DOCUMENT RESUME

ED 335 163 PS 019 932

AUTHOR Francis, Connie M. TITLE The : 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-310 PUB DATE 88 NOTE 35p.; For project units on "the toddler," "the preschooler," and "middle childhood," see PS 019 931-935. PUB TYPE Guides - Classroom Use - Instructional Materials (For Learner)(051) -- Guides - Classroom Use - Teaching Guides (For Teacher) (052)

EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Child Caregivers; *Child Development; Elementary Secondary Education; Guidelines; *; Instructional Materials; *Learning Activities; *Observation; *Play; Student Projects; Toys; Units of Study IDENTIFIERS *4 H Programs

ABSTRACT This booklet for 4-H members who elect to undertake projects in child caregiving provides guidelines and information that help children and adolescents between 9 and 19 years of age: (1) understand infants' physical, mental, social, and emotional growth; (2) learn to care for a baby and promote feelings of security and safety; and (3) choose types of play that infants enjoy. Included in the guide are age-related suggestions for selecting projects; information on the characteristics and development of infanta; an observation form; recommended ways of caring for infants; information about ways infants learn through play; and guidelines for evaluating toys. Sources for additional help with projects are listed. A "leader's guide" for both the infant and toddler units is appended. (RH)

********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *******************************w*************************************** Nebraska Cooperative Extension 4H 310 441 :::IN41.*16:144.41I1 CHILD

04 lakes DEVELOPMENT /THE L4FANT Connie M. Francis Extension Family Life Specialist ".."164

U.S. DEPARTMENT OF EDUCATION Once of Educatronal Researenand improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 4tAthi5 document has been reProOucedas eceived born the person or organization originating it C Minor changes have been madeto improve reproduction Quality

`RI Points ol viuw or opinions stated in this dOCu. ment do not necessarily represent officiat OER1 oosition or policy

"PERMISSION TO REPRODUCETHIS MATERIAL HAS BEENGRANTED BY

*C"

TO THE EDUCATIONALRESOURCES INFORMATION CENTER (ERIC)."

BEST COPY AVM! r The Infant: 4-H Child Development

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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2 THE INFANT 4-H Child Development Project

Connie M. Francis Extension Family Life Specialist

Welcome to the 4-H Child Development Project. This project is written in four separate parts: The Infant (Birth to 18 months) The Toddler (18 months to 3 years) The Preschooler (3 to 6 years) Middle Childhood (6 to 8 years)

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

* To understand how an infant grows physically, mentally, socially and emotion- ally. * To learn how to care for a baby and promote feelings of security and safety. * To choose types of play an infant enjoys.

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

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3 PROJECT SUGGESTIONS 1

9-11 years old In this project you may learn how to: Because you are very young, we * feed and burp an infant. suggest you do not take a babysitting * bathe an infant, with an adult job to complete this project. You may present. choose to observe and help with your * change an infant's . infant brother, sister or cousin, or an * dress an infant. infant in your neighborhood. You will * select the best kind of toys for an feel more comfortable learning about infant. the baby if an adult is with you at all * make a simple toy for an infant. times. Using the information in this project In this project you may learn how to: on an infant, visit one or more * feed and burp an infant. stores and make a written comparison * play with infant. of three different baby garments. * give the infant a bottle. In a notebook or journal, write down * change an infant's dianer. what you learn about infants as you do * lift, hold and carry an infant. the activities in the project. * select the best kind of toys for an infant. 15-19 years old * make a simple toy for an infant. You may select activities from the lists for 9-11- year-olds and 12-14- year- In a notebook or journal, write down olds. In addition, do some reading and what you learn about infants as you do write a short paper on a specific topic of the activities in the project. intey.est to you. Topics might include colic, teething, infant play and a baby's 12-14 years old diet. If you and your parents feel you are capable of taking care of an infant by yourself, you may babysit as you com- plete this project.

5 4 UNDERSTANDING INFAiNCY 2

A newborn infant is entirely depend- cause a baby to cry. ent on other people. When strangers approach. or when A baby needs food and warmth. and a people who are familiar go away, some feeling of being cherished and loved. babies may get scared and cry. But if a Holding, rocking and singing to an stranger approaches an infant slowly, infant will make the child's first the baby can get to know him or her months seem very secure. gradually and not be frightened. An infant's life changes rapidly. It is A sudden change in daily routine may remarkable how fast a baby grows from also frighten or upset the infant. That a helpless infant to a person with an is why it is important-to.follow the individual will and personality. baby's regular schetittIV carefully. A smile is the beginning of an infant's You need patieice and kindness when social life. At first, smiles are showered caring for infanti3 of anvige. :A.secure on everyone but later babies infant is one who feels Wanted and' 40, smile when they recognize familiar laved. people. To help you.understand how infants It is interesting to -vatch an infant develop mentally, physically, socially learn to talk. Crying comes first, but and emotionally, observe an infant and soon the baby begins to discover that a fill in the chart on-the fOtlftring.page. 0.1.1114, voice can make many sounds. The baby You may wantito copy this chart and 3peats sounds over and over to attract put it in your journal. Byobserving the attention. Soon the infant has learned a same childtwAr.tbree times (luring r few words tu express feelings. your project, you c91 seehjow the infant._ Gradually, the infant expresses many has changed. Or, you.canvagjum feelings such as fear, anger or love. The individual children devbSp at diffeient infant is learning to relate to others. rates by observing more tfians one child Fear is one of the fiTst feelings a baby of similar akt... expresses. Loud or sudden ).oises may 4/

6 5 INFANT OBSERVATIONFORM

Name of Child Date Age Boy Girl Weight: pour,', ounces Height: inches (Write YES or NO in each blank.) Physical Development lifts head and controls it sits up creeps walks with help crawls up stairs (Tell how

toilet training handles a spoon has teeth (how many? handles a cup

plays simple games (What kind?

sleeps well (How long? hours napping, hours at night) Social Development smiles regularly friendly to you friendly to strangers plays well alone plays well with other children Mental Development notices people gurgles and babbles likes to explore surroundings has short attention span say:: words (Whatwords? Emetional Development overall a happy child afraid of new experiences afraid of the dark afraid of strangers cries when&rents leave ets angry quickly has temper tantrums wants attention seems secure _shows pleasure with attention shows love for stuffed toys, patient enough to wait toys, dolls, favorite blanket for needs to be met If you have additional comments about any of theobservations above, record them in your journal.

6 I AM AN INFANT

When I was born, I was between 18 and 20 inches long and weighed about six to nine pounds. If you measured me with a yardstick, you would see that my head is one-fourth of the length of my body. My neck is so short you can hardly see it. Notice my pudgy legs and arms. Because I need a lot of food to make me grow. I have a large liver in proportion to the rest of my body. This makes my stomach look big. This is how I grow: 1-3 weeks: I like to sleep a lot. When I'm awake, I cry for food and a clean diaper. I may enjoy being cuddled, or I may not. 1-2 months:Bright and moving objects fascinate me. I can coo and smile at people, and I like to listen to music and voices. I can hold my rattle but I don't like to play with it. I may hit myself in the face and head with my rattle because I can't control it. 3-4 miwiths:I recognize my bottle and will reach for it. My head doesn't need to be held any more. I can squeal and laugh aloud. I surprise everyone and roll over in my crib. 5-6 months:I like to sit up with help. I play very activ ely with my rattle. I can recognize voices, people and objects. 7-8 months:I can sit by myself now. I have my first tooth. I like to repeat sounds I hear. Strange people anci places may scare me. 9-10 months: I can sit by myself and am trying to stand. I can crawl all over, too. My parents are proud when I say words. I finally know what "no" means. 1 year: I am very wobbly but can walk with help. No more bottles for meI can drink from my own cup. 1 1/2 years: I am still wobbly when I walk. I may walk backward and forward. I may climb stairs. Everyone thinks this is dangerous. I may not be able to speak words anyone can understand or I may know a few words. I use lots of to try to talk with others.

s 7 CARING FOR THE INFANT 3

Feeding An Infant A baby needs to be burped several times while drinking a bottle to get rid Babies need food because it: of the air taken in while eating. Hold * satisfies hunger. the baby against your shoulder and rub * provides security. the back in a circular motion or pat * provides nutrition for growth. gently until the baby burps. Place a towel or diaper over your shoulder to A baby feels warm and safe when protect your clothes. (Some babies being held and given something that prefer to be held sitting up to burp.) makes the empty feeling inside go Many babies begin to stop the late away. It will take several yearsbefore evening or middle of the night feeding the baby uses the word "food," but the by the time they are six weeks old. secure and content feeling that goes Other foods are added to a baby's diet along with being fed is always there. sometime between six weeks and six Most newborn babies need to be fed months. every three or four hours. They eat a Enriched cereals such as rice cereal or specially prepared formula that con- oatmeal are usually the baby's first tains all the nutrients a very small solid food. Gradually, strained fruits, baby needs. vegetables and meat are added. Babies may not mind whether their Because a baby cannot chew, foods formula is warm or cold, as long as it is must be strained to remove all coarse always about the same. Be sure to ask fiber that might irritate the digestive the parents. system. Like formula, thesr ^-ods may If you warm the bottle, do it immedi- be eaten warm or at room temperature, ately before feeding according to the according to the parents' directions. parents' directions. However, there are At around eight to ten months most two precautions: babies can be shifted gradually from strained food to more coarsely textured *Never use a microwave oven to junior foods and finger foods. Finger warm the bottle. Microwave heating foods may be anything from mashed can warm the formula unevenlyand potatoes, to soft cooked vegetables, to create some hot spots in the liquid that diced fruit and crackers. A baby at this will burn the baby's mouth. age is not neat. Be prepared for a mess. *Do not let bottles stand out of the When feeding a baby straiyleci or refrigerator to warm between feedings. junior foods, use a clean spoon to re- This may cause spoilage. move a small amount from the jar and then refrigerate the leftover portion. Feed the baby in a quiet, cheerful You don't need to put it in another place where there is nothing to distract storage container because the original the baby from eating. jar was sterih7ed during processing. Hold the baby in a half-sitting posi- Toward the end of the first year and tion, supporting the head and back. Tip into the second year, a baby will want the bottle so the neck and nipple are to eat alone using his or her own little always filled with formula. Occasionally cup and spoon. It will take a long time move the nipple in the baby's mouth to for the baby to learn to get the cup or make sucking more active. Do not force spoon to the mouth right side up. While the baby to drink all the formula. This the baby is learning, don't scold the may lead to poor eating habits later. baby for being messy. 8 9 Every baby is an individual. Some are Assemble all the things you will need big eaters; some are small eaters. A for the bath, including the clothes the baby may eat more at some meals than infant will wear after the bath. Never at others. Whatever the baby's eating leave the baby alone in the water or on habits may be, make mealtime pleasant the table. and relaxed. When the baby finishes When you are completely ready, bring eating, don't force any more food. the infant to the table or sink and remove the baby's clothing. Bathing An Infant It is much easier to wash the baby's face, head, neck, eyes, nose and ears Bath time is a happy time for you and before putting the baby into the water. the infant you are watching. In the tub (It is best to let the parents clean the a baby will splash, kick and babble baby's delicate ears, eyes and nose.) away in baby talk. Put the baby slowly into the tub. Your Bathing an infant is a grownup's left arm should support the head, neck responsibility. It takes a lot of practice and back, and your fingers should be before you can bathe a baby alone. Do around the upper arm for a secure hold,"

not attempt to give a bath unless there Gently wash the scalp with a light , is an adult to help you. lather of mild soap. Rinse well and pat A good time to give an infant a bath is dry. just before the mid-morning feeding. Rub some soap between your hands Don't bathe a baby right after feeding and the wash cloth, and gently wash since the infant may get overly excited the baby all over, including all crevices and spit up. and folds in the skin. Rinse gently, For the first few weeks the infant holding the infant in a half-sitting should get a sponge bath rather than a position. tub bath. Lightly sponge the baby with Gently lift the infant out of the water a warm, damp wash cloth, and pat dry. Rub a little lotion or oil in special attention to the ba y's face -tid the foldr, of the skin and othef delicate bottom. Use a piece of cotton moistened areas. with baby lotion or mi4ra1oilto clean Dress the baby quickly so the infant the baby's bottom. ThoroughIvAdri-the doesn't get chilled. Lay the baby in a

baby with .3. seft towel. \ -... ; safe place before you clear away the Once the baby gets ased to t e feeli9g bath supplies. of watel-, the infant may start a ... Work quickly, but carefully, and the bath in a little tub. Line the tuli-withl infant-will enjoy the bath muchmore. small soft towel to make it safe and more comfortable. The baby's bath water should be around body temperature i95-100 degrees F). Test the water with your elbow. If it doesn't feel either hot or cold, it will be the right temperature. The room should be warm and free from drafts.

9 Clothing An Infant Many babies like to sleep on their stomachs with their knees tucked up At birth an infant's head is about one- under them. Others prefer to sleep on fourth the body length. The shoulders their sides. For safety reasons, babies are narrow, and thelegs and arms ale should not sleep on their backs because short. Most of the body consists of they might choke. Ask the,parents what stomach. the baby's favorite sleeping pc.3ition is. Because babies grow rapidly they A baby should not share a bed with need just a few clothes. Garments and anyone else. The sides of the crib accessories should be soft, easily laun- should be up so the baby won'L roll out. dered, lightweight and absorbent. Bars should be r.o more than 2 3/8 Cotton clothes are wise choices. Cotton inches apart so the baby's head will not helps retain the baby's body heat and get stuck between them. To learn more keeps the body temperature uniform. about safety standards for cribs and The baby's layette, or wardrobe, other children's furnishings, ask your consists of loose-fitting garments such Extension agent for the Fact Sheet as nightgowns, kimonos or wrappers, called, "Children's Furnishings for. a shirts, various sizes and weights of Safer Environment" Home Furnishings/ blankets, sweaters, bibs, and . A Interiors Fact Sheet 45. baby doesn't need booties except for warmth. A very young infant's feet and When An Infant Cries hands may feel cold to the touch; how- ever, they may actually be warm Crying is an expression of feelings. It enough, since a young infant's circula- is the first means a baby has of commu- tory system is not fully developed. nicating with others. By crying, a.baby When you dress and undress a baby, lets you know that something is wrong. roll the baby from side to side, taking A crying baby .may be wet, hungry, the clothes off one arm or leg and then sick or just uncomfortable. Babies soon off the other arm or leg. So the baby learn that crying brings comforting doesn't get chilled, never take al the results such as a bottle, clean diapers, "--**. baby's clothes off at one time, except for or a cuddle; a bath. A baby who wants to be fed will'cry in a fussy manner. Stuffing a fist inthe. An Infant's Sleeping Habits mouth or making sucking moNiements---- with the lips are two other signs of a During the first few weeks of life a hungrj baby. baby will sleep most of the time, only An older baby will begin., ten for waking up for food and a dry diaper. By familiar sounds that mean fiiod.is the end of the first year, a baby will coming, such as the click of the sleep about 12 hours at night and take entor door a morning andafternoon nap. Fussy crying between n.eals may A baby's bedroom should not have mean a wet or soiled diaper. Change-- drafts or bright lights that may wake the diaper promptly and..the-crying will the baby up. :it is best tO continue nor- stop. mal household sounds, so you need not Like older people, babies like to whisper while a baby is sleeping. change position. So, until they are old Keep a sleeping infant covered, and enough to roll and move themselves, make sure the blankets don't get pulled small babies will cry when they are over the face. uncomfortable and want to move. Older babies will cry to get attention. This is their way of saying they want to be-held-and played with. 1 1 10 Hard crying spells, especially- after eating, may be caused by colic. Colic is common among babies during their first three or four months. A red face, hard crying and even screaming as if in severe pain may indicate colic. The cause of colic seems to be con- nected wiLn the nervous and,cligestive systems. Report this kind occiljing to the parents so they can vigaitot-::77:"..:., further symptoms. All make the baby as comfortabWas.pos-, sible. it,:rj.; Babies six to eight monthiOld.may:,,i," "" fuss or cry because they atesuttint . their first teeth. While teetiiiii.e0ii6Y may lose its appetite and putlanithing. possible, like fingers and fists, inta the.. mouth. .;; To ease the baby's discomfort, give hard toast or teething toast to chew on. A teething ring of hard rubber or plaF- tie-also will help a baby that is cutting teeth. Do no give the baby anything to chew on (fbod, teethingvraci etc.) without checking the bab parents first. I Many parents use pacifiers o er nipples to keep babies quiet: Doc also use them to discoura sucking, which may ca formation of some bubi

1 2 LEARNING THROUGH PLAY 4

Playing With An Infant Toys for Babies

Smiling is the first sign of infant play. Because babies have short attention A baby will respond to a parent's smile spans, they will play with a toy for only at about eight weeks. Gradually play a short time. Therefore, babies need a develops into cheerful gurgles and number of things to handle, bang, suck noises, and vigorous hand and leg and throw. movements. An infant not only enjoys playing Good toys for babies are ones that: with parents, but must also learn to occupy time in the crib. Watching are brightly colored brightly colored and moving objects * squeak or make pleasant sounds hanging above the bed is a two- to four- * help develop movement and reach- month old baby's idea of fun. Plastic ing skills shapes hung between the top rails of * help develop coordination the crib within the child's reach help * satisfy the arge to cuddle, squeeze develop reaching skills. and love Toward the middle of the first year a * are durable (can be thrown, dropped baby's greatest joy are objects such as and banged around) rattles and teething rings. Because * have no sharp edges or points babies put everything into their * have no parts that can come loose mouths, be sure anything they have in and be put in the mouth their hands is also safe for their * are large enough so they cannot be mouths. swallowed NEVER allow the baby to play with * won't cause illness if sucked on any toy so small that the whole thing provide a variety of textures for will fit into the baby's mouth. For feeling. example, some pull toys have strings or handles that will fit into the mouth. Ideas for suitable baby toys: During the second half of the first year, babies will begin to like simple colorful mobile to hang over crib games. Babies enjoy playing pat-a-cake, * soft, washable stuffed animals and peekaboo, and "This Little Pig Went to dolls Market." * large, soft, colored balls (Balloel:s Don't, try to make a baby laugh by are dangerous. When they break, baby tossing, tickling or making frightening may choke on small pieces.) motions. The baby may be only fright- * large building blocks ened. These motions also may damage the tnentral nervous system. On warm sunny days, older babies enjoy going for a ride in a carriage or stroller. However, do not take a baby out of the house without the parents' permission.

1 3 * noisemakersrattles, bells, shak- ers, chimes * rubber or plastic bath toys that float * beadsmany shapes; large enough so they cannot be put into the mouth; fun to shake * simple push-pull toys * nested cans or boxes * squeeze toys that squeak * simple take-apart, put-together I I toys. Making Baby Toys

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

Here are some ideas: Mobile

You will need:

* three dowels or stiff wires about 12 inches, 9 inches, and 6 inches long * thread or cord, fish line, sewing thread, or string * glue * scissors * ruler or measuring tape 12" *** four small brightly-colored items to hang from the mobile. These should all be about the same size and weight.

To make mobile:

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

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

12"

1 4 13 3. Cut anothe tring 3" long. make up your own pattern. Use all Tie ono end to the 6" washable materials so they can be dowel or wire er end to washed easily. Do not attach or one end of t re. other trim that a baby might pull off "...... 1 and swallow.

etut a piece of s A I 4 1 long. Tie These are just some suggestions for ,-4;ne endlto another decorave item and toys for infants. Use your imagination onessd to the other end ofe 9" dowel and come up with ideas of your own. or wire. C When you have finished your toy, evaluate it using the "Guidelines for piece of string 3 ong. Tie Evaluating Toys" on the following page. one bout 3" fr6m the end ohe 9" If your toy meets the requirements, do el or e meisuring from th end give it to an infant play with it. attached "'dowel. Tiee other d tocthe f. .do or

j.;..4e"-, !1' t.: Cut a pi of string e end to laitAto er the ut a hergi end of from or

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

gh s colored o he baby cann

'US tt .4atitrl Cans or Boxes

. ! eeveral cans or boxes thai fit :.

e each other. Be sure all edges are ; , -Smooth and free from sharp points... Paint with brightly colored, non-toile' paint. A baby can stack them on top of each other upside down, or nest them inside each other. Stuffed Animals or Dolls

Find patterns for simple stuffed animals or dolls in books or stores, or 01:1.

14 GUIDELINES FOR EVALUATING TOYS Originality

Creating and constructing imagina- Superiorseellen Good Fair Poor tive toys can be an opportunity for you to express your knowledge and CREA- / TIVITY. 1 1. Shows evidence of originality in I design. 2. Exhibits unique uSe of available and inexpensive materials. 3. Is a creative adaptation of an existing idea.

Safety

Toy should be designed so that a child SuperiorzeellentGood Fair Poor can use the toy safely. 1. Is free of sharp or pointed edges. 2. Has bpen put together so that there L are no exposed straight pins, sharp wires, rails, etc. 3. Is made of a material other than glass or brittle plastic. 4 T.-las been painted with non-toxic paint. 5. Is free of parts that deliberately pinCh fingers, toes, or catch hair. 6. Is free of small detachable parts that can lodge in the windpipe, ears or nostrils. 7. Is of a material that would be difficult to bite into and/or swallow. 8. Cord or string is no longer than 12".

6 15 Appropriate for the Child's Age and Development Skills Toys are the child's tools forlearning SuperiorExcellent Good Fair Poor1I and are part of a rich learningenviron- ment. Toys should beappropriate and usable at each age level. 1. Attracts the child's attentionand interest. 2. Stimulates the sense(color, tex- tures, shape). 3. Enhances intellectualdevelopment. 4. Is versatile can be used in a variety of ways.

Promotes Growth and Development SuperiorExcellent Good Fair Poor Toy should be age specific. 1. Can be used by the child when playing alone as well as with others. 2. Encourages interactionbetween child and others. 3. Helps develop large muscleskills (reaching, grasping, kicking). 4. Helps develop small musclecoordi- nation (picking up).

Quality of Construction

The toy should be able to withstam: SuperiorExcellentGood Fair Poor the rigors of child use. 1. Is durable. 2, Buttons, trims, and other parts are well-fitted and securely fastened. 3. Sewing is well done and secure. 4. Is washable. 5. Has been carefully and attractively constructed. 6. No rough edges and corners are smooth. FOR MORE HELP WITH YOURPROJECT

* Ask your parents * Ask your leader * Read the 4-H Babysitting Project manual * Refer to the following Fact Sheets (available at your Extension office): FL12 Milestones of Baby's 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 Fifteen Months FL17 Your Child at Fifteen to Eight- een Months FL50 Baby Sitting

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

Materials were adapted from those prepared by the North Dakota State University Extenoion Service. SUMMARY OF PROJECT Issued in furtherance of Cooperative Extension work, Acts of May 8 t.nd June 30, 1914, in coopei at:on with the U.S. Department of Agriculture. Leo E. Lucas, Direct )r of Cooperative Extension, Uiliversity of Nebraska, Institute of Agriculture and Natural Resources.

Cooperative Extension provides information and educational programs io all ,:.ople without re-ord to race. color. natiomi origin, vii or handicap. (i Nebraska Cooperative Extension 4-11 311

4-H CHILD DEVELOPMENT PROJECTS LEADER'S 444\r GUIDE FOR THE INFANT AND TODDLER UNITS Connie M. Francis wv Extension Family Life Specialist

U.S. DEPARTMENT OF EDUCATION Office of Educational I:4Marchand Imorovament EDUCATIONAL RESOURCES INFORMATION CENTER lERICI *his4:10CurnInt hsa Wain reorcjuciad Ca received from me person or organization originating it C Minor changes nave been mode toimprove reproduction Quality

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

"PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY 'Day*. Offc Ry teuVklAvt

TO THE EDUCATONAL RESOUACES INFORMATION CENTER (ERIC)."

/Z 21BEST COPY AVAILABLE 4-H CHILD DEVELOPMENT PROJECTS LEADER'S GUIDE for the INFANT and TODDLER UNITS

Connie M. Francis Extension Family Life Specialist

INTRODUCTION

The 4-H Child Development Project is written as four separate units: The Infant (birth to 18 months) The Toddler (18 months to 3 years) The Preschooler (3 to 6 years) Middle Childhood (6 to 8 years)

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

*To understand how children grow physically, mentally, socially and emotionally from infancy through middle childhood. *To learn how to care for children from birth through eight years. *To.thoose appropriate types of play for each age level.

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

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

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

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

3 2 WORKING WITHYOUNG PEOPLE

Most yourg people within an age considerable insight. group have some of thegeneral charac- * Attention span increases. teristics typical of the age and develop- * Need self-expression and self-di- mental stage. However, each child rected act4vities to develop intellectual develops at his or her own pace and skills. each is a unique individual. Below are * Need to know and understand the typical characteristics of two age groups "why" of things. with which you will be working. You are * Peer group is very important. likely to obse rve many of these charac- * Prejudice may be apparent. teristics in your 4-H members, but you * Both cooperation and competition will not find all of them in any one are enjoyed.Cooperation is more diffi- member. cult to learn than is competition. * Independence from adults is impor- Characteristics of 9- to 11- year- tant. olds: * Concept of self is enhanced by feelings of competence. * Interest in making things is high. * Large muscle control is fairly well The 4-H Leader Handbook (4-H 38) is developed. a guide to help leaderswork with young * Fine finger control is beginning to people and to link them to the Exten- develop. sion office in their area, and to the com- * Peer group is of increasing impor- munity. Each module in the handbook tance. provides information on such topics as * Independence from adults is impor- understanding 4-H, involving parents in tant. 4-H, holding effective meetings, under- * Have limited decision making abili- standing youth and helping 4-H'ers ties. with project records. * 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 of positive personal confidence. * Need help managing their time.' Characteristics of 12- to 14- year- olds: * Steady height and weight growth continues. * Small muscle control is fairly well developed. * Abstract thought is possible, and tRose Marie Tondl, SEWING FOR FUN: LEADER'S plans can extend over several weeks. GUIDE. (University of Nebraska Cooperative Exten- * Activities can be evaluated with sion. 4 23 RESPONSIBILITY OF THE 4-II LEADER

1. Attend leader training meetings 7. Ask your Extension Agent-Home when possible to receive information on Economics for help in getting bulletins teaching 4-H'ers. and other materials and resources listed in this guide. 2. Plan meetings for project members. 8. Involve parents in this 4-H project. 3. Explain what the project can offer. Begin by encouraging 4-H'ers to discuss Encourage 4-H'ers to pursue areas of their project plans with their parents. individual interest and share their Parents can take part in 4-H and relieve findings with others. you of some sr the responsibilities. For example, they can help with transporta- 4. Help individuals evaluate their tion; work out details for a tour or field projects. trip; have meetings in their homes; or serve as resource persons for games, 5. Encourage participation in presen- activities or lesson presentations. tations and exhibits to gain poise and confidence.

6. Learn and grow with the members. Broaden your own knowledge in child development. A 4-H PHILOSOPHY

Much of the 4-H program renters analyzing and using information; man- around one major learning technique aging resources and working with the project. A project is a real-life learn- others. ing experience through which the 4-H In the 4-H Child Development project, member establishes personal objectives. 4-H'ers will learn and practice these life sets out to accomplish the3e objectives skills. As a leader, you can encourage 4- and finishes the job. Projects help H'ers to talk about and share what they members learn by doing and are observe and do, both formally and planned to teach life skills. These skills informally. Urge them to experiment, *will help 4-H'ers function as adults in ask questions and try new things. Give our society and accept responsibilities them opportunities to identify problems for community leadership. and attempt solutions, to set goals and Life skills help young people and make choices, and to evaluate what adults fulfill their potential as individu- they have learned. In this way, you will als and group members. The life skills help them develop life skills which will learned in 4-H include understanding be useful to them long after they have self; relating with others; decision completed this project. making/problem solving; acquiring,

5 PLANNING THE PROJECT MEETING

Below are suggested activities for club to learn and see, their interest and age meetings. It is not necessary to com- range, the time of your arrival and plete all the activities and exercises. departure, and anything else that will Select the ones that interest you and make the visit worthwhile for 4-H'ers your club members the most. and pleasant for the host. Get members involved early in the Involve Junior Leaders as well as 4-H meeting through roll call, reports of parents in club meetings. Ask them to what they have done at home, simple do a demonstration, assist with a group demonstrations, short talks and actual activity or help individual 4-H'ers. activities. Provide some opportunity for Take some time at your first meeting recognition of and participation by to organize. Introduce the project to every member at each meeting. members and their parents. Explain the Field trips add variety to a club pro- project and, if possible, give examples of gram. For the convenience of everyone what is included in some of the units. concerned, make arrangements for trips Discuss keeping a journal to record well in advance. Talk to the person in project experiences and observations. charge about what you want members

6 THE INFANT

This project is about the development The following 4-H publications may of infants from birth to 18 months. In it also be useful to you: the 4-H'er will observe and learn about the physical, emotional, social and *4-H 181 Communicating with Young intellectual development of infants. It is Children important to remind members that each *4-H 267 The Sitter, Member Manual child is unique and will progress *4-H 268 The Sitter, Leader Guide through these stages at an individual rate. Ages given for various stages of The amount of responsibility a 4-H'er development and accomplishment are takes for actual care of a child in this only approximate. project depends on the member's age For more information about the and experience. The member's manual development and care of infants, refer has project suggestions for members in to the following Fact Sheets, which are three age groups: 9 to 11 years old, 12 to available at your Extension office: 14 years old, and 15 to 19 years old. 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 * F.L40 Toys and Play for Young Children * FL50 Baby Sitting * FLq0 Reading to Your Child * Home Furnishings/Interiors Fact Sheet 45 Children's Furnishings for a Safer Environment * Home Furnishings/Interiors Fact Sheet 46 Children's Furnishings Safety Check List

7 26 UNDERSTANDING INFANCY

Purpose: 4-H'ers will learn how an * Keeping a journal. Have members infant grows physically, mentally, talk about keeping a Child Development socially and emotionally. journal in which they can record their observations. With a loose-leaf notebook Meeting Suggestions: (This section 4-H'ers could duplicate the Observation may involve two or three meetings.) Form and make several observations throughout their project. The 4-H'ers Roll Call Ideas: might also record other experiences in the project, and include pictures and * Why I have chosen to study infants. newspaper or magazine articles about * An experience I have had with an the development and care of babies. infant. * Name one item which would be Activities: useful when caring for an infant. * Ask each member to bring and show * Use project suggestions on page 4 of a picture of themselves as an infant. the member's manual. Discuss what each member would like to learn. Com- Topics to Talk About: plete the first column of the Project Planning and Evaluation Sheet. * Characteristics of infants. See "I Am * Make the first journal entry as a An Infant," page 7 in the member man- group. Record your plans for the project ual. Explain to 4-H'ers that develop- year. mental materials are generalized infor- * Using the observation form provided mation to help us see the various stages on page 6 of the member manual, have through which a child moves. It is members record changes in one infant important to realize that each child over a period of time, and differences develops at his or her own pace. between two or more infants of approxi- * How babies learn to communicate. mately the same age. Talk about forms of communication * Visit a local day care center where 4- such as crying, smiling, coos aLd H'ers can observe more than one infant. gurgles, and how a baby uses them to Each member might select two children send messages. of the same approximate age and note * Observing babies. Discuss skills similarities and differences in physical, infants learn in each area: physical, emotional, mental and social develop- social, mental and emotional develop- ment. Record what you see on Observa- ment. Encourage members to observe as tion Forms. Encourage 4-H'ers to ask many infants as possible at a variety of questions of the day care provider. (You age levels. and the members could prepare a list of questions ahead of time.) CARING FOR THE INFANT

Purpose: The 4-H'er will learn skills -a mother to show how to feed a such as bathing, clothing and feeding newborn. the baby, and promoting feelings of -a doctor to explain of security and safety. infants when and why. -someone from community action to Meeting Suggestions: (This section explain the Women, Infants and Chil- may involve two or three meetings.) dren (WIC) program. * Demonstrate how to bathe an infant Roll Call Ideas: using a doll. Let each member try. Then talk about how to dress the baby and let * One safety rule for caring for an members practice. infant. * As members develop skills in caring * A piece of clothing an infant needs. for an infant, and as they learn through observations and other experiences, Possible Member Presentations: encourage theIn to share what they have learned. This sharing may be done How to heat a baby's bottle. informally through group discussion or * How to feed and burp a baby. through formal presentations. * How to bathe an infant. * Visit a store that sells infants' * How to select an infant's clothing. clothing. Look at size and age ranges listed. Check labels. Look for features which would make clothing easy or Topics for Discussion: difficult to put on an infant. * Check the price of cloth diapers * Feeding an infant. Discuss nutri- versus disposable diapers. Considering tional needs and how they change, how cost, care requirements and environ- to hold a baby while giving a bottle and mental considerations, which type do how.to burp a baby. Talk about safety members think would be the best buy? precautions for storing and heating One or more members may want to . make a poster or display showing what * Bathing an infant. Talk about how they found. to do it, step by step. Emphasize safety * Discuss safety features to look for in precautions. infant furnishings. Visit furniture an infant. Discuss types of stores and compare quality of construc- clothing which are appropriate for an tion, safety features and cost. infant. * Check prices on items fol an infant's layette and decide how much it would Activities: cost to clothe an infant for the first three months of life. * Invite a guest speaker to attend your 4-H meeting. Before the speaker arrives, develop a list of questions you would like to ask. Id, as for guest speak- ers include: -a nurse to demonstrate infant care skills such as changing a diaper or dressing an infant.

9 LEARNING THROUGH PLAY

Purpose: 4-H'era will learn to choose Activities: types of play and toys suitable for infants. * Collect four or 111;1 toys for babies. Ask members to evaluate each one for Meeting Suggestions: (This section quality of construction, safety and may involve two or three meetings.) appropriateness for an infant. * Visit a store that sells toys. Look at Roll Call Ideas: specific features and at age recommen- dations on labels. Compare te recom- * Your favorite toy as an infant. merz lations in the 4-H Child Develop- * One way an infant plays. ment manual for infants. * A safety tip for playing with an * Ask each member to bring supplies infant. needed to make a mobile. Make mobiles *An idea or picture of an infant toy to at your meetir.g. You may want to enlist make. the help of one or two mothers or an older 4-H'er. Topics to Talk About:

* What makes a good toy for an in- fant? Use the section on "Toys for Babies," page 12 in the member manual as a .discussion guide. * Types of play that encourage an infant's development.

AN ACHIEVEMENT MEETING

If possible, share the achievements of an exhibit of members' work, displays or the members in this project at a final posters showing things learned, presen- club "achievement" meeting. This would tations by members, and sharing of ob- be an ideal time to invite families to servations about the growth and devel- learn about what members have done. opment of infants. An achievement meeting could include

10 I) tj THE TODDLER

This unit is about the development of The following 4-H publications may toddlers from 18 months to 3 years. In it also be useful: the 4-H'er will observe and learn about the physical, emotional, social and *4-H 181 Communicating with Young intellectual development of toddlers. It Children is important for members to realize that *4-H 267 The Sitter, Member Manual each child is unique and progresses *4-H 268 The Sitter, Leader Guide through developmental stages at an individual pace. Although ages are Project suggestions in the member's given for various stages of development manual are given for three age groups: and accomplishment, these are only ap- 9 to 11 years old, 12 to 14 years old, and proximate. Children will reach each 15 to 19 years old. The amount of re- level of development at varying ages. sponsibility a 4-H'er takes for the care of a child in this project depends on the For more information about the 4-H'ers age and experience. development a n d care of toddlers, refer to the following Fact Sheets available from your Extension office:

*FL18 Your Child at Eighteen to Twenty-One Months *FL19 Your Child at Twenty-One to Twenty-Four Months *FL20 Twenty-Four Months and Beyond *FL40 Toys and Play for Young Chil- dren *FL50 Baby Sitting

30 11 UNDERSTAliDING THETODDLER

Purpose: 4-H'ers will learn how a throughout their project. The 4-H'ers toddler grows physically, mentally, might also record other experiences in socially and emotionally. the project, and include pictures and newspaper or magazine articles about Meeting Suggestions: (This s..1ction the development and care of toddlers. may involve two orthree meetings.) Activities: Roll Call Ideas: * Use project suggestions on page 4 of * Why I have chosen to study toddlers. the member manual. Discuss what each * One thing I know about toddlers. member would like to learn and do. * An experience 1 have had with a Complete the first column of the Project toddler. Planning and Evaluation Sheet. * Make a journal entry as a group. In Topics to Talk About: it record your plans for the project year. * Using the Observe tion Form pro- *Characteristics of toddlers. See "I Am vided on page 6 of the member's man- A Toddler" page 8 in the member man- ual, have members record changes in ual. Emphasize that developmental one toddler over a periodof time and materials are generalized information differences between two or more tod- to help us see the various stages dlers of approximately the same age. through which a child moves. It is Have members include these observa- important to remember that each child tions in their journal. develops at his or her own pace. * Visit a local day care center where 4- * Observing toddlers. Refer to the H'ers can observe more than one tod- Observation Form on page 6 in the dler. Each member could select two member manual and discuss skills children of the same approximate age toddlers learn in each area: physical, and note similarities and differences in social, mental and emotional develop- physical, emotional, mental and social ment. Encourage members to observe as development. Have members record many toddlers as possible at avariety of what they see on Observation Forms. age levels. Encourage 4-H'ers to ask questions of * Keeping a journal. Encourage mem- the day care provider. (You and the bers to keep a Child Development members could prepare a list of ques- journal in which they record their tions together ahead of time.) observations. With a loose leaf notebook 4-H'ers could duplicate the Observation Form and make several observations

12 CARING FOR THE TODDLER

Purpose: The 4-H'er will learn how to Activities: bathe, dress and feed the toddler and how to promote feelings of security and * Invite a guest speaker to attend safety. your 4-H meeting. Before the speaker arrives, write a list of questions you Meeting Suggestions: (This section would like to ask. Zdeas for guest speak- may involve two or three meetings.) ers include: - a parent of a toddler to talk about Roll Call Ideas: what the child is like. -a doctor to talk about childhood * One safety rule for caring for a diseases. toddler. -a day care provider to talk about * A current issue affecting toddlers day care as a business. and their families. -a state legislator to discuss current legislation affecting families in your Possible Presentations: state. * Visit a store that sells toddlers' * Nutritional needs of a toddler. clothing. Look at sizes, age raliges and * Clothing for a toddler. features which would make it easier for a toddler to learn to dress alone. Check Topics to Talk About: labels for care instructions. * As members develop skills,in caring * Feeding a toddler. Discuss nutri- for a toddler, and as they learn through tional needs and how they change as a observations and other experiences, toddler grows. Also talk about how encourage them to share what they toddlers begin to feed themselves. have learned. This sharing may be done * Safety pointers. Include safety informally through group discussion or considerations for playing, sleeping and through formal presentations. bathing. * Clothing a toddler. Types of clothing that are appropriate for a toddler.

13 3') LEARNING THROUGH PLAX

Purpose: 4-H'ers will learn to choose Topics to Talk About: types of play and toys suitable for toddlers. * Types of play which encourage a toddler's physical, emotional, social and Meeting Suggestions: (This section intellectual development. may involve two or three meetings.) * What makes a good toy for a tod- dler? Use the section on "Finding and Roll Call Ideas: Making Toys for the Toddler," page 17 in the member manual as a discussion * Your favorite toy as a toddler. guide. * Name a toy a toddler would enjoy. * A safety tip for playing with a tod- Activities: dler. * An idea or picture of a toddler's toy * Collect four or five toys for toddlers. to make. Ask members to evaluate each toy for quality of construction, safety and ap- Possible Presentations: propriateness for a toddler. * Visit a store that sells toys. Look at * Selecting or making a toy for a specific features and at age recommen- toddler. dations on labels. Compare to recom- * Reading a story to a toddler. mendations in the 4-H Child Develop- ment manual for toddlers. * Look at toy advertisements and evaluate toys for safety and appropri- ateness. * Encourage members to write in their journals about what they see. By ob- serving a child's imaginative play a 4- H'er can learn a great deal about what the child is thinking and feeling.

AN ACHIEVEMENT MEETING

If possible, share the achievements of an exhibit of members' work, displays or the members in this project at a final posters showing things learned, presen- club "achievement" meeting. This would tations by members, and sharing of ob- be a good time to invite families to learn servations about the growth and devel- about what members have done. opment of toddlers. An achievement meeting could include

14 A Guide to Children's Toys

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

STAGES EMERGING SKILLS TOYS THAT ENABLE Win TO ENCOVAGE ENJOYMENT OF THE FAMILIAR recognition of faces stuffed toys with Mos make faces (birth to about 6 months) anticipation of sequences reflective surfaces, toss to hold, ritual games (pat-a-cake) discovery of own body (hand, mouth suck, shake think safety in toys that go in mouth and vocal play) crib decorations, music, box sing/talk to baby mobile that moves is a result of staring and listening intently react learning they can cause things to baby Irm ',trig in bed happen GETI1NG AROUND actioncrawling, standing, walking things he/she can crawl under, gentle rough housing (about 6 mo. to 12 mo.) manipulation with hands and mouth get inside Hu. safety en anything that can go sense of self as doer toys for banging, Inserting, in mouth rhythm of absence/presence twisting, pushing knee, lap games, tug-o-war pulling, dropping, squeezing, peek-a-boo, hear-a-boo opening, shutting jack-In-box, toys which hide and reveal EXPLORING mobilityuse of body wheel toys, push/pull toys, ball chase and be chased (about 1 to 2 years) exploration and testing of construction toys for putting finger and hand games relationships (objects as well together, taking apart, blocks, hide and find things as people) containers for emptying and pretend look for something that's gone filling, things to throw imitetion simple, sturdy books and pictures making decisionschoice language DESIRE FOR MASTERY testing surroundings and pedal toys, punching toys switch toles (about 2 to 3 years) physical ability sand and water toys act out stories, tell stories exploration and construction drawing materials, water-soluble be an audience self mastery, desire to do it alone paints, block, play dough, pasting, help pretend performing puzzles, threading, lacing follow the leader, ring games preteeding puppets, books, records (around the rosy) sustain play in small c uups

MAKE BELIEVE construct toy worlds toy house, village, farm, etc. participate in make believe (about 3 to 4 years) portray charMers with feelings dress up and make believe hide and seek sort and match props for sell, toys and dolls take turns, play cooperatively, make blunt scissors, easel, clay rules records, books on fantasy, mus(c and rhythm familiar places and rhythms physitAl exploration simple music and rhythm '9struments LEARNING ORDER differentiate order/disorder tinker toys, logo and other provide place to keep toys orderly (about 4 to 5 year') differentiate inclusioniexcluski detailed construction toys play games of courage desire for courage and adefluacy simple card and board games allow some privacy establish play rituals have secrets and sw:prises act out imaginary characters THE DREAMER dreamthink of "what if" comics and books, paper dolls p:ey "what !V gams ;about 5 to 7 years) situations magnets, compass, magnifying glass Improvise movements, objects, elaborate toy worlds simple craft kitsweaving, charactr:, situations, begin collections sewing, construction kits feengs team play simple tools for clay, etc. provide safe place to stets chasing and escaping rope ladder, skates, stilts collection attack and defense two wheel bike referee sense of self as separate person ENJOYMENT OF THE ABSURD guessing, ridding card and Ward games play with double meanings (about 7 to 9 years) develop pastimescollections, dominoes, checkers indulge nonsense hobbles mechanical, simple construction toolsshrm your skill desire fo,' correctnessno mistakes fo; woodworking, crafts, etc. jump rope, stilts

DESIRE FOR COMPETENCE concern with opinions of others Intellectual games (scrabble, charades)drviatize Imaginary interactions, (about 9 to 13 years) sense of self end feelings as unique models col:filets concerned with successdallure diaries, journals, notebooks ask about experiences, feelings camping and exploring equipment encourage creative writing more complex craft tools play sports allow privacy Issued in furtherance of Cooperatve Extension work, Acts ofMay 8 and June 30, 1914, in cooperation with the U.S. Department of Agricuiture. Leo E. Lucas, P:rector ofCooperative Extension. University of Nebraska, .10ijbe Institute of Agriculture and Natural Resources.

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

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