Planning learning at home does not mean recreating a classroom. For young children, a “lesson” is usually a short, playful activity built around something they care about: dinosaurs this week, rain next week. A little planning helps you gather materials, balance different kinds of play and avoid repeating the same activities. This guide shows how to plan a simple week, prepare activities, set up a learning space and choose materials, drawing on the American Academy of Pediatrics (AAP), ZERO TO THREE and the CDC. It suits parents and home educators of children roughly 1 to 5.

Planning principles: follow your child’s interests, keep activities short and optional, mix active and quiet play, include outdoor time, and plan safety into every activity (supervision, materials sized for your child, water within arm’s reach). ZERO TO THREE cautions that formal instruction before children are ready is counterproductive.

Step 1: Pick a theme

Themes give a week coherence and make planning faster. Good themes come from your child: animals they noticed, a favourite book, the season, a family event. A theme might include a book, a song, a pretend-play setup, an art activity, a science observation and an outdoor walk, all connected to the same idea.

Step 2: Plan a balanced week

Day Literacy Math Play and movement Creative or science
Mon Read a theme book Count objects in the pictures Animal movement game Draw a favourite animal
Tue Name and match animal cards Sort toy animals by size Outdoor walk spotting birds Leaf rubbing
Wed Library story time Count steps on the walk Pretend zoo with blankets Play dough animals
Thu Retell the book with props Patterns with blocks Obstacle course Floating and sinking (supervised)
Fri Make a simple picture “book” together Count snacks Dance party Collage with paper scraps

This is an example of balance, not a schedule. Many days, one or two short activities are plenty; free play fills the rest. ZERO TO THREE suggests building maths into routines (counting stairs, groceries), and the AAP recommends reading, singing and pretend play together and leaving unstructured time.

Step 3: Prepare activities

  • Gather materials the day before and store them in a labelled box or bag per activity.
  • Check every material for size and safety: for children who still mouth objects, the AAP advises items larger than the child’s mouth.
  • Prepare a simpler and a harder version so you can adjust on the spot.
  • Plan how the activity ends: a song, a clean-up job, a snack.

See activity preparation and lesson planning.

Step 4: Set up a learning space

  • Low, open shelves with a few choices of activities, rotated weekly.
  • A table or floor mat for art and puzzles; a washable cover for messy play.
  • A cosy book corner with books facing forward.
  • Space to move for dancing and active games.
  • Safety: anchor shelves and furniture to the wall (CPSC Anchor It), keep art supplies and small items out of reach of younger siblings, and keep cords and batteries secured.

See learning environment.

Step 5: Choose materials

The AAP notes that simple toys such as blocks, containers and puzzles support creativity, and that caregivers’ presence matters more than expensive gadgets. A useful starter set:

  • Board books and picture books, plus library visits.
  • Large blocks, stacking cups, puzzles and shape sorters.
  • Non-toxic crayons, paint, paper and play dough.
  • Pretend-play props from around the house.
  • Outdoor items: buckets, spades, balls, chalk.

Avoid water beads in homes with young children (AAP, Poison Control), and store hobby materials with small parts, magnets or button batteries out of reach. See learning materials.

Step 6: Observe and adjust

Notice what your child returns to, what frustrates them and what they ask about. Keep brief notes or photos. These observations guide next week’s theme and help you notice development. The CDC’s milestone checklists and Milestone Tracker app are useful references; if you have concerns, the CDC advises talking with your child’s doctor rather than waiting.

Two sample themes

Rain and weather

Read a story about rain; put a cup outside to “measure” rain; talk about clothes for different weather while dressing teddies; splash in puddles in waterproofs with close supervision; paint with blue and grey; sing a rain song with actions.

Things that go

Read a book about vehicles; sort toy cars by colour and size; count buses on a walk; build a ramp from a board and test which cars roll furthest; make a cardboard-box car for pretend play; play “red light, green light” outdoors.

Both themes use materials most homes already have and mix quiet, active, indoor and outdoor play.

Working with educators and childcare

If your child attends childcare or preschool, ask about current themes and build on them at home. Share what your child enjoys at home too. The AAP encourages choosing childcare and preschools that include unstructured playtime and playful learning.

Frequently asked questions

How much time should I spend on planned activities each day?

There is no fixed amount. For toddlers, a few short, playful activities alongside lots of free play, reading and outdoor time is typical. Follow your child’s attention and mood.

Do I need a curriculum?

Not for most families. Themes, books, everyday routines and play cover the foundations. If you want structure, frameworks from early childhood organisations can guide your planning.

Ideas for each age are in learning activities by age and subjects in early learning subjects. All resources are under Parent and Educator Resources.

What if my child doesn’t want to do the planned activity?

Let it go and follow their interest instead. Planned activities are invitations, not requirements; you can offer it again another day.

How do I plan for children of different ages together?

Choose open-ended activities that work at several levels, such as building, art or pretend play, and give older children a slightly harder role, like counting or reading labels, while younger ones explore.

Sources