The Mom I Want to Be

 

Spiral notebook

Pen or pencil

Camera (optional)

Good heavy paper

Tape recorder (optional)

Photo album or other blank book

Rubber cement

Envelopes

 

Brainstorm a list of questions to ask relatives and friends. Remember the basics, such as full name, birthday, occupation and favorite things to do. Other possible questions include: What are your best and worst memories of school? What’s your favorite book? What would you do if you won the lottery? When you were my age, what did you want to be when you grew up? Your interviews will be conducted in person, on the telephone or through the mail. With in-person interviews, your child can write the answers in a notebook. You should tape the interviews, if possible, to be sure that what’s written is accurate. You can also photograph your subjects or ask them to donate pictures of themselves. After each interview your child should write down what he’s learned so he doesn’t get buried under a mountain of unprocessed information. Ask him to use his notes to write a short story about each of the people he’s interviewed. Remind your child that every good writer has an editor. When he’s completed a first draft in his notebook, sit down with him and review his story. Go easy here. You just want him to gain an understanding of the writing process. Point out errors in punctuation and capitalization but be sure to preserve your child’s language. When you’re both satisfied with the edited story, you’re ready to publish. The stories can be typed, word-processed or printed neatly on heavy paper. Glue stories and photographs into a blank book with rubber cement. Taped interviews can be tucked into envelopes and glued in as well. One way to organize the album is to glue down the subject’s story on the right-hand page and the accompanying photo on the left.

There are a myriad of games to help your child develop coordination and language skills. Some of the most fun are action rhymes. Your little one will find the rhymes amusing and will want to play along with you. This leap from passive to active is an important step in your child’s development.   
 
Open/Close Them

Sing Open, Shut Them to the tune of Frere Jacques:

Open eyes now,
Close your eyes now,
Give a wink, give a wink.
Look at what’s around you,
Peek-a-boo, I found you!
Blink, blink, blink,
Blink, blink, blink.
Open arms now,
Close your arms now,
Hug yourself, hug yourself.
Open up your arms, then
Close your arms around, then
Hug, hug, hug,
Hug, hug, hug.
Open fingers,
Close your fingers,
Clap, clap, clap,
Clap, clap, clap.
Open up your fingers,
Now close all your fingers,
Clap, clap, clap,
Clap, clap, clap.
Open mouth now,
Close your mouth now,
Kiss, kiss, kiss,
Kiss, kiss, kiss.
Open up your mouth now,
Close it up again and
Kiss, kiss, kiss,
Kiss, kiss, kiss.
Open knees now,
Close your knees now,
Click, click, click,
Click, click, click,
Open up your knees now,
Close them back again now,
Click, click, click,
Click, click, click.
Open eyes now,
Close your eyes now.
Give a wink,
Give a wink.
Look at what’s around you,
Peek-a-boo, I found you!
Blink, blink, blink,
Blink, blink, blink.
Little Mouse

     Here comes a little mouse,
     Looking for a little house.
     Here?  No!
     Here?  No!
     Here!

In this traditional rhyme, “Mouse”  looks for a home.  Begin by walking your mousy fingers up from your child’s tummy.  Mouse looks for a home under each arm.  You can increase the suspense by speaking slowly and raising the tone of your voice.  The rhyme ends “Here!” with a tickle under the chin.

Slowly Creeps the Garden Snail

Creep your fingers slowly up each of your child’s arms in turn as you imitate the snail.  Then dance your fingers over the child’s body quickly as you end the rhyme, pretending to be a mouse.  This jingle often culminates in a big laughing hug as your child collapses giggling in your arms.

     Slowly, slowly, slowly, up the garden rail,
     Slowly, slowly, slowly, creeps the garden snail.
     Quickly, quickly, very quickly, all around the house,
     Quickly, quickly, very quickly, goes the little mouse!
Baby Parts

0-3 months, Development, Phonological Awareness, Finger Plays

Your baby’s body parts will provide the topic for many of the conversations the two of you will carry on as you interact.  You’ll find your newborn is not much of a conversationalist—most of the burden of small talk will fall to you.  Your repetition of words such as body parts will start your baby on a lifelong learning process.

Knock Knock

Knock, knock (knock on baby’s forehead)
Peek In (Open eyes wider)
Open the latch (push up the tip of her nose)
And walk right in (walk fingers into mouth)
How do you do, Ms Chin-chin-chin? (wiggle baby’s chin)

Thumbkin, Pointer

Thumbkin, pointer, middleman big. (point to each finger)
Silly man (ring finger), wee man (pinky)
Rig-a-Jig-Jig (Roll baby’s hands around each other).

Months from now, when your baby becomes well-versed in the names of the body parts, you can purposely slip in a wrong word or two so she can correct you.
Little Flea     (creep fingers over baby starting at toes)

Creeping, creeping, little flea
Up my leg and past my knee
To my tummy, on he goes
Past my chin and to my nose
Now he’s creeping down my chin
To my tummy once again
Down my leg and past my knee
To my toe that little flea
GOTCHA!     (tickle baby’s foot)

Five Little Ducks

5 little ducks went out to play    (hold up 5 fingers)
Over the fields and far away   (arc hand up and down)
When mother duck said
Quack! Quack! Quack!     (clap hands like a duck’s bill)
4 little ducks came waddling back  (wiggle body or four fingers)
– repeat with 4, 3, 2, 1
Sad mother duck went out one day
Over the fields and far away   (arc hand up and down)
When mother duck said 
Quack! Quack! Quack!    (say loudly & clap using whole arm)
5 little ducks came waddling back    (wiggle body or fingers)

 

Little Turtle

I had a little turtle
Who lived in a box (draw a square in the air)
He swam in the puddles (pretend to swim)
And climbed on the rocks (pretend to climb)
He snapped at a mosquito (pinch with fingers)
He snapped at a flea
He snapped at a minnow
And he snapped at me!
He caught the mosquito (clap hands)
He caught the flea
He caught the minnow
But he didn’t catch me! (shake head “no”)

Open them shut them

Open them shut them
Open them shut them, give a little clap
Open them shut them
Open them shut them, put them in your lap
Creep them, creep them
Creep them, creep them, right up to your chin
Open up your little mouth, but do not put them in
Open them shut them
Open them shut them, give a little clap
Open them shut them
Open them shut them, put them in your lap
Creep them, creep them
Creep them, creep them right up to your nose
Creep them, creep them
Creep them, creep them right down to your toes
Open them shut them
Open them shut them, give a little clap
Open them shut them
Open them shut them, put them in your lap
Creep them, creep them
Creep them, creep them right up to your cheek
Cover up your little eyes,
And through your fingers peek
My Big Blue Boat (rock back and forth)

*can be sung to “Mary Had a Little Lamb”

I love to row in my big blue boat
My big blue boat, my big blue boat
I love to row in my big blue boat
Out on the deep blue sea
My big blue boat has two red sails
(wave arms over head like sails)
Two red sails, two red sails
My big blue boat has two red sails
Out on the deep blue sea
So come for a row in my big blue boat
My big blue boat, my big blue boat
So come for a row in my big blue boat
Out on the deep blue sea

Color Glove
 
Materials: White work gloves;  red, yellow, green, blue and orange paint.
Description: Take the white gloves and paint the fingers only of both hands. Paint them red, yellow, blue, green, orange, so that you have two of each color.  Then, sing this song.

Tune: “Are You Sleeping”
Where is red? (bring one hand up with all fingers showing)
Where is red? (repeat with other hand.)
Here I am,  (wave one hand)
Here I am (wave other hand)
Show me if you can, (Hold hands up)
Show me if you can.
Where is red?
Where is red?

Repeat this with all the colors allowing the toddlers to show you the colors.

Here are Grandma’s Glasses

Here are Grandma’s glasses, (make little circles with fingers over eyes)
Here is Grandma’s hat, (circle your head and pretend you are tying it underneath your chin)
This is the way she holds
her hands and sits like that. (fold your hands sweetly on your lap)
Here are Grandpa’s glasses (make them bigger that grandma’s)
Here is Grandpa’s hat (make a big hat overhead with your arms)
This is the way he folds
His arms and sits like that (fold arms across chest, relax back in chair and fold knee over other)

Five Little Monkeys

(Begin with 5 fingers splayed and palm away from you, swinging hand to rhythm of verse…)
Five little monkeys swinging from a tree,
teasing mr. alligator, you can’t catch me, you can’t catch me.
(whisper) Along comes mr. alligator, (Put palms together and slither hands like an alligator)
quiet as can be, and
SNAPPED THAT MONKEY RIGHT OUTTA THAT TREE. (louder, and clap hands with the word SNAP)
(Repeat with 4,3,2,1 monkeys)

Ram Sam Sam

(A nonsense song that 1-2 yrs old love. On Ram Sam Sam hit one fist on top of other)
A ram sam sam
A ram sam sam
Goolie Goolie Goolie (Roll hands)
and a Ram Sam Sam (Hit fists again)
A Raffy A Raffy (Lift arms)
Goolie Goolie Goolie (Roll hands again)
and a RAM SAM SAM!(Hit fists again)

Five Little Puppies

Five little puppies were playing in the sun. (hold up hands,fingers extended)
This one saw a rabbit, and he began to run. (bend down first finger)
This one saw a butterfly,and he began to race. (bend down secind finger)
This one saw a cat,and he began to chase. (bend down third finger)
This one tried to catch his tail,and he went round and round. (bend down fourth finger)
this one was so quiet,he never made a sound. (bend down thumb)

Little Robin Red Breast

(hold up thumb and baby finger, and curl down rest of fingers)
Little robin red breast, stay upon a rail
niddle, noodle went his head (wiggle thumb for head)
wibble, wobble went his tail (wiggle baby finger for tail)
Little Turtle

There was a little turtle (Make fist like turtle)
That lived in a box (Draw a box in the air)
He swam through the puddles (Pretend to swim)
And climbed on the rocks (Walk finger’s across child’s hair)
He snapped at a mosquito (Make snapping motion)
He snapped at a flea (Make snapping motion)
He snapped at a minnow (Make snapping motion)
And he snapped at me (Snap at yourself)
He caught the mosquito (Tickle child)
He caught the flea (Tickle child again)
He caught the minnow (Tickle child yet again)
But he didn’t catch me !!!!

Three Little Hot Dogs

(Place 3 fingers from your right hand into the palm of your left, patting them up and down, saying…
Three little hot dogs frying in the pan,
the pan got hot and one (hold up 1 finger)
went BAM! (clap on “BAM”)
(Place 2 fingers from your right hand into your left hand…)
Two little hot dogs frying in the pan,
the pan got hot and one (hold up 1 finger)
went BAM!(clap)
One little hot dog frying in the pan,
the pan got hot and one went
“‘Wait, Wait! Put me on your plate and eat me!”
(If the child is in your lap this is your cue to pretend to “eat her up” and tickle.
Or, if the child doesn’t like to be tickled she can pretend to “eat up” her finger in an exaggerated fashion.)

Five Little Snowmen

Five little snowmen riding on the sled (pretend five fingers are sledding)
One fell off and bumped his head (pretend one finger falls off… rub head)
I called Frosty and Frosty said (dial imaginary telephone)
“No more snowmen, riding on that sled!” (Say in deep voice)
Four little snowmen…etc.
The Beehive

Here is the bee-hive, (close fist)
Where are the bees?
Hiding away where nobody sees.
They are all coming out now,
They are all alive.
One! Two! Three! Four! Five!
(Stick thumb, first finger, second, etc. on last line.)
The Church

Here is the church, (fingers interlaced and folded underneath palms, thumbs together on the outside)
Here is the steeple. (index fingers together, sticking up)
Open the doors (thumbs seperate)
And see all the people! (turn hands over and wiggle interlaced fingers)

Wind the Bobbin

Wind, wind, wind the bobbin, (rolling hands)
wind, wind wind, the bobbin,
Pull, pull, Clap! Clap! Clap! (pull arms out and clap)
Round and Round the Garden

Round and round the garden like a teddy bear
(swirl your index finger around palm of child’s hand)
One step, Two step (walk fingers up child’s arm)
Hidden under there! (tickle child’s underarm)

Roundabout Wee Mousey
 
Roundabout, roundabout, little wee mousey
(swirl your index finger around palm of child’s hand)
Up the tree, up the tree,(walk fingers up child’s arm)
Into the housey!(tickle child’s underarm)

Finger Friends

• Clean, light-colored knit glove
• Permanent felt-tip pens

1. Find a clean, light-colored glove that fits snugly.
2. Draw funny faces on the fingertips with permanent felt-tip pens. The faces can represent anyone you like—mom and dad, sister and brother, baby, other favorite relatives, the family pet, and so on.
3. Slip the glove onto your hand, and give your baby a puppet show, sing some songs, and do some fingerplays, such as “Where Is Thumbkin?”

Fingers, Toes, Hair, Nose *

• Floor or infant seat
• Your voice
 
1. Seat your baby on the floor or in her infant seat, and sit facing her.
2. Sing the following song, and move your baby’s finger to the appropriate body parts.

Put Your Finger in the Air
Put your finger in the air, in the air,
Put your finger in the air, in the air,
Put your finger in the air, then put it in your hair,
Put your finger in your hair, in your hair.
Put your finger on your nose, on your nose,
Put your finger on your nose, on your nose,
Put your finger on your nose, then put it on your toes,
Put your finger on your toes, on your toes.
(repeat with arm/leg, cheeks/chin, lip/hips, neck/back, then)
Put your finger on your finger, on your finger,
Put your finger on your finger, on your finger,
Put your finger on your finger, and then in your lap,

At the end of the song, give a clap!
Finger Play – 10 Fingers

I have ten little fingers and they all belong to me. (Hands upright)
I can make them do things, would you like to see?
I can shut them up tight;(shut them up into fists)
Or open them wide. (Open them wide)
I can put them together, or make them all hide. (Close fists together)
I can make them jump high. (Swing hands down low)
I can fold them up quietly and hold them just so. (Place in lap)

 

Finger Play – Gobble Gobble

Wee wiggle, (wiggle baby toe)
Two tickle, (wiggle next toe)
Three giggle, (wiggle next toe)
Four sniggle, (wiggle next toe)
Five gobble! (pretend to gobble up your baby’s foot)

Finger Play – I have a Little Heart

I have a little heart and it goes thump, thump, thump.
It keeps right on beating when I jump, jump, jump.
I get a special feeling when I look at you.
It makes me want to give you a kiss or two!
Finger Play – Thumkin

Where is thumbkin?
Where is thumbkin? (Hide hands behind back)
Here I am (Bring out one hand)
Here I am (Bring out the other)
How are you today, sir? (Nod one thumb)
Very well, I thank you. (Nod the other thumb)
Run away, run away. (Hide thumbs again behind back)
(Repeat using “pointer”, “Tall Man”, “Ring Man”, and “pinkie” instead of Thumbkin.)

Finger Play – Two Little Blackbirds

Two little blackbirds sitting on the hill
(hold up the pointer finger of each hand)
One named Jack and one named Jill
(wiggle “Jack” and then wiggle “Jill”)
Fly away, Jack
(wiggle your finger the put it behind your back in a flying motion)
Fly away, Jill
(wiggle your other finger and then put it behind your back)
Come back, Jack (bring back Jack)
Come back, Jill (bring back Jill)

9 – 24 months
Putting dirty clothes in hamper.
“Helping” with grocery shopping (putting items in basket and on check-out counter, handing things to mom to be put away at home.)
Cleaning with mom (give child a dust rag, child size broom, empty spray can/windex bottle for “pretend” cleaning).
Watering plants (with pre-measured amounts!).
Beginning to help make beds – (begins with handing the pillows to mom until later).
Yard work (helping collect trash and toys, etc.).
Simple errands (“bring the diaper to mommy, please,” etc.).

2 – 3 years
As language develops, requiring politeness on a regular basis (“Yes ma’am”, “No sir”, “May I please be excused”, greeting, etc.).
Generally including child in every-day activities on a regular basis (cleaning, shopping, etc.).
More complicated errands (“Take this towel and put it in the hamper”, etc.).
Laundry (beginning to help with sorting by mom handing him things to put in appropriate piles, transferring clothes from dryer to basket, etc.).
Learning more specific neatness qualities (putting toys in proper spots).
Taking his dishes to the sink and helping to clear table.
Carrying groceries in from car (give child one light item or a small bag).
General errands (carrying diaper bag into meeting, carrying mom’s purse to the car, etc.).
Simple decision-making (“Would you like juice or milk to drink?”).
Put books and magazines in a rack.
Place napkins, plates, and silverware on the table.
Clean up what they drop after eating.
Toilet training.

3 -4 years
Making bed (begins with watching mom — mom helping child — mom watching child) standards must be clear and reminders frequent.
Keeping room neat and taking daily responsibility for it.
Regular morning routine becoming established (getting dressed, cleaning room before breakfast).
More complex decision-making (“Would you like to wear the blue or green pants?”).
Becoming “other-oriented” (drawing pictures for someone, making encouragement notes to dictate to mom, thank you notes for birthday gifts).
Learning to use the telephone properly.
Established and regular responsibilities (bedroom, getting the mail, emptying bathroom trash cans, etc.).
Helping wash the car.
Simple hygiene – brush teeth, wash and dry hands and face, and brush hair.
Undress self – dress with some help.
Carry boxed or canned goods from the grocery sacks to the proper shelf.

4 – 5 years
Taking his laundry to designated place on laundry day.
Sorting laundry with supervision.
Begin learning to fold laundry and put it away.
Hang socks, handkerchiefs, and washcloths on a low line.
Vacuuming/sweeping.
Cleaning table after meals.
Helping with meal preparations (learning to measure, stir and use small appliances).
Spread butter on sandwiches.
Prepare cold cereal.
Help mother prepare plates of food for the family dinner.
Make a simple dessert (add topping to cupcakes, pour the toppings on ice cream).
Hold the hand mixer to whip potatoes or mix up a cake.
Setting the table.
Taking out the trash.
Helping make decisions about meal choices, outings, time with friends, etc.
Carrying groceries in from the car and putting them away.
Help with grocery shopping and compiling a grocery list.
Polish shoes and clean up afterwards.
Follow a schedule for feeding pets.
Help do the dishes or fill the dishwasher.
Dust the furniture.
Share toys with friends (practice courtesy).
Tell parent his whereabouts before going out to play.
Play without constant adult supervision and attention.
Polish silver.
Polish car.
Sharpen pencils.

5 – 6 years
Unsupervised responsibilities (making bed, washing out trash cans, etc.).
More complicated meal preparations (making frozen juice, toast, scrambling eggs, cutting with blunt knife, baking).
Make own sandwich or simple breakfast, then clean up.
Pour own drink.
Prepare the dinner table.
Tear up lettuce for the salad.
Helping with younger siblings (changing diapers, helping with bath, bottle feeding, entertaining while mom is out of the room, feeding/dressing toddler siblings).
Laundry (sorting, learning to use the washer/dryer, measuring detergent,fold clean clothes and put them away.) .
Cleaning (using cleaning supplies properly, cleaning unsupervised areas like bathtub or polishing furniture, clean mirrors and windows).
Sons — carrying “heavy” things for mom and helping with yardwork.
By this time child will begin to carry out responsibilities unasked and begin to offer help in areas parents don’t require help in.
Make bed and clean room.
Dress on own and choose outfit for the day.
Learn to tie shoes.
Answer the telephone and begin to dial the phone.
Yardwork.
Pay for small purchases.
Help clean out the car.
Take out the garbage.
Decide how he wants to spend his share of the family entertainment fund.
Feed his pets and clean the living area.

6 – 7 years
Simple meals prepared (making sandwiches for lunch, preparing drinks, fixing breakfast for mom and dad, preparing salad for dinner, peel vegetables).
Regular quiet time becoming a part of daily routine.
Totally unsupervised laundry responsibilities when needed.
Increased responsibilities for younger siblings (dressing infants/toddlers, entertaining them for longer periods by reading to them/playing records, etc., helping school them).
Learning the purpose and beginning usage of tools (lawn mower, hand tools, etc.) and helping with home maintenance.
Shake rugs.
Water plants and flowers.
Prepare own school lunch.
Help hang clothes on the clothesline.
Hang up own clothes in the closet.
Gather wood for the fireplace.
Rake leaves and weed.
Tie own shoes.
Care for his own minor injuries.
Keep the garbage container clean.
Clean out inside of car.
Straighten or clean out silverware drawer.
Oil and care for bike.
Take phone messages.
Run errands for parents.
Sweep and wash patio area.
Water the lawn.
Wash dog or cat.
Train pets.
Take pet for walk.
Carry in the grocery sacks.
Get self up in the morning and go to bed at night on own.
Learn to be polite, courteous, and to share; respect others.
Carry own lunch money and notes back to school.
Leave the bathroom in order.
Do simple ironing.

8 – 10 years
Complete responsibility for their rooms on a daily basis (bed making, dresser drawers, closet, vacuuming, etc.).
Unsupervised yard work (i.e., lawn mowing, edging, clean-up, gardening).
More complex meal preparations (pour and make tea, coffee, and instant drinks, using sharp instruments, baking, using appliances, beginning meal planning).
More difficult cleaning projects (scrubbing kitchen floor, windows, cleaning appliances).
Summer jobs (lawn mowing, dog sitting, babysitting, odd jobs for vacationers).
Financial planning (computing percentages for saving, tithing, offerings, gift-giving and assuming responsibility with parental oversight).
Beginning car maintenance (helping dad with minor repairs, learning tool usage, washing/waxing).
Help rearrange furniture. Help plan the layout.
Run own bathwater.
Help others with their work when asked.
Shop for and select own clothing and shoes with parent.
Change school clothes without being told.
Fold blankets.
Sew buttons and sew rips in seams.
Clean storage room.
Clean up animal “messes” in the yard and house.
Cut flowers and make a centerpiece.
Pick fruit off trees.
Build a campfire, get items ready to cook out (charcoal, hamburgers).
Paint fence or shelves.
Help write simple letters.
Write thank-you notes.
Help with defrosting and cleaning the refrigerator.
Feed the baby.
Polish silverware, copper, or brass items.
Clean patio furniture.
Wax living room furniture.
Change sheets and put dirty sheets in hamper.
Buy groceries using a list and comparative shopping.
Cross streets unassisted.
Keep own appointments.
Receive and answer own mail.
Wait on guests.
Plan own birthday.
Simple first aid.
Do neighborhood chores.
Sew, knit, or weave (even using a sewing machine).
Do chores without a reminder.
Learn banking and to be thrifty and trustworthy.
Handle sums of money up to $5.00.
Be alone at home for short periods.
Take the city bus to selected destinations.
Proper conduct when staying overnight with a friend. Pack own suitcase.
Responsible for personal hobby.
Handle self properly when in public places alone or with peers.

11 – 12 years
Join outside organizations, do assignments, and attend. Able to take responsibility as a leader.
Put siblings to bed and dress them.
Clean pool and pool area.
Respect others’ property.
Run own errands.
Mow lawn with supervision.
Help Father build things and do family errands.
Schedule himself time for studies.
Buy own sweets or treats.
Responsible for a paper route.
Check and add oil to car under supervision.

13 – 15 years
Determine how late he should stay up during the week. Also determine how late he should be out for evening gatherings (through mutual parent-child discussion and agreement).
Responsibility for preparing family meals.
Social awareness: good health, exercise, necessary rest, correct weight, nutritious food, physical examinations.
Anticipate the needs of others and initiate the appropriate action.
Acceptance of capabilities and limitations.
Self-respect or individual worth.
Responsibility for one’s decision.
Mutual respect, loyalty, and honesty in the family.

Assorted stickers
Coordinating cardstock
Chipboard or cardboard
Assorted ribbon
Hemp, twine or chain
Scissors or trimmer
Ruler
Pencil
Marker
Eyelet hole punch
Adhesive

Choose a theme and color scheme. Cut chipboard/cardboard into as many 3″ x 3″ squares desired, to use as pages for mini-book. Cut one piece of cardstock to 4½” x 4½” Center and adhere chipboard to underside of cardstock. Fold over excess cardstock and adhere to other side of chipboard. Cut a different color of cardstock into 2-3/4″ x 2-3/4″ piece, then center and adhere to other side of chipboard. You now have a piece of chipboard that is completely covered. Decorate with number and/or alphabet stickers as desired. You may choose to add more embellishments, but remember, this book is meant for a toddler-age child, so avoid items that children could choke on. Use eyelet hole punch in the upper left corner of each completed page and string through hemp, twine or chain and tie in double knot, leaving a few inches of slack. Use leftover ribbon or hemp to decorate the loop you just joined the pages with.   

Printable Alphabet Letters (optional)
Heavy Paper or Cardstock
Magazines
Glue Stick or Zip Dry Glue
Crayons or Markers
Hole Puncher and Ribbon or a Stapler
Scissors

This project can be as hard or as simple as you want it! The idea is to create your own alphabet book. Each page will feature a different letter of the alphabet. You can use the entire alphabet or use select letters, such as the letters in your name.

Print out alphabet letter templates onto your heavy paper or cardstock, (or freehand large outlines of the letters). Once you have all of your letters, page through magazines and find pictures of objects that start with that letter. Cut out the pictures and glue them onto the correct pages. Label each picture if you like. You could even write a little story for each letter.

Once all of the glue has dried on your pages, you can put the pages of the book in the proper order bind them together. You can staple the edge of the pages together or punch holes down the side and tie the pages together with ribbon. Don’t forget to make a cover and even a credits page!

Ziploc bags
glue
cardboard
scissors
magazine/photographs of animals
stickers
markers
20″ shoelace, 25″ ribbon or cording

Cut cardboard to fit inside Ziploc bag. Decorate cardboard with pictures, stickers, drawings and words. Put inside bag and “zip” closed. Repeat until 2-5 “pages” can be assembled. Punch holes along edge of pages and thread ribbon or cord through. Tie into a bow.

Ideas for Play: Encourage Baby to point to pictures in book. Give Baby words to label pictures.

Large cardboard box
Scissors
Pencil
Assorted cereal, cookie, and pasta boxes
Colored tape
Glue
Clear Con-Tact paper

With the scissors, cut the flaps off of the large cardboard box. Turn the box bottom up. Then, make an opening for your child’s legs by drawing an arch on one of the longer sides and cutting it out. Using the cutout as a pattern, cut an identical shape from the opposite side of the box. Discard both pieces. Next, cut the tops from all of the food boxes and remove the inner wrappers. Attach the deeper boxes to the sides of the desk with short pieces of tape. Then, wrap longer pieces of tape all the way around the desk and side pockets to firmly secure them. For pencil holders and other desktop compartments, arrange smaller cartons and canisters along the back edge of the box and secure them by gluing the bottoms to the top of the desk. Lastly, make the working surface spill proof by covering it with clear Con-Tact Paper.

Stroll around your house, looking for typical office supplies (metal or plastic file cabinets, pens pencils, crayons, markers, binders, folders, laptops, computers, etc, etc, depending on your job, or business that you need this office for.) Then go set that up however you like in your office 4Get a cheap cell phone or use walkie talkies, an intercom, or a build your own phone kit, and use that to call clients. Get a little black/white board to write plans in the background

Desk
name plate
old forms/files
typewriter
Briefcase
memo pad
phones/phone books
Paper/pens/pencils
calculator
stamps
Old computer
stapler
paperclips
Junk mail
pen holder
rolodex

Everyone knows you can’t run a space station without them.

several small boxes
aluminum foil
pipe cleaners
bottle tops
pasta box
colored tape

Use scissors to remove the back of a small box, as shown. Cover it with aluminum foil.

Use pipe cleaners to attach bottle-top knobs. We stacked several boxes and used a pasta box with a window plus colored tape to make a nifty door.

Tips: Good boxes for control panels: cracker, tissue, pasta, tea, cereal. Good plastic bottle lids for knobs: dishwashing liquid, squeeze-style mustard or relish, water or sports drink, glue.