrollan la coordinacin ojo-mano, una habilidad esencial para dibujar, escribir y
comer.
Qu necesitas:

Unas pinzas livianas. (Quizs encuentres unas de madera entre tus utensilios de
cocina).

Pompones de diferentes colores.

Un recipiente mediano de plstico para depositar los pompones.

3 o 4 tazas pequeas de aluminio o plstico (o de cualquier otro material que no se

rompa).
Pequeos artistas
Pintar con pinceles es una manera muy divertida y sencilla de entretener a los nios.
Adems de crear obras de arte, la forma en que los nios sostienen el pincel, les ayuda a
practicar el agarre de pinza, tan importante en su desarrollo motriz.

Qu necesitas:

Un par de pinceles.

Pinturas.

Papel o cartn donde puedan pintar.

Recipientes de plstico donde puedan colocar la pintura.

Un pequeo recipiente con agua para limpiar la pintura de los pinceles.

Characteristics of a Great Babysitter

Parents look for certain qualities in a good babysitter. Some of these qualities include:
Have good health: Your overall health is important. If
you have a cold or other contagious disease, do not
accept a babysitting job.
Be dependable & responsible: Dependability is a
must. You are responsible for the child's health and
safety.
Love little children: The best babysitters usually
understand and love children. Children tend to know whether you like them or not.

Be self-confident: Children judge you as much by the way you look and act as by the
words you say. Be sure of yourself.
Be mature: You need to be levelheaded and act calmly in an emergency. You have to
maintain authority and discipline.
Show good manners: Be pleasant, and act in a courteous manner. This includes respect
for the privacy of families by not going through closets and personal possessions.
Be knowledgeable about children: You need a basic understanding of the stages of child
development. You must also know the basic techniques of feeding, dressing, diapering,
bathing and playing with younger and older children.
Have a business-like attitude: Make sure you agree on the business aspects of the job
before babysitting with a new family for the first time. Get the necessary information from
the parents before they leave.
Be adaptable: Accept the differences between households. It's your responsibility to fit in
with the family's usual pattern or routines not the other way around. If you feel
uncomfortable with the family's lifestyle, you may need to refuse to accept the opportunity
to work for them.
Be safety conscious: Protect the children from harm. Be alert at all times.
You will be in demand: Great babysitters are known by many parents. Usually they are
busy with repeated jobs for the same families.

Safety First
Good babysitters are safety-conscious and take extra precautions to make sure the
children are safe from accidents. If you need to talk on the phone, make sure you always
know where the children are. Make calls short and always be attentive to the children.

Child Safety

Never leave a young child alone while he/she is awake. Check on the child
occasionally while they are sleeping.

Never leave a baby unattended on a changing table, in a high chair, bath or walker.
Use safety straps whenever they are available.

Stay awake so you'll hear the children if they need you.

Children will likely try you out to see how far you will let them go. Be firm in insisting
that they play where they will be safe.

Closets, medicine chests, drawers, and storage locations are not proper places for
children to play. Also keep them away from stairways, hot objects (such as an iron
or curling iron), stoves, microwaves and electrical outlets.

Keep scissors or knives out of sight.

Keep buttons, pins, cigarette stubs, money, small toy pieces, matches, and any
other small particles off the floor and out of sight.

If playing outdoors, know where their parents permit them to play. Watch for traffic
and fire hazards, garden sprays, tools and unfriendly animals.

Don't bathe the children unless specifically asked to do so. If you do bathe the
children, do it very carefully and never leave the child unattended. The water in the
bathtub should be comfortable to touch, not too hot!

Cut food into bite size pieces for toddlers and preschoolers.

Make sure that children remain seated while eating.

Try to avoid foods that are likely to cause a young child to choke such as popcorn,
hot dogs, hard candy, and grapes.

Make sure that doors to rooms such as the bathroom, basement and garage are
closed.

Remove plastic bags, beanbags or pillows that could cover a child's face and cut
off breathing.

Remove any strings or straps that might pose a strangulation hazard to a young
child.

Personal Safety

Don't let haste or carelessness cause you to have an accident.

Carry the baby or any package so that you can see where you are stepping.

If you should suffer a cut or burn put the baby in his crib and take other children
with you while you apply first aid.

If you are annoyed, bothered or in doubt about any unusual people or situations,
call one of the people you are to contact in emergencies, or your own parents.

If you get sick while babysitting, call your parents or another qualified babysitter to
take over for you. Then contact the parents to let them know of the change in plans
for their final approval.

Toy Safety

Put up toys with objects small enough to swallow when

watching a child under age four.

Check stuffed animals to make sure that button eyes are

not loose enough to come off and be swallowed.

Put up toys with sharp edges and sharp points as well as

toys that shoot objects.

Look for toys with long strings and cords that may strangle an infant or young child.
Put these toys in a place were young children cannot reach them.

Put up electronic toys that might burn or shock young children.

Make sure that the toys the children are playing with are appropriate for their ages.
Toys that are safe for older children can be quite dangerous when played with by
younger children.

Outdoor Safety

Children are usually unaware of the risks that are present in playing outdoors. You
can teach them to play safe when they are playing outside.

Keep children from walking in front or back of a moving swing or glider.

Place young children in the center of a swing. Make sure that they are capable of
hanging onto the swing or place them in a swing designed for infants and toddlers.

Be cautious of hanging rings. Some young children are able to place their entire
head through the ring creating the potential for being hung.

Explain your list of outdoor rules to children. Your list might include: no pushing
other children off a swing or piece of playground equipment, no swinging empty
swings or gliders, no climbing up the front of the slide, no walking in front or back of
a moving swing, no twisting swing chains, no rough playing on the equipment, and
only one person can be on a piece of equipment at one time if it is designed for use
by one person.

Be extremely cautious of swimming pools, wading pools, spas, and hot tubs even
when a pool has a cover and is fenced in. Keep your eyes on the children at all
times. If a child is missing, immediately check the pool to make sure the child has
not fallen in it.

Make sure that gates are locked, and ladders are up in pool areas.

Learn CPR and first aid practices in case you might need it when watching
children. Learn the phone number for emergency medical service in your location.

Behavior and Guidance

Reasons for Misbehavior

All children misbehave sometimes. That is a normal part of growing up. But children's
behavior is also influenced strongly by the
people and the environment around them.
Here are some reasons a child might be
misbehaving:

Needs a nap

Feels ill

Needs food/drink

Has too much stimulation

Feels bored

Feels frustrated

Feels scared around strangers

Needs to feel a sense of power and control

Needs attention

Handling Behavior Problems

Here are some ideas for handling common behavior problems:
Diverting attention - This works well for infants and toddlers as they are easily distracted.
Diverting attention from an activity you disapprove of by substituting another plaything or
leading the child to another activity is an easy way to avoid a meaningless struggle with a
child who is too young to understand and learn from other methods.
Calming time - A calming time may be used to separate fighting children or calm an overexcited child. You need to calmly explain to the child/children that they must sit quietly for
three minutes (you may want to give one minute of calming time for every year of the
child's age a four year old would receive 4 minutes of calming time). Calming time gives
children time to simmer down, think about their behavior and realize that you will not allow
such behavior to continue.
Ignoring misbehavior - This is an effective way to deal with fighting between siblings and
misbehavior that is directed at getting attention. Children do need attention, and it is
important that you give a child your attention at other times and especially when they are
behaving well. Children who do not get enough positive attention will settle for negative
attention (Example: yelling) brought on by misbehavior.
Redirect behavior - You can move a child away from behavior you do not like by
suggesting an alternate acceptable behavior. (Example: The child is throwing a ball in the
house. You set out some paper cups and suggest that the child try bowling, stressing that
the ball must be rolled.)
Consequences - Allowing children to experience the consequences of their behavior can
be more meaningful than any action a caregiver could take. A child who experiences
unpleasant consequences of behavior will not be likely to act that way again.
Consequences may be:

Natural - A child who acts bossy may spend a lonely day after playmates decide to
leave.

Logical - A child who rides a bike in the street is not allowed to use the bike for a
period of time. Logical consequences are used when the natural consequences
(being hit by a car while riding a bike in the street) would effect a child's health or
safety. Sometimes it is difficult for a caregiver to allow a child to experience
consequences but it is important to remember that the child is learning.

Problem Solving - You can talk with the child about why she is behaving in a
certain way, why the behavior is unacceptable and how you might work together to
change the behavior. (Example: When the child is angry, she slams her door, this
causes the pictures to fall off the wall. Next time she is angry, she will tell you how
she feels.)

Diapering &Toileting
Diapering
When caring for a baby, you will get to change a
diaper. Make sure to change the diaper regularly or as
the need arises.
To change a baby's diaper:

Gather all necessary items (Examples: clean

diaper, wipes, baby powder, clean clothes, and
diaper rash ointment).

Put the baby on the changing table or other flat surface. Fasten the child with the
safety restraint if there is one. If not, stay with the baby at all times.

Remove the dirty diaper.

Lift the baby's hips off the changing surface by holding the baby by the ankles with
one finger inserted in between them. If the baby has a messy diaper, wipe his
bottom with the corner of the diaper. Wipe girls front to back.

Clean with a damp cloth or wipes. Make sure to clean all creases and genitals.

Apply lotion or powder sparingly.

Lift baby's hips off the changing table and slide the clean
diaper under the baby's bottom.

Pull the diaper between the legs and pin or tape into place. If
using pins, place your hand between the diaper and the baby's skin to prevent
accidently sticking the child.

Put the baby in a safe place and put the dirty diaper in the correct container. If the
baby is wearing cloth diapers and the baby had a bowel movement, be sure to
dump it into the toilet and flush before putting the diaper in the container.

Toileting
Young children who have recently been toilet trained, still need your help in
using the toilet. They may need help in undressing, wiping, washing hands
and dressing again. They might also want you to stay with them when they
are using the toilet.
Be prepared to help with toileting needs.

Bathing

You will only want to give baths to children when parents ask you to do it. You may want to
ask the parents to let you come and see how they do it before
babysitting their children. Make sure you know where they
keep all of the bath supplies.
When bathing a baby, you will want to follow these simple
steps:

Put the baby in a safe place while you gather

everything you need.

Use your elbow to test the bath water before putting the baby in. The water should
feel lukewarm, not hot. Babies can be badly burned if the water is too hot. You will
only need four or five inches of water in the tub.

Smile and talk to the baby while you undress him. Support his head and shoulders
if he can't sit up yet. Slowly lower him into the water. Place him into a bath safety
seat if he can sit up. Never let goalways keep one hand on the baby. Continue
talking and smiling.

Use your free hand to gently soap the baby. Use a small amount of soap.

Don't put soap on his head or face. Just use a damp cloth to wash his face.

Rinse the soap off the rest of his body.

Carefully lift the baby out of the water and wrap him in a towel so he won't get cold.
Dry him off and apply lotion or powder, as directed by the parents.

Diaper and dress him.

If you are uncomfortable giving a baby a tub bath, give a sponge bath instead. It's also
good when a baby has a messy bowel movement.

Undress the baby and wrap him in a towel.

Lay him on a flat surface beside the water you are using.

Never let goalways keep one hand on the baby.

Wash and dry one part of his body at a time with warm water.

When done, diaper and dress the baby.

Clean up the area later while he is napping.

When bathing or changing a baby, never leave the baby alone for even a few
seconds!

When bathing older children, you will want to make sure that they sit still in the tub.
Children can slip and fall if they are standing or moving around. You will need to help
young children in cleaning themselves and in washing their hair. Be careful not to get
shampoo in their eyes while rinsing their hair. Never
leave a child in the bathtub for any reason! Children
have been known to drown in only a couple inches of
water.
Sleeping
Ask parents about the child's bedtime routine, no
matter what age the child is. What does the child do
before going to sleep at naps and at night time? Follow the usual sleeping routine so that
the child feels more secure and can sleep easier.
Infants
Younger infants generally sleep when they are tired.
Some infants have difficulty relaxing and settling to
sleep. Some infants get "over-tired" and then have
trouble sleeping. It is really important to get to know
the infant by asking a lot of questions and watching
carefully to see what helps the infant calm down.
Older infants usually have a "routine" something that
the parent does each time the child is put to sleep. Ask the parent first, and then try other
calming techniques to help the infant go to sleep:

Play soft, calm music.

Gently pat on the back and hum.

If the child cries a little bit, but remains laying on the bed, try being quiet in the
room or leave quietly. Do not let the child cry for more than just a few minutes
before you go in and help. If the child stands up or cries a lot, help the child relax
and settle down to sleep.

It is not always easy to put an infant to sleep. Do not be surprised if it takes a great deal of
time.
Toddlers

Ask the parent what the "routine" is how the parent puts the child to sleep.

Toddlers usually like to play more than they like to sleep. Make sure you help the
child calm down first by reading books or laying down and telling a story.

Generally toddlers do not need to "cry" before they sleep, so make sure you help
the child calm down and relax enough to sleep.

Preschoolers

Ask the parent what the child likes to do before he or she goes to sleep.

Keep activities calm before naptime or going to bed. For safety reasons, make sure
you are available when the child is settling to sleep. Preschool children can get up
and may get into unsafe situations.

Read books, relax and play imagery games to help the preschooler close his or her
eyes. Imagine sitting by the river or watching clouds in the sky.

Planning Play Activities

Activities for All Ages
Take a trip to the playground, park, or basketball court. Do
errands together, or plan field trips to the library, bank or
newspaper office.
Music is fun for everyone. You can make and play instruments
with preschoolers and elementary school-aged children. To make
shakers, gather some cans with plastic lids. Fill the cans with
buttons, bells, and beads. Glue on the lids. Have the children
decorate the cans. Make drums from old coffee cans with plastic
lids. To make a shoe box guitar, cut a hole in a shoe box lid. Tape

the lid on the shoe box. Stretch three or four rubber bands across the hole on the lid. The
children can pluck the rubber bands. Have the children play their instruments for the
younger children and infants.
TV Watching
You need to ask the parents if the child is to watch TV, how long can he watch and what
shows can he watch. The TV should be used only as a learning aid. Children will learn the
most from TV if you talk about the shows with them. It should not be used for adult
entertainment while children are in your care.

Activities for Infants

Hold, rock and sing to young babies.

Explain what you are doing throughout the day when you change or feed them.

Put bright toys near babies.

Take them outside on nice days.

Give babies toys they can move and make noise with (like a rattle).

Play different kinds of music on the radio(keep the volume low).

Give them soft toys (like a stuffed animal or a clean sock) to hold and feel.

Have a clean space for babies to crawl. Put bright toys near babies so they can
reach out or move toward them.

Read aloud books that have colorful pictures.

Remember that infants put everything in their mouths. Wash toys if they become
dirty and be sure they cannot be swallowed.

Activities for Toddlers

Toddlers like to put things inside of other things and dump them out.

Cut a hole in the middle of the lid of a clean coffee can or plastic margarine tub. Make sure
there are no sharp edges to cut the toddler. Let the toddlers put clothespins, thread spools,
and other safe objects through the hole.
Make play dough. Mix 3 cups flour, 1 cup salt, 3 tablespoons oil, and 1 cup water together.
Add food coloring for color. Let the toddlers use jar lids, clothes pins, and popsicle sticks to
cut and shape the play dough.
Children love to play with water. Fill big buckets or tubs with water. Give the children soap
chips, measuring spoons and cups, plastic bottles, butter tubs, and sponges to play with in
the water. Put towels or newspaper on the floor so the children will not slip on the wet floor.
Toddlers like goop. Mix cornstarch and water together. Let toddlers play with it in a bucket
or in bowls with cups and spoons. Make the goop thick or thin.
Ask your local appliance shop for a free refrigerator (or other large appliance) cardboard
box. Cut doors and windows in the box to make a playhouse. Toddlers can draw on it with
crayons or paint it with water and big brushes or sponges.
Toddlers like to draw with short, fat, unwrapped crayons. Give them paper bags (you can
tear them open to make large sheets of brown paper) or large
pieces of heavy paper to draw on. To help them draw, tape the
paper down so it does not move.
Toddlers also like to play house with dolls and housekeeping
props such as plastic dishes and spoons.
Most toddlers are just learning how to walk and run. Go for lots
of walks but make sure you hold onto the toddlers hand.
Let toddlers tear old wrapping paper. Then have them paste the
pieces to make a collage.
Toddlers can use some swings and low slides at the playground. Do not leave them
unattended on any piece of playground equipment.
Have toddlers finger paint with shaving cream mixed with food coloring.