Fun Start: An idea a week to maximize your baby’s potential from birth to age 5. June Oberlander R.

the three containers. The hiding place must be where the child can easily go and retrieve one of the three things.

      Choose one and make a noise with it. Ask the child to find the one that made the sound. Help the child if she seems confused. Continue to play the game and praise the child whenever you can. If the child makes a mistake, keep working with the same noisemaker until the child successfully finds the correct one.

      Choose three other different things and tell the child to close her eyes or turn around while you make a sound with one of the materials. The child can then be instructed to point to the correct one. Continue to make the child aware of specific sounds throughout the house and outside.

       What’s Outside?

      This activity develops

       an awareness of the outside world

       an awareness of the colours green, yellow, blue and white

       vocabulary enrichment

       enhancement of the sense of touch

       skill in associating what is found outside and in a book

      Borrow several books from the early childhood section of the library. The books should have some pictures of trees, flowers, birds and houses. Read and talk about the pictures and tell the child some things that are found outside. It will be beneficial if you can take the child outside after you read one of the books and point out some things that are found outside that you read about.

      Walk outside with your child on another occasion and go near a tree. Touch the tree and talk about how tall and big it is. If possible, pluck a green leaf from the tree and let the child feel it. Tell the child that the leaf is green.

      Look at the grass and tell the child that grass is green also. Allow the child to feel some blades of grass, and make the child aware that the tree is much taller than the grass. Look up and down at the tree so that the child will understand what you mean by the word‘tall’.

      Show the child some flowers if they are in bloom. The child should be allowed to touch and smell the flowers, but she should also be told not to pick flowers without permission. Make the child aware that trees, grass and flowers all have green leaves.

      Go to a place outside where some soil is visible. Take a stick and dig a little to loosen it. Let the child dig too if she wishes. Encourage the child to feel the soil and tell the child that trees, grass and flowers live in the soil.

      Show the child the roots of some weeds if possible. Let the child feel the roots and observe the root hairs. Tell the child that roots soak up water and minerals for the trees, grass and flowers to help them to grow, and that roots also hold the plants in the ground. Make the child aware that trees, grass and flowers are living things.

      Pick up a rock and tell the child that a rock is not living. Also say,‘Soil helps living things to grow, but it is not a living thing.’ Do not expect the child to understand all of this.You are making the child aware of her environment. This should stimulate the child to think.You can divide this activity up and talk about one new thing outside every day, or you can combine two things and talk about them.

      At another time during the week, read and look at a book about trees, grass and flowers. Can your child recall anything that you saw, felt or talked about outside? Does the child recognise and recall the colour green?

      Observe the birds outside. Naturally, the child will not be able to feel them; however, you may find a feather and allow the child to feel it. Talk about birds and tell the child that birds are different colours. Explain where they live and describe their nests, eggs, habits and how they move.Your discussion will depend on the child’s interest.

      Continue your discussion of things outside only when the child appears receptive. Point out the yellow sun, the blue sky and the white clouds. Caution the child about looking directly at the sun. She should know that this could damage the eyes. At night you can talk about the moon and stars. Do not expect her to be an authority on what is outside. At this age the activity is for awareness; children are curious about their natural surroundings.

       What is Moving?

      This activity develops

       language interaction

       visual discrimination

       eye-hand coordination

       independence

       problem solving

      Assemble a stuffed animal, a plastic cup and a ball, or three similar things. Name each object for the child. Tie a string or piece of wool around each of the three objects leaving approximately 30 centimetres free. Cover the three objects with a cloth, blanket or a large towel, but leave the three strings visible outside the cover.

      Pull the string that is attached to the stuffed animal and instruct the child to watch. Be sure that you do not expose the objects that are covered. Ask the child to name the object that is moving. Tell the child to look at the shape of the covered moving object. If the child has difficulty naming the object, retrieve it for the child and identify it again. Cover the stuffed animal again and repeat the process. Do this until the child is secure in naming the moving stuffed animal. Continue with this procedure until the child can readily identify all three covered objects when they are moved.

      Play this game as long as the child appears to be interested.Vary the game at another time by changing the three objects and wiggling the string ‘snake fashion’as you pull the strings one at a time. It is important to work with only a few things at a time. Too many items may excessively stimulate the child and cause confusion.

      Encourage the child to work independently by covering the objects and pulling the strings one at a time. The child will delight in watching the objects move. She will realise that she is causing the motion and will find it challenging to cover the objects completely. This will encourage her to solve the problem to accomplish the task.

      Remember to repeat some of the activities from the previous weeks, especially those that seemed difficult for the child at that time. Children enjoy and need the repetition.

       What Can I Smell?