Frozen themed coconut, blueberry and yogurt ice pops

As Parents/Carers we are always trying to find alternative healthy and nutritious treats for our children. Bee loves ice cream, but due to shop bought ice creams/pops having a high sugar content as well as other suspicious ingredients, we decided to make some delicious, healthy and cooling ice pops at home.  By making your own you know exactly what ingredients they contain and it is a great learning opportunity for your child.
We decided to make our ice pops fit for Queen Elsa and Princess Anna (from the Disney movie Frozen) I am sure they would love to feast on these chilled beauties
To give them a Frozen theme we used only blue and white ingredients. For nutritional purposes we added coconut water as it contains;

"minerals like calcium, iron, manganese, magnesium, and zinc...B-complex vitamins such as riboflavin, niacin, thiamin, pyridoxine, and folates. These vitamins are essential in the sense that the human body requires them from external sources to replenish...      electrolyte potassium. 100 ml of water has 250 mg of potassium and 105 mg of sodium. Together, these electrolytes help replenish electrolyte deficiency in the body due to diarrhea " found on www.nutrition-and-you.com  

                                                  

Who can play?

Children aged two and above

Safety:

If children are involved in the cutting up of fruits, ensure that you only provide a blunt knife, to prevent cuts.

Ensure that you and your child wash your hands prior to making the ice pops for hygiene reasons.

What do you need?

• Ice pop molds
• Freezer
• Yogurt (any kind that you have available in your fridge) 
• Coconut water
• Blueberries

What did the critique have to say regarding the activity?

"It's yum and cold" By Bee aged three.

What questions could be asked?

• Where can we put the ingredients to make them go cold and freeze?
• What do you think will happen to the fruit and liquid once it goes into the freezer? 
• Does it feel hot or cold?             

What did we do?
Firstly we washed our hands, fruit and the table.
Bee then placed the blueberries half way in the ice pop mold. As a guide, I used a dry wipe marker and made a line half way up the mold

Marks made half way down the ice pop mold as a guide

                                             
We then poured in the coconut water. Bee decided to put the coconut water to the top of one molds and said that it was "full" .She did not pour any into the end mold and said "I'm just going to put yogurt in that one". This showed that she was designing her own ice pops and experimenting with the combinations. At this point she also passed a comment about the blueberries floating, so we spent a minute or two talking about floating and sinking and why she thought this was happening.

        

We tasted the water and fruit as we went along and talked about the berries being sweet.
During the activity I questioned Bee as to how we were going to make them cold. At first she said the fridge and then the freezer because it is "even colder".
Next we placed them in the freezer for around 4 hours (or until they were frozen)
Finally we added yogurt to fill the rest of the ice pop mold. They were then placed in the freezer for another four hours or until frozen.

                                 

All that was left to do then was...enjoy...and we did! 

                                            

What did we learn?

• Communication and language-Speaking and listening. Following instructions. Explaining what she is doing.
• Physical development- Fine and large manipulative skills, coordination. Healthy food choices and talking about foods that are good and bad for you.
• Personal, social and emotional- Making relationships and developing social skills. Becoming aware of hygiene rules, by having to wash hands before the activity and encouraging self help skills.
• Mathematics- Counting out the fruit and measuring out the liquids. Talking about full, half full and empty. Measuring liquid space concepts.
• Understanding of the world- Learning about technology for example, the freezer is run by electricity and makes things go really cold. Developing an awareness of temperatures and change of state. Floating and sinking concepts as the blueberries floated in the coconut water. Developing the senses by tasting and touching the cold ice pops.
• Expressive arts and design- Creating her own style of ice pop. Making patterns in the ice pop by adding layers.

What could be done next?

• Experiment with different fruits 
• Make different colored fruit pops by adding strawberries and raspberries to one and blueberries and blackberries to another.
• If you want to make your own yogurt ice pops, but do not own ice pop molds, insert a spoon into the lid of a yogurt pot and place it in the freezer for a few hours. P
• Place tubes of yogurt in the freezer. The end result is a frozen yogurt bar.

Shape shooting pom pom game

Whilst looking on Internet the other night, I came across an activity found on funfamilycrafts.com. They used a cup and balloon to project pom poms into the air. What a brilliant idea. I just had to try it out with my daughter... probably because I wanted to have a go too.
For an additional educational twist, I thought it would be a great opportunity to introduce shapes on the ground (made with masking tape) Bee would have to aim at them, promoting not only shape recognition, but space and measurement skills. I suppose this activity could be adapted by making letters, numbers and colours on the ground too.

Who can play?

I would recommend this activity for children aged 3 years and above, depending on the age and stage of development of the child.

Safety:

I would only recommend using soft items in the pom pom shooter, such as pom poms or cotton balls. Harder materials could cause damage.

This activity required adult supervision, especially because of the use of balloons. They can cause a serious risk of choking.

What do you need?

• Paper cup (I got mine free from the local coffee shop:-)
• A balloon
• Tape
• Scissors to cut the cup and balloon
• Pom poms or cotton balls

Questions you could ask:

• Why do the pom poms shoot out of the cup when you pull the balloon?
• Can you shoot the pom poms high/low/to the left or right?

What the Critique had to say about the activity:

"It's like the 4th July" Bee aged 3 thought the pom poms flying in the air, resembled fireworks.

What did we do?

The first thing we had to do was make the pom pom shooter. To do this you need to cut the end off a plastic cup

The next thing you have to do is tie the end of a balloon in a knot and then cut in half. 

Then tape the side of the balloon with the knot to the end of the cup.  Bee loved helping out at this part. You are then ready to start the fun.

At first I had to show Bee how to use the pom pom shooter. We filled the container with small pom poms and then by pulling on the end of the balloon and releasing, the pom poms shot out into the air. Bee's expression was priceless, she loved watching them go up and said "It's like fireworks...it's the 4th July!!" She repeated this activity for at least 10 minutes solid. Picking the pom poms up and then re-filling the cup. I obviously had to play too...just so that she did not feel like she was doing this on her own :-) It was great fun!

                               

Judging by this cheesy, excited grin I think that this game is a big hit with her too.

                          

After about 15 minutes of  exploring the pom pom shooter and developing our skills of puling the balloon back and releasing, I introduced some masking tape shapes on the ground, as target practice. I chose a square, rectangle and a triangle for the shapes, as I know Bee sometimes gets confused with their names. We used the pom pom shooters at first and then Bee decided to roll them (inventing her own game) This way she could get more pom poms on the shapes. Once all the pom poms had been rolled, we counted how many were on each and named the shapes.

                                

What did we learn?

• Communication and language-Listening to  instructions and following them. Talking about what she is seeing. Learning descriptive words such as pushing and pulling etc.
• Physical development- Fine and large manipulative skills when using the pom pom shooter and refilling it. Hand eye coordination, control and aiming for an object
• Personal, social and emotional- Making relationships, social skills such as turn taking. Fun and enjoyment. Making her own decisions and coming up with her own game.
• Literacy- Developing muscles in her fingers, so that she can hold a pencil to write.
• Mathematics- Learning her shapes, developing an awareness of space, measurement and counting.
• Understanding of the world- Technology, by helping to make an object to project pom poms
• Expressive arts and design- Creating patterns on the floor with the pom poms and using her imagination, by thinking that the pom poms looked like fireworks.

What could be done next?

• Develop recording skills, by using a tally to  show how many pom poms you get in each square.  This could be made on a clip board, dry wipe board or if doing this activity outside with chalk on the floor.
• Change the targets to letters, numbers or colours.
• Experiment with different soft objects in the pom pom shooters, to see which one goes the furthest.

Ordering the alphabet by threading alphabet beads

I love to create fun and inviting activities, to encourage my daughter to be interested in letters. I know she loves playing hide and seek, so I thought why not hide some letters in a tray of dried beans and encourage her to find them. The result was an afternoon of fun, hunting for letters, playing with beans and learning about the alphabet.

                  

Who can play?
Children aged three years and above, depending on their age and stage of development.

Safety:
Children can choke on the beads, so adult supervision is needed.
As a rule of thumb, the threading string should be no longer than 8 inches (so that it can not be wrapped around the neck)

What do you need?

• Alphabet beads or beads with the alphabet wrote on them with permanent markers.
• A length of thread
• Container to hold the beans and beads
• Bowl to hold the alphabet beads when threading
• The alphabet wrote on a piece of paper (I chose to use upper case letters, but you could use lower case)
• Scoops/spoons or chopsticks to promote physical development when searching for and trying to pick up the letters

What did the Critique have to say?
"It's like hide and seek" Bee aged 3 years old

Questions to ask?

• Can you find the letters that feature in your name?
• How many letters are in the alphabet?
• What words can you make? Start with CVC words first, like cat, dog etc
• Can you thread the letters in the correct order of the alphabet?

What did we do?
The first thing that I had to do was set up the invitation to play. I did this by placing dried beans and the alphabet beads in a tray. I placed this on Bee's table in her playroom, ready for her to come home from preschool.

                            

As soon as she saw the container, She picked up the box and placed it on the floor (maybe so she could easily access it). Soon she began to search and investigate its contents. Bee said "There's numbers in here!" and pulled out a letter B. "this one is in my name". At the moment she gets confused with letters and numbers, but that's OK and perfectly normal for her age. I gently reinforced that they were letters "You found a letter...I wonder what the name of that letter is?"

                                   

As we searched for the letters we sang the ABC song. I love the way she sings the 'L, M, N, O, P' part so fast...it tickles me every time.
Bee found the letters that feature in her name by scooping them up, picking them out with her fingers and using the chopsticks. She also enjoyed stacking the beads on top of each other making little towers.

The next thing we did was organize the letter beads on the paper, that I had wrote the alphabet on. Bee matched the letters and developed an awareness of space as she tried to fit them all on.

                               

Once all the letter beads had been found, we began threading them onto the piece of string. This encouraged hand eye coordination, ordering and sequencing. We sang the alphabet song as she placed them on.

                               

Once all the letters had been placed on the string, I tied a knot on the end (ensuring that the beads can not come off) I am planning to put it in Bee's storage unit in the back of the car, so that she can explore further.

What did we learn?

• Communication and language- Discussing what she sees and finds in the box. 
• Physical development- Fine manipulative skills whilst threading the beads onto the string and hand eye coordination. Building small towers with the beads.
• Personal, social and emotional- Making relationships, developing social skills and  pride from finished product
• Literacy- Recognizing and inking sounds to letters, learning how to read and blend/segment words. Organizing the letters of the alphabet. Spelling out her own name.
• Mathematics- Ordering and sequencing, counting the letters of the alphabet and developing an awareness of space.
• Understanding of the world- Whilst using the chop sticks we talked about how people use them in Asia to eat.
• Expressive arts and design- Singing the alphabet song.

What could be done next?

• We focused on Upper case letters for this activity, so our next step will be to do the same activity, but use lower case letters.
• Use numbered beads instead of letters and see if your child can put them in the correct order
• Make up words with the alphabet beads and thread them onto the string.

Frozen slime

My daughter seems to be just as obsessed with The Disney movie Frozen, as she is with 'squishy/slimy' things. So I thought why not combine the two and make some Frozen slime.

Anna and Elsa having fun in the slime                  

Who can play?

Children aged three years and above, however this depends on the age and stage of your child's development. If your child tends to put their fingers and objects in their mouth and near their eyes, this activity is not for you.

Safety:

Glue and laundry detergent can be highly dangerous if swallowed or put in eyes, please read the safety and caution labels on the bottles before beginning the activity. Encourage your child to keep their fingers and slime away from their moth and eyes.

What the Critique had to say:

"It feels like a stretchy Giraffe" by Bee aged 3 years old

Questions to ask:

• What does the texture fell like?
• What can you see happening to the two ingredients
• Can you stretch and pull the slime?

What do you need?

• Bowl and spoon
• 1 (4 fl oz/118 ml) bottle of non toxic school glue (gradually add this in as you could need more or less)
• 1/2 cup of free and gentle liquid laundry detergent
• 1 drop of blue food colouring (optional)
• Silver glitter  (optional)
• Anna and Elsa small world dolls or any other small world characters available

What did we do?

Before we started this activity we talked about how we needed to be safe with the slime and its ingredients. I told Bee that if the glue, laundry detergent or slime went in her eyes or mouth she could become very ill, so we had to just use our hands and wash them once we had finished with the activity.
Our next step was to squeeze the glue into the bowl. Bee loved watching it drip. We then gradually added small amounts of the laundry detergent and mixed it into the glue. It did not take long for the mixture to combine and change into slime. Bee got really excited and said "wow, we have made slime...it looks slippy and slimy" She also used other descriptive words such as, cold, squishy, stretchy and wet.
All that was left then was to explore and manipulate the slime.
Bee got stuck in and made finger prints in the slime, let it drip through her fingers and from one hand to the other, let it drip and stretched it. She seemed to be really enjoying this sensory experience. There was lots of language such as "It is getting longer" and  "it's stretching"

I then had the idea to add blue food colouring and glitter to create a frozen theme. Bee loved it! She enjoyed shaking the glitter (nearly the whole tub) and mixing the food colouring into the slime.

Adding glitter and blue food colouring to the slime.

We stretched the slime until it made holes, which Bee would peep through. Whilst looking through the translucent slime she would say "I can see you" I reminded her to be careful putting the slime near her eyes as it could hurt them.

Peeking through the slime

Bee took a straw out of the draw and began pushing it into the slime and said "you can always use a straw if you don't like the texture" I was quite impressed with her resourcefulness. 

Exploring the slime with a straw

I could see Bee was really getting into playing with the slime. She made marks in it by dragging her fingers along it...
                                 
...put her foot in it and...

                                     

...even rolled up the slime to make letters that feature in her name.
                     

Towards the end of the activity, I asked her if she wanted to add her Frozen figures, but she did not want to. She said she did not want them to get dirty. 

Once Bee had finished exploring the slime, we placed it in an old play dough container to keep fresh for next time...and obviously washed our hands.

                     

What did we learn?                               

• Communication and language-Using descriptive words such as wet, cold and slippy. Talking about what she is seeing and doing with the slime.
• Physical development- Fine and large manipulative skills whilst manipulating the slime, by pinching, pulling and stretching.
• Personal, social and emotional- Learning how to be safe and follow instructions. Bee showed lots of fun, pleasure and enjoyment when playing with the slime. It actually looked therapeutic.
• Literacy- Developing finger muscles to help hold and manipulate a pencil to write. Creating letters out of the slime and mark making.
• Mathematics- Measuring out the ingredients and using maths language such as long.
• Understanding of the world- Learning about change of state and exploring properties of the slime. Being involved in a sensory experience, therefore developing the senses.
• Expressive arts and design- Creating patterns in the slime.

What could be done next?

• Experiment with different food colouring and glitters
• The slime can also be frozen and creates an interesting texture and experience when it starts to melt.
• You can use a stick if don't like the texture, but still want to explore.
• I am on a quest to fin a slime recipe that contains more natural ingredients. If you have found one please share or write a comment.

3-D frozen ice castle

Like most 3 year old children, my daughter Bee loves the new Disney movie Frozen. Merchandise from this movie is few and far between, so we have made most of our Frozen themed toys our self.

It started with making a Frozen ice castle out of a cardboard box and a few spare Christmas decorations. Then, when throwing out the packaging from Bee's new bed I saw some polystyrene blocks. They were white and resembled blocks of ice, perfect for an opportunity to develop Bee's creativity, imagination and physical skills, whilst attempting to build her own ice castle.
Bee loved building and knocking down her castle and keeps returning to this activity
The blocks are so open ended, children can rebuild their castles and they can be easily stored . Bee made ice castles, mazes, towers and slides.

What the critique had to say:

"I loved playing it with you and I could build really high towers" Bee aged 3 years 10 months.

Who can play?
The activity is aimed at children aged three years plus, however this depends on their age and stage of development.

Safety:
Ensure that your child is supervised at all times. Polystyrene, if swallowed can swell in the stomach.

Questions to ask:

• Open ended questions such as what can we build? and how?
• How tall/small is your castle/tower?
• Do you think it will be hot/cold to live in an ice castle?

What do you need?

• Polystyrene blocks 
• Small world figures. we used Disney Princess', however you can use whatever you have available.
• Pine cones and silver Christmas decorations.

What did we do?
Before giving Bee the polystyrene blocks, we talked about the importance of not eating the blocks as they can swell in her stomach. Even though I know this is not what she would normally do, for safety reasons I just wanted to make sure she knew. I also gave them a shake as they had been in the garage. where the lovely spiders like to live.
Once they were ready, I placed them on the driveway, ready for her to explore. As soon as she saw them, she instantly said "I can build an ice castle with them!"

Bee showed creativity as she created slides for her Princess' to go down and used her shoes for beds.

It was quite windy outside and Bee began to get frustrated with her castle being blown over, so we took the activity inside.
Bee really unleashed her creativity, she stacked the blocks creating towers. This created a great opportunity for maths development as she used lots of maths language when describing what she was doing "My towers getting bigger", "I'm using this small brick" and "I am putting this on top"

She would also carefully position the blocks, Christmas decorations and Princess', showing hand eye coordination and developing an awareness of space.

The castle changed shape several times throughout the afternoon, as Bee experimented with the design. She played imaginatively with the small world toys and involved me in her play, making up story plots and dialogue. She developed her own thoughts and ideas.

Towards the end of the activity Bee used the polystyrene blocks to create a maze. She said that the Princess' were stuck in there and Buzz light year had to rescue them. I think this was due to a visit to the farm last year, when we struggling to find our way out of the maze maze.

What did we learn?

• Communication and language- Talking about what she is doing and using speech to convey meaning.
• Physical development- Fine and large manipulative skills when building and hand eye coordination.
• Personal, social and emotional- Making relationships, social skills such as sharing and turn taking. Working towards the same goal and fun and enjoyment. 
• Mathematics- Learning about shapes, space, measurement and sizes, such as small, medium and large. Counting the bricks.
• Understanding of the world- Possible opportunity to learn about ice.
• Expressive arts and design- Engaged in role play, designing a castle and using their imagination. Developing resourcefulness and creativity.

What could be done next?

• Substitute Princess' with cars, balls or any other toy your child is into. They will love rolling them down the ramps, learning about trajectory.
• Create a Frozen ice castle, by using a cardboard box and other items found from around the home.

Fizzing letters

I am always looking for interesting and new ways to create fun and exciting learning opportunities for my daughter. She loves hands on and messy activities, so when I came across some children's activity sites that created some fizzy fun, I knew I had to give it a go.
The first site that gave me the inspiration for my fizzing letters activity was provided by www.themotherhuddle.com. They used the ingredients to create mini fizzy volcano pictures. Another great activity was making fizzy side walk chalk. I found this on handsonaswegrow.com.

I wanted to add a literacy twist to the fizzy fun, so I came up with the idea of the fizzing letter game. Read on to find out how to play.

               

Who can play?

Children two years plus, but this depends on the child's age and stage of development.

Safety:

As with all activities children need to be supervised and the area used made safe.

I would strongly discourage children to drink or eat any of the ingredients used in this activity. They may make them seriously unwell. 

Ensure the knife that you are using is blunt, so as not to cut little fingers.

What do you need?

• Bicarbonate of soda
• Vinegar
• food colouring
• Spray bottle
• Water
• Patio/sidewalk/pavement depending on which side of the Atlantic you are on.
• Chalk
• Blunt knife

Questions to ask:

what do you think will happen when we put the liquid on the bicarbonate of soda?

What is happening?

what can you see?

why do you think the liquid is causing bubbles?

can you name the letters?

What did we do?

As always the first thing you need to do is prepare the area. This can be done by pouring the bicarbonate of soda onto the the floor, into 4 letter shapes, but you could do more depending on the age and stage of development of the child. I chose the letters J,K,M and L. Older children can also help out at this point by making their own letters.

                            

To add another dimension, interest and possible colour recognition to the letters, I took a blunt knife and scraped it along the side of the chalk, making the coloured dust fall on the letters.

                            

Before Bee was invited to play the game, I filled a spray bottle 3/4 of the way with vinegar and the rest with water. The activity was then ready.

Bee was curious as to what we were going to do. I explained that we were going to play the fizzy letter game. I would ask her what the initial letter of the words, jump, kick, mum and love were. Once she guessed the letter correctly she could squirt it with the vinegar and water solution. Not only was this activity promoting letter recognition but Physical skills too, as she would try squeeze the trigger on the spray bottle and aim with precision at the letters. 

                                 

At first Bee was surprised at how the liquid bubbled and fizzed. She commented on it being "fizzy like lemonade" and how the letter began to disappear once she had squirted a lot of liquid on it. She also noticed change of state as the powder changed to a fizzing liquid.

                                 

When all the letters had been washed away, Bee asked could she draw er own picture, who was i to pass up an important child initiated activity?! It seemed that she had been watching closely as she made a pattern on the floor with the bicarb, scraped the chalk like i did and squirted it. She seemed fascinated by the way her picture fizzed as it disappeared.

                  

What did we learn?

• Communication and language-Speaking and listening. Talking about what we are seeing and what will happen next
• Physical development- Fine manipulative skills as she learns how to squeeze the trigger on the spray bottle. Hand eye coordination and precision when aiming the spray at the letters. 
• Personal, social and emotional- joining in with a game and listening to the rules. Making relationships. Fun and enjoyment. self help skills and independence 
• Literacy- Linking sounds to letters, learning how to read and write. Segmenting words so that she can find the initial letter.
• Mathematics- making patterns and developing concepts of space and measurement. 
• Understanding of the world- Experimenting with the bicarbonate of soda and vinegar solution. Predicting what will happen next
• Expressive arts and design- Designing her own picture with the bicarbonate of soda

What could be done next?

• For children who prefer visual clues, you could use objects and ask your child to guess the initial letter of the object.
• Add scents such as vanilla, peppermint and almond essence to the vinegar solution, this will create a sensory experience
• The purpose of this activity could be changed, so that instead of developing letter recognition you could promote shapes, numbers or even colours.
• Try making the sidewalk chalk or fizzy volcano pictures that are mentioned above.

Father's Day cards

Last weekend was Mother's Day in America and my friend Nina gave me the inspiration for these cute Father's Day cards (Although the examples I have provided are for Granddad's) She told me that her child's school had asked her daughter a few questions on what her Mum liked, how tall she was etc and wrote it down for her. I thought that this was a lovely idea and knew that Bee's Granddads back in the UK would just love them. I was also interested in what Bee would say when asked how tall she thought they were... the answers were quite funny.   

The card was really easy to make. All you need are paper and pens...simple, but lovely!    

            

                                   

Who can play?

If your child can hold a pencil, then this activity is for them. Even young children can mark make a drawing of their Dad/Granddad and maybe you could write down things that your Husband/Dad does with your child.

Safety:

Supervise young children with the writing equipment

What do you need?

• Felt tip pens
• Paper
• Card
• Glue

What did we do?

Firstly, I folded a piece of card in half. On the inside left I wrote the title, 'This is how I see you through my eyes Gramps' (this is the name Bee prefers for her Granddad) The statements about her Gramps were then wrote underneath:

• You are...........tall
• You are ....... years old
• You weigh.....stone
• You like to eat................
• You like to drink.............
• You like to watch............
• You like to......................

The final things I had to prepare was the piece of paper that Bee was going to draw her Gramps on. This was done by cutting out a piece of paper, small enough to fit on the card and a slightly larger piece of blue paper to back the picture on.

I asked Bee to draw a picture of her Gramps. Even though I let Bee draw her own version of Gramps, we still talked about the body parts to draw, their positioning and counted eyes etc. I thought it was quite funny how she only gave him 2 strands of hair (as he is going quite fair on the top) See if you can spot the difference between her own drawing and the real Gramps.

Bee's drawing of her Gramps

Bee's gorgeous, playful funny and loving Gramps

Now for the fun part, during a quiet time of the day, I sat with Bee and we looked at a picture of her Gramps and we talked about him. I read each statement to her and asked her to tell me how tall etc she thought her Gramps was, 70 foot 3 is ginormous I know and obviously not his accurate size, but she was experimenting with numbers and making me laugh at the same time. Once she had told me her answer I would write them down in front of her, spelling the words out as I went along.

In the picture below you can see some of her other answers.

What I think of my Gramp's

The last thing that we had to do was to sign the card. I think that the name frame we have been practicing with, over the past week or so, have been helping Bee with keeping the letters of her name in one line.

                                

Love from...

Here is the final product...                                

Final product

I know my Dad (Bee's Gramps) will just love this card and it will make him giggle. Hope you like it just as much too.

What did we learn?

• Communication and language-Speaking and listening. Talking about her Gramps
• Physical development- Fine manipulative skills and hand eye coordination when holding her pen to write and draw
• Personal, social and emotional- Making relationships and recalling happy memories with her Gramps. Pride from finished product and increased self esteem.
• Literacy- Linking sounds to letters, learning how to read and write
• Mathematics- Shapes, space, measurement and counting body parts when drawing her Gramps.
• Understanding of the world- learning about her family unit
• Expressive arts and design- Drawing her Gramps and designing her own card

What could be done next?

• Instead of putting the picture and statements on a card, you could also add them to a frame, perfect for giving away as a present
• The cards can be adapted to any time of the year, for example mothers day, religious celebrations or even a birthday
• If you have older children who are able to write, allow them to fill in the blanks instead of you. This will encourage writing for a reason.