1. Parent Education Preschool Based Learning Package
Meridian International Center
PenMedia
Sponsored by the U.S. Department of State

2. Introduction
The preschool is an exciting learning environment for children.
The preschool can also be a welcoming learning environment for parents.
By opening the doors of the preschool to parents you open up opportunities to:
Build better partnerships with parents – open dialogue
Increase cooperation and coordination with parents on issues relevant to their children – continuity between the home and preschool
Enhance parent’s knowledge and skills on how to interact, support, and educate their own children – parent confidence building
Provide parents information and resources on early childhood development that they may not have known existed – access to information
Support the overall well being of their children and enhance family – child relationships
Improve the child’s academic, physical, social, and emotional and cognitive development – child’s potential is supported

3. What you can do
The preschool teacher can be an excellent source for providing parents with:
Information
Skills
Modeling positive practices
Resources
Coordination opportunities between the home and school and other community services

4. Organizing Your Work
If you are interested in setting up parent education classes at your preschool, consider the following:
Do you have the time to work with parents 1-2 hours every week or every two weeks?
Can you commit your time (for these sessions and in preparation for the sessions)?
Will this be an individual based effort or will all teachers be involved in the program?
Is there adequate and appropriate space within the preschool to hold the sessions or do you need another location?
What additional resources can you provide for parents –educational materials, print outs, contact lists for specialists or fun places to take children, etc.?

5. Getting Started
It is best to announce the availability of parent education sessions when parents start to register children for preschool. You can also encourage parents of young children or who do not have children registered in the preschool to attend.
Inform parents that the preschool will be offering parent education programs throughout the year.
Have an agenda ready of the times and places where the sessions will be held.
Limit the number of participants to parents to allow for sufficient time to discuss and carry out activities.
If session is held after preschool hours, you should note where the children will be kept:
Will children be sent home like they do on regular school days
Will after school care arrangements be made available
Will the parent education classes take place on non-school days (for instance on a Saturday or Sunday)
Will the sessions take place during preschool hours

6. Preparing for the Parent Education Program
Based on available information identify key topics, issues, and themes you think are important for parents to know if they are to be effective in supporting their child’s development. Make a list of these topics. Share these ideas with your colleagues. Conduct home visits to verify the importance of these topics and issues. Begin to compile information and resources to support your selected ideas.
Suggested topics and themes are listed below. For instance:
Parent Development
Family Development
Importance of the early years
Parent-Child Relationships
Early Childhood Development and Milestones
Developmental Screening – Early Identification
Healthy lifestyles and practices
Supporting children’s holistic development
Language and literacy
Emotional development
Social Development
Physical Development
Academic Development

7. Parent selection of priorities
It is important that parents are given a chance to identify what their priorities are, too!
Allow parents to select topics that they are interested in. In many cases, parents will identify topics or issues that you are not familiar with. Remember that you do not need to present all the topics and/or sessions. If there are topics you feel could be better addressed by someone else, then you should invite others to the group to present information and discuss with parents. Remember to inform parents in advance that in some cases, expert advice and specialists will be asked to join in and provide information. For instance,
Pediatrician
Developmental Specialist
Specialist working with children with special needs
Psychologist
Counselor
Parents with special skills and knowledge
Always remember that YOU do not have to reply to all questions. If there is something you do not know or are uncertain about – seek out the information or ask a specialist to come in.

8. Your educational program
Develop a table of topics, objectives, content, and activities
Topic
Objective
Content
Activities
Parent develop- ment
Parents have better understanding of their different roles and responsibilities
Different types of parent roles – caregiver, nurturer, educator, stimulator
Values and philosophy of parents
Discussion on their daily activities with child
Develop list of 3 different activities they will do at home to fulfill their roles
List 5 key values and philosophy of life that they apply with their child
Discuss values in group and identify 3 key values and activities to support the values in practice

9. Balance your Session Use Different Approaches During The Session
Introduce the topic ( 2-3 minutes)
Provide some general information on the topic (10-15 minutes) – powerpoint, handouts, flip chart
Parent question and discussions (10-15 minutes)
Provide more detailed information (20 minutes) – powerpoint, handout, flipchart, pictures
Group activities (20 minutes) – hands on activities, group work, bringing in materials and experiences from home environment, using the preschool classroom and materials, etc.
Wrap up, Summary, Reminder on Next Session (10 minutes) Flipchart, board, etc.

10. Ideas to Use in Your Parent Education Program
On the next pages you will find some suggestions, topics, information, resources and activities that you can use during your sessions.
You should select the topics and materials that are most relevant to early childhood development and well being and will be of benefit for the parents.
You do not have to use only these materials or all of them. This is just a sample and you can build your own program as you see fit.

11. First Day - Environment
Make sure you have arranged the environment in a suitable manner.
Choose a site that is easy to access and is well recognized and accepted by parents
Quiet, clean and organized area
Enough tables and chairs for all
A place to put coats, bags, etc.
A sign indicating where the toilets are
Name tags for the participants - simple paper tags will suffice or name tags on ribbons, etc.
Flip chart, board, computer, projector – if available
Paper and pencils
Sign with instructions – shut off cellular phone, stay till the end of session, etc.
Small area to make tea or coffee (if available)

12. First Day - Introductions
Introduce who you are, where you work, a little piece of personal information (I love reading, drawing, etc.) and why you think this program is so important. Write your name clearly on the board with contact information.
Ask the others to introduce themselves ….my name is ________. I have __ child in the preschool.
Small exercise to get them to know one another.
Break the mothers up into pairs. (preferably they should not know one another)
Give them 5 minutes to talk with one another. They have to learn three things/facts about the other person.
Return to the group. Each person introduces his/her partner and tells the group three things he/she learned about this person.

13. Parents – Roles, Practices, and Values
Parents are usually the first and primary caregivers of their child. This is a role that is learned and is not instinctive. One gains experience and knowledge in how to interact, manage and care for their child through practice and learning.
Parents play many roles. In addition to being mothers and fathers they are also husband and wife, sisters and brothers, they are employees, they interact and have roles with the extended family, neighborhood, and community. However, being a parent is a full time position where you become responsible for the care, safety, well being, development, socialization, and education of a dependent child. This is a very demanding responsibility. The joy, love, and reward of having a happy, healthy and loving child is something that cannot be replaced.
What is your parenting style:
Caring, warm, loving, accepting
Directive, authoritarian, demanding, strict
Anxious, confused, inconsistent
Aggressive, dictatorial, punishing
Which of the above are most effective?
Caring, warm, loving and accepting – children learn that they are loved, that they are accepted, discipline is through understanding what is expected of them, the child is praised, respected, and encouraged, and disciplined gently. Parents support their child’s social and emotional development and accepts and respects the child’s feelings. There is respect for the child and respect from the child to the parent.

14. Roles of Parents
Provide child with a safe and healthy environment.
This requires protecting children from environmental hazards – cold, hot, electricity, fire, smoke, dampness, hazardous chemical, stairs, high places, unprotected open spaces, etc.
Take precautions to check each room in the house to make sure there are no places where a child could actually touch or move an object that could be hazardous to them – lights, heaters, chemicals, knives, glass objects, etc.
Examine each room from the perspective of a young, curious child who wants to explore everything. Look at ground level if there are any hazards to the child – opening a door to a closet, to go out doors, to go towards stairs, etc.
Ensure child’s safety while out of doors – safe play areas, walking on side walk or cross walk, wearing seat belt, not going with strangers.
This requires protecting children from abuse, harm, exploitation or neglect from individuals within and outside of the home.
Most children are hurt by those closest to them. This is because these are the people most likely to be around them.
Parents take responsibility for ensuring that any and all persons interacting with the child do not hurt or abuse the child.
Always check up on the child, ask the child if they feel happy and safe going with someone. If a child shows any hesitancy or suggests that she/he has been hurt (physically and/or psychologically and/or emotionally), then the parents should take immediate steps to prevent these persons from coming into contact with the child. (In cases of abuse, the parent should inform the police.)

15. Roles of Parents
Ensure the basic needs of the child are met.
Young children require nutritious and healthy foods – breast milk is best for babies, children should be fed diets that are suitable for their age and this should be determined in consultation with your primary health care provider. (we will address these needs in more detail later on.)
A home/shelter where they have their own bed, space, and play area that is warm, clean, and maintained in good condition.
Clean clothing and sanitary facilities and care.
Parents should also demonstrate and practice safe and healthy practices around children – no smoking, keeping things clean, helping to pick up things, not playing or touching dangerous items, crossing the roads safely, practicing road safety measures – wearing seat belts, entering the car from the right side, children sitting in back seat, not using cellular phone when driving, etc.

16. Roles of Parents Support the child’s self confidence and self esteem
Each child grows and matures at their own rate.
Each child has certain likes, dislikes, abilities, and capacities that are unique to him/her
Children learn best and feel better when they are rewarded for their good acts and supported in doing better in the future.
As children grow, our expectations change and we should seek to encourage children to meet their potential, however our expectations should be realistic and age/maturation appropriate.
Use language that is respectful (hurtful, negative words should not be used by parents or children)
Encourage children to share their ideas, feelings, opinions, and events with you.
Parents should also interact with children and share their feelings and thought with them (age appropriate and correct)
Remember that every child is different. This is what makes every person special.
Demonstrate and teach morals and values that enhance their relationship with others
Honesty Creativity
Respect Inquisitiveness
Responsibility Hardworking
Compassion Spiritual
Patience Leadership
Forgiveness Passionate
Generosity Fun loving

17. Roles of Parents . Support the child’s social-emotional development.
Being available to meet the child’s needs, to comfort, to provide a sense of safety and closeness.
Being sensitive to the child’s emotional state and helping child to cope.
Spending time with the child – playing, reading, talking, eating together, and enjoying the time together.
Asking child questions about him/herself and the events happening around them
Helping child to meet other children.
Teaching child social skills – taking turns, cooperating, asking for things, etc.
Encourage the child’s ability to learn.
Exposing child to rich, varied and diverse environments and stimuli.
Ensure child has books, games, and toys to play with.
Reading to children.
Talking with children.
Playing with children.
Helping children to solve problems.

18. Importance of Parent – Child Relationships
Parents have the responsibility of helping their children to develop and meet their potential. This process requires direct contact and interaction between the parents and child. Time spent together that is filled with rich learning experiences, communication, and exchange of ideas, thoughts and opinions are most rewarding for children. Hence parents should aim to:
Spend quality time with children – one on one time spent talking, playing, storytelling, taking walks together, learning together, etc.
Set up routines in the child’s life that are healthy and consistent
Support the child in becoming more responsible for his/her actions
Support the child in initiating behaviors and rewarding them/encouraging them accordingly
Introduce child to new situations, new people, and new activities that are safe and non-threatening to support expansion of their social circles

19. Parent – Child Relationships
Children’s natural curiosity and enthusiasm to explore should be supported by parents. This requires parents supporting the child by:
Standing nearby them as they explore new things (this allows the child to feel safe)
Being sensitive and supportive of children who may be more fearful and hesitant to explore and establish relationships with others
Allowing the child to take the lead in deciding what they want to do
Parent-child relationships provide the child an opportunity to learn more about the world because the parent offers them a safe, protected, stimulating environment where they are exposed to new things, new people, and new places and they can be the decision makers.

20. Parent – Child Relationships
Parents should be observant.
Watch what your child is doing. Comment and encourage them as they learn new skills and acquire new information
Guide them if their behavior is harmful, disrespectful, or inappropriate to others or themselves.
Share emotions. Help your child to understand his/her emotions – happy, angry, excited, frustrated, sad, eager, hurt, and fearful. All feelings are valid.
Help the child to identify, understand and express their feelings in appropriate ways. This also requires the parents demonstrating or sharing their own emotions in acceptable ways. For instance, it is okay for a child to be afraid or fearful. Help the child to understand their fear. Help them to address their fear – slowly exposing them to the fearful event in a non-threatening way, for instance.

21. Socio-Emotional Development
Parents play an important role in helping children to learn how to interact with others.
This is best done if parents demonstrate these behaviors in a consistent manner to their children. This includes:
Showing respect – listening to others, respect for others ideas, belongings, needs, and understanding that everyone has a right to share the environment around them in an equal and fair manner.
Showing empathy – understanding how the other person feels. This is something that children learn gradually. But parents can help children by asking them questions – how do you feel, how do you think I feel, how do you think it feels if you hit someone, etc.
These behaviors are best acquired if the parent:
Models these behaviors in front of the child – asks the child what he/she would like to do, asks about their feelings, asks them what they did today, how certain events or actions or interactions made them feel
Observe their child’s behavior and guide them when they are facing difficulties and encourage them to keep on trying. Making mistakes is okay. Many times children learn best by making mistakes and learning from them
Using the home environment as a safe place to help children learn how to interact with others
Use routines in the house – how to share space, how to share games, how to interact politely with others, how to request things, how to take turns, using polite language
Practicing certain behaviors that the child is having difficulty with – controlling temper, for instance.
If child wants everything his/her way, then set up situations to help them learn to manage their behavior.
This can be done, by finding ways to calm the child down before the tantrum starts- explain to child why he/she cannot have something, providing a time line of when or if they can have this particular item or do something.
Explain the consequences of their behavior – you will ignore it or child has to go to their room.
Changing the environment to make it more suitable for the child – eliminating situations or conditions that may aggravate the child.

22. Activities
Have parents come up with a list of ten quality time activities they can do with their children at home:
Read stories together, go for walks, cook together, play with blocks, games, explore nature, visits to friends, etc.
Have parents identify common fears that their children may have and discuss how they reduced or eliminated child’s fear:
Not ridiculing or belittling child’s fears
Demonstrating safe ways to address the fear (petting a cat, exploring the room in the dark, visiting the preschool before school starts)
Helping child to gradually approach his/her fears while parent is supporting them.
Develop home routine chart (for example)
Wake up
Eat breakfast
Wash face and teeth
Get dressed
Pick up room
Help make lunch
Watch TV – ½ hour
Parent –child quality time

23. Family Development and Relationships
Families are important because they represent the larger social circle that directly interacts with the child. The family usually spends regular time together (meals, sharing space, different roles for different family members). Children learn how to interact within the family sphere. How to respect elders, help younger siblings, help parents with chores around the house, and spend time playing and doing fun activities together. The family can provide a good setting to help children to learn social skills, how to understand, interact, and respect others while respecting one self and their own needs and rights. The family provides a social environment whereby the child learns the proper way to interact with others. Encouraging positive behaviors and practices in the home environment enables children to generalize these behaviors to other settings. Listening to others, speaking with others, sharing space, property, time, and communicating with others on what we need, want and desire in a socially appropriate manner. Children within the family learn that they must share things – television, toys, furniture. Children learn that others have needs and desires like them – want to play at the same time or watch tv or go on a trip So they child learns that they have to communicate their needs and manage resources (including Mom and Dad or other caregivers) who may also need to spend time with other siblings or adults.

24. Early Childhood Development
Research has shown that the first five years of life are the richest periods of brain growth and development.
During this period of time children will acquire the basic building blocks that form the basis for future learning potentials.
Early experiences determine whether a child’s developing brain architecture provides a strong or weak foundation for all future learning, behavior, and health. (Center on the Developing Child at Harvard University (2007). A Science-Based Framework for Early Childhood Policy:
Using Evidence to Improve Outcomes in Learning, Behavior, and Health for Vulnerable Children.
© August 2007 CENTER ON THE DEVELOPING CHILD AT HARVARD UNIVERSITY)

25. Early Childhood Development Research Findings
Pregnant mothers and young children do best when they have consistent, quality health services available and routinely visit health clinics
New parents do best when they receive guidance and education on how to care for, nurture, and educate their child
Children enrolled in early education programs show enhanced cognitive and social development compared with children who do not attend these programs.
Stress (especially excessive, traumatic stress) can have long lasting negative impacts on the child’s cognitive, behavioral, social and emotional development. Early interventions and programs can reduce the impact of stress on the child’s overall development
Children who are provided with health services, had their basic needs met, and participated in proactive early education intervention programs are more likely to succeed at school, continue in their education, reduce the risk of being involved in social problems (drug use, in conflict with the law) and are more likely to become productive, working members of society.

26. What Parents Can Do Care Protect Nurture Love Educate
Parent development and parent-child relationships are the key tools that will enable children to develop into healthy, happy and productive children and adults.
Ensuring a child receives regular health screening and consultations will allow for an assessment of the the child’s physical and mental well being and development.

27. Milestones – the behaviors that children can do by a certain age
Each child develops at his/her own rate
However, child development is a systemic process that influences the child’s cognitive, social, emotional, and physical development.
This process is:
Universal (all children go through similar processes of development)
Has predictable patterns (sequence is pre-determined)
Influenced by genetic and environmental factors

28. Parents roles in Monitoring Milestones
Parents should observe, play and interact with their child on a consistent basis.
Through such interactions, parents can observe their child’s development and note changes in their behaviors and actions.
The following pages will provide information on what MILESTONES are expected at different ages.
(These materials are from the Center for Disease Control:

29. Your Baby At 2 Months What most babies do at this age:
Social and Emotional
Begins to smile at people
Can briefly calm himself (may bring hands to mouth and suck on hand)
Tries to look at parent
Language/Communication
Coos, makes gurgling sounds
Turns head toward sounds
Cognitive (learning, thinking, problem-solving)
Pays attention to faces
Begins to follow things with eyes and recognize people at a distance
Begins to act bored (cries, fussy) if activity doesn’t change
Movement/Physical Development
Can hold head up and begins to push up when lying on tummy
Makes smoother movements with arms and legs
Act early by talking to your child’s doctor if your child:
Doesn’t respond to loud sounds
Doesn’t watch things as they move
Doesn’t smile at people
Doesn’t bring hands to mouth
Can’t hold head up when pushing up when on tummy

30. How you can help your baby’s development
Cuddle, talk and play with your baby during feeding, dressing, and bathing
Help your child learn to calm herself. It’s okay for her to suck on her fingers
Begin to help your baby get into a routine, such as sleeping at night more than in the day, have regular schedules
Act excited and smile when your baby makes sounds
Copy your baby’s sounds sometimes, but also use clear language
Pay attention to your baby’s different cries so that you learn to know what he wants
Talk, read and sing to your baby
Play peek a boo and help your baby play peek a boo
Place a baby safe mirror in your baby’s crib so he/she can look at themselves.
Look at pictures with your baby and talk about them
Lay your baby on his tummy and place toys in front to them
Encourage baby to lift head by holding toys at eye level in front of them
Hold a toy or rattle above their head and encourage them to reach for it
Hold your baby upright with feet on ground and sing or talk to them while in this position

31. Your baby at 4 months
What most babies do at this age:
Social and Emotional
Smiles spontaneously, especially at people
Likes to play with people and might cry when playing stops
Copies some movements and facial expressions, like smiling or frowning
Language/Communication
Begins to babble
Babbles with expression and copies sounds he hears
Cries in different ways to show hunger, pain, or being tired
 Cognitive (learning, thinking, problem-solving)
Lets you know if she is happy or sad
Responds to affection
Reaches for toy with one hand
Uses hands and eyes together, such as seeing a toy and reaching for it
Follows moving things with eyes from side to side
Watches faces closely
Recognizes familiar people and things at a distance
Movement/Physical Development
Holds head steady, unsupported
Pushes down on legs when feet are on a hard surface
May be able to roll over from tummy to back
Can hold a toy and shake it and swing at dangling toys
Brings hands to mouth
When lying on stomach, pushes up to elbows
Act early by talking to your child’s doctor if your child:
Doesn’t watch things as they move
Doesn’t smile at people
Can’t hold head steady
Doesn’t coo or make sounds
Doesn’t bring things to mouth
Doesn’t push down with legs when feet are placed on a hard surface
Has trouble moving one or both eyes in all directions

32. How you can help your baby’s development
Hold and talk to your baby, smile and be cheerful
Set steady routines for sleeping and feeding
Pay close attention to what your baby likes and does like so you can meet their needs and make them happy
Copy your baby’s sounds and act excited and smile when your baby makes sounds
Have quiet play times when you read and sing to your baby
Give age appropriate toys to play with - rattles, colorful pictures, big toys
Play games like peek a boo
Provide safe opportunities for your baby to reach for toys and explore the environment
Put toys near your baby so they can reach/kick them
Put toys in your baby’s hand and help him to hold them
Hold your baby uprights with feet on floor and sing and talk to them in this position

33. Your Baby at 6 Months Movement/Physical Development
What most babies do at this age:
Social and Emotional
Knows familiar faces and begins to know if someone is a stranger
Likes to play with others, especially parents
Responds to other people’s emotions and often seems happy
Likes to look at self in a mirror
Language/Communication
Responds to sounds by making sounds
Strings vowels together when babbling (“ah,” “eh,” “oh”) and likes taking turns with parent while making sounds
Responds to own name
Makes sounds to show joy and displeasure
Begins to say consonant sounds (jabbering with “m,” “b”)
Cognitive (learning, thinking, problem-solving)
Looks around at things nearby
Brings things to mouth
Shows curiosity about things and tries to get things that are out of reach
Begins to pass things from one hand to the other
Movement/Physical Development
Rolls over in both directions (front to back, back to front)
Begins to sit without support
When standing, supports weight on legs and might bounce
Rocks back and forth, sometimes crawling backward before moving forward
Act early by talking to your child’s doctor if your child:
Doesn’t try to get things that are in reach
Shows no affection for caregivers
Doesn’t respond to sounds around him
Has difficulty getting things to mouth
Doesn’t make vowel sounds (“ah”, “eh”, “oh”)
Doesn’t roll over in either direction
Doesn’t laugh or make squealing sounds
Seems very stiff, with tight muscles
Seems very floppy, like a rag doll

34. How you can help your baby’s development
Play on the floor with your baby every day
Learn to read your baby’s moods – if happy repeat activities, if upset take a break and comfort your baby
Show your baby how to comfort herself when upset – she may suck on fingers
Use reciprocal play – smile when she smiles, copy their behaviors
Repeat your child’s sounds and say simple words with those sounds - bo – bottle, ta- table
Read colorful picture books to your child every day. Praise them when she babbles and “reads” too
When she drops a toy on the floor, pick it up and give it back…repeat. This teaches them cause and effect
Point out things to your baby and name them
Hold your baby up while she sits or support her with pillows, let her look around and give her toys to look at while she balances
Put your baby on his tummy or back and place toys slightly out of his reach and encourage him to roll over to reach toys

35. Your baby at 9 months What most babies do at this age:
Social and Emotional
May be afraid of strangers
May be clingy with familiar adults
Has favorite toys
Language/Communication
Understands “no”
 Makes a lot of different sounds like “mama” and “babaa”
Copies sounds and gestures of others
Uses fingers to point at things
Cognitive (learning, thinking, problem-solving)
Watches the path of something as it falls
Looks  for things he sees you hide
Plays peek-a-boo
Puts things in her mouth
Moves things smoothly from one hand to the other
Picks up things like cereal o’s between thumb and index finger
Movement/Physical Development
Stands, holding on
Can get into sitting position
Sits without support
Pulls to stand
Crawls
Act early by talking to your child’s doctor if your child:
Doesn’t bear weight on legs with support
Doesn’t sit with help
Doesn’t babble (“mama”, “baba”, “dada”)
Doesn’t play any games involving back-and-forth play
Doesn’t respond to own name
Doesn’t seem to recognize familiar people
Doesn’t look where you point

36. How you can help your baby’s development
Pay attention to the way he reacts to new situations and people, do things that make your baby happy and comfortable
Stay close to your baby when they move around
Continue with routines
Play games like my turn…your turn
Say what you think your baby is feeling…”you are hungry, you are tired, you are sad…let’s make it better, etc.”
Describe what your baby is looking at – “big, red apple,” “your brother Ahmed”
Talk about what your baby wants – “you want your toy”
Copy your baby’s sounds and words
Ask for behaviors that you want – “let’s sit here,” “let’s eat our food”
Teach cause and effect by rolling balls back and forth, pushing toys cars, putting blocks in carton and taking out
Play peek a boo and hide and seek
Read and talk to your baby
Give them room to move in safe areas
Place your baby near things she can pull her self safely up on

37. Your baby at 1 year What most children do at this age:
Social and Emotional
Is shy or nervous with strangers
Cries when mom or dad leaves
Has favorite things and people
Shows fear in some situations
Hands you a book when he wants to hear a story
Repeats sounds or actions to get attention
Puts out arm or leg to help with dressing
Plays games such as “peek-a-boo” and “pat-a-cake”
Language/Communication
Responds to simple spoken requests
Uses simple gestures, like shaking head “no” or waving “bye-bye”
Makes sounds with changes in tone (sounds more like speech)
Says “mama” and “dada” and exclamations like “uh-oh!”
Tries to say words you say
Cognitive (learning, thinking, problem-solving)
Explores things in different ways, like shaking, banging, throwing
Finds hidden things easily
Looks at the right picture or thing when it’s named
Copies gestures
Starts to use things correctly; for example, drinks from a cup, brushes hair
Bangs two things together
Puts things in a container, takes things out of a container
Lets things go without help
Pokes with index (pointer) finger
Follows simple directions like “pick up the toy”
Movement/Physical Development
Gets to a sitting position without help
Pulls up to stand, walks holding on to furniture (“cruising”)
May take a few steps without holding on
May stand alone
Act early by talking to your child’s doctor if your child:
Doesn’t crawl
Can’t stand when supported
Doesn’t search for things that she sees you hide
Doesn’t say single words like “mama” or “dada”
Doesn’t learn gestures like waving or shaking head
Doesn’t point to things

38. How you can help your baby’s development
Give your child time to get to know a new caregiver. Bring a favorite toy, stuffed animal to comfort your child
In response to unwanted behavior, firmly say “NO”. Do not yell, spank or give long explanations. A time out of 30 seconds to 1 minute might help redirect your baby.
Give your child lots of hugs, kisses and praise for good behavior
Encourage good behaviors (focus on rewarding good behaviors) and redirecting unwanted behaviors
Talk to your child about what you are doing…”mommy is washing her hands, daddy is picking up the dishes”
Read with your child every day, help them to turn pages and label things they see in the book, magazine, etc.
Build on what your child says …if they make a “t” sound say “t” “Truck”
Give your child crayons and paper and let them draw freely –Show them how to make lines and circles
Play with blocks, shape sorters, and other toys to encourage use of hands
Hid small toys and see if they can find them
Ask your child to identify and label body parts – eyes, nose, hair, mouth, hand, etc.
Sing songs with actions…Itsy bitsy spider, wheels on the bus
Give your child pots and pans and things to make “music” with – banging, etc.
Provide lots of safe spaces for your child to play – safe proof your rooms and remove any objects that could harm the child
Give your child toys that they can push and move around.

39. Your baby at 18 months What most babies do at this age:
Social and Emotional
Likes to hand things to others as play
May have temper tantrums
May be afraid of strangers 
Shows affection to familiar people
Plays simple pretend, such as feeding a doll
May cling to caregivers in new situations
Points to show others something interesting
Explores alone but with parent close by
Language/Communication
Says several single words
Says and shakes head “no”
Points to show someone what he wants
Cognitive (learning, thinking, problem-solving)
Knows what ordinary things are for; for example, telephone, brush, spoon
Points to get the attention of others
Shows interest in a doll or stuffed animal by pretending to feed
Points to one body part
Scribbles on his own
Can follow 1-step verbal commands without any gestures; for example, sits when you say “sit down”
Movement/Physical Development
Walks alone
May walk up steps and run
Pulls toys while walking
Can help undress herself
Drinks from a cup
Eats with a spoon
Act early by talking to your child’s doctor if your child:
Doesn’t point to show things to others
Can’t walk
Doesn’t know what familiar things are for
Doesn’t copy others
Doesn’t gain new words
Doesn’t have at least 6 words
Doesn’t notice or mind when a caregiver leaves or returns
Loses skills he once had

40. How you can help your baby’s development
Have routines, be consistent with your baby
Praise good behaviors more than you punish (time out) bad behaviors
Describe your child’s emotions to them…you are happy, you are sad, you are upset, etc.
Encourage pretend play – imitating animals, other people, etc. and provide them with dolls, play phones, etc.
Encourage child to feel/empathize with others…”give Susu a hug she is sad…”
Copy your child’s words
Use lots of different words to describe things, emotions, feelings
Use clear and simple phrases
Ask simple questions
Hide things from child and ask them to look for them
Play with blocks, balls, puzzles, books, toys that teach cause and effect and problem solving and give them clean, free, safe areas to play in
Name pictures in books, parts of the house, body parts, etc.
Encourage him to drink from his cup, his spoon, on their own –even if they make a mess
Blow bubbles and let them pop them

41. Your baby at 2 years Might use one hand more than the other
What most babies do at this age:
Social and Emotional
Copies others, especially adults and older children
Gets excited when with other children
Shows more and more independence
Shows defiant behavior (doing what he has been told not to)
Plays mainly beside other children, but is beginning to include other children, such as in chase games
Language/Communication
Points to things or pictures when they are named
Knows names of familiar people and body parts
Says sentences with 2 to 4 words
Follows simple instructions
Repeats words overheard in conversation
Points to things in a book
Cognitive (learning, thinking, problem-solving)
Finds things even when hidden under two or three covers
Begins to sort shapes and colors
Completes sentences and rhymes in familiar books
Plays simple make-believe games
Builds towers of 4 or more blocks
Might use one hand more than the other
Follows two-step instructions such as “Pick up your shoes and put them in the closet.”
Names items in a picture book such as a cat, bird, or dog
Movement/Physical Development
Stands on tiptoe
Kicks a ball
Begins to run
Climbs onto and down from furniture without help
Walks up and down stairs holding on
Throws ball overhand
Makes or copies straight lines and circles
Act early by talking to your child’s doctor if your child:
Doesn’t use 2-word phrases (for example, “drink milk”)
Doesn’t know what to do with common things, like a brush, phone, fork, spoon
Doesn’t copy actions and words
Doesn’t follow simple instructions
Doesn’t walk steadily
Loses skills she once had


42. How you can help your baby’s development
Hide your child’s toys around the room and let them find them
Help your child do puzzles, learn shapes, colors, farm animals, and names of things
Encourage child to play with blocks and build and knock them down and rebuild
Do art work with child using crayons and paper, clay. Display your child’s art work
Ask your child to help you do things – open doors, pick up things around the house, turn pages of books
When your child walks well, let them carry small, light objects
Kick a ball back and forth
Take your child outdoors and let him/her run around in open areas

43. Your child at 3 years Does puzzles with 3 or 4 pieces
What most babies do at this age:
Social and Emotional
Copies adults and friends
Shows affection for friends without prompting
Takes turns in games
Shows concern for crying friend
Understands the idea of “mine” and “his” or “hers”
Shows a wide range of emotions
Separates easily from mom and dad
May get upset with major changes in routine
Dresses and undresses self 
Language/Communication
Follows instructions with 2 or 3 steps
Can name most familiar things
Understands words like “in,” “on,” and “under”
Says first name, age, and sex
Names a friend
Says words like “I,” “me,”  “we,” and “you” and some plurals (cars, dogs, cats)
Talks well enough for strangers to understand most of the time
Carries on a conversation using 2 to 3 sentences
Cognitive (learning, thinking, problem-solving)
Can work toys with buttons, levers, and moving parts
Plays make-believe with dolls, animals, and people
Does puzzles with 3 or 4 pieces
Understands what “two” means
Copies a circle with pencil or crayon
Turns book pages one at a time
Builds towers of more than 6 blocks
Screws and unscrews jar lids or turns door handle
Movement/Physical Development
Climbs well
Runs easily
Pedals a tricycle (3-wheel bike)
Walks up and down stairs, one foot on each step
Act early by talking to your child’s doctor if your child:
Falls down a lot or has trouble with stairs
Drools or has very unclear speech
Can’t work simple toys (such as peg boards, simple puzzles, turning handle)
Doesn’t speak in sentences
Doesn’t understand simple instructions
Doesn’t play pretend or make-believe
Doesn’t want to play with other children or with toys
Doesn’t make eye contact
Loses skills he once had

44. How you can help your baby’s development
Go to play groups with your child or other places where there are children to play with
Help your child solve a problem when they are upset
Talk about your child’s emotions. “How did you feel when he took your toy?” Help child to identify his/her emotions
Set rules and limits for your child. If he/she breaks the rules/limits then give them time out for 30 seconds to 1 minute (sit in chair). Praise and encourage good behavior.
Give your child instructions with 2-3 steps. “Go to the kitchen and bring your plastic spoon or “Go to Selwa’s room and tell her to come to the living room”
Read to your child everyday, have them point to pictures and words, and repeat words
Make an activity box for your child with paper, crayons, coloring books, shapes, etc. that they can use when they want
Count things with your child – stairs, chairs, eyes, steps, etc.
Help your child to walk up and down stairs
Play outside with your child

45. Your child at 4 years What most babies do at this age:
Social and Emotional
Enjoys doing new things
Plays “Mom” and “Dad”
Is more and more creative with make-believe play
Would rather play with other children than by himself
Cooperates with other children
Often can’t tell what’s real and what’s make-believe
Talks about what she likes and what she is interested in
Language/Communication
Knows some basic rules of grammar, such as correctly using “he” and “she”
Sings a song or says a poem from memory such as the “Itsy Bitsy Spider” or the “Wheels on the Bus”
Tells stories
Can say first and last name
Cognitive (learning, thinking, problem-solving)
Names some colors and some numbers
Understands the idea of counting
Starts to understand time
Remembers parts of a story
Understands the idea of “same” and “different”
Draws a person with 2 to 4 body parts
Uses scissors
Starts to copy some capital letters
Plays board or card games
Tells you what he thinks is going to happen next in a book
Movement/Physical Development
Hops and stands on one foot up to 2 seconds
Catches a bounced ball most of the time
Pours, cuts with supervision, and mashes own food
Act early by talking to your child’s doctor if your child:
Can’t jump in place
Has trouble scribbling
Shows no interest in interactive games or make-believe
Ignores other children or doesn’t respond to people outside the family
Resists dressing, sleeping, and using the toilet
Can’t retell a favorite story
Doesn’t follow 3-part commands
Doesn’t understand “same” and “different”
Doesn’t use “me” and “you” correctly
Speaks unclearly
Loses skills he once had 


46. How you can help your baby’s development
Play make believe with your child “She is the storeowner and you are buying groceries from her.”
Help your child to cope with new situations by pretend play – let’s imagine what is going to happen, how will you act, what will you do…act it out with your child.
Give your child simple choices. Allow them 2-3 different options – food, clothing, places to go, etc.
Allow your child to solve problems he/she has during play with other children, but be nearby to help if needed.
Encourage your child to use words, share toys and take turns when playing with other children
Giver your child imagination toys – dress up clothes, plastic dishes/phones, blocks, etc.
Speak properly and clearly to your child –”I want you to come in now” “Please put your jacket in your room.”
Use words like “first, second, at the end” so that your child can learn about the sequence of events
Take time to answer your child’s questions. If you don’t know the answer, look it up in a book or computer together
Read stories and have child tell you the story, guess what happens next, etc. Have them use the words in the story.
Dance with your child
Play outdoors games like tag, follow the leader, duck, duck, goose

47. Your child at 5 years Movement/Physical Development
What most babies do at this age:
Social and Emotional
Wants to please friends
Wants to be like friends
More likely to agree with rules
Likes to sing, dance, and act
Shows concern and sympathy for others
Is aware of gender
Can tell what’s real and what’s make-believe
Shows more independence (for example, may visit a next-door neighbor by himself [adult supervision is still needed])
Is sometimes demanding and sometimes very cooperative
Language/Communication
Speaks very clearly
Tells a simple story using full sentences
Uses future tense; for example, “Grandma will be here.”
Says name and address
Cognitive (learning, thinking, problem-solving)
Counts 10 or more things
Can draw a person with at least 6 body parts
Can print some letters or numbers
Copies a triangle and other geometric shapes
Knows about things used every day, like money and food
Movement/Physical Development
Stands on one foot for 10 seconds or longer
Hops; may be able to skip
Can do a somersault
Uses a fork and spoon and sometimes a table knife
Can use the toilet on her own
Swings and climbs
Act early by talking to your child’s doctor if your child:
Doesn’t show a wide range of emotions
Shows extreme behavior (unusually fearful, aggressive, shy or sad)
Unusually withdrawn and not active
Is easily distracted, has trouble focusing on one activity for more than 5 minutes
Doesn’t respond to people, or responds only superficially
Can’t tell what’s real and what’s make-believe
Doesn’t play a variety of games and activities
Can’t give first and last name
Doesn’t use plurals or past tense properly
Doesn’t talk about daily activities or experiences
Doesn’t draw pictures
Can’t brush teeth, wash and dry hands, or get undressed without help
Loses skills he once had

48. How you can help your baby’s development
Take your child to places where he/she can play and interact with other children
Do not use negative or bad language in front of your child. If they do say bad words, do not pay a lot of attention to them, but give them time out and tell them that this is not acceptable. Praise your child for using good language and doing good things.
Explain to child, that no one should touch their “private parts” except doctors/nurses and when parents want to keep the child clean – bathing.
Teach your child their address, home phone and ways to contact parents
Read stories every day and have child predict what will happen next in the story
Teach child –morning, afternoon, night, today, tomorrow, days of the week
Take your child to different community settings – stores, libraries, fun places, parks, etc.
Keep a handy box of fun things the child likes to do
Help children learn how to use outdoor play equipment- swings, slides, twirlies
Go on nature walks with your child and explore the different seasons

49. Visit your doctor
Remind parents that they should take their children on routine visits to the doctor.
During these exams the parent should inform the doctor of any of the child’s behaviors that she is concerned about. For example, “Doctor Suha, Ahmed used to like playing with his toys, now I see him spending more time alone and rocking. I am concerned. Is this a problem?”
Take the child to the doctor if you feel that there is a need to get more information or clarification on your child’s behavior and well being.
The sooner you go to the doctor….the better the outcome will be.
The doctor will determine if the child is developing normally in terms of:
Physical development
Language and communication skills
Self help skills (feed, dress, use toilet)
Social skills (interacting with others, playing with others)

50. Encourage parents to: Play with their children
Provide them with safe, clean play areas in the home
Read to children every day
Include music and dance in their activities
Give them time to do “art” work
Talk, Talk, and Talk with children.
Spend time out doors with children
Give them lots of simple, fun games and materials to play with
Allow children to be active explorers in their environment
Teach children to express their emotions
Smile and enjoy their time with their child

51. Supporting Pre-literacy and Oral Language Development
Parents play an important role in ensuring children learn to speak clearly, comprehend what is being said to them and being able to communicate with others. This requires parents talking with their children in clear, simple and direct sentences.
There are lots of fun ways to encourage language development and pre-literacy skills in young children (see for stories, rhymes, and early literacy materials for young children.
At home parents can encourage children’s language development by
Speaking in clear, simple sentences directly to the child
Encouraging child to repeat words and ask questions
Use language all day long in multiple situations during meal time, during play, when preparing for sleep,
Sing songs with your child
Teach your child rhymes
Listening and following one or two or three step orders and instructions
Carry on conversations with your child on interesting topics to the child
Use new words with your child – names of animals, names of emotions, names of different body parts, places around the world, stars, etc.

52. Home Activities Talk Discussions Story Telling
Games – hide and seek, treasure hunt, 7 Stones
Meaningful, knowledge building activities like:
puzzles,
blocks,
counting games,
games that sort, order and classify things by color, shape, size, weight, height, etc,
Mazes
Pretend play
Imaginary and pretend play that they are someone else

53. Healthy Lifestyles
(Please see available module on healthy lifestyles and behaviors)
Reminders for parents:
Breastfeeding is better for children
Serve fresh fruit and water instead of juice (no soft drinks)
Serve your child adequate portions of foods (about the size of their fist)
Give child healthy snacks – fruit, cut up vegetables, popcorn, turmus, and houmous
Give children healthy options, but eliminate junk foods (sweets, candy, chips, cookies, etc. from the home)
Encourage child to eat healthy portions of meat, legumes/peas/wheat/grains, vegetables, fruits, and dairy products
Eat your meals together at the table not in front of the tv or alone
Allow your child to help prepare the meal
Give your child free and open space to run around, play and exercise
Limit the amount of time child is sitting inactive in front of tv or computer or video games (1/2 hour)

54. Parent Requests
Incorporate other issues that parents are requesting information on here.
Find specialists who can help you in developing the materials or presenting them
Document your work and see what kinds of feedback you receive.
Review and revise the materials on a regular basis to update information

55. Evaluate
Ask parents to provide you with feedback on your work with them.
You can do this by sending out a small questionnaire that asks them:
What did you like best?
What did you like least?
Where you able to apply what you learned at home?
What would you change in the course?
Did you receive enough information or would you like more?
Would you recommend this course to others?
What could be done to make this course better?
Any other comments