Name: ______________________________ Date: ______________ Partner (if any): ______________
Directions: Day 1: Part 1 (the ages-and-stages chart) and Part 2 (the plan). Get the plan signed. Day 2: Part 3 (the safety checklist, run twice) and Part 4 (the parent card). Day 3: Part 5 (the test notes) and Part 6 (the gallery card). Turn in everything with the kit and the rubric self-assessment.
Part 1: Ages and stages, 2 to 6
What a child is working on, by area. Pick one line. Your kit builds that one thing.
| Age | Physical | Social | Emotional | Intellectual |
|---|---|---|---|---|
| 2 | Runs, climbs, kicks a ball; stacks 4 to 6 blocks; scribbles; turns pages | Plays next to other children, not yet with them; watches and copies | Big feelings, short words for them; "no" and "mine"; needs a routine | Two-word sentences; points to pictures when named; finds a hidden toy; begins pretend (feeds a doll) |
| 3 | Pedals a trike; hops; draws a circle; uses a spoon and fork; pours | Begins to play with others; takes turns with help; likes to help | Names feelings (mad, sad, happy); handles "no" with support; fears (the dark) | Full sentences; knows some colors; counts to 3; sorts by one rule (color); asks "why"; longer pretend |
| 4 | Hops on one foot; catches a bounced ball; cuts with child scissors on a line; draws a person with 2 to 4 parts | Plays with others; prefers friends; cooperative games; understands rules | Talks about feelings; can wait a short time; likes to please; may lie to avoid trouble | Counts to 10; names 4 or more colors; sorts by size or shape; knows some letters; tells a short story; understands "same" and "different" |
| 5 | Skips; balances on one foot 10 seconds; copies a triangle; ties a knot; dresses alone | Wants to be like friends; follows rules; takes turns without help | Manages feelings with words most of the time; understands others' feelings | Counts to 20; knows most letters; rhymes; retells a story in order; sorts by two rules; simple addition with objects |
| 6 | Rides a bike; jumps rope; writes letters and numbers; ties shoes | Best friends; team games; fairness matters a lot | Handles losing (mostly); proud of what they can do | Reads simple words; counts by tens; tells time to the hour; understands rules of a board game; long pretend with a plot |
Part 2: The kit plan
My child's age: ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐ 6
The area: ☐ physical ☐ social ☐ emotional ☐ intellectual
The one thing the child is working on (from the chart): ________________________________________________
Kit type: ☐ sensory bag ☐ story with props ☐ sorting game ☐ movement game ☐ simple craft
Second choice, in case the first does not fit: ______________________
The kit's name: ______________________
What the child will do with it, three steps:
- ________________________________________________
- ________________________________________________
- ________________________________________________
Why this age and not one older or younger: ________________________________________________
Materials, priced from the bin list (the bin prices are posted; write the quantity and the cost):
| Material | Quantity | Bin price each | Cost |
|---|---|---|---|
| Total (must be under $5.00) |
First safety check: What could go wrong? ______________________ What stops it? ______________________
Tube rule: ☐ Age 2 or 3: nothing loose fits through the tube. ☐ Age 4 to 6: small pieces are marked "with an adult" on the card.
Teacher signature (Day 1): ______________________
Changes I made during the build (Day 2): ________________________________________________
Stretch: A "make it harder" version for a child one year older, and the chart line it moves to: ________________________________________________
Stretch: Which of the eight caregiver jobs does this kit serve, and how would a babysitter use it in a hard moment (bored, upset)? ________________________________________________
Part 3: The safety checklist (run it twice: you, then a partner)
| # | Check | Me (initials) | Partner (initials) | If it failed, what I did |
|---|---|---|---|---|
| 1 | For age 2 or 3: nothing loose fits through the tube. For age 4 to 6: small pieces are on the card as "with an adult." | |||
| 2 | Nothing sharp: no pointed sticks, no exposed staples, no wire. | |||
| 3 | No food, no beans or rice loose (sealed and double-bagged only, and taped). | |||
| 4 | Sensory bags are double-bagged, sealed, and taped on every edge. | |||
| 5 | Nothing goes in a mouth on purpose (no whistles, no straws, no "taste it"). | |||
| 6 | Nothing to climb, nothing to throw at a person, nothing that needs a table edge or a chair to reach. | |||
| 7 | No strings or cords longer than 7 inches that could wrap around a neck (yarn is cut short or wrapped and glued down). | |||
| 8 | Nothing that has to be plugged in; no batteries, no magnets. | |||
| 9 | Glue is dry; tape edges are pressed down; nothing peels off into a small piece. | |||
| 10 | The parent card has a safety line that names a real thing to watch for. |
Part 4: The parent card (write it on an index card, or here and copy it)
| Line | What to write |
|---|---|
| Kit name | |
| For a child who is | ____ years old |
| What it builds (one sentence a parent would understand, no words like "fine motor" without saying what that means) | |
| How to use it, step 1 | |
| Step 2 | |
| Step 3 | |
| Safety (what to watch for; what the child should not do alone) | |
| Cleanup (one line) | |
| Made by (first name or initials only) |
Stretch: what to say to the child during the activity (a question to ask, a word to teach): ______________________
Picture card option (draw on the back of the index card)
| Step 1 (draw it) | Step 2 (draw it) | Step 3 (draw it) | Safety (draw it: an eye for "watch," a crossed-out mouth for "not in the mouth") |
|---|---|---|---|
| one word: | one word: | one word: | one word: |
A bad card: "Builds fine motor skills and sensory processing. Let the child explore the materials in a developmentally appropriate way."
A good card: "Squish Bag. For a 2 year old. Helps your child use their fingers to push and pinch, which gets their hands ready for holding a crayon. 1. Put the bag flat on the table. 2. Ask your child to find the red button and push it to the corner. 3. Ask for the blue one. Safety: the bag is sealed and taped; if it leaks, take it away. Do not let your child bite the bag. Cleanup: wipe the table. Made by S.P."
Part 5: The test (Day 3)
My partner played a ______ year old for three minutes.
What worked: ________________________________________________
What did not work: ________________________________________________
One change I made (or would make): ________________________________________________
Stretch: something the "child" did that I did not plan for: ________________________________________________
Part 6: Gallery card (Day 3, while others present)
One kit from the showcase I would bring to a real babysitting job (the kit's name, not the maker's): ______________________
Why: ________________________________________________