Teaching your child to take good photos does not require fancy equipment or a great deal of time. You will, however, need a camera and lots of patience.

Many people have made the switch to digital photography and for good reasons. It’s cheaper, you can take more pictures, and save or print only those worthy of keeping. Digital photos are easy to store and to send to friends and relatives. Certainly, going digital cuts out the cost and inconvenience of developing your pictures.

Lots of folks still use film and a traditional camera, especially for teaching their little ones the basics of photography. And there are those who would never forsake the mystery and excitement of the darkroom for the speed and convenience of digital.

But whatever you use you will be teaching your child a valuable skill that will provide a lifetime of joy and memories.

Preschool

Young children love to be on both sides of the camera. Many of us who are now parents can remember our first Fisher Price cameras! (They still make one! The “Kid-Tough” digital camera that is drop-proof! Children as young as two can successfully use this camera.)

If your child seems to be determined to be the photographer, it is best to get them their own camera. What kind you select will depend on these factors:

• What the camera will be used for
• How much you want to spend
• The age of your youngster
• What features you’ll need
• Whether you want to go digital or not

You’ll want to do an Internet search first, perhaps read a few reviews, and talk to other parents that have purchased one recently. At this age a camera made just for kids will probably be the wisest choice and produce pictures good enough to put up on the screen and email to Grandma and Grandpa. Hewlett Packard has some tips for parents when selecting a digital camera. Make sure it:

• Is small enough to hold easily
• Has fully automatic settings
• Can turn itself off
• Is simple to use and has easy options for transferring photos

As far as technique goes- most kid digital cameras have double view finders and are “point and shoot”. Preschoolers are old enough to remember to:

• Stay still
• Get the subject of the photo in the finder
• Click and advance
• Keep it in the case while not in use

Kids this age are not very selective regarding subject matter! That’s why going digital is probably a better choice. You can sit together and decide which pictures to save and which to delete. This will help your child to learn what makes a good picture- balance, optimal distance, best background, and begin to understand the basics of lighting.

It’s important to be patient with your youngster. Teach one point at a time and then provide time to practice. As your child grows they will be able to assimilate what they’ve learned. The proof will eventually be in the pictures.

Letting your child take their own pictures is a step toward developing independence, forming artistic judgment and perhaps beginning a lifelong hobby or even vocation.

Main points to address:

• Preschoolers are ready to “point and shoot”.
• Digital cameras may be a cheaper and a more practical choice.
• Shop around to find the best camera for your child.
• Selecting photos worth saving together can be a learning experience.

Grades K-3rd

As children grow, their pictures will reflect their understanding of the principles of good picture taking. They may want to upgrade their camera. Again, searching for a camera with a few more options will open up a world of possibilities and allow your child to add to what they know and can do with a camera.

Children this age love to share their lives with others and pictures do this very well. Teach your child how to download their photos into the computer. They will then be able to choose the best ones, based on each picture’s artistic merits or the emotional endearment of the subject matter. Sending select photos to relatives is a great way to keep in touch.

You may want to spend time on the web with your child viewing slides of other people’s work. It’s usually easier to view someone else’s photos more objectively. Your youngster will be able to see how distance, perspective, lighting, background and choice of subject matter comes into play and begin to apply their observations to their own photography.

Kids love to take pictures of animals and other people. But equally fascinating at this age is the richness of nature. Take your cameras with you when hiking or camping. Capturing a shot of a squirrel munching on an acorn or laying on the forest floor shooting the sky though the canopy above could be your child’s idea of heaven!

Farm animals also make great subjects. So do fruits and vegetables! Don’t be afraid to let them experiment. Ripples in a pond or a flock of geese in flight will create interesting images and evoke precious memories. Your young school age child will enjoy experiencing life through a view finder!

Main points to address:

• You may need to upgrade your child’s camera as they grow, become more skilled and more responsible.
• Teach your child how to download their pictures to the computer.
• Spend some time together viewing pictures taken by others.
• Your child will have fun taking pictures of things in nature.

Grades 4-6th

Your older child will be better able to handle their camera and stay steady for a shot. This is the time to teach them some of the finer points of photography. Teach one of these aspects at a time, backing them up with pictures you have taken or images found on the net.

Identifying a “point of interest”: Teach your child to pause before shooting to find the one thing that he or she wants to emphasis or feature in the picture. That will help them consider distance, lighting, perspective and where the focal point will be.

Focal lock: Many kids when using an auto focus camera have trouble focusing on their true subject. This can be avoided by having your child press the shutter half-way down to focus and then set the subject where they want it in the view finder. Then hold steady- and press the shutter the rest of the way. This will result in a clearer picture.

The rule of thirds: Simply put- divide the view finder in thirds vertically and horizontally and center the subject on one of the vertices so that the subject is slightly off-center.

Experiment: Encourage your child to take the same shot from different angles (above, below, straight-on), distances, and with various backgrounds. Review the shots with your child so they can describe the techniques used and discuss the outcome. This will help your child understand the endless effects from manipulating the various elements of their picture-taking.

If your child remains excited about photography, they may want to join a club, either in your community or online. There are many sites that invite young photographers to share their photos, giving young people a forum for their work.

Remember that your child will take many more “bad” pictures than good. That’s why photographers take multiple shots! Encourage their interest by giving them artistic freedom to make mistakes and learn from them.

Save the good pictures in a quality album. Your child will enjoy sharing their favorites with friends and family for years to come.

Main points to address:

• Older children are ready to learn some of the finer points of photography.
• Teach them one aspect at a time.
• Your child may want to join a photography club online or in your community.
• Print and save the best photos. Keep them in an acid-free album.

Resources
Resources that can help you in your venture include:

• Biglearning: Photography for kids (older children)
  - http://www.biglearning.com/treasure-photography-for-kids.htm
• HP: Getting your kids started with digital photography (Also, visit their Activity Center)
  – http://www.hp.com/united-states/consumer/digital_photography/take_better_photos/tips/kids-getting-started.html
• Adobe: Digital kids’ tips, activities, lessons and more
  - http://www.adobe.com/education/digkids/tips/index.html
• Better Photo: All purpose teaching site with clubs for all ages/interests
  - http://www.betterphoto.com/BetterPhotoClubs.asp

Very young children may draw what they know, but it is said that they paint what they feel. Rob Barnes

Teaching your child to paint can be fun for both of you. With a few cheap and simple materials, your child can begin to express themselves in living color!

Painting can be a very effective means of representing ideas and feelings held deep inside. It is important to keep instruction and direction to a minimum for this reason. Every child will have his or her very own style, which should be honored and encouraged.

Whether producing refrigerator art or a masterpiece worth framing, your child will enjoy experimenting with various techniques and mediums. By supplying a variety of application tools and making different kinds of paint available, you will be opening up a whole new world of possibilities for your youngster!

Children usually paint with tempera paint, which is readily available and inexpensive, or with watercolors. Finger paint is also fun and can produce some awesome effects.

Have a supply of brushes of varying widths. Cotton swabs, toothbrushes, feathers, sponges, and even cut fruits or vegetables can also be used to apply paint. Let your imagination go!

What you paint on is called the “support”. Regular watercolor paper is fine, but expensive. Card stock, printer paper, paper plates and even fabric are suitable supports for tempera and watercolor paint. Special finger painting paper can be purchased in sheets or rolls and work best for that purpose.

You will also need wide bottomed jars for water, newspaper to protect the surface you’re using to paint on, a smock or old tee shirt, and an area to let finished work dry. You’re ready to paint.

Preschool

Very young children, as young as one, can begin to paint. Seat your child in their high chair and tape a sheet of water color or finger paint paper to the tray. If finger painting, demonstrate by applying some color to the sheet. Your baby will get the idea very quickly.

Place a sponge or short, wide brush in their dominant hand. One color is enough to start. Some developmental experts recommend use of primary colors and black only at this age. Your baby will be delighted at the marks they produce and look forward to the next painting session.

Preschoolers will be able to change colors and attempt to paint recognizable images. Have the supplies ready ahead of time. Sit down together in a place away from your painting area and go over a few ground rules: paint on the paper only, no paint in the mouth (even if non-toxic), rinse brush when changing colors.

Sitting next to your toddler and painting at the same time will provide a model for them. They will likely paint faster than you, so be prepared to change papers for them. Set finished work to dry and clean up together.

Helpful hints at this age:

• Your child will have their own style and may prefer certain colors.
• Limit remarks about paintings to non-critical phrases such as “Wow, this is fun!” Or “Look what you did!”
• Watercolor sets with larger color wells are best at this age.
• Wide brushes are best until about age 2 or 3.
• You can make an easel from a card board box. Set it at an angle and tape painting paper to box.
• Children of 4 or 5 can produce some amazing paintings! Let them use more than one medium- such as marker or pencil and paint.
• Post your child’s works of art. Press their favorites when dry with heavy books and frame. They make great gifts!
• Painting is messy, so patience and planning ahead for mishaps is important.

Main points to address:

• Even very young child can paint.
• Paint alongside your child.
• Protect clothes and the area you’re using.
• Keep reaction to paintings neutral and enthusiastic.

Grades K-3rd

Your young school age child will have greater control over their brush or other applicator. This is a great time to experiment with different brush strokes. They will also begin to add greater detail and to use color in ways that express feelings and concepts.

Continue to give your child artistic freedom by providing a variety of materials to choose from. Fun objects to paint with are pine cones, cut potatoes, purchased stampers, rags rolled or crumpled, twigs, and tooth brushes.

Supports can be anything with a paintable surface: stones, shells, wooden blocks or plaques, insides of cereal boxes, even glass. Children this age love writing their own stories and illustrating them with their artwork.

You may want to check the Internet for ideas. Painting projects can produce items that are useful for decoration and for gift-giving. The web can also be a source of inspiration as your child checks out what other painters have done on one of the many virtual galleries.

You may also want to consider posting some of your child’s favorite pieces on one of the excellent sites that feature children’s art. They will be very excited to see their own art on the Web.

Remain relatively neutral when responding to your child’s work. You may want to say, “I like your use of color in that piece” or “Notice how your sky is meeting the horizon.” Be careful not to influence their developing style with excessive praise or suggestions.

Remember that painting is supposed to be fun as well as a source of personal expression. Your child is a work in progress, and their art will reflect that!

Main points to address:

• Make a variety of supports, paints and applicators available.
• The Internet is a source of ideas and inspiration.
• Post your child’s favorite pieces on a site that features “kid art”.
• Be careful not to influence your child’s developing style.

Grades 4-6th

If your child has a real love and talent for painting, you will probably know it by their quiet absorption while working. On the other hand, if they haven’t had much experience with painting up to now, you may want to reintroduce it now.

The older child will have a bigger mental and emotional bank to choose from. Their art may reflect their daily experience, or it may speak to a cause or passion they entertain. Whatever their subject is, you can be sure it comes from the heart!

It is worth investing in some sturdier and more conventional supports at this age. Heavy, medium quality watercolor paper will allow your child to experiment with different techniques and produce a different effect. Prepared canvas boards are available, and although they are quite pricey, if your child really loves painting, it will be worth the cost.

Along the same line, he or she may be ready to try acrylic or oil paint. This is a whole different pursuit in terms of materials, cost and effect and will require some special instruction. If you know how to use acrylics or oils, you will know when and if they are ready and will be able to instruct them. If not, then finding a class or short course in the community will help your child start off right.

Older school age children are ready to appreciate the art of others. This is a great time to visit an art museum or check out some art history books from the library. The web is also a great place to learn about the various genres of art.

Your child may want to use their skill to create beautiful greeting cards or gifts. Although they may be gravitating toward a specific medium and style, they may also enjoy painting on a wooden jewelry box, plastic or glass Christmas ornaments, or a wooden birdhouse.

Kids this age can accept some constructive criticism, but wait to be asked! The important thing is that they are using their imagination and blossoming skill to express their innermost thoughts and feelings.

Main points to address:

• It’s time to invest in sturdier and more conventional supports.
• Acrylics or oils can be introduced, but require instruction in use.
• Go to art museums and shows and check out the library and Web to broaden your child’s knowledge and appreciation of art.
• Consider fun painting projects such as greeting cards, holiday decorations and gifts items.

Resources
Resources that can help you in your venture include:

• Watercolor Painting: Free tutorials
  - http://www.watercolorpainting.com/watercolor-tutorials.htm
• Global Children’s Art Gallery: Post your child’s art and see the art of others (awesome!)
  - http://www.naturalchild.org/gallery/
• Painting Encounters: Techniques and tips
  - http://www.arts.ufl.edu/ART/rt_room/teach/encounters/painting_encounters.html

All children like to hide. The dread of being caught is powerfully fun. The seeker of course has just as much fun coming upon the other players one by one.

Hide and Seek is believed to be a very old game played by children in hunting societies. The game itself has many variations, some of which will be included here. The basic game of Hide and Seek goes like this: One person is the seeker, or “It”, usually chosen as the last one to say, “Not It!” The other players hide while “It” counts out loud to an agreed on number, say 50. The seeker then calls out, “Ready or not, here I come!” He or she then tries to find the other players, one by one. The last player found gets to pick who’s It next. If the seeker cannot find one or more players, he calls, “Ollie, Ollie In Free”. The remaining hiders then run from their hiding places to the counting spot. The last one there becomes It.

Hide and Seek games are best played with four or more players, but are also fun with two or three. These games can be played inside, but are more fun played outside. Some need to be played at night.

Safety note: Make sure all children are familiar with the area that the game will be played in and that the boundaries are well marked or understood. Never let children play where they can get stuck, trapped, take a fall or be injured when hiding or seeking. Make sure no one hides in a place that has the potential for latching or locking shut, such as a trunk, old refrigerator or car.

Preschool

Preschool children should not play Hide and Seek games unless they are paired up with an older child or adult. Played this way it is safe and every bit as exciting. Very young children will need to be reminded to hide quietly so that they don’t give their hiding place away.

It is sometimes fun to trick the seeker by hiding in the same place more than once. It is also fun for everyone to hide in the same place once in a while to trick the seeker. In this case, the last person back to the counting spot is It.

Children will understand the point of the game quickly. They will also learn to count and to understand how to get well settled before 50. You may have to remind them to hide all of themselves, as they tend to forget legs and the tops of their heads!

Again, it is far better to be safe than sorry. Play with your little one until they are old enough to choose a safe hiding place and to endure the sometimes long wait to be found.

Main points to address:

• You can vary the rules to meet the special needs of a preschooler.
• Pair up with your preschooler to ensure their safety and understanding of the game.

Grades K-3rd

One variation of Hide and Seek that is hilariously fun for young school age kids is Sardines. In Sardines, the roles are reversed. The person who is “It” goes and hides while all the other children close their eyes and count to 50. At 50 all the seekers look for the hidden It. When someone finds the hiding place, they wordlessly join the person who is hiding and waits silently. One by one, seekers find the hiding place and join the others, sitting or laying together silently. The last one to find the “sardines” becomes It!

Another Hide and Seek game younger children enjoy is Chain Gang. All children except the person who is It hides while the person who is It counts to 50. The seeker then searches for the other players. When the first is found, that person links arms with the seeker and continues looking for the other players. As each player is discovered, they link arms, joining the “chain”. The last person found gets to choose who is It.

Steal Home is a combination of Hide and Seek and the game Tag.

All players except the person who is It hides. After the set count is up, the seeker tries to find the hiding players. While he is searching, the other players try to make it “home” to the counting spot without being tagged by the seeker. If you are tagged, you are “Out”. If you make it back, you are “Home Safe”. The last person found or tagged is It next round.
It is fun to mix ages with these games. The rules are easy to remember and the older kids can coach the younger kids on the best hiding places and strategies.

Main points to address:

• Make clear play boundaries.
• Check on children often to make sure things are staying safe.
• Don’t hesitate to join the fun!

Grades 4-6th

Older children get just as excited playing outdoor games! Playing Hide and Seek variations will make the game even more interesting.

Flashlight is played in the dark. You will need a reliable flashlight. Children need to be clear about boundaries and aware of any potential dangers. Always remove any items that may trip or otherwise injure the players. It is played like this: The person who is It counts to 50 while the others hide. When time is up, the seeker begins hunting with the flash light off. When he finds the first hiding place, he shines the flashlight on the player. That player then takes the flashlight (turned off) and becomes It and the former seeker takes the hiding place. The seeking and switching continues until all hiding places have been discovered, which could be a long time!

Kick the Can is a traditional game played with a tin or soda can and is an exciting and competitive variation suitable for older kids. The play area should be rather large with plenty of room to kick the can and lots of places to hide. The more players the better! The person who is It stands near the can and counts while everyone else hides. It begins seeking. When they spot a person, they call out the hider’s name. Both race to the can. If It gets there first, the hider goes to “jail” If the hider gets to the can first, they must kick the can as far as they can. The hider then finds a new hiding spot while It retrieves the can and counts again. In the case of someone or many hiders being in jail, if a discovered hider gets to the can before It, all those in jail are freed to hide again. The game continues until there is only one hider not discovered. He is the winner- and the game begins again after the next It is chosen!

The last Hide and Seek game can be played by all ages and is good for times when kids don’t know what to do and need to get rid of some energy. It is called Circuit Hide and Seek and can be played indoors or out. Any number of players can play. You will need to prepare several slips of paper with various physical tasks written on them such as: “Do 5 jumping jacks”, “Spin around, then sit down”, or “Give your brother a hug”. You will need to make and hide enough slips to keep the kids busy for a while. When a round is finished, a new person gets to hide the slips and watch the fun. This can also be played with mental tasks (“Shout out the answer to 25 times 4”, “What is our state’s capital?”). You can also pair slips with props, such as a jump rope, an item of clothing, a whistle). This takes some planning, but it’s worth it.

Any one of these games can be adapted to suit the situation and the children playing. Just make sure play is happening safely and that everyone is accounted for after each round.

The Internet is only a limited source of Hide and Seek games. Your local library may have some books on this and other traditional games. Taking part in these games will create memories for your child that will last into adulthood.

Main points to address:

• After one time of play, older kids should remember the rules of play.
• You can vary the game to suit the situation and the kids playing.
• Make sure everyone is accounted for after each round.

Resources
Resources that can help you in your venture include:

• Works for Me Wednesday: Variations on hide and seek – http://abc-ourlovebug.blogspot.com/2007/06/works-for-me-wednesday-variations-on.html
• Australian Sports Commission: Participation sports and games – http://ausport.gov.au/participating/all/indigenous/games/individual_games
• Geocities: Playground games – http://www.geocities.com/traditions_uk/play.html

Even though video games and television seem to be taking the place of more physically active forms of entertainment, kids still love to run, jump and chase each other. Teaching your child to play tag will keep them moving and tie them to millions of other children around the world who try to avoid being “It”!

The rules of tag are simple, but depend on the variation of the game. Several kinds of tag will be described here, each included with the age category that it fits developmentally. But you will find that if the bigger kids playing are having fun, the younger ones will catch on and want to join in, too.

Tag teaches children to follow rules, act quickly and wisely, and to be good sports. It also helps them develop speed, agility and physical endurance.

Preschool

Children can play basic tag as soon as they are able to run fast enough to catch (tag) someone and avoid being caught (tagged). Three or more players are needed- the more the merrier. The object of basic tag is for the person who is “It” (chosen by being the last one to say “Not It!”) chases the other children until one is touched (tagged). That child then becomes It and chases the others until he or she tags someone, who then becomes It. The game continues until everyone collapses in exhaustion!

A variation that preschoolers aged 4 to 6 will be able to understand is Freeze Tag. The person who is It will chase the others. The person who is It yells “Freeze!” when he tags another. When tagged, that child must “freeze”” and stand stock still in the position they were in when tagged, unless and until another runner touches them and “unfreezes” them as they run by. The object is to freeze all the other players. The last person to be tagged becomes It.

Vegetable and Fruit Tag is fun and demands quick thinking. The person who is It chases the other players. If the tagger comes close by and is ready to tag a runner, that runner must quickly squat down and say the name of a fruit or vegetable. They are then safe and free to continue in the game. If the runner fails to do this and is tagged, they become It. The name of a fruit or vegetable can only be used once in each game, so players need to remember what has already been called out!

The more players the better- five or six is a good minimum, but less can play. Remind the children to tag gently and on the shoulder or below. As your child grows, they will be able to join in to some of the other tag games described below.

Main points to address:

• Tag games are great for groups of three to ten children.
• Remind kids to tag with a one hand touch (not a slap, push or shove) on the shoulder or below.

Grades K-6th

School age children will love playing these variations from around the world. It will only take playing once to understand the rules.

Ball Tag is played with five or more players and a rubber kick ball or other light ball with a diameter of six to ten inches. The person who is It throws the ball at the other players. The first person who is hit (shoulders or below only) becomes It. Freeze tag can also be played with a ball.

Gallinita Ciega, or The Blind Hen, is a chase game from Mexico. You will need three or more players. The person who is It (The Blind Hen), is blindfolded with a bandana or other cloth and must chase the others (the chicks). When The Blind Hen catches one of the chicks, they must try to guess who they’ve captured. If they are right, that chick becomes The Blind Hen. If they are wrong, that chick is released and the game continues. It is best of course to play in a safe area and limit play to a set diameter so that The Big Hen does not get injured.
This game is hilarious, especially if the chicks ‘peep’ and The Blind Hen cackles!

A variation of Freeze Tag is Sun and Ice, another game from Mexico. You will need two teams, with no maximum number. The players chase members on the opposite team. When tagged, they must turn into “ice” and freeze until one of the members of their team comes to “melt” them. They then rejoin the play. Play continues until there is only one player not frozen. Then play starts again.

Sam Pal Sun is a chase game from Korea. Sam Pal Sun is the name of the border between North and South Korea. The game is played with five or more players on each team. One team has a flag, placed on the ground behind the defending team, which they need to keep the other team from reaching. Each defending team member has a “territory” they must defend and can’t move away from. The offensive team tries to get through the defending line without getting tagged. If tagged, that player must freeze until unfrozen by a team mate. If all offensive players are tagged, the game ends and restarts until they capture the flag. The flag then becomes theirs and they must defend it from the opposite team. This takes team work, strategy, speed and agility!

Buddy Tag is an American chase game. It is best played with at least eight children. One person is It and another becomes the “runner”. The rest of the players pair up and link arms. If there is an odd man, link him with one of the pairs to make a threesome. The person who is It runs to catch the runner. If the runner is caught he becomes It, and the other person becomes the runner. But to avoid being caught, the runner can join up with one of the pairs, linking arms. This forces the person on the other end of the pair to break off and become the runner. The game continues until everyone is too tired to play.

There are dozens more variations of tag that you can easily teach your child. Most require some open space and some supervision to make sure things are stay safe and fair. Getting out there and joining the fun will give you some healthy exercise. Keeping these traditional games going will make sure generations to come will experience the wholesome pleasure and excitement of tag! Have fun!

Main points to address:

• There are many variations of tag. Use the Internet or your local library to find more.
• Mixing ages makes tag more fun.
• Playing with your child will be fun for both of you.

Resources
Resources that can help you in your venture include:

• Topics: Traditional International tag and chase games – http://www.topics-mag.com/edition11/games-tag.htm
• PBS Kids: Chase games – http://pbskids.org/zoom/activities/games/
• Fun Attic: Tag games – http://www.funattic.com/game_tag.htm

Magic and magicians have entertained and astonished audiences for centuries. Magicians were regular attendees at the courts of kings and queens, as royalty and guests alike enjoyed watching a coin reappear or a bunny turning into a dove.

Of course true magic lies under a code of secrecy and silence, but the tricks included here fall under the category of illusions and thus can be shared.

What makes a good magic trick? When the audience is left in disbelief- wondering, “How did she do that?”

Preschool-3rd

Very young children love guessing which hand an object is in. Have them put a coin in your hand. Put both hands behind your back. Drop the coin on the seat cushion behind you. Hold closed hands in front of you and ask them to pick which hand the coin is in. Of course it will be in neither hand, but your little one will have fun trying one hand after another and wondering, “Where did it go?”

For your young child to be successful at a magic trick, you have to perform the trick several times first, then patiently walk them through the steps. Remember to use a little drama, some magic words and encourage them to do the same. That’s all part of the magic!

This trick is easy enough for most four and five year olds, and comes from children’s author Laura Torres. It’s called “The Jumping Rubber Band Trick”.

This trick will make the rubber band appear to have jumped from the index and middle finger to the third and fourth fingers of the same hand. You need a rubber band about two inches long, or loose enough to hang slightly from two fingers. The steps:

Put the rubber band around the bottom of your index and middle finger. Show the audience the back of your hand. Now make a fist with that hand and say some magic words, swirling the other hand around the trick hand. Open your hand and the rubber band has “jumped” to the pinky and ring finger! How?

When you make the fist, put all four fingers through the rubber band. Keep your fist down so no one can see the fingers wiggling. When you open your hand the rubber band jumps right to the other fingers.
With a little practice, this will fool and amaze your friends.

Your child will love going to a real magic show and will give him or her a better idea of how effective and puzzling magic tricks can be. Finding a good website for magic supplies and books can get you started on this fun hobby. Just remember that your child will need many tries before being successful at a trick, but once they pull off their first real trick, they’ll be hooked!

Main points to address:

• Try a few simple tricks with your youngster.
• Teach them one or two “easy to manipulate” tricks.
• Remember to be mysterious, using magic words and sounds.
• Go to a real magic show so they can feel the thrill themselves.

Grades 4-6th

Older school age children can manage more difficult tricks. Their patience, manual dexterity, and ability to follow several steps will make it possible to increase their repertoire of magic tricks.

Card and coin tricks are very popular with elementary children. Helping your child learn a few of each will get them started and make it easier to teach themselves using a good Internet site or book of magic tricks from the library.

Card tricks that involve no sleight of hand are best for kids this age. Teach them a few “mathematical” card tricks that will leave the audience wondering what the secret is.

This trick comes from Dave at Layhands.com, and is called “10 Cards”.

Turn your back to the audience and ask one person to think of a number from 1 to 9, but not say it out loud. Then tell him to deal that number of cards facedown in a pile on the table. Tell him to do it quietly so that you don’t hear how many cards are laid down. Tell him to look through the remaining cards in the deck and find a card (suit doesn’t matter) that has the same number as the number he thought of. If the secret number is 5, for example, he would pull out a 5 and put the rest of the deck on the table face down. Tell him to memorize the card then put his card face down on the top of the deck and cover that card with the small stack he dealt first.

Now tell him to deal the cards from the top of the deck face down, calling the name of each card as he deals it. Ignore the first card, then mentally count 1, 2, 3, and so on as he calls out the numbers.
When he calls out a card that has the same number as your mental count, memorize that card (for example 5 of clubs). Let him call out a few more cards until he has at least 10 cards, then tell him to stop. With your back still turned, tell him his card is 5 of clubs (or whatever you memorized). Sometimes there will be another card that matches your mental count. If he says you are wrong on your first guess, tell him the other card that matched your mental count.

Of course this trick will make more sense after you try it and are successful, but can you figure out why it works?

One coin trick that is fairly easy and once learned will puzzle the audience comes from the website “How to Do Magic Tricks”, listed below. You will need to practice this trick first with a cooperative friend until you get the technique of slapping the table down. It goes like this:

You will need two different kinds of coins, for example a nickel and a penny, one in each hand. Place the coin in the first hand near the center of your palm. The coin in the other hand needs to be in the palm, but closer to the thumb. When you turn your hands over and slap them on the table, the coin closer to the thumb will scoot under your other hand. At this point, you should have both coins under one hand.

You can then ask your audience where the coins are. The common response you will get is that there is a coin under each hand. But when you lift your hands off the table and show that they are under one hand, you will have many surprised people. This trick is fun and one of the many you can find on the Internet.

The key to early success is following directions step by step and then practicing until you are quick enough to amaze your audience.

Your older child may want to put on a magic show for neighbors or classmates. Using a low table and simple frame for curtains, create a “stage” for the performance. Make or buy a simple cape. A top hat and wand purchased or made add to the effect.

Have your child decide which tricks to include and practice them several times before the show. After performing, your young magician may want to reveal the secret behind one or two of the tricks. But urge them to keep the bulk of his or her tricks to themselves to preserve the magical effect.

Magic tricks can be more than fun. They exercise a part of the brain that deals with problem-solving and exploring possibilities. Many are mathematical and/or logical; others are sleight of hand and unlikely to be solved by the audience. At any rate, magic tricks inspire great wonder and fulfill our very human need to be puzzled and surprised.

Main points to address:

• Help your child learn a few coin and card tricks you’ve found on the Internet or in books.
• Practice makes perfect.
• Putting on a magic show for friends or neighbors can be great fun. Magic tricks exercise a part of the brain dealing with problem-solving.

Resources
Resources that can help you in your venture include:

• KidZone: Magic Tricks – http://www.kidzone.ws/magic/
• How to Do Magic: Lots of basics and resources – http://www.howtodomagic.net/
• Videojug: (Safe) videos of select magic tricks for kids – http://www.videojug.com/tag/magic-and-tricks-for-kids
• Kapoof: Magic for kids – http://kapoof.com/

With a little bit of guidance and help with finding materials, your child can experience the satisfaction of dramatically relaying a concept or theme that is important to them. You will be surprised how quickly your child will take the reins and run with their idea. Even very young children can come up with a workable script and series of events.
All you really need to do is suggest, “Let’s have a play!” and the ideas will come pouring out, especially if your child has seen a play, musical production, or puppet show.

Your young playwright probably will not need help naming characters or coming up with a storyline, but they may need help writing down their script and gathering costumes and props. The amount of assistance you will need to provide will depend on the age and capabilities of your child.

Preschool

Preschoolers can be introduced to dramatic play as a natural extension of your interaction with them. Playing “peek-a-boo” and “Where’s the baby?” will awaken their inborn ability to pretend and surprise.

Toddlers love to combine movement and song. “Finger plays” are simple movements put to song or a poem, using either hand or whole body movements. Classic songs like “Where is Thumpkin”, “Five Little Monkeys” and “I’m a Little Teapot” and others can be found at the Fingerplay Website referenced below, and are an easy next step to introducing dramatic play. You can of course make up your own silly rhymes and songs!

If the opportunity arises, take your child to a school or church play or a puppet show. This will effectively extend their idea of dramatic play. If an older sibling has a role or “lines” in a play, you will find your preschooler practicing right along with them!

Every child likes to play “dress-up”. Save old clothes, hats, shoes, jewelry and Halloween costumes. Dressing up is wonderful practice for writing and putting on a play. Children very naturally take on new characters!

If you belong to a playgroup, or if your child attends daycare or preschool, promote the idea of a small dramatic production. A good time to do this is around holidays or when the group has reached a special milestone. Most children will enthusiastically join in, and those who don’t can be assigned non-acting parts, such as serving refreshments or passing out simple programs. Just as in more grownup productions, not everyone involved is an actor or actress.

Main points to address:

• Children have an inborn ability and love for dramatic play.
• Peek-a-boo and finger plays can be a fun way to introduce acting.
• Make old clothes, jewelry, hats and shoes available for play.
• Help organize more formal play-acting at your child’s daycare or preschool.

Grades K-3rd

Young school age children get very excited about the prospect of a dramatic production at school or church. If your child’s teacher has not planned a play, you may want to suggest the class try one. Your offer to help with the venture may increase the teacher’s willingness try putting on a play.

Your child may find it even more fun to write and produce their own play. They will need a script, characters to play the parts, costumes, props, some kind of “set”, lighting, and a program or playbill.

Children this age still need something to model after and guidance to follow through to completion. You can help by providing a script for them to look at, which can be easily had by going to the local library or searching the web. What your child needs to remember when writing their own play is that:

• Plays can be about any story or theme of importance to you.
• Your script will be telling a story with a beginning, a middle, and an end.
• The play’s beginning should tell the time and location of the story and convey what is going on with the characters.
• The middle of your play should contain “rising action” – the events and problems the characters will need to confront before the end of the play.
• The end or “climax” of the play will portray the resolution of the problem or events, many times teaching a moral or lesson.
• The end should be the most exciting part of the play.
• Audiences love to laugh and they love to be surprised, so mixing humor with unexpected events into your script will make it more effective.
• The dialogue between your characters needs to reflect their individual traits and motives.

The set can be any space that will contain the action of the play. Props can be household items, cardboard creations cut and painted to suit the script, or nothing at all. Costumes again can be fashioned from what you have around the house or purchased at a second-hand shop or garage sale. Half the fun for your child will be collecting what they need!

Every play is a collaborative effort, but every play needs a director/producer to organize activity and delegate jobs. Your child may love this role, rather than a performing role. Producing the play will mean finding (or creating) a script, auditioning and selecting actors, coordinating set design and scheduling, and directing practices.

Kids this age will need you to standby for support and possibly for materials, but they will surprise you with how much they can accomplish on their own! When all is said and done your child will be delighted with their production, and you probably will be too!

Main points to address:

• Young school age children can put on a real play with your assistance.
• Every script needs a beginning, middle and end and usually teaches a moral or lesson.
• Standby to help find props and costumes.

Grades 4-6th

Older children will be able to write and produce a play independently. If they have taken part in a play before, they will be familiar with the process of script writing, auditioning, and backstage preparation. They will need you for transportation and possibly problem-solving and encouragement.

If your child is passionate about the theater, it is important to foster their interest. Going to local productions, an occasional Broadway or off-Broadway show, or watching plays on DVD can give your child an idea of the many genres of theater- from skits and parodies to the opera.

Many communities have a young actors’ guild. Joining a guild will give your child an outlet for their talent and interest in acting, writing, or producing. If there is no guild in your area, your child could start a theater group with your help. Some summer camps offer an opportunity to be involved in a dramatic production, as well.

The Internet is a good source of materials and information. Your child may also find a community of young people to talk and share ideas with. Some resources are listed below.

Drama is uniquely human and a wonderfully powerful way to express those things deep within us that may otherwise be difficult to convey. Helping your child to write and produce their own play- whether a tragedy, comedy, musical or high drama- will create unforgettable moments for them- and for you.

Main points to address:

• Foster your child’s interest in drama by providing opportunities to watch or participate in productions.
• Join or start a young actors’ guild in your community.
• The Internet is a great source of ideas and information.

Resources
Resources that can help you in your venture include:

• Gail’s Preschool Rainbow: Fingerplays and action poems-
  http://www.preschoolrainbow.org/preschool-rhymes.htm
• 42Explore: Skits and plays (valuable directory)- http://42explore.com/skits&plays.htm
• Children’s Theatre Group NYC: For inspiration- http://www.childrenstheatrecompany.org/index.html
• DramaKids: Online drama club for kids- http://www.dramakids.com/
• PBS Zoom Playhouse: For kids by kids- http://pbskids.org/zoom/activities/playhouse/

Paper airplanes can be simple or fancy, ranging from the basic “Arrow” design, which is probably the airplane you remember from your school days- to a complex and carefully crafted flying machine modeled after a real one. As with any new craft, it makes sense to start with an easy project until you get the hang of it.

Paper airplane making is relatively new, as airplanes have only been around for about 100 years. If your child is interested in flight, this project will help them learn the basics of aerodynamics as they design and alter their planes.

So if you’ve got basic 8½ by 11 inch copier paper and an imagination, why not give this fun activity a try? This project will teach measuring, how to patiently follow step-by-step directions, and the value of trial and error as a scientific method. It will also develop fine motor skills and hand-eye coordination. Besides that, it’s fun!

Preschool

Preschoolers will laugh with delight when you try out your first plane. If it flies, they will want to do one of their own. If they are able to watch while you model folding and follow your directions, they are ready.

It is best to practice making a simple airplane, such as the basic Arrow. You can then progress to something different. Your library will probably have a how-to book on paper airplanes. The Internet also has a wealth of designs and information, including how-to videos.

You will need:

• A pattern to follow
• Light paper- 16-20 pound copier paper is good
• A flat surface to work on

These directions for the Arrow are adapted from a great Website called 10PaperAiplanes.com.

1. Fold paper in half, lengthwise.
2. Unfold keeping paper lengthwise.
3. Fold top right hand corner over to meet the center line formed by the first fold.
4. Repeat, folding the top left hand corner to meet the center line.
5. Starting at the tip of the point, make another fold, folding each side over so that the edges meet the center line.
6. Turn the plane over and fold it in half, creating the arrow form.
7. Now, fold the first wing over with the line of the fold running nearly parallel to the centerline of the plane about ½ to 1 inch from the center.
8. Repeat with other wing.
9. You’re ready to fly!

Your airplane may require some adjustment. If it dives, turn the edges of the rear wings up slightly. If it swoops up, then crashes, do the opposite. Trial and error will help you get some distance.
Other simple designs are available and easy to do. Experiment by shortening the length of the paper, varying folds and using paper clips as weights. You can also customize your planes with crayon or markers before or after folding. Little one’s results may not be perfect, but that’s okay. They will still love the finished product and want to fly it around the house. Save them in a safe place for the next sunny day!

Main points to address:

• Your child is ready if he or she can watch, then follow directions with your help.
• Start with a simple design, like the Arrow.
• Your plane may need some adjustments.
• Vary the design by changing paper size and types of folds.

Grades K-3rd

Young school age kids are ready for fancier designs. Having something to look at while creating a new plane is helpful. Try to be sensitive to your child’s learning style. Some children can follow spoken directions better than watching a demonstration. Others need to read the directions and carefully digest each step.

Most kids will need to make several tries before getting their plane to fly the way they want. Let them know that’s what the Wright Brothers did! It took them several years of not giving up until their plane flew.

The Internet has many sites that offer free designs, some with very detailed instructions and some with animated or videoed directions. Some of the fancier designs are the Stealth, the Moth, the Zump, the Slider and the Spinster, to name but a few. There are even delicate origami-type designs. Each time your child makes a different model, they are learning something additional about aeronautics.

If your child is really excited about this craft, you may want to use paper airplane making as a theme for a party. The supplies are cheap, the kids will stay engaged, and they will have a neat favor to take home when the party’s over! Make several models and decorate so they can see what is possible. Have an extra pair of adult hands to assist.

Main points to address:

• School-age children can handle more complex designs.
• Try to consider your child’s learning style while they are attempting to follow directions.
• Try making paper airplanes a theme for a birthday party.

Grades 3-6th

Older school children will be able to attempt quite complex planes. Refer to some of the sites referenced below to see some examples. You may need a ruler, scissors and white glue to make a more sophisticated plane. Supplies are still cheap and easily had. Kits are also available when your child is able to follow more detailed directions and manipulate multiple parts. Airplanes available from kit manufacturers make a nice display or collection.

Of course, airplanes are meant to be flown and kids love to compete against each other for both distance and time aloft. Wind conditions are a factor in paper airplane flight, just as with actual airplane flight. Pick a slightly breezy to still day and make sure you are flying with the wind, not against it. Ken Blackburn, an aeronautical engineer from Florida in the USA, holds the Guinness World Record for time aloft at 27.6 seconds!

There are many historical books on early airplane design that might make good gifts for a child this age. Biographies of early flyers, like Lincoln Beachey and others who flew balloons, dirigibles, biplanes and monoplanes may inspire your child.

If your older child is interested, there are several online clubs for kids and adults where ideas are shared and successes celebrated. Some localities may have hobby clubs of the same sort. Many young people interested in paper airplanes as children have gone on to do research or engineering work with flight. For these kids, what started out as a passion for flying things turned into a meaningful, and highly rewarding occupation.

Main points to address:

• Older children can handle more complex designs. Kits are also available.
• Your child and his or her friends may want to compete for flight distance and time aloft.
• Support your child’s passionate interest in flight with books, by providing materials to build with or by finding a club to participate in.

Resources

Resources that can help you in your venture include:

• Learn how to make 10 great paper airplane designs with free, easy to follow animated instructions: http://www.10paperairplanes.com/
• Elementary Themes Paper Airplanes: Site directory/resources:
  http://www.cdli.ca/CITE/paper.htm
• Best Paper Airplanes UK: Step by step directions for 10 origami-type planes: http://www.bestpaperairplanes.com/
• Kids Turn Central: Online resources for making paper airplanes:
  http://www.kidsturncentral.com/links/airplanelinks.htm
• Early Birds of Aviation: Biographical and historical site:
  http://earlyaviators.com/

Tie-dyeing is not new, however. The art probably originated in the East- in China, India, Japan, or Indonesia, although some historians trace tie-dyeing to West African and Central American tribes. There are various methods for tie-dyeing, each requiring its own materials and process. The method outlined here was chosen for its simplicity and fool-proof results.

Bright tie-dyes are great for outings and events that may be crowded, as the colorful shirts will standout, helping you to easily spot family members. They also make great (and inexpensive) uniforms for your son’s or daughter’s sports team, class or club.

Kids will love this colorful project. You may want to make one for yourself, too!

You will need:

• various colors of fabric dye, available at craft stores. (You can use RIT dye, which works well with this method, but produces less intense colors.)
• soda ash (available at craft and fabric stores)
• rubber bands
• rubber gloves (long, cuffed are best)
• tap water
• salt
• marbles and coins
• pre-washed white cotton tee-shirts
• 4-5 gallon plastic buckets or dishpans
• stainless or old plastic tongs and long-handled spoons
• large plastic bags or plastic sheets
• medium-size Ziploc bags
• white cotton tee-shirts

Preschool-6th

Even toddlers can take part in tie-dyeing if they have the patience and ability to follow your directions. Older children will still need your active participation to avoid mishaps and poor results.

Go over the steps together before beginning and obtain the cooperation of your child, explaining that the process cannot be altered or the end result will not be the same. You may want to have your child put his shirt design on paper while you are preparing the dyes and getting equipment ready. Watching an Internet video on tie-dyeing while they wait might give your child a better idea of what they will be doing.

Remember to wear old clothing or an art smock, protect your floor and table or counters with several layers of newspaper, or plastic sheets or bags, and to keep dye away from eyes, nose and mouth. You may want to do this project outside on a picnic or folding table.

Basic Method:

Note: If working with a very young child, do the first two steps ahead of time.

1. Pre-wash white cotton tee-shirts in warm water to remove sizing and to pre-shrink. Dry on the normal cycle or line dry.
2. Soak shirt in soda wash solution, mixed according to manufacturer’s directions. Keep shirt wrung-out but still wet.
3. Create the design or pattern desired using rubber bands alone, or coins or marbles tied with rubber bands. There are many cool designs in the resources listed below.
4. Dip shirt in one or more dye baths to add color where you want. The longer you leave the material in the dye bath, the deeper the color will be.
5. Wring out shirt, fold and place in a Ziploc bag to set overnight.
6. The next day rinse shirt with warm water until the water runs clear. Make sure to use rubber gloves. Remove rubber bands while rinsing, being careful not to get dye on anything else.
7. Machine wash each shirt by itself with cold water, then line dry or machine dry on the coolest setting.

After wearing, remember to wash separately.

Your child will enjoy wearing their tie-dye creation and be proud they designed and made it themselves. Your family may also want to try making tie-dyed bandanas, hats, shorts, curtains, tablecloths, or placemats using the same method or one of the other methods that can be found in the resources below.

Main points to address:

• Tie-dyed creations have universal appeal.
• There are several methods of tie-dyeing.
• Make sure to protect clothing, furniture, floors and utensils from dye, which is permanent.
• Follow steps precisely for best results.
• Experiment with other projects and methods.

Resources
Resources that can help you in your venture include:

• Disney Family Fun: Tie-Dye birthday party with video of directions/tips:
  http://jas.familyfun.go.com/arts-and-crafts?page=CraftDisplay&craftid=11004
• TrueTieDye: Tie-Dye How-to DVDs: http://www.truetiedye.com/
• ArtistsHelpingKids: Directory of tie-dyeing and other art resources:
  http://www.artistshelpingchildren.org/tiedyeatiedyingtiediesartscraftsideaskids.html

Boys and girls alike enjoy playing football, but if the thought of having your child get tackled by 4 or 5 other kids makes you cringe, you may prefer they start with flag or touch football until they gain some size and knowledge of the game.

Whether learning to play tackle or flag football you can help your child by teaching them the basics of throwing and catching, slowly incorporating the rules of play. The basics of the game are briefly outlined here.

The object of the game is to score more points than the opposing team within a set time of “four quarters” by taking the ball over the opponents “end zone”. There are several ways to score points: by touchdown (6 points), field goal (3 points), two-point conversion (2 points), extra point (1 point) and safety (2 points).

Different player “positions” have different jobs, but all players on the team work together to advance the ball down the field. For each ten yards “gained”, the team is awarded another chance to continue advancing. Teams are given four “downs’ to accomplish this. They keep “possession” of the ball as long as they continue to advance at least ten yards by the end of the fourth down. The opposing team meanwhile is trying to prevent this in order to gain possession of the ball and advance toward the opposite goal line to score. Typically, possession of the ball goes back and forth between teams several times each “half”.

This brief description should get you stated. Position names and roles as well as more specific rule and game description can be found by checking out the resources below.

Preschool

Even very young children get excited about football. Buying a Nerf football is a safe way to start learning to throw and catch. Because of the unique shape of the ball, throwing and catching is not as easy as it looks!

The football is generally thrown “overhand”. Start with catching by standing very close to your child and holding the ball lengthwise with fingertips aligned with the ball’s laces, thumb supporting the underside of the ball. Gently throw the ball so that your child can successfully catch the ball at about waist or chest height. As you both gain ease with throwing and catching, you can gradually expand the distance between you. Keep practices short and more like play.

Probably the best way to introduce your preschooler to the basics of the game is to go watch a local children’s team play. Your child will very quickly pick up the object of the game with a few explanations from you.

Main points to address:

• Use a Nerf ball with your preschooler.
• Teach catching, then throwing.
• Use patience. Keep it short and fun!

Grades K-3rd

Young school children can benefit from playing on a team. By joining a local kids’ team they will learn and practice specific skills useful for play as well as learn the basic rules of the game. Even more importantly, they will learn how to work as part of a team and to accept the direction of a coach.

How can you help? Back up the coach by letting him or her do their job. Practice specific drills and skills at home (there are some helpful sites listed below). Take your child to football games so they can see older children or adults executing the skills they are learning and playing the specific “positions”. The rules will start to become clear to them as they experience the game as a player and as a spectator.

Flag and touch football are excellent alternatives for kids this age. The rules are basically the same, but play is less rough and injuries less likely. As with any sport, there is always some risk of injury, but the benefits gained by playing a team sport like football usually outweigh the risks involved.

Main points to address:

• Team play has many benefits.
• Back up the coach by resisting the urge to interfere. Remember your child is learning!
• Practice catching, passing and other skills at home or at the park between team practices.
• Go to local games with your child.
• Flag and touch football are excellent alternatives at this age.

Grade 4-6th

Older children, if they’ve played as part of a team, will be familiar with the rules of play and the basics of the game. If your child genuinely has a passion for the game, encourage their participation by making sure they have opportunities to play.

Girls at this age may continue to be very interested in playing. As long as protective equipment is worn, there is no reason to discourage them. Girls are often skilled players and excellent strategists, making them valuable team members.

Going to a semi-pro or pro game is an effective way to inspire your child and show them the finer points of play. The whole family will enjoy supporting “their” team.

The teamwork involved in American football can build and test character and give you and your child material for discussion and many opportunities for you to support their developing sense of self. Being a good listener after practice or a game will be far more meaningful to your youngster than your advice or correction. Go easy and stay positive!

Football camp in the summer, a Sunday afternoon game on the television, or informal practice in the backyard can provide your child with extra time with the game. Football is one of those sports you can really fall in love with. If your child seems drawn to the game, do what you can to support them.

Main Points to Address:

• Support your child by providing opportunities to play.
• Girls can continue to participate.
• Make football a family pastime.
• Be a good listener for your child. Stay positive and remember– it’s a game!

Resources
Resources that can help you in your venture include:

• USA Football: Youth Development http://www.usafootball.com/articles/22-parent/109-youth-development/
• NFL Youth (Flag) Football http://www.nflyouthfootball.com/site6.aspx
• How Stuff Works: Football basics http://entertainment.howstuffworks.com/football.htm
• Youth Evolution: How to teach kids to throw and catch a football http://www.youthevolutionsports.com/throw-and-catch.asp

Comic books have their beginnings in the hieroglyphics of Egypt according to some, but it wasn’t until the late 1800’s that the traditional balloon symbol was added to contain characters’ speech. This is usually attributed to Richard Fenton Outcalt’s 1896 comic “The Yellow Kid”.

Most early comics centered on a humorous theme, hence the terms “comic book” or “funnies”. As time went on, more dramatic themes were created, many with “super-heroes” as key figures. The 1920’s and 30’s saw a big rise in this medium as the art form spread to other areas of the world.

One of the wonderful things about comics is that anyone with a story to tell can make one. Currently there are 850 schools in the United States alone that have adopted the initiative “The Comic Book Project” as a means of promoting literacy.

Would your youngster like to make a comic strip? It becomes possible with a few simple materials and an active imagination.

Grades K to 3rd

As soon as your child is able to grip a pencil with some control, they will be able to at least draw characters and a setting. Use another comic as a model, perhaps one you have made and shared with them. Then follow these steps:

Have your child dictate a story. Distill the events and key words so there is little fluff. Don’t worry about dividing the words into frames, just record them for now.

Start sketching key events on 4 or 5 inch square papers, creating a kind of story board. If your child is able, have them do this. Order them by penciling in numbers in one corner.

Have your child practice drawing key characters so that they will be recognizable in the final version.

Decide together what characters will be doing or saying in each frame. Eliminate extra frames and create new ones to flesh out the story. Place the text in balloons or strips on frames that need them. This is your rough draft.

A younger child may want to start out with a 3 to 6 frame story. Words are optional if pictures can tell the story. Once you have gotten the story down and are satisfied with your character development, you can begin to create final frames.

Working on separate frames (full page frames are good for 5 and 6 year olds; smaller ones for 7 to 9 year olds), compose the story. Use crayon or markers to color your frames. Don’t forget to add marks that express what the characters are going through- like anger, confusion, happiness, love and frustration. Make sure you leave enough room for words and speech balloons. Use pencil for words until your child is older.

Place completed squares on card stock, using a glue stick to attach them in order. Design a cover with the title of your comic and list the author(s) and illustrator(s). Bind by stapling or using a punch and fastening with yarn. Don’t forget to date the final copy. Have fun sharing with your child’s friends and relatives.

This simple process will probably take several sittings, depending on the concept and your child’s age. Have fun with it. If your child seems frustrated, put it away for a rainy day and then come back to it. Have fun and reserve criticism so that your child will want to continue using comics as a means of storytelling.

Major points to address:

• Start simple.
• Some stories can be told with pictures alone.
• Let your child dictate to you if they are not able to put their story in writing yet.
• Stop working when your child is still enjoying it, before your child gets tired or frustrated.

Grades 4 to 6th

Older children can produce more complicated storylines and more sophisticated art work. The same process listed above can be followed. Your child may want to use index cards to write and order the events of their story. They will probably be able to write a story without dictating to you.

At this age, colored pencils can be used for art work and a fine roller marker for written portions and balloons. If handwriting seems too difficult, try using Word with Comic Sans or other font, cutting out strips of words to fit in the balloons. Use spell check or a dictionary to finalize spelling.

Let your child know that they may need to make several tries at a frame before they get it the way they want it. Kids this age can easily produce a comic of 6 to 12 frames or more.

Try to have several types of comics for your child to use as sources for ideas and examples of layouts. Your child may want to start a comic club with a few friends so that they will have an audience for their work and a supply of comics to read. Or a birthday celebration could be centered on a comic book theme where all children would have an opportunity to try their hand at making one.

Your child may or may not want your help, so try to be responsive to their degree of independence. Most of all, have fun. Your child’s creation will likely be a keepsake and a source of great pride.

Main points to address:

• Older children can create more complicated storylines and artwork.
• Let your child know they may need to revise several times, just like other authors.
• Have several types of comics for your child to refer to.
• A comic club or comic-themed birthday party could be fun.

Resources
Resources that may help in your venture include:

• The Comic Book Project – http://www.comicbookproject.org/pubsnf.htm
• ToonDoo: Make and Share Comics (Parents – Check content for age–appropriateness) – http://www.toondoo.com/
• Comic Collections: Resource Directory -
  http://collectionscanada.gc.ca/comics/027002-6000-e.html