Decorating a Halloween Pumpkin With Your Toddler – Fun Ideas For This Craft

Even young children enjoy decorating a pumpkin for Halloween. You do not want to put a knife in their hand or do all of the work for them. There are several different ways that you can still let them have a lot of fun and decorate their own pumpkin. These ideas have worked great at my home and will work wonderful at yours as well. They are also good for preschool classrooms.

Painting a Pumpkin

You can get some simple paints and a small paintbrush. Lay out some newspapers and then let your child have fun painting on the pumpkin. Let them do whatever they want on it. Remember they will wash and just let them get messy. Tempura paint comes off easily so this is a good one to use. These pumpkins are usually kept better in the house because the paint can wash off in the rain.

Stickers

Place stickers on the pumpkins. It is very simple and you can use any stickers that you want to use. Our local pumpkin patch sells sheets of stickers that have faces on them for only 25 cents. You can also find great stickers at the dollar store.

Markers

Let your child draw on the pumpkin with markers. You will need to use sharpies or another marker that is not washable for this one. If you use washable markers, they will come right off on the child’s hands. Just make sure they only write on the pumpkin because these markers will not come off other items easily.

Carving

If you make the choice that you want to carve a pumpkin, let the kids get involved in helping you out. They can pull all of the guts out of the middle. Let them put the seeds on a pan so that you can toast them. Once you cut out a piece, you can let the child push the piece out of the pumpkin for you. Just watch them really careful so that they do not touch the knives or other tools that you are using to cut the pumpkin.

This is a fun activity for the entire family. Even your older children will enjoy decorating the pumpkin in this way. They will be proud of the great job they did on their own pumpkin. You can sit down and do this together as a family and then toast the seeds. Enjoy this snack together and have a great time as a family.

Written by monkeysue

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Family Home Evening Ideas With Toddlers

Here are some specific ideas for activities and lessons for family home evenings with pre-school aged children.

1. Bodies

Preschoolers are rapidly gaining understanding of the world around them. They are becoming more interested in their own bodies and the differences between girls and boys, babies, etc.

Help them to learn the names of body parts. The song “head, shoulders, knees and toes” can be a fun one for the whole family to do, and it will help to reinforce the names of body parts. You can draw pictures of people. Another good drawing activity is to draw faces with different expressions, showing happy, sad etc. (The book Happy Dog Sad Dog is good for this). Most public libraries have picture books explaining body parts (and sometimes very basic sex ed. or explanations of bones, organs, etc.) You can look for one suited to the right level for your child.

If you want a short spiritual lesson with it, then you can use the creation story about our bodies being made, or use the Word of Wisdom (Doctrine & Covenants 89) to talk about taking care of our bodies.

2. Alternative Family Portraits

Instead of a traditional family portrait, try something different (and probably more fun). Get a big sheet of paper (you can use canvas or other backgrounds as well), and some finger paints. Each family member uses a different colour paint, and puts down a handprint (or footprint). In the end, you have a collection of different size and colour prints that look great together.

You can combine this with family-based songs (like Families Can Be Together Forever) and a lesson on families.

3. Write Letters

Use family night to write letters to grandparents, missionaries, or anyone else that you want to send mail to. Parents and older kids can write messages, and younger children can draw pictures to go with them. They will also have fun putting stickers and stamps on the envelopes.

4. Work in the Garden

Begin with a children’s song like The Prophet Said to Plant a Garden. Then you can work in the yard together. Even very young children can help to plant seeds, water plants, etc. Give them specific jobs to do and make it fun rather than work. Let them have specific plants that are theirs (sunflowers are easy to plant and care for, and children love watching their flowers grow).

You can combine this with any number of lessons, including consider the lilies (Matthew 6:28), the creation (Genesis), and gratitude for the world around us. You can also introduce them to ideas about taking care of the earth.

Even if you don’t have a yard, you can go to the park and look at plants, or plant seeds or plants in a pot indoors.

Written by KeriWithington

GHTime Code(s): nc 

Family Home Evening Ideas With Toddlers

Here are some specific ideas for activities and lessons for family home evenings with pre-school aged children.

1. Bodies

Preschoolers are rapidly gaining understanding of the world around them. They are becoming more interested in their own bodies and the differences between girls and boys, babies, etc.

Help them to learn the names of body parts. The song “head, shoulders, knees and toes” can be a fun one for the whole family to do, and it will help to reinforce the names of body parts. You can draw pictures of people. Another good drawing activity is to draw faces with different expressions, showing happy, sad etc. (The book Happy Dog Sad Dog is good for this). Most public libraries have picture books explaining body parts (and sometimes very basic sex ed. or explanations of bones, organs, etc.) You can look for one suited to the right level for your child.

If you want a short spiritual lesson with it, then you can use the creation story about our bodies being made, or use the Word of Wisdom (Doctrine & Covenants 89) to talk about taking care of our bodies.

2. Alternative Family Portraits

Instead of a traditional family portrait, try something different (and probably more fun). Get a big sheet of paper (you can use canvas or other backgrounds as well), and some finger paints. Each family member uses a different colour paint, and puts down a handprint (or footprint). In the end, you have a collection of different size and colour prints that look great together.

You can combine this with family-based songs (like Families Can Be Together Forever) and a lesson on families.

3. Write Letters

Use family night to write letters to grandparents, missionaries, or anyone else that you want to send mail to. Parents and older kids can write messages, and younger children can draw pictures to go with them. They will also have fun putting stickers and stamps on the envelopes.

4. Work in the Garden

Begin with a children’s song like The Prophet Said to Plant a Garden. Then you can work in the yard together. Even very young children can help to plant seeds, water plants, etc. Give them specific jobs to do and make it fun rather than work. Let them have specific plants that are theirs (sunflowers are easy to plant and care for, and children love watching their flowers grow).

You can combine this with any number of lessons, including consider the lilies (Matthew 6:28), the creation (Genesis), and gratitude for the world around us. You can also introduce them to ideas about taking care of the earth.

Even if you don’t have a yard, you can go to the park and look at plants, or plant seeds or plants in a pot indoors.

Written by KeriWithington

Your kid’s daily routine has to be organized around the time of day and your personal schedule. Plan routines for the morning, afternoon and night using thisfree video from a professional nanny about child care. Expert: Veronica Baragas Contact: www.mywigglesandgiggles.com Bio: Veronica Baragas was born and raised in Austin, Texas and has been working with children and families for 10 years. Filmmaker: Todd Green

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Keywords in Piaget?s Theory of Cognitive Development – An Explanation of Key Ideas in Piaget?s Theories

These key phrases relating to Piaget’s theory are not in alphabetical order but are grouped in relation to the various stages of a child’s intellectual development as seen by Piaget.  

Key Phrases in Piaget’s Theory of Child Development

Adaptation:  From birth onwards a person interacts with the world, constructing mental representations in an ongoing process called adaptation.

Assimilation: A part of the adaptation process where new information is incorporated into already existing mental structures.

 Accommodation: If existing structures don’t meet with new information being received, a new concept must be devised. Piaget believed tension between assimilation and accommodation leads to adaptation.

Keywords in Piaget’s Cognitive Theory  

Sensorimotor Stage: Infants learn there is a relationship between their actions and the external world.
Primary Circular Reactions: Attempted repetition of an experience
Secondary Circular Reactions: Similar to above but the target is the external world; success in making an object move will be followed by many repetitions
Object Permanence: An infant’s ability to understand an object continues to exist when it can no longer be seen.
Preoperational Stage: Infants start making mental representations of objects. Language starts to develop. At this stage children develop their imaginative skills and engage in “make believe”.
Classification: Understanding an article is part of a subset: i.e. splitting red bricks from green bricks
Seriation: Infant’s ability to order objects with respect to a common property i.e. placing a number of sticks together in order of length.
Class Inclusion: The understanding that some sets of objects are also sub-sets of a larger class i.e. there is a class of objects called flowers, within this class is included types of flowers such as daffodils and roses.
Decentration: The ability to move away from one system of classification to another one as appropriate.
Egocentrism: Young infants have difficulty understanding two people can perceive the world differently. The young child thinks everyone thinks as they do and shares their feelings and desires.
Magic Omnipotence: This sense of oneness, of everyone thinking and feeling the same leads to the infant’s assumptions of “magic omnipotence”; that not only is the world created for them but they can control it.
Animism: A characteristic of egocentric thought that nature is alive. Child ascribes life to inanimate objects.
Artificialism: The idea that natural phemomena are created by humans; the child thinks that living things are manufactured and nature is a part of human creation.
Realism: The infant’s idea that their perspective is objective and absolute i.e. ‘names’ of objects are real to the child who doesn’t realise names are only ‘verbal labels’ and objects could have been different names.
Conservation: The understanding that the physical attributes of an object remain unchanged even though their appearance has changed. Conservation is always gained in the same order with respect to number, followed by greater understanding of weight and thirdly volume.
Centration: Piaget argued that a child’s inability to grasp the concept of conservation is due to their capacity to focus on only one aspect of a problem at a time (centration).
Concrete Operations: The emergence of logical thought; during this stage new cognitive skills emerge such as understanding reversibility (physical changes can be undone by reversing original action) understanding categories and engaging in logical thought. Children at this stage think logically about concrete events and objects.
Inductive Logic: Going from a specific experience to a general principle
Deductive Logic: Involves using a general principle to determine outcome of a specific event.
Reversibility: As above, an awareness that actions can be reversed.
Formal Operations: Children at this stage think abstractly about events and objects. They understand the real and concrete but can also envisage possibilities.
Operation: The process of working something out in the mind.
Scheme or Scheme: The representation in the mind of a set of perceptions, ideas or actions that fit together
Stage: A period in the infant’s development in which he or she is capable of understanding some things but not others.

 Piaget’s approach is central to the school of cognitive theory known as “cognitive constructivism”, a theory which has two main parts: ages and stages.  

Written by Carole Somerville
Professional Writer and Astrologer

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