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Sleep is critical to children’s everyday functioning. A good night’s sleep helps prepare children to attend to new experiences, positively engage with others, and build memory and attention skills.

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Ideas for age-appropriate chores for kids

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Ideas for age-appropriate chores for kids

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This list of chores for kids by age will help you to get your kids to enjoy doing age-appropriate chores and avoid the chore wars.

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Search more than 100 Tucson-area summer camps with help from #ThisIsTucson. Select or browse below. New search

Note: Due to COVID-19 health events, summer camp dates and times are subject to change.

Hosting a summer camp? Submit your summer camp

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ThisIsTucson 2024 summer camp guide is a free, searchable listing of Tucson summer camps, online camps and day camps. Browse, search or filter local Arizona camps by topic, age, cost

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2-1-1 Arizona - Community Information & Referral Services:

Call: dial 2-1-1, or dial 877-211-8661

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What is 2-1-1 Arizona?

The 2-1-1 Arizona Information and Referral Services program was founded in 1964 as Community Information and Referral Services and incorporated as a private, nonprofit 501(c)(3) organization in 1979. Solari acquired the program in 2017.

2-1-1 Arizona Information and Referral Service operates 24 hours per day, seven days per week and every day of the year. Live-operator service is available at all times in English and Spanish and assistance is available in other languages via real-time interpreter services.

2-1-1 Arizona operators will help individuals and families find resources that are available to them locally, throughout the state, and provide connections to critical services that can improve - and save - lives, including:

Supplemental Food and Nutrition Programs

Shelter and Housing Options

Utilities Assistance

Emergency Information and Disaster Relief

Employment and Education Opportunities

Services for Veterans

Healthcare, vaccination and health epidemic information

Addiction Prevention and Rehabilitation Programs

Re-entry help for ex-offenders

Support groups for individuals with mental illnesses or special needs

A safe, confidential path out of physical and/or emotional domestic violence

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2-1-1 Arizona - A Program of Solari - 2-1-1 Arizona

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This is an example page. It's different from a blog post because it will stay in one place and will show up in your site navigation (in most themes). Most ...

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Arizona Early Intervention Program (AzEIP)

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Arizona Early Intervention Program (AzEIP)

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Early intervention services for birth-3 years

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Arizona Early Intervention Program (AzEIP)

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The Arizona Early Intervention Program (AzEIP) is Arizona's statewide interagency system of services and supports for families of infants and toddlers, birth to three years of age, with disabilities or delays. AzEIP is established by Part C of the Individuals with Disabilities Education Act (IDEA), which provides eligible children and their families access to services to enhance the capacity of families and caregivers to support the child's development.

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Department of Developmental Disabilities (DDD)

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Department of Developmental Disabilities (DDD)

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The Division of Developmental Disabilities is actively working to support the health and safety of members, families, and the professionals in our system during the COVID-19 pandemic. Please visit the DDD Actions Related to COVID-19 webpage to view resources and learn more about the actions we are taking to ensure the continuation of necessary services for our members and to support the financial viability of our providers.
Our Mission

The Division of Developmental Disabilities empowers individuals with developmental disabilities to lead self-directed, healthy and meaningful lives. DDD provides supports and services for eligible Arizonans. DDD provides supports and services to individuals diagnosed with one of the following developmental disabilities:

Autism;

Cerebral palsy;

Epilepsy;

Cognitive / Intellectual Disability;

Down Syndrome; or

Are under the age of six and at risk of having a Developmental Disability

DDD serves more than 50,000 people with developmental disabilities and their families throughout Arizona each year.

News and Announcements

Supports and Services

The Division provides supports and services that help enable individuals with opportunities to exercise their rights and responsibilities of independent decision-making and engagement in the community.

Upcoming DDD Events

Note: The Department of Economic Security provides language assistance free of charge to those with Limited English Proficiency to ensure meaningful access to programs, services, and activities.

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The Division of Developmental Disabilities is actively working to support the health and safety of members, families, and the professionals in our system during the COVID-19 pandemic. Please visit the DDD Actions Related to COVID-19 webpage to view resources and learn more about the actions we are taking to ensure the continuation of necessary services for our members and to support the financial viability of our providers.

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Developmental Milestones (English and Spanish) Milestone Tracker App
Milestones in Action-Videos for Each Stage of Development

Parent Assistance Organizations

Birth to 5 Helpline

Birth to 5 Helpline is a free service available to all Arizona families with young children, as well as parents-to-be, with questions or concerns about their infants, toddlers, and preschoolers. You can ask about anything: sleep, feeding, fussiness, tantrums, parenting, etc. Call the Helpline to speak with one of the bilingual (English/Spanish) early childhood specialists on duty Monday through Friday from 8:00 a.m. to 8:00 p.m. You can also leave a voicemail, complete our online contact form, or text the Helpline 24 hours a day, seven days a week. For free child development support:

Call 877-705-KIDS (5437) for Free Child Development Support

Raising Special Kids

Arizona's Parent Information Center: Raising Special Kids (RSK) is a statewide parent organization that provides support and information (English and Spanish) for parents of children with a full range of disabilities and health care needs from birth to age 26. tel:602-242-4366

Raising Special Kids helps families:

Native American Disability Law Center

Parent's Guide to Special Education: Guides parents through the special education maze, covering eligibility, the Individualized Education Program (IEP), available services, and how to advocate on your child's behalf.

Procedural Safeguards/Parent's Rights

Preschool Disability Specific Information

Special Education Process

The Individuals with Disabilities Education Act (IDEA) is the federal law that defines and regulates special education. The law requires public schools to provide special education services to children ages 3 to 21 who meet certain criteria. (Children younger than 3 can get help through Arizona's Early Intervention Services.) The following resources are included to provide an overview and general information about the special education process.

Transitions from Early Intervention

Children who received services through Arizona's Early Intervention Program, or AzEIP, will be offered the opportunity to receive special education services from their local school district. Preschool special education programs are available starting at age three. The Early Intervention team will hold planning meetings to discuss the options available. They will connect families with schools and programs that they are interested in learning about. The transition activities and discussions start when your child begins early intervention, but a Transition Planning Meeting will be held when your child is two and one-half years old. The Early Intervention Transition Committee created these helpful videos to describe the process for families.
Video of Early Intervention Transition to Preschool
Preschool Placement Options

The Individuals with Disabilities Education Act states that each public agency must ensure that-- "To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are nondisabled; and Special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily". Each child is entitled to participate in the least restrictive environment (LRE) as determined by the IEP team.

The LRE requirements apply to all children with disabilities, including preschool children who, because of their identified disability, are entitled to a free appropriate public education. If a public agency determines that placement in a private preschool program is necessary as a means of providing special education and related services to a child with a disability, the program must be at no cost to the parent of the child. The continuum of placement options includes a regular education classroom, a special education classroom, a special education school, home placement, hospital or residential facility.

Early Childhood Outcomes

Schools are required to assess the progress of all preschool children with disabilities who receive services each school year. In Arizona, teachers take note of how children approach and accomplish daily activities and routines and then compare this to what is expected for each age group.

Ongoing observations from the fall, winter, and spring provide teachers with information about how each child is progressing during the year. This required data reporting allows teachers to gauge the effect of instructional activities and interventions. Teachers document children's progress across all learning domains, including positive social emotional skills, language, literacy, math, and self-help skills.

Families are very important to child outcomes data reporting. Families can assist teachers by sharing information about their child's progress at home and in the community. The document below, titled "Parent and Teacher Shared Observations Activities" further describes the areas that are being assessed. The document also offers interactive questions and activities that will help teachers and parents to have a shared discussion about a child's progress and achievements at home and in the community.

Related services are defined as transportation and such developmental, corrective, and other supportive services as are required to assist a child with a disability to benefit from special education. It might include such things as speech-language pathology and audiology services, interpreting services, psychological services, physical and occupational therapy, recreation, including therapeutic recreation and Assistive Technology.

Southwest Human Development and Easter Seals supports families to identify and build needed Assistive Technology equipment. The ADAPT Shop's specialists work with families of children ages 0-5 to help children become independent participats in their home, school and community ( video).

Page revised 5/13/22

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Parent Resources for Early Childhood Special Education

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Milestone Tracker CDC.jpg Understanding My Child's Developmental StagesDevelopmental Milestones (English and Spanish)Milestone Tracker AppMilestones in Action-Videos for Each Stage of DevelopmentParent Assistance OrganizationsBirth to 5 Helpline Birth to 5 Helpline is a free service available to all Arizona families with young children, as well as parents-to-be, with questions or concerns about their infants, toddlers, and preschoolers.

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The Caregiver Resource Line, sponsored by the Arizona Caregiver Coalition offers a free support line for kinship caregivers and Grandparents Raising Grandchildren.

The caregiver line has information on resources, access to referrals, respite vouchers, and other support services for caregivers. Read more about their services on the Arizona Caregiver Coalition Brochure.

Statewide Caregiver Resource Line: 1-888-737-7494 Email: CRL@AZCaregiver.net Website: http://www.AZCaregiver.org

Raising Special Kids' Parent-to-Parent support program matches families who have a child with a disability or special health care need with volunteers ("mentors") who have a child with a similar diagnosis who can provide information and support. They can match families in a variety of categories, including autism, ADHD, developmental disabilities, medical conditions, and foster care/adoption. Click here for more information and/or to complete an online request form.

Family Involvement Center's Parent-to-Parent Support Services Program can provide short-term, one-on-one support for families with children receiving behavioral health services. Services are offered in Maricopa County and Yavapai County.

Community Bridges, Inc. provides comprehensive, medically integrated behavioral health programs which include prevention, education and treatment services. These services are provided in Maricopa, Pinal, Gila, Yuma, Navajo, Apache, and Cochise Counties. Website

Arizona Grandparent Ambassadors (AZGA) is a statewide coalition of aunts, uncles, fictive kin, and grandparents who are caring for children who are unable to remain in their own homes. Their mission is to support, mobilize, educate, and advocate for better laws and policies to help these caregivers provide better care for their children. Website

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Call 877-705-KIDS (5437) for Free Child Development Support

The Birth to Five Helpline is a free service open to all Arizona families with young children looking for the latest child development information from experts in the field. Professionals may also take advantage of this service.

Call the Helpline to speak with one of our bilingual (English/Spanish) early childhood specialists, on duty Monday through Friday from 8:00 a.m. to 8:00 p.m. You can also leave a voicemail, complete our online contact form (below), or text the Helpline 24 hours a day, seven days a week. Virtual video consultation services are also available.

Introduced in 2005, the Birth to Five Helpline combines sensitive, supportive listening with sound information from professionals who have expertise in early childhood development and parenting/caregiving. Each child and family are unique. We collaborate with callers to understand their specific concern and align with each family's own parenting values, traditions and style.

Topics addressed include, but are not limited to:

By calling the Helpline, you can also access support as needed from Southwest Human Development's wide range of early childhood development staff, including psychologists, master's level counselors, registered nurses, disabilities specialists, early literacy specialists and occupational, speech/language and physical therapists. In addition to providing you with counseling and resource/referral information, we send individualized child development information as applicable.

Download the Birth to Five Helpline app!

Now, you can have the support of the Birth to Five Helpline at the touch of your fingers! Download our Birth to Five Helpline app in the Apple App Store or on Google Play. Just open the app on your phone and one-touch call, text or email our Helpline early childhood specialists.

Fussy Baby Program

An extension of the Birth to Five Helpline is the Fussy Baby program. This program provides telephone, home visiting and virtual video consultation and support to help families navigate challenges associated with hard-to-soothe infants, excessive crying, sleeping problems and feeding difficulties during their child's first year of life.
Click here for more information about the Fussy Baby program
For Professionals

If you are a child care provider, preschool provider, quality improvement specialist or any professional who works with young children ages birth to 5 and are looking for consultation or resource information, contact the Birth to Five Helpline at 877-705-KIDS (5437). If you would like to submit a question for the Birth to Five Helpline online, please complete the form below and an early childhood expert will contact you.

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Birth to Five Helpline - Southwest Human Development

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The Birth to Five Helpline is a free service open to all Arizona families with young children looking for the latest child development information from experts in the field. Professionals may also take advantage of this service. Call the Helpline to speak with one of our bilingual (English/Spanish) early childhood specialists, on duty Monday through Friday from 8:00 a.m.

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What Our Clients Can Expect

We're always excited to work with new clients at Child & Family Resources. The Healthy Families Program is open to prenatal mothers and families with a child under three months, and our services are free for all qualifying clients. You can expect nothing less than premier services and care under this program. Our clients enjoy visits from highly-trained Family Support Specialists who offer the following benefits:

Hands-on educational activities

Baby health and safety resources

Services completely free of charge

In-home visits

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Healthy Families Program Arizona | Child & Family Resources

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We offer a Healthy Families Program to new parents throughout Arizona. Get in touch with Child & Family Resources to learn more.

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Strong Families AZ - Parents as Teachers

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Strong Families AZ - Parents as Teachers

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A Parent is a Child's First Teacher

Your children have so much potential. As a parent, you have a unique opportunity to be their first teacher. That's because most brain development occurs in the first few years of life, and you can make a difference. Parents As Teachers will show you how. Our Home Visitors will provide you with resources appropriate for your child's stage of development. Through Parents As Teachers, you'll develop a stronger relationship with your child and help prepare them for academic success.

Parents as Teachers is a free program for all parents with children younger than 5 years old. Learn how to effectively and meaningfully interact with your child to help them develop intellectually and emotionally and to help you form a deeper relationship and bond with your child.

Benefits of Parents As Teachers:

This program is evidence-based and proven to work.

Children who feel safe, healthy, and cared for can thrive.

We'll catch possible developmental challenges early on.

We'll connect you with a variety of community resources.

Fun activities will deepen your relationship with your child.

Eligibility Requirements of Parents As Teachers:

All parents-to-be and parents with children younger than 5 years old.

1. Select your county below to find the Parents As Teachers representative in your area.

2. Email or call the representative and let him or her know you're interested. He or she will help you determine if you're eligible and give you more information about registering.

Select Your County

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Parents As Teachers - Strong Families AZ

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A Parent is a Child's First Teacher Your children have so much potential. As a parent, you have a unique opportunity to be their first teacher. That's because most brain development occurs in the first few years of life, and you can make a difference. Parents As Teachers will show you how.

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Free parenting classes

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Creating brighter futures for the children of Pima county by providing education and support to parents and caregivers.

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For information call 579-4920

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Family Resource Center - Marana Unified School District 6

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Family Resource Center - Marana Unified School District 6

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Learn how toxic stress and trauma impacts the brain. Learn about the connection between trauma and substance misuse. Learn how to use Narcan to reverse an opioid overdose.

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Raising Special Kids: Individual Consultation

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Raising Special Kids: Individual Consultation

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Our staff of Family Support Specialists are parents and family members of children with disabilities and can relate to the challenges facing parents and family members who call for support . Our staff receives on-going training on Federal and State programs, as well as community-based programs and resources, available to individuals with disabilities and special health care needs. We provide families with support for the full spectrum of issues a family may encounter from birth through age 26, and sometimes beyond. Raising Special Kids staff specializes in information and training in the areas of Education, Health Care, Behavior Support, and Transition to Adulthood.

Families who contact us or are referred for individual consultation will receive:

A call from one of our Family Support Specialists by the end of the following business day.

Compassion and understanding from our staff of professional, experienced, fellow parents or family members of a child with a disability.

Information, resources, problem-solving support, and strategies to help parents access and advocate for the support their child needs.

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Our staff of Family Support Specialists are parents and family members of children with disabilities and can relate to the challenges facing parents and family members who call for support . Our staff receives on-going training on Federal and State programs, as well as community-based programs and resources, available to individuals with disabilities and special health care needs.

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Raising Special Kids: Parent-to-Parent Support

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Raising Special Kids: Parent-to-Parent Support

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Parent-to-Parent support has always been the heart of Raising Special Kids. Each year, more than 300 families in Arizona are connected with veteran "mentor" parents who have walked a similar path and who understand the challenges of raising a child with a disability or special health care need.

When Hope Dobbins found herself in the Ability 360 building for a therapy evaluation for her son Cheston, she decided to have courage and open ...

"Raising Special Kids has been here for our family many times already in my young son's journey."

Inclusion isn't just a philosophy for the Merrill family, it's a way of life.

When Hope Dobbins found herself in the Ability 360 building for a therapy evaluation for her son Cheston, she decided to have courage and open ...

"Raising Special Kids has been here for our family many times already in my young son's journey."

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Parent-to-Parent support has always been the heart of Raising Special Kids. Each year, more than 300 families in Arizona are connected with veteran "mentor" parents who have walked a similar path and who understand the challenges of raising a child with a disability or special health care need.

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Raising Special Kids: Training & Workshops

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Raising Special Kids: Training & Workshops

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Events from July 25 - March 25 - Raising Special Kids

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For parents of children ages 2-12 with a suspected or diagnosed disability (including physical and/or emotional disabilities). This 9-week group series will give you useful ideas to help you meet the challenges of raising your child(ren).

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Evidence-based Approaches

Mental Health Information Based on the Best Available Science

Free
Assessment Center Advice for Choosing
a Psychologist Learn About
Evidence-based Treatment

When to Seek Help for Your Child

As a parent, it can be hard to know when your child's behavior is just a part of growing up or a sign of a bigger issue. There are several things a child and adolescent mental health professional will look at to determine if a child or teen's behaviors are problematic:

* Is the behavior more intense than it should be?
* Does the duration of the behavior continue after the situation has passed?
* Is the behavior typical for his/her age level?
* Is the behavior upsetting to your child or other family members?
* Does the behavior prevent your child from interacting with friends or performing well in school?
* Is the behavior inappropriate to the situation?
* Does the behavior happen for no obvious reason?
* Does your child avoid important social, school or family activities because of the behavior?

All children are different, and even the most typical child or teen may engage in "problematic" behaviors from time to time, especially when they are tired, stressed or sick. However, if your child or teen repeatedly engages in inappropriate or unwanted behaviors, consider meeting with a mental health professional.

Learn More

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Effective Child Therapy - By the Society of Clinical Child & Adolescent Psychology

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Mental Health Information Based on the Best Available Science FreeAssessment Center Advice for Choosinga Psychologist Learn AboutEvidence-based Treatment As a parent, it can be hard to know when your child's behavior is just a part of growing up or a sign of a bigger issue.

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Parenting comes with mistakes and missteps. Positive Parenting isn’t about being perfect or always being cheerful. It’s about what parents do every day — challenges included — and keeps the big picture in mind. What makes a parent great is recognizing when things haven’t gone right and responding with love to repair the relationship. That’s positive parenting in action.

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First Things First: Children and Technology

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First Things First: Children and Technology

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It is hard to imagine life without TV, computers, tablets and smart phones. We use them in work, play and school. Children are also interested in these “toys” at a very early age. Try to protect babies and toddlers from screen time. They learn best from real-life play and conversations.

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Explore parent resources to help you raise kind, curious and resilient children. Find parenting tips, hands-on activities, games, and apps featuring your child’s favorite PBS KIDS characters.

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Centers for Disease Control and Prevention

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Skills such as taking a first step, smiling for the first time, and waving "bye bye" are called developmental milestones. Children reach milestones in how they play, learn, speak, act, and move.

Click on the age of your child to see the milestones:

"Learn the Signs. Act Early." materials are not a substitute for standardized, validated developmental screening tools.

Special acknowledgments to the subject matter experts and others who contributed to the review of data and selection of developmental milestones, especially Paul H. Lipkin, MD, Michelle M. Macias, MD, Julie F. Pajek, PhD, Judith S. Shaw, EdD, MPH, RN, Karnesha Slaughter, MPH, Jane K. Squires, PhD, Toni M. Whitaker, MD, Lisa D. Wiggins, PhD, and Jennifer M. Zubler, MD.
Sincere gratitude to Natalia Benza, MD and José O. Rodríguez, MD, MBA for their thoughtful review of the Spanish-language translation of these milestones.

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“learn the signs. act early.” milestones

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Developmental milestones are things most children can do by a certain age. Track your child's milestones and talk with your child's doctor at every visit about the milestones your child has reached

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Arizona Early Intervention Program (AzEIP).pdf

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Phone Referrals for AzEIP: (888) 592-0140

Check the status of a referral: AzEIP@azdes.gov - or - (602) 532-9960

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If you are a family member, please use the "Family Member" category, which will ensure that sufficient information is submitted to allow us to respond to the referral.

Si es un miembro de la familia, por favor use la categoría de"Miembro de la familia", esto asegurará que la información sometida sea suficiente para permitirnos responder a la referencia.

If you are making this referral because of your familiarity with the child as a healthcare professional, therapist, teacher, caretaker, or other position in a professional field, please use the "Professional" category, so that we will know how to contact you for further information, if necessary.

Si esta haciendo esta referencia por su familiaridad con el niño(a) como un profesional medico, terapeuta, maestro(a), guardián, u otra posición profesional, por favor use la categoría"Profesional", para que sepamos cómo comunicarnos con usted para información adicional, si es necesario.

If you are a friend or neighbor, or know the child and/or family through a community activity, please use the "Other" category to submit your online referral.

Si es un amigo(a) o vecino(a), o conoce al niño(a) y/o a la familia por una actividad de la comunidad, por favor use la categoría"Otro" para someter su referencia electrónica.

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If you are a family member, please use the "Family Member" category, which will ensure that sufficient information is submitted to allow us to respond to the referral. Si es un miembro de la familia, por favor use la categoría de"Miembro de la familia", esto asegurará que la información sometida sea suficiente para permitirnos responder a la referencia.

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The issue of when and how to begin toilet training can be particularly challenging for parents of children with special needs. While no parent wants to push an already challenged child to perform in ways that are impossible, the sense of accomplishment experienced when he does succeed in this important aspect of self-care can make an enormous difference in his level of self-esteem.

Perhaps more than other parents, those who have children with physical, intellectual, or developmental disabilities can appreciate the toilet-training process as a way to follow and celebrate a child's overall growth. Rather than focusing on their child's mistakes, which are inevitable in any case, they can use this opportunity to discover how he learns best and to demonstrate to him that he is able to progress.

Toilet training works best when parents of children with special needs have access to the guidance, instruction, and encouragement of their pediatrician, other trained professionals, or support groups. The first step you must take is to determine whether your child is ready to begin.
Signs of readiness are the same for your child as for all children:

Is your child aware of the difference between being wet and being dry?

Can he stay dry for at least two hours at a time?

Can he sense when he needs to urinate or have a bowel movement?

Is he capable of reaching the toilet or potty in time (perhaps with your help)?

Can he undress and dress himself or is he ready to learn?

Is he motivated at some level to take this next step?

If your child is in a resistant phase, is not ready to take on a new challenge, or does not yet feel the urge to behave "like other kids" in this way, you might take some extra time to prepare him mentally before starting the training process.

If you feel that your child is ready, ask your pediatrician for her opinion. She can examine your child to offer a physical assessment and perhaps offer special insight into the particular needs of your child. She can also provide further information that you may need before starting, and let you know what types of special equipment may be advisable.

It is also important to prepare yourself emotionally before you and your child embark on this experiment. Children with special needs often begin toilet training later than other children, frequently completing the process at age five or even later. (Of course, children with severe physical disabilities may always need help with clothing and accessing the bathroom). Learning to use the toilet can be physically painful to some, initially incomprehensible to others. Accidents will happen, of course, and you will need to draw on an extra dose of patience and humor when they occur. Lining up help from your spouse, relatives, or friends before you begin training-to spell you periodically as well as to help boost your morale-is a wise move for your child's sake as well as your own.

Physical Challenges

A number of physical disabilities and illnesses can hinder a child's ability to become fully toilet-trained or easily adjust to bathroom use. If your child faces such a situation, you will need to think about how her disability affects each stage of toilet training and how you can compensate for this disadvantage. Whether your child is unable to sense the need to urinate, has difficulty getting onto or staying on a standard potty or toilet, or must adjust or readjust to toilet use after having used an ostomy device, she will need extra support from you and her other caregivers as she learns to master this new skill.

Visual Disabilities

Children with visual disabilities and those with sight deficiencies experience a disadvantage at several stages of toilet training. First, they are unable to observe family members and peers using the toilet, so they cannot mimic their behavior. So many details of toilet or potty use-where the potty is in the bathroom, how the body is oriented to it as one sits down, how the urine and feces get into the potty, how one tears off and uses toilet paper-are simple to understand if a child can observe the process but difficult if she cannot. Without sight to help her, your child will need to rely more on language to understand how the process works. Therefore, you will probably want to wait a little longer to begin-until she is three or four years old (or even later, since language delays can accompany blindness)-so that she can fully comprehend what you are telling her.

When you are ready to introduce your visually impaired child to the concept of toilet use, start bringing her with you when you use the bathroom. Allow her to explore the bathroom and locate the toilet. (Be sure it's well ventilated and smells pleasant so she will want to return.) Place her hands on your shoulders so she can feel you sitting on the toilet, explain what you are doing and why, and guide her hands to the toilet paper dispenser. Also show her the flush handle and the sink for hand washing. Once you have placed a potty in the bathroom, lead her to it, let her accustom herself to its presence, and keep it in the same place throughout the toilet-training process. Talk to her about toilet use at other times, too-pointing out that most of the people she knows use the toilet and that toilet use is a sign of being a big kid who can take care of herself.

Once she begins practicing potty use herself, you will need to keep the bathroom and the passage to it clear of obstacles. A musical potty that is activated when urine hits the bowl might make the learning process more fun. Teach her to feel the inner edge of the seat before tossing in the toilet paper and, if the child is a boy urinating standing up at a toilet, to position his body so he doesn't urinate on the toilet. Finally, as she grows more comfortable with bathroom use, make a point of taking her to the bathroom at each public place you visit. By helping her familiarize herself with the wide variety of bathroom layouts and toilet styles, you will help build her self-confidence when away from home and prevent accidents. And don't forget to reward her progress with praise, hugs, or a small, favorite treat.

Hearing Disabilities

Children who are deaf or have difficulty hearing may or may not find toilet training challenging, depending on their ability to communicate. A child who is already fluent in sign language can rely on a combination of visual observation and explanations from you to understand what's expected of her-much like any other child. Children who do not yet have the ability to understand your signals and simple signs may not be ready for toilet training until they are somewhat older.

The key to training in these cases is to keep the process simple. When introducing the concept, emphasize the visual: Allow your child to observe you (and, even better, other children) using the bathroom, and show her picture books about it. Choose one gesture or sign for the essential terms (pee, poop, potty, wet, dry, and need to go). Use these gestures each time you use the bathroom, and use them with her as well-signing "wet" (with a sad face) when you change her diaper or wet underwear, "dry" (with a happy expression) once she's been changed, and "need to go" after lunch when it's time to sit on the potty. As long as you are consistent and stick with the half-dozen signals you need, your child will get the hang of potty use without longer explanations. When she does, be sure to reward her with plenty of hugs, stars on a potty chart, or even candy or another small treat.

Continence Problems

Some conditions have no effect on a child's ability to understand the process of toilet training but make it difficult for a child to comply. Your child may grow increasingly frustrated in her efforts to stay dry and may even give up trying. The best solution to this dilemma is to put your child on a regular potty schedule. By placing her on the potty frequently (reminding her every hour or so to visit the bathroom), you remove the burden of having to acknowledge so many times each day that she must interrupt an activity to tend to her physical needs. Going to the bathroom at the top of every hour can become a habit similar to brushing her teeth twice a day or receiving her insulin -freeing her up to focus on other activities between visits.

Cerebral Palsy

Children with cerebral palsy not only tend to be slow in developing bladder control, but may not have enough bladder awareness to begin toilet training at age two or three. If your child has cerebral palsy, she will need to be helped to develop an awareness that she needs to go (which may be signaled to you when you see her clutching her genitals or fidgeting anxiously) before she can begin toilet training. She will have to be able to delay urination until she is in position on the potty. She will need to remove her clothing and then hold herself on the potty (with supports) long enough to achieve success. Again, these challenges mean that it is usually best to wait to toilet-train until she is older.

Chances are that limited physical activity, undeveloped muscle tone, or medications tend to cause constipation for your child with cerebral palsy, so pay special attention to her diet as you initiate the toilet-training process. Be sure that she is drinking plenty of fluids and ingesting lots of fiber. As she begins to practice removing her clothes before getting onto the potty, make it easier by providing clothes with Velcro fasteners or loose elastic waistbands. (She may find it easier to remove her clothes while lying down.) Since she will have trouble supporting her back, you will need to provide a special potty with back and side supports. (Potties designed to fit in a corner work especially well, since the right-angle back support holds the child in position with shoulders forward, hips bent, and knees parted.) If your child has severe disabilities, you might begin by sitting in a chair with the pot from a potty wedged between your knees. Place your child on the potty with her back against you and hold her in position until she urinates or has a bowel movement. Later, you may be able to graduate to a potty with adequate supports.

Spina Bifida and Spinal Cord Injury

Spina bifida, spinal cord injury, or spinal tumors create toilet-training problems for young children similar to those of cerebral palsy, but since most children with this condition never develop an awareness of when they need to go, few can ever fully use a toilet. You can, however, teach your child to remove urine through a catheter on a regular basis, and to visit the bathroom for bowel movements on a regular schedule. (A high-fiber diet with plenty of liquids and meals served on a regular schedule will make this process easier. Sometimes a stool softener or even a suppository or enema is required.) Since your child will find it difficult to remove her clothing, be sure to provide her with Velcro fastened clothes and allow her to lie down to undress if necessary.

Parents of children with physical disabilities such as cerebral palsy or spina bifida may become so distracted by the need for special equipment or physical support that they neglect the necessary cognitive and emotional input that all children need to succeed at toilet training. Don't forget, while installing that special potty in the bathroom, to talk to your child about bathroom use and why it's important, to let her observe you and others using the bathroom, and to praise and reward her when she succeeds even a little bit. Resist the temptation to let things go when she resists or protests a little, and remain firm about the schedule or routine you have created-unless the experience becomes negative and your child becomes very resistant. Remember, her progress in this arena is especially significant if it increases her self-confidence and prepares her for more challenges. Give her all the information, attention, and support she needs to succeed.

Behavioral Disorders

Your experience toilet-training a toddler who is behaviorally, intellectually, or developmentally challenged will depend a great deal on your particular child's temperament, behavior patterns, and coexisting conditions. In this arena more than any other, perhaps, the parents' knowledge of a child's strengths, weaknesses, tendencies, and interests will help her through the process as much as any general guide.

Toilet training can be particularly trying for parents of children who have intellectual or developmental disorders or who are behaviorally challenged-including those with autism, fetal alcohol syndrome (FAS), oppositional defiant disorder (ODD), and, in cases when it is diagnosed this early, attention deficit /hyperactivity disorder (ADHD). Many children with these conditions may not be strongly motivated, or sufficiently equipped, to respond to the social reinforcements that work so well with other children ("What a big boy!"), though small tangible rewards such as candy or a toy can be effective. Most find it extremely difficult to adjust to any change in routine. Some are particularly sensitive to touch and other sensory input and become upset by the frequent pulling off and on of clothing, the physical closeness with an adult, and the unfamiliar surroundings of the bathroom. Simply getting across the concept of potty use can be complicated by the fact that some children with behavioral disorders do not naturally imitate their parents' or peers' behavior, while others learn only through simple imitation or other concrete, nonverbal demonstrations. Such complications in the training process mean that early efforts can create a high level of frustration in your child and may lead to displays of temper, stubbornness, and refusal to cooperate.

Still, nearly all children with these conditions can be toilet-trained-though in some cases the process may take up to a year or even longer. Your first step, again, is to determine whether your child is ready to start training. There is no point in beginning until you see that he can stay dry for an hour or more at a time, has regular bowel movements, is aware that he is about to urinate or defecate, and dislikes being wet or soiled. It is also important to have your child examined by his pediatrician, since he may be at a higher risk for constipation or loose stools, which may interfere with training.

Once you have decided to begin, observe your child and consider carefully the specific traits, patterns of behavior, and obstacles that may impact his learning process. If he seems to dislike entering the bathroom, determine what the cause of his discomfort is-the smell of disinfectant? the cold floor? the flushing toilet?-and change or neutralize it if possible (change cleansers, put socks on his feet, move his potty away from the noisy toilet). If he does not overtly signal the need to urinate or defecate, does he pause just before voiding or otherwise behave in a way that will provide you with a cue? At what times, or how long after eating or drinking, does he usually urinate or defecate? What foods, toys, or other objects is he most passionate about? (These can be used as tangible potty-training rewards, which may prove more effective than praise.) How does he learn best-with firm but gentle physical demonstrations (being placed on the potty at regular times), a formal routine containing a series of simple and predictable steps (verbally explained and reexplained, illustrated with pictures, or listed on a chart), or offhand comments and conversations that inform without inviting resistance?

Once you have made the necessary adjustments in your child's environment and your teaching style, it is time to start working toward his first success. Some parents like to begin the training process with actual potty use-putting their child on the potty at a likely time and rewarding him when he uses it. Others-particularly those with a child who resists entering the bathroom-may want to focus on preliminary steps first. They may start by rewarding the child for entering the bathroom, then for approaching the potty or toilet, then for sitting on it, and finally for using it. To make this process easier, and to avoid the physical closeness that your child may resist, consider letting him wear only his underwear at first, or even nothing below the waist. Handling clothing can be taught at the very end of the process, once the bathroom routine has been accepted as part of his day.

Your child is likely to be resistant to adopting this new habit. It's important to insist, however-firmly but matter-of-factly-that he try. When accidents occur, point out that you disapprove, but don't punish or criticize your child for making a mistake. If he is verbally challenged, be sure to stick to simple instructions such as "Wet! No!" As he gradually gets better at using the potty-motivated for the most part, perhaps, by the prospect of a tangible treat-your child's love of routine will begin to work in your favor. He will expect to visit the bathroom at predictable times and may even become upset if this doesn't happen. Until then, you will need to remind yourself how difficult this major step forward is for him. You should also think about how to find support for yourself as you search for the patience you will need to succeed. Both you and your child are embarking on a difficult developmental task.

Intellectual Disabilities and Developmental Disorders

Most children with a developmental delay, an intellectual disability, or a pervasive developmental disorder (for example, autism) can be toilet-trained, though the time it takes to achieve success ranges from a few months to a year or more. The process becomes easier as your child achieves at least a minimal level of verbal ability, is able to manage his clothes (perhaps with some help from you), and shows awareness of the need to go. As you introduce your child to the concept of potty use, be sure to keep your explanations very simple. Start by checking the state of his diaper or pants every hour or so and offering a one-word, nonjudgmental comment when he is wet ("Wet!"). Shake your head and then, after you change him, smile and say "Dry!" If his verbal skills are very limited, you might substitute a special gesture or sign for the words wet, dry, potty, need to go, and so on. Begin bringing him to the bathroom with you when you need to use it. Smile and say "Dry!" after you've finished and pulled your pants up. If at all possible, have your child observe other children using the bathroom, too. He may make the connection between himself and another child more easily than between himself and you. After you've finished and are dressed, show him how happy you are and tell him "Dry!" If he has a favorite doll or stuffed animal, use it to play "potty," demonstrating again how the potty is used.

When he is ready to begin using the potty, begin setting him on it at regular times-quite frequently at first (as frequently as you checked him for wetness earlier) and then gradually settling down to the times when he usually voids. Try to keep him on the potty for five or ten minutes at a time-keeping him company, reading to him, playing tapes of children's music, and otherwise ensuring that he stays in place long enough to succeed. Once he does urinate into the potty, give him a big smile and say "Pee!" (or whatever word you have chosen for this event). Help him wipe off and then praise him with a happy "Dry!" and give him a treat. Food treats are often very effective and can be phased out once he has been trained. Eventually, with enough repetition, he will understand the connection.

Children with an intellectual disability or developmental delay are best toilet-trained one step at a time. Don't expect your child to learn to signal or announce his need to go, pull down his pants, use the potty, wipe his bottom, and wash his hands all at once, the way his peers might. Toilet training will work best if you focus on the actual act of elimination first and address the other skills later. It is more important to keep him motivated than to achieve instant success.

Adapted from Guide to Toilet Training (Copyright © 2003 American Academy of Pediatrics)

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Toilet Training Children with Special Needs

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The issue of when and how to begin toilet training can be particularly challenging for parents of children with special needs. While no parent wants to push an already challenged child to perform in ways that are impossible, the sense of accomplishment experienced when he does succeed in this important aspect of self-care can make an enormous difference in his level of self-esteem.

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Washing Hands Song Choice Board & Visuals.pdf

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First Things First: Kindergarten Readiness

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First Things First: Kindergarten Readiness

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Kindergarten readiness is about what kids should know and be able to do when they start school.

Social-emotional development is as important as physical and academic skills.

No matter what your child's age, there are things you can do to help them be ready for kindergarten.

The first day of kindergarten is a big deal. It's a new step in your child's education and a special event in your family. You'll take lots of photos and maybe shed a few tears.

But as you look forward to that special day, you might find yourself wondering...

Is my child ready for kindergarten?

How do you know? And what does that even mean? All good questions.

We have some answers for you. We'll explain how you and your child can get ready for kindergarten and give you some tips on how you can help your child on that special day.

Now, some of you may be thinking...

I have a baby. I can come back later, right?

Stick around. There are a lot of simple, everyday things you can do with your baby now - before they can walk or talk or use scissors - to help them learn and develop the skills they'll need later on. The sooner the better, but no matter how old your child is, starting now is great.

So let's get started...

What is kindergarten readiness?

Kindergarten readiness (sometimes called "school readiness") is a way to describe the things a child should know and be able to do when they start kindergarten. These skills and abilities are related to different areas of child development (sometimes called "domains"), including:

Health and physical skills ("motor skills")

Social and emotional development

Language skills

Approaches to learning

General knowledge

There's a lot to learn in that first year of school, and in addition to the lessons and activities, a kindergarten classroom also has schedules and directions to follow, lines to stand in and other children to get along with. So kids need social and behavioral skills - like independence, curiosity and self-control - as much as they need early academic skills - like counting or knowing some of the letters in their name.

Arizona's School Readiness Framework has a formal definition of kindergarten readiness and the domains of child development. It's intended for teachers, but take a look if you want a more detailed explanation.

What do kindergarten teachers think?

Who knows more about being ready for kindergarten than kindergarten teachers? We asked some kindergarten teachers from across Arizona about what children need to be ready for their first day of school:

Language and early literacy skills (like vocabulary and how to handle books)

Listening skills ("Attending kindergarten involves lots of listening!")

Independence

Self-control

Focus

Persistence

Following directions (with one or two steps)

Fine motor skills (to hold writing tools or use scissors)

Writing their name

Counting to five

Bathroom skills (going by themselves, washing their hands, how to blow their nose and sneeze into their elbow, etc.)

Sharing and taking turns

Being a friend

A lot of these are social-emotional skills.

That's right. Knowing their letters and numbers is helpful, for sure, but based on our understanding of early brain development, the skills that are most important for success in school - and in life - are things like communication, problem solving and working well with others. These skills start developing from birth and throughout their first five years, when a child's brain grows faster than at any other time in life. Kids keep learning and developing in later years, too, but early childhood lays the foundation for their future learning.

Now that you know more about kindergarten readiness, let's talk about how you can help your little one be ready for success in school.

When should I enroll my child in kindergarten?

In Arizona, children can start kindergarten if they are age 5 before September 1. And by law, children must be enrolled in school or an approved alternative program by age 6. Check with your local school district for more information. Some schools start holding kindergarten registration events in January.

What can I do to help my child be ready for kindergarten?

If you have a preschooler who will be entering kindergarten next school year, it's not too late to start getting them ready. Here are some tips:

Going to preschool makes a big difference.

Having some previous classroom experience can help make the transition to kindergarten much easier. Research shows that children who attend quality child care and preschool programs go on to do better in school.

"When I taught kinder, it was more difficult for those students who didn't have any previous school experience. Something as simple as lining up was difficult for them because they didn't know what a line was. So those early childhood learning experiences are so, so important."

Michelle Doherty, former Arizona Teacher of the Year

"Kids have to get used to being away from their family for long days, sitting and listening to a story, taking turns in line - the social and emotional things. When students have had those experiences before coming to my class, you can see that. I think that quality preschool is more important than it ever has been."

Michelle Novelli, Rodel Exemplary Kindergarten Teacher

Kindergarten transition programs can help, too.

If your child is one of the many in Arizona who didn't attend preschool, you might want to look for a kindergarten transition program, which are designed to give kids some classroom experience before their first day of school. Together with a parent, children attend a series of classes, usually in the summer before they start kindergarten. Kids are introduced to what an elementary school and kindergarten classroom looks like and how to stand in line, listen and follow a teacher's directions. Kindergarten transition programs may be offered by school districts, family resource centers and even some public libraries.

Help your child be more independent.

The months leading up to the first day of school are the ideal time to help your little one develop the independence and self-confidence they'll need to be ready for the transition to kindergarten, but it's never too early to start. Give your child simple tasks or chores, like making their bed, dressing themselves and clearing their own dishes. These things take practice, but over time, you'll teach your child to be more independent.

"There are simple ways you can encourage independence in your child during your regular daily routines. Find those tasks that you still do for your child that they are capable of learning to do for themselves, such as pouring their own bowl of cereal or picking out their own clothes. If they run into a roadblock, give them a chance to problem solve before jumping right in to take over. As they find themselves doing more for themselves and working through obstacles, they will also build a sense of independence and perseverance that is well worth the milk spills and mismatched clothes."

Abbey Walejko, kindergarten teacher at Kyrene Monte Vista Elementary School in Phoenix

Read with your child every day.

When you make reading part of your daily routine, you're helping your child develop the language skills they'll need to learn to read. Reading and telling stories together is quality time with you, and children's books also introduce new and unusual words that you might not use in everyday conversation. That's important, because vocabulary is a big part of school success. Find books that your child is interested in, and ask them questions about the story while you're reading - "What do you think will happen next?" Reading together also helps your child develop other skills to prepare them for kindergarten.

"Students should have some exposure to being read to. Read books to your child so they are practicing some listening skills, some daily routines and procedures of what it would look like for a teacher to read to their student in the classroom."

Kathleen James, kindergarten teacher at Chinle Elementary School

It's never too soon to start helping your child learn and grow. From the very beginning, children are learning and developing language, social skills and other things they'll need to be successful in school and in life. And long before you enroll your child in kindergarten, there are simple things you can do to support their healthy development and learning.

You are your child's first teacher.

But you don't need flashcards or worksheets. That's not how very young children learn. Just do your best to be a loving, responsive caregiver. Play with them. Read to them. Talk with them, even before they can use words. Give them as many positive, stimulating experiences as you can. All of these everyday moments add up to what your child needs to be ready for school.

Talking with your child develops language skills.

When babies and toddlers hear words and language from caring adults, their brains develop the connections they'll need to learn to use language and, later, to learn how to read. Studies show that children whose parents and caregivers regularly talk and read with them develop larger vocabularies and go on to become better readers and do better in school.

More than the amount of words a child hears, it's quality talk that matters most. Even before your child can use words themselves, engaging them in short, back-and-forth conversations helps them develop vocabulary and language skills. It also supports their social-emotional development. Just a few minutes at a time can make a big difference.

Make reading together part of your daily routine.

More than any other piece of advice, kindergarten teachers say that reading with your child is a great way to help prepare them for school.

"Make reading part of life. Read to your child. Have that lap time every day when you're sharing books and words and stories. Your child may go through a phase when their favorite book is Green Eggs and Ham and they want you to read that book every night for four months. Go ahead and read it. For the thousandth time, go ahead and do it. You may not realize it, but it's exciting for them, and they're building literacy skills. Young kids need to hear words and sentences and rhymes to develop the skills they need to learn to read."

Michelle Novelli, Rodel Exemplary Kindergarten Teacher

Reading and telling stories together is quality time with you, and children's books also introduce new and unusual words that you might not use in everyday conversation. That's important, because vocabulary is a big part of school success.

Give them learning experiences.

Your child learns and grows when you give them opportunities to get out in the world to explore and discover new things. That could be in nature, at the library, free community events, on the bus or anywhere. It doesn't have to be all day. Sharing as many different life experiences as you can with your child helps them develop social skills, vocabulary, curiosity and excitement about learning.

You can also encourage learning at home through play and art activities. Writing begins with scribbling, so give your toddler safe writing tools, like crayons, chalk or markers. Have them scribble and draw, and ask them questions about their drawings.

Keep your child healthy and smiling.

Your little one learns through their senses and experiences. Their eyesight, which develops rapidly in early childhood, is a big part of how they explore, discover and connect with you and their other caregivers. And because they learn so much through their eyes, it's important to make sure your child's vision health is part of their regular check-ups.

And just like they need regular check-ups with their doctor, your child needs a dental check-up starting at age 1 and every year after that to prevent tooth decay, which is a leading cause of school absences. The good news is that tooth decay is 100% preventable.

Check in on your child's development.

While all children develop differently, it helps to know if your child is meeting typical milestones. Developmental milestones are the things most children can do by a certain age. How your child plays, learns, speaks, acts and moves offers important clues about your child's development. Talk with your child's doctor if you have any questions or concerns.

Find free early childhood programs and services near you.

From birth to age 5, your child's brain grows and develops more than at any other time in life. That's why their early years are so important. First Things First has free early childhood programs to help you support your little one's healthy development and learning. Use our online search tool to look for free programs and services in your Arizona community. Information is available in both English and Spanish.

More About Kindergarten Readiness

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Kindergarten readiness is a way to describe the things a child should know and be able to do when they start kindergarten.

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First Things First: Language and Early Literacy Development

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First Things First: Language and Early Literacy Development

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Language and literacy development starts from the very beginning. Babies are listening in utero, and once they're born, they're communicating through eye contact, facial expressions, crying, smiles and touch. When adults respond with words, conversation and attention, it helps promote healthy development and learning.

When babies and toddlers hear words and language from caring adults, their brains develop the connections they'll need to learn to use language and, later, to learn how to read. Studies show that children whose parents and caregivers regularly talk and read with them develop larger vocabularies and go on to become better readers and do better in school. That's because the first few years of a child's life are when the brain grows and develops the most.

First Things First supports the health, development and early learning of Arizona's young children from birth to age 5. We partner with families and communities to help kids have the positive, nurturing experiences they need to arrive at kindergarten ready to succeed. We do this through quality early care and education programs, preventive health efforts, and supporting parents in their role as their child's first teachers.

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Language and literacy development starts from birth. Hearing words and language from caring adults helps babies and toddlers learn and grow.

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First Things First: Children Learn Through Play

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First Things First: Children Learn Through Play

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Play helps children develop physical and social-emotional skills, as well as language, problem-solving and more.

Playing with your child is quality time together. It helps them develop the strong emotional connection they need to feel safe and secure.

Simple toys and everyday objects spark your child's imagination and learning.

Even babies learn from playtime.

Playtime is serious business for kids. ​For babies, toddlers and preschoolers, almost all learning happens through exploring and interacting. That's what playtime is all about.

As a parent or caregiver, you play a vital role in supporting your child's healthy development and learning. And understanding the importance of making time for play can help.

Why is play so important?

Play is what kids do naturally. Have fun. So it's easy to overlook what is really going on when young children are playing - they are exploring, discovering and learning about how the world works.

The American Academy of Pediatrics (AAP) puts it this way: "Play is not frivolous. It enhances brain structure and function and promotes executive function - the process of learning, rather than the content."

When a baby smiles and laughs in a game of peekaboo, they're learning. When a toddler stacks blocks and then knocks them down, or a preschooler pretends to be a firefighter, they aren't just having fun. Playing is how young kids learn.

Research shows that play impacts everything from a child's physical abilities and vocabulary to problem-solving, creativity, teamwork and empathy.

Because playtime is so important for a young child's healthy development, and because statistics show that the amount of time children get to play has been declining for many years, the AAP urges pediatricians to prescribe play for children in their care.

"Play helps us learn. Play helps us cope. Play helps us socialize," said Kathy Hirsh-Pasek, who co-authored the AAP report. "It's not the opposite of work. We learn via play."

Playtime also helps children build close relationships.

In addition to learning and developing new skills, playing with your young child is also quality time that brings you closer together.

"Play supports the formation of the safe, stable and nurturing relationships with all caregivers that children need to thrive," the AAP report states.

Strong emotional connections with their parents and caring adults help children develop a secure attachment. Knowing they can count on their parent to be there when they need them gives a child the confidence to play freely, explore, try new things and learn.

"What they most need are interactions, language, give and take," writes Dr. Perri Klass. "Which can just be another way of saying, somebody to play with."

3 ways you can encourage and make time for play.

Even though play is a natural instinct for children, they need the adults in their lives to support and encourage it. Here are a few tips and reminders to help:

Provide the resources for stimulating play.

These don't have to be fancy or expensive toys. In fact, pediatricians say that simple toys are best.

"No special skills or equipment are needed," said Dr. Klass. "Every parent learns the virtue of pots and spoons as playthings, and boxes that are more fascinating to babies than the toys they contained."

Create a safe area where the can play freely, put some simple toys and objects where your child can see and reach them, and then let their curiosity and creativity take over.

Look for opportunities to play throughout the day.

With all of life's busyness, it can be hard to slow down and take even a few minutes to play with your child and be fully present. The benefits of playing with your child can be lost when you're distracted. No parent is perfect, and you don't have to be playing with your child 24/7.

The good news is that giving your little one your focused attention even for just a few minutes at a time can make a big impact and let them know they are cared for and loved. And with toddlers and preschoolers, try to leave plenty of time in their daily schedule for spontaneous play, too.

Something as simple as stepping outdoors can open the door to endless opportunities to play outdoors, too.

Join in the fun, but let your child take the lead.

Your child may want to pretend, they may want to play a game, they may want to go outside and run around. Go with it. You're supporting their growing curiosity, imagination and confidence. And when you play along, with silly voices and your own childlike joy, you're also showing your child how important they are to you.

Play FAQs

Do babies need playtime?

Absolutely! When babies play, they are learning. They benefit from such simple acts as cooing, clapping and the silly faces you make to make them laugh. But there's a more important factor at work. A baby explores and makes sense of the world around him through play. With babies, play is as simple as grasping an object and holding on to it or talking to them in exaggerated voices. So the next time you find yourself playing peekaboo with your baby, know that you're encouraging their healthy development and learning.

How do you play with a baby?

Babies are fascinated by faces and bright colors. They enjoy playing hide-and-seek with different objects. When your baby is active and alert, it's a great time to play! Learn more about how to read your baby's cues to know when they're ready to play and when they've had enough for now. Here are just a few ways to play:

Mirror play. Babies really like looking at themselves in the mirror. No, they're not tiny egomaniacs. For your baby, looking in the mirror is play. It's fun and fascinating. And for parents and caregivers, it's another way to deepen your connection. Learn more about mirror play and how babies develop self awareness.

Talkin' Tennis. Even though they can't use words yet, having "serve and return" conversations with your baby is the best way to help them learn and develop language. Learn how to get in the game.

Peekaboo. It's a classic for a reason.

in mind that tummy time is a shared activity. Your direct supervision is vital for safety, and your active participation is the key to success. Make it fun! Tummy Time! Tummy time is an important way to help your baby strengthen their large muscles and learn to raise their head and body with their arms to look around. Keep Get some tummy time tips.

Scarf play. Playing with scarves is great bonding and brain building time with your baby. From building positive sensory-motor skills by feeling the silky texture of a scarf to developing fine motor skills while playing catch, there are endless ways to make use of this common household item. Learn more about scarf season.

What types of toys are best for a toddler?

Pediatricians say simple toys are best. The American Academy of Pediatrics recently came out with a recommendation that the best toys for young children are the simple ones. Flashy electronic toys may catch our attention as adults, but more basic toys like blocks, books, dolls and puzzles are recommended because they help spark a child's imagination and, most importantly, encourage quality play time between parent and child. Toddlers like to find out how things work. They test what happens when you pull, drop and carry things. They also like to play pretend and imitate adult activities. Toddlers need safe and interesting places to climb, like safe outdoor parks. Toddlers want things to take apart and put together.

Is it okay for my child to play alone sometimes?

While it's great for your child to play with you, it's also important for children to have some time to play on their own or with parents nearby, watching, but not involved. In fact, it can be a great thing for both of you. Time for independent play builds a child's imagination, problem-solving skills, attention and persistence - and it also gives parents a few much-needed minutes to just be. Not every child will be interested in spending lots of time playing alone. That's just fine. 10-20 minutes of supervised independent playtime can help your child reap the benefits without missing you too much.

How can I help my child play with others?

First, it's very helpful to have realistic, age-appropriate expectations of your child. For example, sharing is a big, complex skill that kids develop over time. They may not understand the concept until age 3 or 4. So take some time to learn more about your child's Ages and Stages of development. As your child gets a little older, one way you can encourage them to play with others is by setting up playdates with friends. And remember, you are your child's first teacher. And as your child learns to play well with you, they're also learning how to play with others.

What about screen time?

Pediatricians recommend that babies and toddlers should spend very little time with electronic devices, including computers, smart phones, tablets and TV. Babies learn best from real-life play. Video-chatting apps like FaceTime are OK for short amounts of time, when used with a parent. As your child gets older, it helps to plan how much time they should spend with screens. Try to limit your own screen time as well. You can't give your child your full attention when you are looking at a screen.

More Ways to Play

Visit our partners for more ways to help your young child have fun and learn through play:

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Playtime is serious business for kids. Young children learn through play as they interact and explore. Learn more about how.

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First Things First: Favorite Children's Books

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First Things First: Favorite Children's Books

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Reading books with your little one is an important way to help them develop language skills, learn new words and grow to love reading. It's also great bonding time.

Everyone has a special book they love to share with infants, toddlers and preschoolers. Look for your favorite among these recommendations from some Arizonans who know the power of children's books and reading.

Retold and illustrated by Eileen Christelow

"I believe it is so important to start reading with your children as early as possible. We all know the song, Five Little Monkeys, but this book and illustrations bring it to life. We had fun as a family reading this book, and those moments are the cornerstone to what I believe will be a lifetime love for reading in my children."
President, Arizona Chapter of American Academy of Pediatrics
Written and illustrated by Jimmy Kimmel

"Like most important things in my life, I have a personal connection to The Serious Goose, which was written by my friend Jimmy Kimmel. Jimmy's son had heart surgery at birth, and the Los Angeles Children's Hospital was amazing with his care, so 100% of the proceeds go back to them and other children's hospitals across the U.S. I always find that good things have many prongs and often start from good intentions. The title character is from Jimmy's nickname for his daughter, Jane, who is adamant she's not a silly goose. It's a good lesson, that even though we act silly sometimes, we look to be serious and respected. Reading with my children is like dangling these carrots in front of them, helping them go beyond the simple words of the book to the real discovery, which is in the messaging. Books connect us to something greater and get kids closer to the meaning of life."
Watch Jimmy reading the book to his kids. restauranteur, James Beard award-winning chef, legendary pizzaiolo
Words by Lisa M. Bakos, Pictures by Mark Chambers

"As an educator, one of my favorite books to read aloud with students is Too Many Moose! This engaging book uses playful alliteration to support speech development and early literacy skills among young learners."
Arizona Superintendent of Public Instruction, sworn into office with this book
By Todd Parr

"Reading is the most important skill for success in school and in life. Sharing books with young children encourages their imagination, builds language skills, vocabulary and critical thinking. It can help them with their emotions, too. Every child has times when they are scared or worried about something, and The Don't Worry Book helps children find ways to cope and work through their stress and anxiety while also introducing them to some unusual words. Our dog seems to like it, too."
State Literacy Director, Read On Arizona
Words by Matt de la Peña, Pictures by Christian Robinson

"Stories elevate our voices and share with others our identities, our culture, our community. Stories help us foster connections and see our uniqueness as human beings. All children should see themselves equitably represented in stories - in the words, in the illustrations. I love Last Stop on Market Street because it opens the conversation to analyze our assumptions, challenges us to reflect on our biases, and encourages us to consider the beauty, strength and humanity in all of us. For resources on advancing equity through children's books, check out wowlit.org."
Executive Director, Arizona Association for the Education of Young Children
WATCH: TOP 5 tips for reading with your toddler

By Adam Gamble, Illustrated by Joe Veno

One of the most exciting parts of a football game is sharing the excitement and energy with people around you. Big Red loves this book because it's about sharing experiences and quality time, and because it includes so many of the wonders of our great state. Reading to children is important because it is story telling, which allows you to connect and engage with your child on a deeper level.
Official mascot of the Arizona Cardinals
By Dr. Seuss

"When I was younger, I liked the funny characters and rhyming words. But now I also appreciate the book's message about being open to trying new things. You never know what you may discover!"
Olympic gold medalist, children's book author, creator of the Always Dream Foundation, dedicated to advancing early literacy; not actually an Arizonan
By Hervé Tullet

"This book is my favorite because it reminds me of the days I used to read to Head Start and how much fun the kids had with it and how engaged they were."
Library Manager, San Carlos Public Library
By Laura Joffe Numeroff, Illustrated by Felicia Bond

"It's really difficult to choose just one favorite, but If You Give a Mouse a Cookie is a book that I have very much enjoyed sharing with one child sitting next to me as well as with a large group during library storytime. The illustrations are charming, and predicting what the mouse will request next is so much fun. In our very busy and technology-rich world, reading time allows children to make a personal connection with the person reading with them and to experience the joy of taking time to read a book. Reading carries young children to many places through the imagination and helps them develop language skills needed to learn to read themselves."
State Librarian, Arizona State Library, Archives & Public Records
WATCH: reading with your BABY

By Pharrell Williams

"My granddaughter loves this book. She has heard the song, and we sing the book to her as we read it. We "clap along," as the verses say, by tapping our hands on our legs while we sing. And because "happy" is an easy word for her to say, she asks for this book a million times a day!"
First Things First Board Member
By Nancy L. Young, Illustrated by Nadia Komorova

"The book is a beauty for young readers AND parents. It's a gift to anyone who has ever longed to experience the rugged splendor of Arizona's back country and all its amazing wildlife. The lovely verse transports the reader to Aravaipa Canyon, a real-world magical place, and the stunning, richly hued illustrations bring everything to life on the page. I've read it to my grandkids and have seen lots of young readers enjoy the story."
Children's author, science writer, storyteller
You can help your child develop the skills they'll need to be a good reader and successful in school. Learn more >>>

First Things First supports the health, development and early learning of Arizona's young children from birth to age 5. We partner with families and communities to help kids have the positive, nurturing experiences they need to arrive at kindergarten ready to succeed. We do this through quality early care and education programs, preventive health efforts, and supporting parents in their role as their child's first teachers.

First Things First is a founding partner of Read On Arizona, our state's early literacy initiative. Read On Arizona is a statewide, public/private partnership of agencies, philanthropic organizations and community stakeholders committed to improving language and literacy outcomes for Arizona's children from birth through age 8, with strategic focus on school readiness and third-grade reading.

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Babies, toddlers and preschoolers learn and grow through their relationships with the caring adults in their lives. That's you - parents, of course, and also grandparents, friends and family. Early learning professionals, too.

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CDC: Facts About Intellectual Disability in Children

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CDC: Facts About Intellectual Disability in Children

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Centers for Disease Control and Prevention

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What is intellectual disability?

Intellectual disability is a term used when there are limits to a person's ability to learn at an expected level and function in daily life. Levels of intellectual disability vary greatly in children. Children with intellectual disability might have a hard time letting others know their wants and needs, and taking care of themselves. Intellectual disability could cause a child to learn and develop more slowly than other children of the same age. It could take longer for a child with intellectual disability to learn to speak, walk, dress, or eat without help, and they could have trouble learning in school.

Intellectual disability can be caused by a problem that starts any time before a child turns 18 years old - even before birth. It can be caused by injury, disease, or a problem in the brain. For many children, the cause of their intellectual disability is not known. Some of the most common known causes of intellectual disability - like Down syndrome, fetal alcohol syndrome, fragile X syndrome, genetic conditions, birth defects, and infections - happen before birth. Others happen while a baby is being born or soon after birth. Still other causes of intellectual disability do not occur until a child is older; these might include serious head injury, stroke, or certain infections.

What are some of the signs of intellectual disability?

Usually, the more severe the degree of intellectual disability, the earlier the signs can be noticed. However, it might still be hard to tell how young children will be affected later in life.

There are many signs of intellectual disability. For example, children with intellectual disability may:

sit up, crawl, or walk later than other children

learn to talk later, or have trouble speaking

find it hard to remember things

have trouble understanding social rules

have trouble seeing the results of their actions

have trouble solving problems

What can I do if I think my child may have intellectual disability?

Talk with your child's doctor or nurse. If you or your doctor think there could be a problem, you can take your child to see a developmental pediatrician or other specialist, and you can contact your local early intervention agency (for children under 3) or public school (for children 3 and older). To find out who to speak to in your area, you can contact the Parent Center in your state: www.parentcenterhub.org/find-yourcenter/external icon .

To help your child reach his or her full potential, it is very important to get help for him or her as early as possible!

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Intellectual disability is a term used when there are limits to a person's ability to learn at an expected level and function in daily life. Levels of intellectual disability vary greatly in children.

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U.S. Dept of Education - Reading Resources

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U.S. Dept of Education - Reading Resources

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Reading Resources - Help My Child Read - Parents - ED.gov

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Fun activities parents can use to build children's language skills. Includes a reading checklist, typical language accomplishments for different age groups, book suggestions, and resources for children with reading problems or learning disabilities.

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Center for Parent Information and Resources

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Center for Parent Information and Resources

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Finding the motivation to make positive lifestyle changes can be hard for anyone. For teenagers, it can be especially difficult when parents are the ones telling them to do it. But if they've fallen into unhealthy habits like vaping or alcohol abuse, change can be beneficial. Motivational interviewing is a form of therapy that creates a safe, non-judgmental environment for teens to establish their own goals and values and see how changing unhealthy behaviors can benefit them in the long run.

This series of articles comes from the Child Mind Institute, with most available in English and Spanish. Why might teens be resistant to therapy and how can parents and others to help them get the treatment they need? The articles explain how motivational interviewing can help teens gain the self-confidence to make important behavioral changes. To read more about motivational interviewing, and to connect with the articles in both English and Spanish, please visit CPIR's abstract.

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Center for Parent Information and Resources | Your Central Hub for Parent Centers Serving Families of Children With Disabilities

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Finding the motivation to make positive lifestyle changes can be hard for anyone. For teenagers, it can be especially difficult when parents are the ones telling them to do it. But if they've fallen into unhealthy habits like vaping or alcohol abuse, change can be beneficial.

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Tantrums, Tears, and Tempers: Behavior is communication  

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Tantrums, Tears, and Tempers: Behavior is communication  

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Child Mind Institute: How Can We Help Kids with Self-Regulation?

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Child Mind Institute: How Can We Help Kids with Self-Regulation?

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If you're a parent, chances are you've witnessed a tantrum or two in your day. We expect them in two-year-olds. But if your child reaches school age and meltdowns and outbursts are still frequent, it may be a sign that they have difficulty with emotional self-regulation.

Simply put, self-regulation is the difference between a two-year-old and a five-year-old who is more able to control their emotions. Helping kids who haven't developed self-regulation skills at the typical age is the goal of parent training programs. And many older children, even if they're beyond tantrums, continue to struggle with impulsive and inappropriate behavior.

What is self-regulation?

Self-regulation is the ability to manage your emotions and behavior in accordance with the demands of the situation. It includes being able to resist highly emotional reactions to upsetting stimuli, to calm yourself down when you get upset, to adjust to a change in expectations, and to handle frustration without an outburst. It is a set of skills that enables children, as they mature, to direct their own behavior towards a goal, despite the unpredictability of the world and our own feelings.

What does emotional dysregulation look like?

Problems with self-regulation manifest in different ways depending on the child, says Matthew Rouse, PhD, a clinical psychologist. "Some kids are instantaneous - they have a huge, strong reaction and there's no lead-in or build-up," he says. "They can't inhibit that immediate behavior response."

For other kids, he notes, distress seems to build up and they can only take it for so long. Eventually it leads to some sort of behavioral outburst. "You can see them going down the wrong path but you don't know how to stop it."

The key for both kinds of kids is to learn to handle those strong reactions and find ways to express their emotions that are more effective (and less disruptive) than having a meltdown.

Why do some kids struggle with self-regulation?

Dr. Rouse sees emotional control issues as a combination of temperament and learned behavior.

"A child's innate capacities for self-regulation are temperament and personality-based," he explains. Some babies have trouble self-soothing, he adds, and get very distressed when you're trying to bathe them or put on clothes. Those kids may be more likely to experience trouble with emotional self-regulation when they're older.

But the environment plays a role as well. When parents give in to tantrums or work overtime to soothe their children when they get upset and act out, kids have a hard time developing self-discipline. "In those situations, the child is basically looking to the parents to be external self-regulators," Dr. Rouse says. "If that's a pattern that happens again and again, and a child is able to 'outsource' self-regulation, then that's something that might develop as a habit."

Children with ADHD or anxiety may find it particularly challenging to manage their emotions, and need more help to develop emotional regulation skills.

How do we teach self-regulation skills?

Scott Bezsylko, the executive director of the Winston Prep schools for children with learning differences, says that acting out is essentially an ineffective response to a stimulus. The parent or teacher needs to help the child slow down and more carefully choose an effective response instead of being impulsive.

"We approach self-regulation skills in the same way we approach other skills, academic or social: isolate that skill and provide practice," Bezsylko explains. "When you think of it as a skill to be taught - rather than, say, just bad behavior - it changes the tone and content of the feedback you give kids. "

The key to learning self-regulation skills, says Dr. Rouse, is not to avoid situations that are difficult for kids to handle, but to coach kids through them and provide a supportive framework - clinicians call it "scaffolding" the behavior you want to encourage - until they can handle these challenges on their own.

Imagine a situation that can produce strong negative emotions, like a frustrating math homework assignment. If a parent hovers too much, they risk taking over the regulation role. "Instead of the child recognizing that the work is frustrating and figuring out how to handle it," Dr. Rouse explains, "what they feel is that the parent is frustrating them by making them do it."

Scaffolding in this situation might be helping the child with one problem, and then expecting them to try the rest. If they feel frustrated, they might get up and get a drink. They might use a timer to give themselves periodic breaks. The parent would check in on them at intervals, and offer praise for their efforts.

If a child is prone to melting down when they're asked to stop playing a video game, scaffolding might be practicing transitioning away from the game. "You'd want to practice with a game in which they're not overly invested - you don't want to begin with high-stakes," Dr. Rouse explains. "Have them practice playing for two or three minutes and then handing you the game. They get points towards something they want every time they do it."

Dry runs are another way to scaffold self-regulation. For instance, if you've had trouble with a child reacting impulsively or having a tantrum in a store, make a short visit when you don't need to do serious shopping. Have them practice walking with you, keeping their hands to themselves. They get points towards some goal every time they are successful.

Dr. Rouse says that often parents get discouraged when things don't go well the first time they try skill-building, but consistency and starting at a level that is appropriate for your child are key. Rather than giving up, try paring down the activity so it is more doable, and slowly give your child more and more independence to handle it.

For instance, if brushing their teeth is a problem for your child, you might start by focusing just on putting toothpaste on the brush, and respond with positive feedback and rewards when they do it. Once they've practiced that a few times, add the next step in the chain.

Similarly, if getting out the door in the morning is causing meltdowns, target one step at a time. First, say, getting dressed by 7:15. Once they've mastered that, set a target time for breakfast, and add that. Breaking the chain into small steps allows them to build self-regulation skills in manageable increments.

Help kids become self-reflective

Bezsylko stresses that when parents or teachers approach impulsive, inappropriate behavior calmly and give them time, kids can learn to choose better ways to respond to that situation. The feedback kids need is non-judgmental and non-emotional: what went wrong, and why, and how they can fix it next time.

"When kids are part of an environment that's reflective and analytic as opposed to emotional and fast-paced," Bezsylko explains, "they can learn to make better choices." Slowing down allows children to become more thoughtful, reflective and self-aware. "We need to slow down and model self-reflection and self-awareness and self-regulation for our kids," he notes, "but it's also helpful and good for us, too."

Bezsylko notes that mindfulness and meditation are good for everyone, but especially for children with self-regulation challenges. And Dr. Rouse mentions the many parent training programs available to help them become better coaches for their kids. For older kids, dialectical behavior therapy (DBT) is also an option, as it focuses on distress tolerance and emotion regulation.

At the end of the day, though, nothing can replace the work of the parent. "It seems to me," says Dr. Rouse, "that the family environment is the most important piece."

Frequently Asked Questions

How can I help my child regulate their emotions?

What is self-regulation in child development?

At what age can a child control their emotions?

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How Can We Help Kids With Self-Regulation? - Child Mind Institute

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Tips for helping kids improve their self-regulation skills when they need help to control emotions, handle frustration and resist impulsive behavior. Advice from experts.

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NAEYC: Building Social and Emotional Skills at Home

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NAEYC: Building Social and Emotional Skills at Home

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Building Social and Emotional Skills at Home

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School classrooms are busy places where young children learn all sorts of things, including social and emotional skills such as how to express feelings and how to work together with friends on a project. Here are some suggestions for helping your child de

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Increase your understanding of young children's learning and development through our extensive selection of research-based books, articles, and journals (Teaching Young Children and Young Children).

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NAEYC: Tips for Spending Quality Time With Your Child

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NAEYC: Tips for Spending Quality Time With Your Child

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Tips for Spending Quality Time With Your Child

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As parents and caregivers, we can make choices to ensure time spent with our children is high-quality.

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NAEYC: Understanding and Responding to Children Who Bite

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NAEYC: Understanding and Responding to Children Who Bite

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Biting is a typical behavior often seen in infants, toddlers, and 2-year olds. As children mature, gain self-control, and develop problem-solving skills, they usually outgrow this behavior. While not uncommon, biting can be an upsetting and potentially harmful behavior. It's best to discourage it from the very first episode. This article will help you to understand the reasons young children bite and give you some ideas and strategies for responding appropriately.
Why do young children bite?
Some children bite instinctively, because they have not developed self-control. For example, when 3-year-old Marcus grabs a doll from his 2-year-old sister Gina, her first response is to bite him and grab the doll. She doesn't stop to think about other ways to act or the result of her actions. But there are many other reasons why children may bite.
A child might bite to

Relieve pain from teething.

Explore cause and effect ("What happens when I bite?").

Experience the sensation of biting.

Satisfy a need for oral-motor stimulation.

Imitate other children and adults.

Feel strong and in control.

Get attention.

Act in self-defense.

Communicate needs and desires, such as hunger or fatigue.

Communicate or express difficult feelings, such as frustration, anger, confusion, or fear ("There are too many people here and I feel cramped").

What can families do to prevent biting?
There are a variety of things that families can do to prevent biting. It helps to

Have age-appropriate expectations for your child's behavior based on his or her current skills and abilities.

Make sure your child's schedule, routines, and transitions are predictable and consistent. At meal and bedtimes, try to do things in the same way and at the same times. Young children thrive when they know what will happen next.

Offer activities and materials that allow your child to relax and release tension. Some children like yoga or deep breathing. Offer playdough, foam balls, bubbles, soft music, and other stress-reducing items.

Use positive guidance strategies to help your child develop self-control. For example, offer gentle reminders, phrased in a way that tells them what behaviors are expected. "Be sure to hang up your coat on the hook." "You can each have a bucket to use in the sandbox." "Put a small dot of toothpaste on your brush. You won't need much to get your teeth clean."

Provide items to bite, such as teething rings or clean, wet, cold washcloths stored in the refrigerator. This helps children learn what they can bite safely, without hurting anyone else.

How should I respond when my child bites?
While every situation is different, here are some general guidelines for responding when a child bites.

Infants
Infants learn about the world around them by exploring it with their hands, eyes, and mouths. But infants often need help to learn what they should and shouldn't bite.

If your infant takes an experimental bite on a mother's breast or grandpa's shoulder, stay calm and use clear signals to communicate that it is not okay for one person to bite another. A firm "no" or "no biting!" is an appropriate response.

Toddlers and Preschoolers
Toddlers have many strong emotions that they are just learning to manage. Toddlers may bite to express anger or frustration or because they lack the language skills needed to express their feelings.

Biting is less common in preschoolers than toddlers. When a preschooler bites, it may be due to something at home or at their child care program that is causing the child to be upset, frustrated, confused, or afraid. A preschooler may also bite to get attention or to act in self-defense.

Follow the steps below with both toddlers and preschoolers.

1. If you see the biting incident, move quickly to the scene and get down to children's level. Respond to the child who did the biting. In a serious, firm tone make a strong statement: "No biting. Biting hurts. I can't let you hurt Josie or anyone else." Next, offer a choice: "You can help make Josie feel better, or you can sit quietly until I can talk with you." Help the child follow through on the choice if necessary.

2. Respond to the child who was hurt by offering comfort through words and actions: "I'm sorry you are hurting. Let's get some ice." Perform first aid if necessary. The child who did the biting can help comfort the bitten child-if both parties agree. Help the child who was hurt find something to do.

3. Finally, talk to the child who did the biting. Maintain eye contact and speak in simple words using a calm, firm tone of voice. Try to find out what happened that led to the incident. Restate the rule, "Biting is not allowed." Model the use of words that describe feelings: "Kim took your ball. You felt angry. You bit Kim. I can't let you hurt Kim. No biting." Discuss how the child can respond in similar situations in the future.

What if biting becomes a habit for my child?
If biting becomes a habit for your child and ongoing positive guidance is not effective, it is time to set up a meeting with your child's teacher(s). Together, you can plan an approach for addressing the behavior that can be applied consistently at home and at the program. Together, you can discuss and define the behavior and find the cause behind it. Next, you and the teacher(s) can develop a plan to address the causes and help your child to replace biting with acceptable behaviors. Try the plan for several weeks, but be patient. It takes time to change behaviors that have become habits. Keep in touch with your child's teacher(s) to share information about changes in behavior. After several weeks, evaluate the plan's effectiveness and make changes as needed.
What strategies can I use to help my child overcome a habit of biting?
Here are some strategies for addressing a child's biting habit.

Observe your child to learn where, when, and in what situations biting occurs. Sometimes an adult may need to stay close to the child to prevent biting.

Pay attention to signals. Stay close and step in if your child seems ready to bite.

Suggest acceptable ways to express strong feelings. Help your child learn to communicate her wants and needs ("Amy, tell your sister you were still playing with the truck").

Use a reminder system to help your child learn to express strong feelings with appropriate words and actions ("Tell Manuel that you don't like it when he gets that close to you").

Reinforce positive behavior by acknowledging child's appropriate words and actions ("You didn't like being tickled so you used your words to ask me to stop").

Provide opportunities for your child to make choices and feel empowered.

Be sure your behavior expectations are age-appropriate and individually appropriate for your child. Expecting a child to do something he or she is not able to do can cause children to feel stress. Stress can lead to biting.

Offer foods with a variety of textures to meet your child's sensory needs.

Teach your child words for setting limits, such as "no," "stop," or "that's mine."

What strategies are not helpful?
These strategies should not be used to address a child's biting habit.

Avoid labeling a child as a "biter." Negative labels can affect how you view your child, and even affect the child's feelings about him- or herself.

Never bite a child back to punish or show him how it feels to be bitten. Biting a child sends the message that using violence is an acceptable behavior that can be used to solve problems.

Avoid getting angry, yelling, or shaming a child.

Avoid giving too much attention to a child who bites after an incident. While this is usually negative attention, it can still reinforce the behavior and cause a child to repeat it.

Do not force a child who bit and the child who was hurt to play together.

Do not punish children who bite. Punishment does not help children to learn discipline and self-control. Instead, it makes children angry, upset, defiant, and embarrassed. It also undermines the relationship between you and your child.

For further reading
Banks, R., & S. Yi. 2007. "Dealing with Biting Behaviors in Young Children." Clearinghouse on Early Education and Parenting. http://ceep.crc.uiuc.edu/poptopics/biting.html.

The Center on Social and Emotional Foundations for Early Learning (CSEFEL). "Responding to Your Child's Bite." www.vanderbilt.edu/csefel/documents/biting-parenting_tool.pdf.

Crisalli, L. 2008. "All about Biting." Exchange 184: 61-63. http://www.ccie.com/library/5018461.pdf.

University of Maine Center for Community Inclusion and Disability Studies. "Ouch! That hurts! - Biting." (Growing ideas tip sheet). http://umaine.edu/ccids/files/2009/12/biting120309.pdf.

Zero to Three. "Why Do Toddlers Bite? Finding the Right Response." www.zerotothree.org/child-development/challenging-behavior/chew-on-this-resources-on-biting.html.

Source: Adapted from D. Koralek, "Understanding and Responding to Biting," In Classroom Strategies to Promote Children's Social and Emotional Development, 135-138. Lewisville, NC: Kaplan Press, 1999. © 1999 The Devereux Foundation, Villanova, Pennsylvania.

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Understanding and Responding to Children Who Bite

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This article will help you to understand the reasons young children bite and give you some ideas and strategies for responding appropriately.

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The most important thing a grownup can do is to know an individual child and watch for her reactions to potentially scary images and situations.

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Special Needs Solutions is a good resource for families to find very reasonably priced equipment for positioning, sensory, habilitation, and rehabilitation

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At Special Need Solutions we create custom made furniture, clothing, devices, and equipment that help individuals with disabilities progress physically, emotionally, and cognitively. Our goal is to help make it possible for children and adults with special needs to participate as fully in their live

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Pink Oatmeal provides you with ideas and resources to easily implement movement breaks, kids yoga, gross motor, and fine motor with the kids you work with!

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Back to school shoes: a pediatric physical therapist’s guide — The Movement Mama | Developmental Support in Babies and Toddlers

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FOR MORE RESOURCES LIKE THIS, CHECK OUT THESE OTHER MOVEMENT MAMA POSTS: Spring + Summer Shoes How to Measure A Toddler for Shoes  Shoes for Tiny Feet Back to School Favorites

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If customers can't find it, it doesn't exist. Clearly list and describe the services you offer. Also, be sure to showcase a premium service.

Halloween celebration! Games, crafts, activities, food trucks, and more!

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Enroll at any time! We are always accepting new athletes!

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Accessible Playgrounds for Kids of All Abilities

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Accessible Playgrounds for Kids of All Abilities

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Accessible Playgrounds for Kids of All Abilities - Raising Arizona Kids Magazine

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Dobson Ranch Park, 2359 S Dobson Rd, Mesa 10,000 square feet A multi-layer play experience with upper and lower play structures connected through ramps Toddler expression swings that allow parents to swing with younger children Sandbox table and musical instruments to encourage sensory play A 50-foot double zip line with supported seat and disc for [...]

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Children Should Learn At Least 16 Actions With Objects By 16 Month

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Portrayals of People with Disabilities

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The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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Children's Books: Portrayals of People with Disabilities

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The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S.

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Shirt on, pants on, socks on, shoes on, hat on ... out the door. Dressing should be an easy every day activity but sometimes it is NOT! Sometimes there are sensory triggers which affect whether a child will or will not get dressed (or undressed)!

Some of these sensory triggers for dressing are found below as well as some behaviours that you may see as a result:

Sleeves - Some children have a preference for short sleeves, others prefer long sleeves and others prefer no sleeves.

Seams - Some children are intolerant to certain seams on clothing. This may be on socks, shirts, pants, singlets, underwear.

Clothing tags

Bindings in clothing (eg. elasticized cuffs, waistbands, smocking details)

Stiff clothing (eg. jeans)

Texture and type of material (eg. cotton vs wool vs nylon etc) - Some children prefer highly textured clothing and other prefer breathable materials.

Length of clothing (eg. length of hems on skirts, length of socks)

Items of clothing that touch the head (eg. hats, beanies, goggles)

Shoes (eg. closed in shoes, sections between toes, height of shoe on legs, sandals which expose toes to other sensory experiences, preference for being barefoot)

New clothes - Some children prefer new clothes to be washed a few times in familiar detergent before being able to wear them.

Items of clothing that touch hands (eg. gloves, mittens, long sleeves)

Tight clothing (eg. skivvy, stockings, swimming costumes, singlets, neck ties, waist ties) - Some children enjoy tight clothing and others are intolerant.

Children with touch sensitivities may have difficulty wearing certain clothing. They may become distressed or constantly pull/tug at their clothing. Some children will constantly touch or feel their clothing exploring the textures. They may refuse to wear new clothes or prefer to be naked. These children may have difficulty changing clothing within a day (eg. changing for swimming lessons, getting ready for bed, etc). Sometimes shopping for new clothes may cause stress as well as letting go of clothing that is too small.
Children who are sensitive to touch may disregard weather and temperature cues when it comes to dressing. They may wear long sleeves in warm weather or shorts and a sleeveless shirt in winter. Some children will become extremely upset when their clothing is wet.

PROPRIOCEPTION

"Weight" of clothing - Some children will be sensitive to how much effort is involved in putting on clothing (eg. denim vs cotton).

Body awareness -Some children will have difficulty aligning clothing with body position (eg. placing leg in leg hole of pants).

Pressure - Some children will have difficulty releasing clothing at the appropriate place whilst dressing (eg. pants released at knees rather than hips).

Finishing touches - Some children will have difficulty with tucking in their shirts, pulling up zippers, doing up buttons.

Clothing position - Some children will have difficulty orienting clothing (front/back) or noticing clothing is twisted.

Clothing size - Some children will have difficulty noticing clothing is too small or too big.

Children who experience difficulty processing proprioception information may fall over whilst getting dressed and undressed. They may take a long time to get changed and appear lazy. These children may look "messy" when they have finished getting dressed. They may have clothes inside out or back to front.
​
VESTIBULAR

​Balance - Some children will have difficulty maintaining balance (eg. standing on one leg, moving head to look down at shoes)

Movement - Some children have difficulty concentrating and staying still during dressing.

Children who experience difficulty processing vestibular information may appear "restless". They may move about the room or wonder from one room to another whilst getting changed. They may make several changes in body position (stand, sit, lie on the ground, jump off furniture, etc). They may also fall over or roll around. Alternatively, these children may prefer to get changed whilst sitting or lying down (eg. on their bed, on the floor, on a chair).

​​Finding clothes - Some children will have difficulty with organisation of clothing (ie. finding and putting away clothing).

Clothing patterns - Some children will prefer plain clothes or certain colours rather than bold patterns.

Matching - Some children will have difficulty matching socks and shoes.

Fastenings - Some children will have difficulty finding fastenings (eg. buttons, button holes, zippers).

Children who experience difficulty processing visual information may take a long time to find clothes and get dressed. They may make limited clothing choices and have difficulty matching tops with bottoms (eg. understanding what "goes" together). Some children may have difficulty aligning rows of buttons with buttonholes or they may wear non-matching socks and shoes.

Noise of clothing - Some children will be frustrated with clothes that make noise when child is moving (eg. buckles).

Sound of items in pocket - Some children will seek noise from items in their pockets (eg. coins, keys) and may be distracted by these items.

Sounds in the environment - Some children will be distracted with dressing because of noises around them (eg. bathroom noises, siblings).

Verbal prompts - Some children need verbal prompts and others struggle to follow verbal prompts during dressing.

Children who experience difficulty processing auditory information may become distressed easily and make limited clothing choices. They may try to cover their ears during dressing or scream to block out other noises. They may prefer getting dressed in particular places (eg. bedroom not bathroom). They may take a long time to get dressed as they are easily distracted.
SMELL/TASTE

Smell of detergent - Some children will prefer the smell of particular detergents on their clothing. They may require new clothes to be washed prior to wearing. Some children may enjoy sniffing there clothes.

Glue - Some children will be aversive to the smell of glue on some clothing (eg. belts, shoes, motifs).

Leather - Some children will be aversive to the smell of leather products (eg. belts, shoes, hats).

Soiled clothing - Some children will become distressed when clothing is wet or soiled. Other children will enjoy noxious smells (eg. sweat stained clothes).

Some children will chew their clothing (eg. collars, buttons).

Children who seek additional smells in clothing may be seen sniffing their clothes excessively. They may choose long sleeves or to hold their clothes so that they can bring these to their nose. Those who are sensitive to smells may become distressed easily and have limited clothing choices.
Children who seek oral stimulation may chew their clothing or chew the fastenings on their clothing. They may also like to brush clothing across their lips or lick clothing.

I have compiled this information about sensory triggers and behaviours into a single page printable checklist. Download your copy of this checklist HERE!

​SENSORY STRATEGIES FOR DRESSING
1. Be aware of your child's sensitivities and acknowledge their clothing preferences.
There will be times where your child is required to conform with social norms (eg. wearing clothes rather than being naked in public, wearing a uniform to school, etc), however their may be times where there are less restrictions on what is worn and how it is worn.

2. Build a wardrobe of comfortable clothing for your child, avoiding sensitivities which may cause distress or anxiety if possible. This may include: -

avoiding certain textures

using undergarments so that certain textures do not touch your child's skin

use seam free clothing (eg. Tic Tac Toe Seamless cotton tights from It Makes Sense)

cut off or tape down clothing tags (eg. Undercover Tape) or purchase clothing which has labels printed on the garment

allow clothing to worn inside out when appropriate

wash new clothing several times prior to wear

be sensitive to clothing length your child prefers

warm clothing in a dryer prior to wear in winter

remove unnecessary clothing choices from your child's wardrobe (eg. keep only seasonal clothes accessible)

3. Contact an occupational therapist who may work with your child on an overall sensory diet to assist with sensory sensitivities. Your occupational therapist will be looking at your child's arousal and activity levels, attention and impulsivity as well as their ability to regulate themselves.
An occupational therapist may suggest activities such as:

deep pressure activities prior to dressing to decrease tactile sensitivities (eg. wrapping in a towel and squeezing)

massage (eg. scalp to increase tolerance to wearing headgear or overall body massage)

body position and awareness activities (eg. using a therapy ball to work on balance, sitting to dress to assist with balance)

a dressing checklist to promote self regulation

"weighted" activities to promote feedback to muscles and joints (eg. jumping, push ups, crab walks, wheelbarrow games)

trial of compression garments (eg. JettProof clothing)

activities to assist with motor planning (eg. using a mirror, using songs, starting an action and getting your child to complete it, modelling)

organisational strategies (eg. picture clothing labels on drawers to help with finding and packing away clothes, planning what to wear in advance and laying this out for the next day, providing hooks at your child's eye level)

provide your child with clothing choices (within reason)

allow extra time for your child to dress independently

Do you have a child who experiences sensory sensitivities during dressing?

This article is part of "Functional Skills for Kids: 12 month series by Paediatric Occupational and Physical Therapists". You can read all of the childhood functions HERE. Read all Your Kids OT's monthly posts HERE.

Find more information about " Dressing " and valuable strategies to help with important skill, read what other Occupational and Physical Therapists participating in the "Functional Skills for Kids series" have written: ​

Cindy is a registered Occupational Therapist practising in Sydney Australia. She has two young children who are a constant source of inspiration and learning. Cindy loves working creatively to help children to reach their potential, finding opportunities in everyday living and making learning fun. Cindy is the author of the Occupational Therapy blog Your Kids OT.

The information on this site is general in nature. The activities are safe for most children; however, you should consult an Occupational Therapist or health professional to address specific movement, sensory or other medical conditions.

This article does not contain affiliate links and has no association with the companies suggested in this article. Any items purchased are made at your own risk.

References:
Yack, E., Aquilla, P. and Sutton, S. (2015) Building Bridges Through Sensory Integration (Third Edition).
​
You may also like:

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Shirt on, pants on, socks on, shoes on, hat on ... out the door. Dressing should be an easy every day activity but sometimes it is NOT! Sometimes there are sensory triggers which affect whether a child will or will not get dressed (or undressed)!

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This post may contain affiliate links.

Your sweet toddler has shown all of the signs for being ready to potty train, and you are excited to get started when you realize they are going to fall right off (or in) the toilet. Toileting and potty training is often challenging with typical kids, but can be even more challenging when there are limitations that make the normal techniques impossible. I have a post about some little strategies to use during regular potty training, but this post is about modifications that may be needed in more specific circumstances. Some of the more difficult situations may include limiting factors such as weakness, spasticity, limited range of motion, etc. This post is also part of a group of posts about potty training by multiple therapists, so don't forget to go to the bottom of the post and visit the links to the other articles.

During potty training, what are some areas that limit success? We will start with the small limitations and work up to the bigger limitations. I will list the limitations and then the general modifications with a list of more specific modifications to try at the end.

Photo Credit: Dollar Photo | kfleen

Hand Weakness and Fine Motor difficulties

If you have hand weakness and fine motor problems, you may find it difficult to pull pants up and down, fasten pants, ad wipe yourself afterwards. Some modifications that may help are clothing modifications and practicing wiping off different surfaces.

I will have kids put plastic over their pants and then we put something sticky on the plastic that they have to practice wiping off. This way they can practice the movements needed in a safe way. We also work on pulling stickers off the back of their pants in order to work on range, strength, and positioning.

Sitting Ability

A student may have weakness in their body, muscle tightness, or something similar that limits their ability to maintain sitting long enough in order to be successful on the toilet. In these cases you may need some seating modifications.

Fear

There are some kids that have the physical ability for toileting, but they are afraid of it. For these kids, you may need some sensory and behavioral modifications, depending on what the source of the fear is.

Below will have some affiliate links for your convenience to see the products.

Clothing Modifications

loops on pants

elastic waist pants

loose clothes

modified buttons and snaps

zipper pull or ring

Seating Modifications

Wiping Modifications

use wet wipes

extended reach wiping tool

practice reaching stickers on pants

Sensory Modifications

cover the auto flush sensor

headphones

lights off

good smelling air freshener

Behavior Modifications

reward chart

potty toy or book

make it fun

use a schedule

talk about the process

You can print the modifications infographic in color or black and white.

This post is part of the Functional Skills for Kids series. You can read all of the functions on childhood HERE. Read all of my monthly posts in this series HERE.

Looking for more information about Potty Training in childhood? Stop by to see what the other Occupational Therapists and Physical Therapists in the Focus on Function series have written.

Potty Training Readiness: 10 Signs It's Time to Ditch the Diapers | Mama OT

Potty Training, Toileting and Fine Motor Considerations | The Inspired Treehouse

Gross Motor Skills and Toilet Training | Your Therapy Source

Toileting and Sensory Processing | Miss Jaime OT

Potty Training with Attention and Behavior Problems | Sugar Aunts

Modifications For Potty Training | Therapy Fun Zone

Preparing Your Child & Environment for Potty Training | Growing Hands-On Kids

Potty Training Instruction Tips |Kids Play Space

Teaching Concepts for Potty Training Through Play |Your Kids OT

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Modifications for Potty Training - Therapy Fun Zone

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Potty training is often challenging with typical kids, but can be even more challenging when there are limitations.

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Teaching Concepts for Potty Training through Play

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Teaching Concepts for Potty Training through Play

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Long before your child may be ready for potty training there are some important concepts that they should learn! These concepts include learning the difference between wet and dry, dirty and clean, front and back.

Teaching your child to count can be a useful way to measure time for your young child (eg. let's wash our hands until we count to 5). It is also helpful when encouraging your child to learn to sit down and you can slowly increase the number that you count to (slowly increasing their attention). When your child is ready to use toilet paper on their own, counting is helpful so they know the number of squares they can use (and to avoid whole rolls of toilet paper in the toilet)!

It is also really important to teach your child about their own bodies...naming each body part correctly and finding where it is on themselves. This body schema helps with gross, fine and visual spatial awareness as well as body safety. They can learn about "private parts" that they don't show other people and be aware that others do not touch their private parts (and they don't touch others). This does not need to be in a fearful way but should be taught naturally and may be built on as your child matures. There are lots of great books that teach older children about body safety including " Some Secrets Should Never Be Kept".
​

​TEACHING WET AND DRY through everyday opportunities and play situations.

1. Washing face in the morning.

2. Having a bath and drying with a towel.

3. Going for a swim and drying with a towel.

4. Watering plants with a watering can.

5. Washing the car.

6. Washing windows with a spray bottle.

7. Washing and drying the dishes.

8. Throwing wet sponges at a target.

9. Going into the rain with an umbrella or raincoat.

10. Jumping in puddles.

11. Painting with water on objects or on paper that changes colour.

12. Dipping feet into a bucket of water and then walking on a paved/concrete surface leaving footprints.

TEACHING DIRTY AND CLEAN through everyday opportunities and play situations.

1. Washing hands before eating.

2. Washing hands or feet after playing with paint, shaving cream, mud or dirt.

3. Washing dirty dishes.

4. Giving a doll a "bath" in a bucket of water.

5. Helping to wash a pet.

6. Collecting rocks from the garden or park and washing them in a bucket of water.

7. Chalk drawing on the driveway and washing away the drawing with water.

8. Helping to wash the car.

9. Helping to wash dirty toy.

​

TEACHING FRONT AND BACK through everyday opportunities and play situations.
Teaching front and back is important when it is time to teach your child to wipe their bottoms independently.

Use various items you have around your home to teach front and back, such as stuffed toys, books, toy planes and cars, CDs and even tins of food! (see photo)

TEACHING TO COUNT through everyday opportunities and play situations.
​It is best to use physical objects or actions when teaching young children to count.

1. Use household items to count such as cotton wool, pegs, toilet paper, books, cutlery, etc.

2. Count the number of stairs up to the front door.

3. Jump along a rug or yoga mat and count as you go.

4. Count how many steps to climb up to the top of a slippery dip and how long it takes to slide down a slippery dip.

5. Count as you stir the bowl when making muffins together.

6. Count 10 swings before giving someone else a turn.

7. Count as you clap your hands.

8. Count out 3 books to read before bed time.

9. Count how many wooden blocks you can use to build a tower.

10. Count ten sultanas (raisins) before eating them up.

11. Sing songs and finger rhymes that involve counting fingers or actions. Find someHERE.

12. Roll balls or sausages of play dough and count them.

TEACHING BODY AWARENESS through everyday opportunities and play situations.

1. Having a bath is a natural time to teach naming body parts.

2. "Simon Says put your hands on"....

3. Read books that have clear pictures such as DK's My first body board book.​

4. Wash a toy doll or teddy and name body parts.

This article is part of "Functional Skills for Kids: 12 month series by Paediatric Occupational and Physical Therapists". You can read all of the childhood functionsHERE. Read all Your Kids OT's monthly posts HERE.

Find more information about "Potty training", stop by to see what other Occupational and Physical Therapists participating in the "Functional Skills for Kids series" have written:
​

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TEACHING CONCEPTS FOR POTTY TRAINING THROUGH PLAY!

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Long before your child may be ready for potty training there are some important concepts that they should learn! These concepts include learning the difference between wet and dry, dirty and clean, front and back. Teaching your child to count can be a useful way to measure time for your young child (eg.

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How to Shape & Manage Your Young Child’s Behavior

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How to Shape & Manage Your Young Child’s Behavior

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Helping shape your children's behavior is a key part of being a parent. It can be difficult as well as rewarding. While at times it can be challenging, a few key principles can help.

Modeling Behavior

Children learn by watching everyone around them, especially their parents. When you use manners and good coping strategies, you teach your children to do the same.

Point out sharing among adults. Children often feel that they are the only ones who have to "use your manners," "share," and "take turns." So when adults share, point it out to your children. For example:

Model good ways to calm down. Teach your children how to calm down when they are upset or frustrated. For example, if you are frustrated about sitting in traffic, you might say:

Teach children to say how they feel. If you are really frustrated, you might want to say, "You are driving me crazy right now." Instead, try to express your actual feelings: "Mommy is really frustrated right now." This teaches children to say what they feel instead of making critical or hurtful statements. Then help your children do this when they are upset. For example:

If your guess about how they are feeling is not accurate, allow your children to correct you.

Behavior + Attention = More Behavior

If you are like most people, you'll leave your children alone if they are behaving well, but when your children are misbehaving, you'll direct your attention to them. This tends to backfire. The attention around the misbehavior actually increases the misbehavior as a way to get more attention from us!

The best way to improve behavior is to give children a lot of attention when they are doing something you like and remove your attention when they are doing something you do not like.

An easy way to increase good behaviors is by describing their behaviors and praising them when they make a real effort. For example:

It can be hard to get in the habit of doing this, but it gets easier and easier as you do it.

The Attention Meter

When children get enough positive attention from you, they don't need to act out to get attention. Remember to fill your children up with plenty of love and affection throughout the day, every day. A very easy way to do this is to spend quality time with them. Playing with your children for just 5 minutes will go a long way, especially right after getting home from work or after an errand. When playing with your children, let them pick the toy and lead the play. It's tempting to tell your children what to do or ask a lot of questions, but it is best not to do that. Try instead to just describe what your children are doing ("You are working so hard to build a tall tower" or "You are stacking those blocks") and give praise: "Great job sitting so still while we are playing."

Another way is to give attention to children for good behavior, yet not distract them while they are behaving, is to gently touch them in a loving way; for example, simply touch their shoulder or back. It is recommended you give children 50 to 100 brief loving touches every day.

You can decrease bad behaviors by ignoring them, but this only works if you are giving your children lots of attention for their good behaviors. The simplest way to do this is through planned ignoring. Ignoring means not talking to, looking at, or touching your children when they are behaving badly. The key to ignoring is making sure to give your children positive attention as soon as the bad behavior stops, like saying:

It is important to not ignore unsafe behaviors that need immediate attention from you.

Additional Information:

​

Trauma Tool Box for Primary Care (Copyright © 2014 American Academy of Pediatrics). Project funded through a grant (UC4MC21534) from the Health Resources and Services Administration, Maternal and Child Health Bureau.

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behavior~ child~ modeling behavior~ parent~ role model~ sharing~ teaching~ learning~ attention~ good behavior~ misbehaving~ praise~ trauma guide~ time out~ cope~

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How to Shape & Manage Your Young Child's Behavior

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Helping shape your children's behavior is a key part of being a parent. It can be difficult as well as rewarding. While at times it can be challenging, a few key principles can help. Children learn by watching everyone around them, especially their parents.

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Activities & Toys to Help Development of Preschoolers’ Attention Spans

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Activities & Toys to Help Development of Preschoolers’ Attention Spans

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Preschoolers can go through activities at record speed, and every parent knows just how challenging it can be to hold their interest for an extended period of time.

And while it's not always easy, finding ways to boost your toddler's attention span will set them up for success as they navigate school and friendships and explore different interests at every stage of their life. Like all skills, attention and focus improve with practice, and the earlier you start building these abilities with your toddler, the better.

Of course, this might feel impossible at times. Research shows that a preschooler's attention span only lasts about two to three minutes for each year of their age-that's only four to six minutes for a 2-year-old, and eight to 12 minutes for a 6-year-old. So, how do we foster their focus and concentration when we're working with such a short window?

Activities to Foster Your Toddler's Attention Span and Concentration Skills

The key is to leverage games and activities that stimulate their senses and tap into their interests. And luckily, there are opportunities all around us. From playing I-Spy and board games, to doing activities like a puzzle or a scavenger hunt, there are countless ways to encourage concentration and build your toddler's attention span while having a ton of fun. These tips and tricks can help you out.

Try Fun & Games

When in doubt, games are a great way to get and hold kids' attention. Your child will build a skill without even realizing it and you'll get to spend quality time together in the process. From strategy to rules to orders of operation and objectives, the simple act of playing a game requires everyone involved to focus. Of course, different games engage different types of mental agility, so keep that in mind when you choose what to play.

For example, board games are great for reinforcing rule following in tandem with learning and remembering directions. Plus, they teach kids the value of following something through until the end. Thinking games like Tic-Tac-Toe require players to strategize their next move, which motivates easily distracted children to stay engaged. You can also opt for something like the Catch & Count Magnetic Fishing Rod Set , which not only engages kids with solo or friendly one-on-one competition, but also helps them develop number recognition, counting, hand-eye coordination, and fine motor skills. For little ones who have a hard time concentrating on longer, more detailed games, try a classic memory game . It's fun, easy and builds concentration in small bursts, which makes it more approachable for kids who struggle to focus.

Choose Activities with a Clear Goal

Preschoolers have short attention spans, which means they tend to go through activities at lightning speed. This can feel frustrating when you're trying to find something to keep your little one engaged and occupied, but a strategic approach can help. Sometimes, children simply lose interest because the task at hand satisfies a specific need and they feel like it no longer serves their purpose in that moment. Take drawing, for example-it's a fun and healthy outlet, but your child might decide they are happy with their creative expression at any point, even if their picture isn't "done." Activities with a visually distinct end goal can help combat loss of interest and motivate wandering minds to stay on task.

Puzzles are a great way to hold your child's attention because missing pieces are a concrete indication that there's still work to be done. Plus, there are no shortage of options for all ages. For example, this Farm Animals Sound Puzzle - 8 Pieces and Vehicles Sound Puzzle integrate audio with visuals to create a satisfying sensory experience that is sure to hold your preschooler's attention. When a puzzle piece is placed in the correct slot, the boards play a correlating sound, so your child knows they've gotten it right.

For 3-6-year-olds, age-appropriate strategy and problem-solving games such as this Wooden Latches Board or the See & Spell Learning Toy are great ways to appeal to short attention spans. They provide kids with an easy task that can be set aside for a quick break and then easily resumed, which is perfect a child struggles to focus on one activity for more than 10-15 minutes at a time.

Get Moving

It might sound counterintuitive, but if your child is struggling to sit still and pay attention, sometimes the most effective way to help them get back on track is to get them moving. Exercise is proven to boost brain power in so many ways. It builds concentration skills and improves memory, mental sharpness, attention and energy levels-which is why getting your child's blood flowing with a fun physical activity can work wonders. Plus, your options are endless.

Oftentimes, a quick stretch break is all it takes to do the trick, but you can also go for an active game like Giddy Buggy Bowling Set . Or try taking a quick walk around the neighborhood or hitting the playground for 10 minutes to help them work off their pent-up energy and reset. Even something as simple as 10 jumping jacks, running in place for 60 seconds, or practicing yoga poses can give them mini-boosts throughout the day. Active breaks in between tasks or periodically during one long task are an easy and effective way for children to build attention skills in a productive and healthy way.

Tap Into the Power of Reading

Another time-tested way to engage your little one's attention is reading. In fact, it's one of the most beneficial activities for increasing attention span in preschoolers . Focusing on the pictures, storyline and characters keeps them interested-and like goal-driven activities, reading has a clear start and end point, making it easier for them to push themselves to stay engaged until the last page. Plus, it's a great way to spend time together and make happy memories.

You can even take the creativity a step further by asking your child to come up with new storylines or a new ending for their favorite . This layers on another quick and fun activity that builds concentration skills. And be sure to pick age-appropriate books that follow your child's interests to ensure reading is something they look forward to and enjoy. The more they love the activity, the more time and attention they will give it.

Learning to Pay Attention Can Be a Blast

Our little ones are constantly learning, growing and pushing themselves to do more, which is why building your preschooler's attention span doesn't have to be a chore. The key is to tap into things they are interested in and enjoy. When your child is having fun playing a game or doing an activity, they have the motivation they need to stay on task. Encourage them to take the lead and lean into topics and themes that get them excited. This will inspire them to pay attention longer while naturally building their ability to concentrate and focus. Fun is the most important ingredient!
For more great toy content from Melissa & Doug, follow the links below: Shop All Melissa & Doug Learning Toys Explore Melissa & Doug's Living Playfully Blog

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Activities & Toys to Help Development of Preschoolers' Attention Spans

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Preschoolers can go through activities at record speed, and every parent knows just how challenging it can be to hold their interest for an extended period of time.

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Caring Connections for Special Needs, LLC

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Caring Connections for Special Needs, LLC

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Our Mentors believe in our core value that Kids Come First. They are flexible and accommodating to each child's unique needs. During the summer, they are motivated to provide your child with the social and emotional skills they need to be successful during the school year. The goal is for the kids to have improved communications, less disruption, and fewer inpatient days.

While your child is benefiting from our stress-free program, you can rest assured and recharge your batteries as a loving parent/guardian. This is the perfect summertime program filled with fun, learning, and mastering new skills before starting a new school year!

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Summer Program - Caring Connections for Special Needs

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Our Mentors believe in our core value that Kids Come First. They are flexible and accommodating to each child's unique needs. During the summer, they are motivated to provide your child with the social and emotional skills they need to be successful during the school year.

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Ages 6 and up

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Integrative Touch - Connection. Wellness. Healing.

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Can I sign up for both Summer Camps?
Yes of course! The curriculum is different each month and will be rewarding for your children.

Do you take ESA (Empowerment Scholarship Account)?
Yes we do! Call (520-820-6275) or email (Healing@IntegrativeTouch.org) the Healing Center to enroll your child in Camp. We will provide an invoice so you can submit it to the ESA for approval.

Do you provide Scholarships or Financial Assistance?
Yes we do! You can apply for a financial scholarship here.

Do you feed the children in camp?
No, we do not feed children, or provide meals or snacks.

Is this camp designed for kids that are neurotypical, or for kids with disabilities/neurodivergent?
Our Camps are for everyone! All of our camp programming is designed to be rewarding for kids of any and all abilities. Kids also learn compassion skills by connecting and building relationships with children who are different from themselves.

Can I enroll for just 1 week of camp?
Camp is in 2 week increments, but you are able to purchase a 2 week camp session and only attend 1 week. If you're planning on doing this, please just let us know!

Who are your Camp Instructors?
All of our Instructors are local educators who are highly trained in a variety of fields, including social-emotional learning and wellness skills and activities.

Can you administer medication to kids?
Unfortunately we are not currently able to administer medication to children. We may be able to do this in the future.

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Can I sign up for both Summer Camps? Yes of course! The curriculum is different each month and will be rewarding for your children. Do you take ESA (Empowerment Scholarship Account)? Yes we do! Call (520-820-6275) or email (Healing@IntegrativeTouch.org) the Healing Center to enroll your child in Camp.

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All refunds, unless refund not due to the fault of the customer, are subject to a 10% Administrative Fee, and online processing (convenience) fees are not refundable.

Email refund requests to marana.parks@maranaAZ.gov .
Note: Refunds can take up to 14-days to process.
Registration Refund (Customer Requests): A refund can be issued for a withdrawal request prior to the start of the program. Refunds will not be issued after the start of the program. In lieu of a refund, a transfer may be transacted in conjunction with a cancellation or withdrawal notification. When there is a transfer and there is still a balance due, participants must remit the difference to complete the registration. When there is a transfer resulting in overpayment the participant will receive a refund of the difference.

Program Cancellation or Modification: Programs may be modified or canceled at any time. In the event of a cancellation or modification, notification will be made by phone and email and a full refund will be issued. Refunds for multi-class activities will be prorated on a per-class cancellation basis. A refund receipt will be emailed to the payer on file. Ensure your contact information is accurate to receive these notifications.

Reservations: Any changes to a reservation must be submitted via email to marana.parks@maranaAZ.gov at least three (3) days before the first day of rental. A refund can be issued for cancellations made at least four (4) days prior to the reservation date.

Rental Terms: Facility reservations must be made no later than three (3) days before scheduled date. Park facilities are available on a first-come, first-serve bases or can be reserved for a fee. A facility is not considered reserved until payment is collected and a receipt permit issued.

Refunds can take up to 14-days to process.

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PARKS AND RECREATION-Homepage - Town of Marana

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All refunds, unless refund not due to the fault of the customer, are subject to a 10% Administrative Fee, and online processing (convenience) fees are not refundable. Email refund requests to marana.parks@maranaAZ.gov . Note: Refunds can take up to 14-days to process.

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Catalog - Town of Oro Valley Parks and Recreation

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Create Your Oro Valley Parks and Rec Account Powered by REC1

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KIDCO Program provides:A safe, comfortable place for children to be after school and during the summer.An opportunity for kids to express themselves through various art forms, sports, and special events.A place to practice physical fitness, experience healthy alternatives and…

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In less than three months, the kids will be out of school for the summer, which means it's time to start looking for summer camps.

Whether you need a camp for just a couple days or a couple of weeks, there are tons of options in all subjects like science, art and sports.

And we're here to help you sort through them.

We've created a tool that'll give you exactly what you're looking for so you don't have to scroll through an endless list for hours.

To start, click here.

It'll take you to FB messenger, where you'll enter your search specifications. The first question asks what is most important when trying to find a summer camp: type of camp, date, location, time of day, lunch. Tip: To see those options swipe the cactus camper image on your phone. If you're on the computer, click on the little arrow on the edge of the graphic. (Click on the picture to the right of this paragraph to see what that looks like)

After you click on one of those options it'll ask you more questions. Just answer them, and it'll give you camps that match your criteria. You'll have the option to view all of the camp details right there.

To give you an idea of some of the camps that are listed, we pulled out five camps for kids under the age of 5:

Kindergarten Readiness at Pima Community College East, 8181 E. Irvington Road. For kids ages 4-5. Campers will be introduced to concepts taught in kindergarten such as learning to write their name, singing songs, following directions and finishing projects. It's from 8 a.m. to noon July 10-14 and costs $169. Call 206-6444 for more info.

St. Mark's Preschool & Kindergarten Summer Camp, 3809 E. Third Street. This literature based program includes drama, music, movement, cooking, crafts, yoga, art, storytelling, games, science, fine arts performances and more. Classes are for kids ages 3-6. There are four two week sessions to choose from and you can either choose full or half day. Prices range from $200 to $370 per two-week session. Call 325-1510 for information.

International School for Peace Summer Camp, 4625 E. River Road. Children will be immersed in Spanish language learning and multicultural experiences all summer. It's for kids ages 2-5 and costs $120 per week. Call 299-8908 for more information.

Silly Sloppy Messy Camp at Heart & Soul Kids Activity Center, 8363 N. Oracle Road. Kids will get their hands dirty doing science experiments, paint projects, sloppy games and messy crafts and activities. It's for kids ages three-and-a-half and potty trained to 12. Single day or week long sessions available. Prices range from $33 to $229. Click here for more info and to register.

Princess Camp at Dance Force-1, 5445 N. Kolb Road, suite 123. Princesses will learn to dance to their favorite fairy tale tunes. There will be a special princess tea party and performance to end the week. It's for ages 3-6 and costs $150. Click here for more info.

Angela Pittenger | This Is Tucson

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In less than three months, the kids will be out of school for the summer, which means it's time to start looking for summer camps.

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Splash pads are a popular amenity in Tucson due to our gorgeous moderate climate (with 280+ days of sunshine every year!).

Currently, there are 23 splash pads that span the metro area - with more on the way!

As you will note from our list below, fifteen of the twenty-three splash pads in Tucson are open to the public. The other eight require membership or residence in a particular neighborhood.

Listed in alphabetical order, they are:
OPEN TO THE PUBLIC* $ denotes that the venue charges a fee for admittance.

1. Brandi Fenton Splash Pad, 3482 East River Road, Tucson

2. Cactus Springs, 221 E. Wetmore Road, Tucson $

3. Catalina Park Splash Pad, 900 N. Fourth Avenue, Tucson

4. Clements Splash Pad at Lincoln Regional Park, 8155 E. Poinciana Drive, Tucson $

5. CSM Martin R. "Gunny" Barreras Memorial Park, 5890 S. Campbell Ave, Tucson

6. Zion City Splash Pad, 2561 W. Ruthrauff, Tucson

7. Crossroads at Silverbell District Park Splash Pad, 7548 N. Silverbell Rd, Tucson

8. Marana Heritage River Park Splash Pad, 12280 North Heritage Park Drive, Marana

9. Morris K. Udall Park Splash Pad, 7290 E. Tanque Verde Road, Tucson

10. Naida Jane Baker Splash Pad in Balboa Heights Park, 2536 N. Castro Avenue, Tucson

11. Oro Valley Aquatic Center, 23 W. Calle Concordia, Oro Valley $

12. Palo Verde Splash Pad, 355 S. Mann Ave, Tucson

13. Picture Rocks, 5615 N. Sanders Rd., Tucson $

14. Purple Heart Park Splash Pad, 9800 E. Rita Rd, Tucson

15. Warden Family Splash Pad, 5110 S. San Joaquin Ave, Tucson

MUST BE A RESIDENT OF THE NEIGHBORHOOD, RESORT GUEST, OR CLUB MEMBER

1. Continental Ranch (Windmill Park), 950 N. Coachline Blvd., Tucson

2. JW Marriott Tucson Starr Pass Resort & Spa, 3800 W. Starr Pass Rd., Tucson

3. Ott YMCA, 401 S. Prudence Rd., Tucson

4. Rancho Sahuarita, Flamingo Splash Pad, Sahuarita

5. Rancho Sahuarita Water Park, 15455 S. Camino Lago Azul, Sahuarita

6. The Ritz-Carlton, Dove Mountain, 15000 N. Secret Springs Dr., Marana

7. Tucson Country Club, 2950 N. Camino Principal, Tucson

8. Tucson Jewish Community Center, 3800 E. River Road, Tucson

TUCSON SPLASH PADS IN-PROGRESS OR COMING SOON

1. Fort Lowell Park, 2900 N. Craycroft Rd, Tucson [Projected opening date: Fall 2023]

2. Freedom Park, 5000 E. 29th St, Tucson [Projected opening date: 2024]

3. Jesse Owens Park, 400 S. Sarnoff Dr, Tucson [Projected opening date: 2024]

4. Gene C. Reid Park, 900 S. Randolph Way, Tucson [Projected opening date: 2025 or later]

Not sure which splash pad to visit first? We've ranked the top ones below to help!
5 BEST SPLASH PADS IN TUCSON
* Important note - sun safety is encouraged while visiting these facilities! Prepare for a perfect day in the sun with a hat, drinking water, sunscreen, and water shoes.
Rancho Sahuarita Water Park

Located within the master-planned community of Rancho Sahuarita, you'll find Southern Arizona's largest private splash park. It is clearly the #1 splash pad in the entire region. Features include water slides (large + small), lots of spraying water features, a shaded cover, and a huge bucket that dumps water over the heads of laughing little ones. New home developers and city officials ought to use Rancho Sahuarita as an example when they plan future spaces for families.

Also on-site: a main lap pool with recreational swim space, spa, shaded pavilions, tanning chairs, clean restrooms, picnic tables, a tot pool with shaded canopy, and an air-conditioned clubhouse.

Address: 15455 S Camino Lago Azul, Sahuarita

Hours: Monday-Sunday, 10:00am - 7:00pm

Cost: Free for residents; not open to the public (*residents can bring guests by utilizing guest passes)

Open Year-round? The Splash park is open Memorial Day to Labor Day. Lap pool and tot lagoon are open year-round.

Note: Rancho Sahuarita also has a Flamingo Splash Pad at one of their neighborhood park facilities. It features jets that spray water upwards and two giant flamingos that dump water from their bills.

MORE INFO

Marana Heritage River Park Splash Pad

Marana Heritage River Park Splash Pad is an exciting 4,500 square foot free activity space for families. The modern equipment is farm-themed and includes a water windmill, a tractor, and spraying horses.

The splash pad sits beside other community facilities such as baseball fields, a playground, a community garden, walking trails, and grassy multiuse areas.

Address: Marana Heritage River Park Splash Pad,12280 North Heritage Park Drive, Marana

Hours: 8:00am-7:00pm, daily

Cost: Free Admission

Open Year-round? Open April 1 to October 31.

Note: Metal cubbies are available for shoes and bags.

MORE INFO

Brandi Fenton Splash Pad

The best free splash pad operated by Pima County Natural Resources is unquestionably the one on the premises of Brandi Fenton Memorial Park.

Designed for children 12 and under (and the caregivers who accompany them), the splash pad boasts spray arches, water geysers, and many other water features.

The park also has covered ramadas, a shaded playground, two basketball courts, lighted soccer fields, and restrooms.

Address: 3482 East River Road, Tucson

Hours: 8:00am-7:00pm, daily

Cost: Free Admission

Open Year-round? Opens the 3rd Saturday in April. Closes October 31.

MORE INFO

Oro Valley Aquatic Center

The Town of Oro Valley's splash pad is located inside the state-of-the-art Oro Valley Aquatic Center, which includes a 50-meter Olympic pool, a 25-yard recreational pool, a water slide, four diving boards, family changing rooms, and shaded bleachers. The OV Aquatic Center also has an indoor classroom and outdoor shaded ramada for parties. The splash pad is small and colorful with flower-shaped water apparatuses and fountains that flow upward from the ground. Kids 3 and under are always free.

Address: 23 W. Calle Concordia, Oro Valley (at James D. Kriegh Park)

Hours: Splash Pad Hours Monday-Friday 9:00am-8:30pm; Saturday 9:00am-5:00pm; Sunday 10:00am-4:00pm (*Note that the splash pad hours are different than the hours for the aquatic center as a whole.)

Cost: Free for 3yo and younger; $5 drop-in fee for individuals (kids & adults) ; $14 for families (up to 6 individuals). Monthly memberships are also available

Open Year-round? Yes.

MORE INFO

Purple Heart Park

Operated by the City of Tucson, Purple Heart Park's Splash Pad opened in 2022 on Tucson's southeast side near Rita Ranch, Civano, Mesquite Ranch, and Vail. The small splash pad includes a spraying palm tree, flower-like stem, and towering spider.

Address: Purple Heart Park, 9800 E Rita Rd, Tucson, AZ 85747

Hours: 8:00am-sunset, daily

Cost: Free

Open Year-round? April to October

MORE INFO

Tucson Jewish Community Center *runner-up

The Tucson Jewish Community Center (The Tucson J, for short) is a 110,000-square-foot facility in north-central Tucson that is open to the community of all faiths. In addition to a full fitness facility (100+ weekly classes), a sculpture garden, an art gallery, a new Indoor PlaySpace, a swimming pool, and a tot pool - there is a fantastic splash pad! Lots of colorful spraying apparatuses plus a mini slide make this a fun venue for children of all ages.

Address: 3800 E. River Road, Tucson

Hours: Sundays, 7:00am-7:30pm, Mondays-Thursdays, 5:00am-9:30pm, Fridays, 5:00am-5:30pm, Saturdays, 7:00am-5:30pm

Cost: Free to Tucson J members; day passes are available for $10 per person

Open Year-round? The Tucson J's Splash Pad is open most of the year, but does have a brief period of closure during the colder months. Please call 520-299-3000 for specific open and closure dates.

Note: The Tucson J Splash Pad can be rented out for birthday parties by members and non-members alike.

MORE INFO

Ott YMCA *runner-up

Located on the east side of Tucson, the Ott YMCA is the only Southern Arizona YMCA with a splash pad. The colorful, kid-friendly space is perfect for little ones.

Address: 401 S. Prudence Rd., Tucson

Hours: Monday-Friday 5:30am-8:30pm; Saturday 7:00am-7:00pm; Sunday 10:00am-5:30pm

Cost: Free for members or you can purchase a $10 day pass. --> The cost of a membership is $38 per month for adults or $62 per month for a family. There is also a one time "joining fee" of $50. Financial assistance is available for those who qualify.

Open Year-round? Yes.

MORE INFO

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Have FUN at Tucson's Splash Pads!

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5 Best Splash Pads in Tucson | TucsonTopia

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There are currently 21 splash pads in Tucson. Find free splash pads and the BEST splash pads. Plus, info on new + coming splash pads!

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Fun for your toddler or preschooler! Browse this comprehensive list of free Tucson storytimes. Libraries, bookstores, character meet & greets.

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At YMCA camps, a transformative environment is cultivated, where campers not only participate in activities but also internalize essential core values. These values extend far beyond the campgrounds, leaving a lasting imprint on campers' lives. Through immersive experiences, campers acquire tangible skills in embodying honesty, respect, responsibility, and compassion. The committed staff and counselors serve as exemplary figures, leading by example and guiding campers to grasp the significance of these values and their impact on communities. By nurturing responsible and empathetic individuals, YMCA summer camps empower campers, equipping them to effect positive change and flourish as they navigate their future journeys.

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At YMCA camps, a transformative environment is cultivated, where campers not only participate in activities but also internalize essential core values. These values extend far beyond the campgrounds, leaving a lasting imprint on campers' lives. Through immersive experiences, campers acquire tangible skills in embodying honesty, respect, responsibility, and compassion.

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Studio Calendar - Heart & Soul Kids Activity Center

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Heart & Soul typically holds Kids Night Out on the last Saturday of the month. Each KNO is themed around a movie and includes crafts, games, and plenty of time to play in the studio gym. Families do not need to be enrolled currently in a class to participate in a KNO.

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Summer Options for Kids With Disabilities

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Summer Options for Kids With Disabilities

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Summer Options for Kids With Disabilities – Raising Special Kids

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Summer break will be here before we know it! With a little planning, you can find programs for your kids with special needs to keep them busy during break. Children who qualify for the Division of Developmental Disabilities (DDD) and the Arizona Long-Term Care System (ALTCS) can attend summer programs at no cost to their families by using Day Treatment and Training-Summer (DTS) hours. Your child’s DDD support coordinator can authorize the hours, usually four hours per weekday, and assign them to a provider of your choice. Ask your coordinator for a list of programs or search here: https://ddd.azdes.gov/Organization/DDD/DDDProviderSearch.

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2024 Special Needs Summer Camps in Tucson

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2024 Special Needs Summer Camps in Tucson

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Listings are continuously being updated (March 6, 2024) based on information we collect directly from camps through an online questionnaire. Please verify all information with camps directly.

Listings that include a logo represent organizations whose support allows Raising Arizona Kids to continue to provide free local resources and information to Arizona families. Please thank them when you call or visit!

Autism Academy for Education and Development
6880 E Broadway Blvd, Tucson, AZ 85710, plus a fully Online campus.
480-525-6197 or AAED.ORG

AAED is a fully accredited, private, K-12+ school that specializes in educating students with autism. AAED is staffed with certified teachers and therapists. Small classroom sizes are maintained to maximize individual attention and address the needs of each student. Experts engage students by using a multi-sensory approach to learning and real-world experiences. Here your child will learn academic content along with Music, Art, PE, Life Skills, and Technology. Funding options available! Call us today!

Camp Not-A-Wheeze Heber, AZ * 602-336-6575 * campnotawheeze.org

Accepting ages 7-14 years old. Camp Not-A-Wheeze is a unique recreational, educational overnight program helping children with asthma and / or allergic conditions learn effective management skills for their conditions. Camp provides recreational activities such as horseback riding, kayaking, water slides, petting zoo, music, hiking, and more. The activities allow children to exercise control over their disease and learn to lead active lives while learning to successfully manage their chronic illness - all while under the watchful eye of volunteer medical professionals (Physicians, Respiratory Therapists, Nurses, Pharmacists, Paramedics, NP/PA's). 2024 Camp dates are June 9 thru 15 in Heber, AZ. The cost to attend is $1,050 - scholarships are available to those who qualify. Scholarships are awarded on a first-come, first-served basis, please complete application when registering on website. We look forward to seeing you at camp!

Camp Then And Now
5101 S. Senator Hwy., Prescott (Camp Wamatochick) * 602-888-9448 * thenandnowicc.com/camp-then-now

Ages 11-15. Camp Then And Now we make it our mission to provide a camp environment that inspires, empowers, and builds character by surrounding our campers in a safe and creative atmosphere. From the time our campers arrive to the moment you collect them at the end of their visit each activity they complete has been curated with them in mind. Our camp is small but mighty. We offer almost an 4:1 ratio - four campers to everyone staff members. We will be enjoying the great outdoors but exploring walking trails, playing outside sports as well as nights by the campfire. Camp for mindfulness runs June 8-11.
The H.E.A.R.T. Center - Horsin Around Day Camps, Overnight Camps & Vocational Training Camps. Phoenix, AZ and Happy Jack, AZ. 818-613-6394 *theheart-center.com/camps
Ages 7-22. We offer day camps, overnight camps and vocational training camps for youth and young adults with autism and related disorders.

Camp Abilities
1200 W Speedway Blvd, Tucson, AZ 85745
520-235-2582 *campabilitiestucson.com

Camp Crescent Moon for Kids with Sickle Cell Disease
Campsite located in Pacific Palisades, California.campcrescentmoon.org

Camp Soaring Eagle
595 North Aspaas Road, Cornville
928-284-9393 *campsoaringeagle.org

Dream Street Arizona
424-333-1371 * dreamstreetfoundation.org/camp-information/arizona

Lions Camp Tatiyee
5283 W. White Mountain Blvd., Lakeside
480-380-4254 *camptatiyee.org

Caring Connections
921 S Prudence Rd., Tucson, AZ 85710
520-639-4557 *ccsneeds.com/summer-program

Compassion Camp
7493 N Oracle Rd, #103 Tucson, AZ 85704
520-820-6275 * integrativetouch.org/healing-center/camps

2520 N Oracle Rd, Tucson, AZ 85705 Tucson J's Disability Program Services

520-299-3000 * cpaige@tucsonjcc.org * tucsonjcc.org/culture-community/equality-diversity-inclusion/arts-for-all

Have a camp? Add your camp here!

RELATED:
For information about being part of our of our online summer camps directory, contact us.

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2024 Special Needs Summer Camps in Tucson - Raising Arizona Kids Magazine

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Special needs camps in Tucson offer support, empowerment and just plain fun for children with special needs

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Mindfulness Summer Camps with Mr. Nature

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Mindfulness Summer Camps with Mr. Nature

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S.E.L. Story time - Building social emotional skills with stories and reflections

Yoga - Slow flow restorative yoga

Changemaker Art - Using process based art for social emotional dialouge and somatic integration.

Mental Health Music - Featuring Mr. Nature and Wisdom Blooming's new Peace Protectors album. Songs for stress management and positive mental health statagies for kids.

Click HERE to register

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Mindfulness Summer Camps - Mr. Nature's Music Garden

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9:00 - 12:00 @ Integrative Touch 1:30 - 4:30 @ Pinnacle Peak in Trail Dust Town Details for each camp below

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https://explainingbrains.com/behavior/

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https://explainingbrains.com/anxiety/

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https://explainingbrains.com/autism/

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https://explainingbrains.com/adhd/