| Early
Brain Development |
| Your child's brain began
to develop while you were pregnant and continues to grow rapidly
after birth. To help the early brain growth of your child... |
| • |
Love your baby and spend time holding,
talking, touching and seeing things together. |
| • |
Read books, look at pictures, sing
songs and enjoy your child! |
These activities stimulate
your child's physical, mental and
emotional development. |
| Did you know? |
| • |
A secure home life is very important
for your baby's future. |
| • |
Children whose parents have talked
to them since infancy have better language skills. |
| • |
A baby develops best when he is talked
to, touched, held. |
| • |
Young children exposed to violence,
neglect, and poor nutrition are at higher risk for violent behavior,
depression, and mental disorders. |
| • |
Every child is born with abilities
to learn. Positive experiences strengthen their abilities. |
| Development
Guidelines |
| Your child will develop
in his own way and at his own rate. There is a wide range of
what is normal! |
| • |
Your baby needs you to keep track
of his milestones for
future reference by doctors and teachers. |
| • |
It is important to keep notes on
your child's
development. |
| • |
Write down when your child...
— Smiles.
—Rolls over.
—Babbles.
—Lifts head when lying on tummy.
—Sits alone.
—Pulls to a standing position.
—Walks.
|
If you see
that your child is not developing in several of
the areas listed below, talk to your child's doctor or clinic. |
| From Birth to 3 Months... |
| • |
Begins to lift head when
lying on tummy. |
| • |
Turns head toward bright
colors and lights. |
| • |
Moves both eyes together in the same
direction. |
| • |
Begins to bring hands and things
to mouth. |
| • |
Begins to swat with hands at objects. |
| • |
Wiggles and kicks with legs and arms. |
| • |
Turns head toward sounds. |
| • |
Responds to loud sounds. |
| • |
Grasps or holds objects. |
| Critical! - Babies
must be held and hear you talk or sing to them! |
| Activities |
| • |
Hold her, cradle her and sing to
her. |
| • |
Read to your baby. |
| • |
Listen to her, and imitate the sounds
she makes. |
| • |
Set up objects of different colors,
shapes, sizes and
textures at baby's eye level. |
| • |
Place her on her tummy on a blanket
on the floor for
short periods of play time. |
| • |
Play different kinds of soft music. |
| Toys |
| • |
Mobiles with objects
that face down, contrasting colors and patterns are good. |
| • |
Music boxes or tape players with
soft music. |
| • |
Soft, brightly colored or patterned
toys that make sounds. |
| • |
Unbreakable mirror attached to side
of crib. |
| • |
Rattles or similar objects to grasp. |
| By Around 6 Months... |
| • |
Turns toward sounds. |
| • |
Reaches for objects. |
| • |
Rolls over. |
| • |
Begins to move objects from one hand
to the other. |
| • |
Plays with his feet and
toes. |
| • |
Recognizes and responds to familiar
faces. |
| • |
Begins to babble¨"for example,
"bababa", "mamama." |
| Activities |
| Keep doing the things
your baby enjoys and now try these: |
| • |
Play "peek-a-boo", "This
Little Piggy," and other games. |
| • |
Call her by name. |
| • |
Let your baby look in a mirror. |
| • |
Play with him on a blanket on the
floor. Place a few
safe toys nearby for him to reach. |
| • |
Read books with simple bright pictures
and board, cloth
or vinyl pages. |
| Toys |
| • |
Textured toys that make sounds. |
| • |
Soft balls, some that make sounds
(even a rolled sock). |
| • |
Musical toys. |
| • |
Toys for grasping large measuring
spoons, rattles. |
| • |
Smooth chewable animals—small
enough to grasp, too
large to swallow. |
| • |
Bright pictures for baby to see. |
| By Around 9 Months... |
| • |
Looks to the floor when something
falls. |
| • |
Sits without help. |
| • |
Makes sounds to get attention. |
| • |
Stands with help. |
| • |
May become uneasy around strangers. |
| • |
May try to crawl or find way to reach
objects. |
Activities
Your child may now enjoy these too: |
| • |
When she is on her tummy, put a toy
in front of her
and praise her efforts to reach it. |
| • |
Wave and say "bye-bye"
when you are leaving. |
| |
Hold your baby in your lap and share
books |
| • |
Ask your baby to help you while you
dress her.
Example: "Put your arm through your red shirt. Yea!". |
| • |
Look at your baby when she tries
to "talk." Repeat her
sounds and talk with her. |
| • |
Let your baby feel different textures.
Examples: rough pineapple, soft blanket. |
| Toys |
| • |
Rattles and other things that make
sounds or music. |
| • |
Child-safe toy mirror. |
| • |
Push/pull toys that are small enough
to grasp. |
| • |
Textured balls with different
textures and colors. |
| • |
Toys small enough to
grasp, but too large to swallow. |
| • |
Washable cloth and plastic books |
| By Around 12 Months... |
| • |
Begins to pull himself
to a standing position. |
| • |
Tries to imitate scribbling. |
| • |
Crawls or finds way to get toys he
wants. |
| • |
Waves bye-bye. |
| • |
Puts objects into a container and
stacks two blocks. |
| • |
Babbles with more sounds. |
| • |
May be uncomfortable around strangers. |
Activities
In addition to what your baby has enjoyed: |
| • |
Talk to your baby with adult talk
during your daily activities. Sing or say simple rhymes. |
| • |
If you speak a language other than
English, speak it with your child. |
| • |
Spend time playing on the floor with
your baby. Example: roll a ball between you. |
| • |
Give your baby a safe bucket with
toys or blocks. Help
him dump toys out and put them back in. |
| • |
Encourage hand-eye coordination
and small motor skills. Play with toys such as nesting cups
or measuring cups. |
| • |
Encourage safe large motor development,
climbing on
low soft structures and crawling to explore. |
| Toys |
| • |
Large push/pull toys made of soft
plastic, such as
trucks and cars. |
| • |
Boxes to sit in or crawl through. |
| • |
Toy telephone. |
| • |
Bath toys that float and hold water—ALWAYS
SUPERVISE YOUR CHILD NEAR WATER! |
| • |
Books with stiff cardboard pages. |
| • |
Stacking toys and large building
blocks. |
| |
Play is your baby's work and how
your baby learns! |
| By Around 18 Months... |
| • |
Pushes, pulls, and dumps
things. |
| • |
Follows simple directions like "Bring
the ball, please." |
| • |
Looks at pictures and books for short
periods of time. |
| • |
Pulls off shoes and socks. |
| • |
Walks without help; feeds herself
finger foods. |
| • |
Uses eight to ten words that are
easy to understand
like "no," "more," "bye-bye,"
"mine." |
| • |
Showing strong likes and dislikes. |
Activities
You might try some of the following, as well as the
previous activities your toddler enjoyed: |
| • |
Play every day on the
floor with your toddler. Example: with blocks or push and pull
toys (like trucks and cars). |
| • |
Encourage your baby to tell you what
she wants. When she points at something, you can ask, "Do
you want the green ball?" |
| • |
Offer her finger foods
or a spoon and help her feed herself. |
| • |
Name objects your child is using:
"Let's put on your blue coat," or "May I have
the ball, please?" |
| • |
Model saying "Please",
and "Thank you" when you talk to your child. |
| • |
Give your toddler stiff board books
to enjoy. Read to her. Talk to her about the pictures and stories. |
| Toys |
| • |
Containers with loose lids. |
| • |
Dolls, stuffed animals. |
| • |
Building, nesting and stacking toys
such as measuring
cups or plastic food containers with loose lids. |
| • |
Homemade drums. |
| • |
Push and pull toys, like cars and
trucks. |
| By Around 2 Years... |
| • |
Uses two- to three-word
sentences. |
| • |
Says names of toys. |
| • |
Recognizes familiar pictures. |
| • |
Feeds himself with a spoon. |
| • |
Plays by himself for short periods
of time |
| • |
Begins make-believe play, such as
using a phone, or play dishes. |
| • |
Identifies hair, ears, and nose
by pointing. |
| • |
Shows affection. |
| Activities |
| • |
Add the following to previous activities
your child enjoyed: |
| • |
Name colors as you play: "Look
at the yellow duck." "You have red socks." |
| • |
Fill a basket, box, or plastic tub
with things your child can take out and put back in the tub. |
| • |
Encourage drawing, even simple marks
on paper or grocery bag. |
| • |
Make reading to your child part of
your day's routine. |
| • |
Encourage make-believe play. |
| • |
Spend time outside running and playing. |
| • |
Practice walking up and down one
or two steps. (Supervise carefully!) |
| • |
Let your child "help"
in daily chores. He loves to imitate you. |
| • |
Help your child build language. Ask
questions like,
"What do you see?" and "What would you like to
eat". |
| • |
Add more words when talking with
your child. Example:
If your child says"Truck!", you can say, "Yes,
that's a big,
red truck." |
| Toys |
| • |
Toys with wheels. |
| • |
Nesting and stacking toys, blocks. |
| • |
Beginner's puzzles. |
| • |
Toys for make-believe play. |
| • |
Digging toys. |
| • |
Dolls and stuffed animals. |
| • |
Cars, trains, trucks. |
| |
Children learn through imitation! |
| By Around 3 Years... |
| • |
Walks up steps using alternating
feet. |
| • |
Beginning to use the toilet during
the day. |
| • |
Puts on shoes and socks |
| • |
Turns one page of book at a time. |
| • |
Uses three- to five-word sentences. |
| • |
Beginning to understand "mine,"
"his/hers," sharing and taking turns. |
| • |
More capable at toys
with working parts. |
| • |
Sorts things by color and shape. |
| • |
Plays make-believe. |
| • |
Expresses and shows affection. |
| Activities |
| • |
Bounce a ball back and forth to each
other. |
| • |
Play with sand and water. Have lots
of containers and
spoons for digging. |
| • |
Make-believe play with props like dishes, dolls, and
dress-up clothes.
|
| • |
Share songs, rhymes and finger plays.
Make musical
instruments! Dance and move to music! |
| • |
Read to your child daily. Include
books with
predictable repeated patterns, like The Little Red Hen. |
| • |
Encourage outside play with supervision. |
| • |
Play on the floor with
your child with puzzles or building toys. |
| • |
Let your child "help" with
chores. |
| • |
If you speak a language other than
English, speak it with your child. |
| • |
Allow time for your child to play
with others. |
| • |
Visit the library and book stores
during story times. |
| • |
Go to the zoo, park and other places
of interest. |
| Toys |
| • |
Books with paper pages. |
| • |
Different kinds of paper and drawing
supplies—
crayons and pencils. |
| • |
Make-believe props. |
| • |
Dolls, cars, trucks for both boys
and girls. |
| • |
Large blocks. |
| • |
Toys for sand and water play. |
| • |
Wheeled toys—for riding and
pushing. |
| • |
Simple four- or five-piece puzzles. |
| • |
Large wooden beads or thread spools
to string. |
| By Around
4 Years... |
| • |
Balances on one foot
four to eight seconds. |
| • |
Jumps up and down. |
| • |
Dresses and undresses with little
help. |
| • |
Washes hands alone. |
| • |
Plays simple group games. |
| • |
Asks questions beginning, "what,
where, who?" |
| • |
Answers basic questions. |
| • |
Knows his first and last name. |
| • |
Takes turns and shares toys. |
| Activities |
| • |
Expand your child's learning in her
play. |
| • |
Find the letters of her name in books
or magazines. |
| • |
Encourage your child to sing nursery
rhymes with you. |
| • |
Help her count objects
and say or sing the alphabet. |
| • |
Let your child play outside, but
never by himself. |
| • |
Encourage your child to help with
daily chores to learn responsibility. |
| • |
Let your child play with friends
her age. Teach her to share and take turns. |
| • |
Give your child the chance to explore
art. Make masks from paper plates or paper bags. Glue on yarn,
fabric or paper. Make books. |
| • |
Encourage make-believe play. |
| • |
Learn about science and nature. Examples:
stones, seeds, insects, magnets. |
| • |
Go to the zoo, store, museums, parks
and library. Talk about what you see! |
| Toys (for
4-6 years) |
| • |
Art and writing supplies: safe scissors,
glue stick, crayons, markers, chalk, finger paints, play dough,
paint brushes, paint shirt (old shirt or apron) and lots of
paper! |
| • |
Balls. |
| • |
Wheel and riding toys. |
| • |
Puzzles. |
| • |
Books, books on tape. |
| • |
Dolls. |
| • |
Large blocks, interlocking blocks
(like Duplos). |
| • |
Props for imaginative play: dress-up
clothes, toy phones, grocery store supplies. |
| By Around
5 Years... |
| • |
Skips. |
| • |
Catches a large ball. |
| • |
Bathes and dresses himself. |
| • |
Speaks clearly. |
| • |
Knows how to count 5 to 10 objects. |
| • |
Plays cooperatively with other children. |
| • |
Draws simple shapes and figures |
| • |
May print a few letters. |
| • |
Shows more independence |
| • |
Generally likes to be with friends. |
| Activities |
| • |
Encourage outside play
and playing with friends. |
| • |
Show your child how to use scissors
and let him practice cutting scraps of paper. |
| • |
Sing songs and read daily with your
child |
| • |
Listen actively to your child's
stories and encourage him to use his imagination. |
| • |
Encourage your child
to dress himself in the morning and get ready for bath time
at night. |
| • |
Make a trip to the grocery store
a learning experience.
Talk about different foods and colors. |
| 5 to 6 Years... |
| • |
You are helping your child get ready
for school! |
| • |
Practice throwing, catching
and kicking different size balls. |
| • |
Encourage spoken and written language.
Example: Write a story as your child tells it to you. Add pictures
to make your own book. |
| • |
Talk with your child when you visit
the library, hospital
or airport. |
| • |
Help your child recognize and write
her name and names of others in the family. |
| • |
Point out different shapes and colors. |
| • |
Let her count different objects.
"How many green cars do you see?" |
| • |
Count and sort things like beans,
socks or spoons and forks. |
| • |
Read familiar signs and symbols on
cereal boxes, in magazines, and while driving in the car. |
| Preschool |
|
Some things to look for in selecting a preschool:
|
| • |
Children spend most of
their time playing and working
with materials or other children. · Children have access
to various activities throughout the day: building blocks, props
for pretend play, picture books, paint and art materials, table
toys such as puzzles, matching games and pegboards. |
| • |
Children have access
to various activities throughout
the day: building blocks, props for pretend play, picture books,
paint and art materials, table toys such as puzzles,
matching games and pegboards. |
| • |
The classroom is decorated
with the children's artwork, stories, and writing, and is displayed
at child's eye level. |
| • |
Children have daily outside play. |
| • |
Learning is planned for both those
children who are
ahead, as well as those children needing more help. |
| • |
Teachers show they recognize children's
different
backgrounds and experiences. |
| • |
Teachers and staff are
trained and certified to teach
young children. |
| Ready
for School? |
| • |
If your children have had good nutrition,
have seen their
doctor regularly, and have learned through play at home
and with others...they will have the tools and self-image
they need to learn! |
| • |
Schools use different ways to measure
if children are
ready to start school. Contact your school at least one
year before your child will be starting to see what it
considers "ready." |
| Most children
entering kindergarten should be able to... |
| • |
Say their full names. |
| • |
Talk to adults outside their family. |
| • |
Write part of their name. |
| • |
Use a restroom, including hand washing,
without help. |
| • |
Take turns. |
| • |
Hop and jump. |
| • |
Catch and throw a ball. |
| • |
Use crayons and scissors. |
| • |
Name basic colors. |
| • |
Count to ten. |
| • |
Sit and listen to a story. |
| • |
Be aware of parts of a book and how to use one (for example,
front and back of book, turning pages).
|
| Toys |
| Caution:
Toys should have more than one use, and encourage creativity.
Action figures inspired by TV or movies may not always be the
best choice to help your child learn. |
| Remember when choosing
toys... |
| • |
Movement, sound, color
and texture are good. Look for toys with two or, better yet,
three of these things. |
| • |
Match the toy to your child's skill. |
| • |
Choose toys your child will use more
than one way. |
| • |
Never give infants and toddlers toys
with: |
| |
- Parts that could pull off and fit
into childs mouth, nose, or ear. |
| |
- Wires or parts that get hot. |
| |
- Lead paint. |
| |
- Toxic materials. |
| |
- Breakable parts. |
| |
- Sharp points or edges. |
| |
- Glass or brittle parts. |
| |
- Springs, gears or hinges that pinch
or trap
fingers. |
| • |
Safe household items make great toys!
A few examples: pots and pans, plastic food containers, boxes,
plastic measuring spoons, cups and bowls. |
For more information
and references, visit your
local library.
For information on toys for special needs, call:
United Cerebral Palsy of Idaho 377-8070 |
| Let's
Read and Write! |
| • |
From birth, your child is developing
all areas of her literacy: listening, speaking, reading, writing. |
| |
Reading
and writing... A part of each day, a part of kids' play! |
| • |
You can encourage your child's first
steps in reading and writing by including it as a natural part
of their day. |
| Your child learns
to read and write by... |
| • |
Watching you read and
write. Seeing reading and
writing as useful and enjoyable. Knowing how words
and letters look and sound. |
| • |
Singing and saying nursery rhymes;
playing with
sounds of words. |
| • |
Reading and sharing books often. |
| • |
Visiting the library and going to
story times. |
| • |
Sharing books that have rhyme, rhythm,
and repetition. Examples:
BROWN BEAR, BROWN BEAR by Bill Martin.
CAT ON THE MAT by Brian Wildsmith. |
| • |
Listening to you tell her stories,
and making up stories of her own. |
| • |
Using reading and writing in her
pretend play: reading to dolls, writing "orders" in
a pretend restaurant. Sharing words and print she sees in the
world around her: "on" and "off" buttons,
"hot" and "cold," and store logos. |
| • |
Having many chances to
try writing on her own. |
| • |
Having you help her and answer her
questions. |
| Your child is learning
all of the time!Her early experiences with readingand writing
can create attitudesthat last for a lifetime. |
| Read
to Me! |
We often hear it is
important to read to our children. It is!
It is also important to know how to read to our children. |
| When you read with
your infants and toddlers... |
| • |
Find a time and book that
will be enjoyable! |
| • |
Hold your child in your lap or sit
close to him. |
| • |
Get his attention. Example: "Oh,
look at that!" |
| • |
Ask a "label" question.
Example: "What's that?" |
| • |
Encourage your baby's response, or
tell him yourself. |
| • |
Give more information or feedback to your baby.
Example: "That's right... That's a ball. You have a big
red ball like that."
|
| • |
Keep it short and simple. Your baby
may only look at a few pages, or may just want to chew them. |
| When you read with
your preschooler... |
| • |
Find a time to read that is good
for both you and your child. Example: bedtime or a "settle
down" time after an outside activity. |
| • |
Keep your voice interesting.
Talk about the book and the pictures. |
| • |
Ask open-ended questions,
not questions with only one answer. Example: "What do you
think will happen?" |
| • |
Relate the book to your child's experiences.
Example: "He's playing in the snow. What was it like when
you played in the snow?" |
| • |
Let your child practice playing
with books and seeing you model: |
| |
- Finding the book's front
and back title and author. |
| |
- Looking at the book
right side up and turning pages. |
| |
- Reading front to back,
top to bottom, and left to right. |
| • |
Give suggestions, but
allow your child to choose the books you read. |
| • |
Encourage a variety of books: storybooks,
alphabet and counting books, wordless books, nursery rhymes,
predictable or pattern books—ones with rhyme, rhythm, or
repeated words. |
| For families
speaking a home language other than English: |
| It is very
important to also speak and read with your child in your home
language. It will help your child learn to read and write
in English. |
| • |
Share stories, songs and rhymes with
your child in your home language (or languages). |
| • |
Remember that your family's language
is an important part of who your child is! |
| Books
to Share with Children |
| Your library is a wonderful
place to go for books, other literacy materials, and story times.
Call for their current programs and times. |
The following are
just a few suggestions of books to share
with your child. |
|
Infants (Birth to 12 months)
|
•
•
• |
GOOD NIGHT MOON by Margaret Wise
Brown.
TRAIN LEAVES THE STATION by Eve Merriam.
WHERE'S SPOT? by Eric Hill. |
| Toddlers (1 to 3
years) |
•
•
• |
COME BACK KITTENS by Jan Ormerod.
RED, BLUE, YELLOW SHOE by Tana Hoban.
JUMP, FROG, JUMP by Robert Kalan. |
| Preschoolers (3 to
6 years) |
•
•
• |
BARN DANCE by Bill
Martin, Jr. & John Archambault.
MINERVA LOUISE by Janet Morgan Stoeke.
CHICKA CHICKA BOOM BOOM by Bill Martin, Jr. & John Archambault. |
| Developmental
Warning Signs |
These early warning
signs are some of the signs that a
problem may exist. |
| Talking |
| • |
Can't say "Mama"
or "Dada" by 18 months to 2 years |
| • |
Can't say the names of
a few toys an people by age 2 |
| • |
Does not use two or more
words together by age 3. |
| • |
Is not talking in short sentences
by age 4. |
| • |
Is not understood by people outside
the family by age 5. |
| Moving |
| • |
Can't sit up by herself
by age 1. |
| • |
Does not walk by herself by age
2. |
| • |
Can't walk up and down steps by age
3. |
| • |
Can't stand on one foot
for a short period of time by age 4. |
| • |
Does not throw a ball
or can't catch a ball bounced to him by age 5. |
| Thinking |
| • |
Does not react when you
say his name by age 1. |
| • |
Can't point to his hair,
eyes, ears, nose and mouth by age 2. |
| • |
Does not respond to language by age
3. |
| • |
Does not understand simple questions
by age 4. |
| Playing |
| • |
Does not play games like
peek-a-boo, patty cake, or wave bye-bye by age 1. |
| • |
Does not imitate parents
doing household chores by age 2. |
| • |
Does not enjoy playing
alone with toys by age 3. |
| • |
Does not play group
games with other children by age 4. |
| • |
Does not share and take turns by
age 5. |
| Hearing |
| • |
Does not startle by 2
months. |
| • |
Does not turn to face the source
of sounds or voices by
6 months. |
| • |
Has several ear infections in one
year. |
| • |
Talks in a very loud or very soft
voice. |
| • |
Often turns up the volume on tape
player or TV. |
| • |
Does not respond when you call from
another room. |
| • |
Often turns the same
ear toward a sound he wants to hear. |
| Seeing |
| • |
Does not track the face
of parent or caregiver by
3 to 4 months. |
| • |
Does not reach and grasp for objects
by 6 months. |
| • |
Can't find and pick up small objects
that have been
dropped by 1 year. |
| • |
Rubs her eyes or complains that her
eyes hurt often. |
| • |
Has red, watery, or crusty eyelids. |
| • |
Holds her head in a strained way
when trying to look at something. |
| • |
Sometimes, or always, crosses one
or both eyes. |
| • |
Often holds her head
at an abnormal head turn or tilt, to look at something. |
Early screening is
important! If you think your child may
have a problem, talk to your child's doctor or clinic. You can
also contact the following agencies for free screening:
| Child Care Link |
734-5900 Ext.
254
|
| Careline |
1-800-926-2588
|
| Careline - Spanish |
1-800-677-1848
|
| MVRMC Infant Care Center |
737-2378
|
| Child Care Contacts |
733-9351
|
| Boys & Girls
Club |
736-7011
|
| Salvation Army - Youth Center
(After-School Program |
736-7649
|
| TTY Hearing &
Speech Impaired |
733-8720
|
|
| Potty
Training |
Potty training should
not be stressful. (But it sure can be!)
It should be a great source of pride and self-esteem for
your child. |
| Here are some tips: |
| • |
Training usually begins
between 2 and 3 years old. All children are different. Do not
start if your child is not ready. Two things to watch for: staying
dry for longer periods of time in the day, and an interest in
others using the toilet. They have watched others use the toilet,
and they will also want to use it. |
| • |
Make sure you start training when
it is also a good
time for you. You need a consistent schedule-not in
the middle of moving, or having a new baby. |
| • |
Let your child pick out new "big
kid" underwear. |
| • |
Always use only positive
verbal comments. Example: "Big kids wear underwear. Big
kids go on the potty." |
| • |
Potty training takes time. Be patient! |
| • |
There will be many "accidents."
He may not have control over his bowel and bladder for several
months. |
| • |
Shaming or punishing for
accidents is not understood, hurts self-esteem, and may slow
the training! |
| • |
It is so much easier
for your child to use the toilet for bowel movements if they
can rest their feet on the floor. It may help to buy a small
training toilet. |
| • |
If they insist on using
the regular toilet, find a step stool so they can rest their
feet. With the regular toilet seat, hold them and watch them
carefully. |
| • |
Praise your child for
attempts to use the toilet, even if not successful. |
| • |
Two good times to put
your child on the toilet: upon
waking and after eating or drinking. |
| • |
Most children cannot
stay dry at night for up to several years. Have your child use
the toilet before bed. |
| • |
Many children will continue
to wet during the night for many years. |
| • |
If you have any concerns, please
call your doctor or clinic. |
| Finding
the Best Child Care |
| Look at
a number of child care settings before choosing one. Ask questions.
Is the child care center licensed by Idaho (if outside the city
limits), or by the city (if inside the city limits)? |
| If a child care center
is licensed, you know that it... |
| • |
Receives health and safety
inspections. |
| • |
Receives fire inspections. |
| • |
Checks the background of all employees. |
| • |
Meets minimum standards of either
the state of Idaho or the city of Boise. |
| Think of the kind
of person you want your child to be with during the day: |
| • |
Do they have good references? |
| • |
Do they enjoy the children? |
| • |
How do they discipline? |
| • |
Are they a good model for the children
in how they talk and treat others? |
| • |
Look carefully at the home or
center: |
| • |
Are the diaper changing
area, bathrooms, and kitchen
areas sanitary? |
| • |
Is there a large, safe outdoor area
in which to play? |
| • |
Is there a variety of toys in good
repair? |
| • |
Is it safe? Examples: play equipment
and play area, water hazards. |
| • |
Is it a place that promotes
the development of
your child? |
| • |
· Is there enough
staff to: |
| |
- Supervise children well? |
| |
- Feed infants individually? |
| |
- Help children with dressing? |
| • |
Do they have safe transportation? |
| • |
Can you visit at any time,
and unannounced? |
| Once you
have made your choice, talk with your child about their time
there. Listen to your child! Spend some time with your child
at the center. This may make their adjustment easier. Drop by
to visit the center at different times of the day. |
 |
| |
|
::
Introduction
Child
Development
