Nine months can be an exciting stage.

Your baby may be sitting, making lots of sounds and becoming much more interested in people and objects around them.

Social development is growing

Around this age, many babies begin responding differently to familiar and unfamiliar people.

They may:

• Look when their name is called.

• Smile or laugh during familiar games.

• React when a parent moves away.

• Show different facial expressions.

Babies are exploring objects too

Simple activities can include:

• Passing a toy from one hand to another.

• Looking for an object that falls.

• Banging two safe objects together.

• Exploring different textures.

• Looking through sturdy picture books.

Talk during everyday routines

You don’t need formal learning activities.

Say:

“Here is your blue cup.”

“Daddy is opening the door.”

“Where did the ball go?”

Back-and-forth interaction helps babies learn about communication and their surroundings.

Give floor time

A safe floor area gives babies opportunities to move, reach and explore.

Avoid relying too heavily on equipment that keeps them in one position for long periods.

Remember that milestones are guides. Babies do not all develop every skill on exactly the same day.

💚 Earlyhood Parent Tip

At nine months, your face, voice, floor space and a few safe objects can provide plenty of stimulation.

Simple interaction is powerful.

Source: CDC – Developmental Milestones by 9 Months

Rice, roti, dosa, idli and other grain-based foods are everyday staples in many Indian homes.

Children do not need to avoid grains.

Instead, families can include a variety of grains and millets as part of normal meals.

What does variety look like?

Depending on what your family usually eats, you might rotate:

• Wheat.

• Rice.

• Oats.

• Ragi.

• Jowar.

• Bajra.

• Other locally available millets and grains.

There is no need to replace every familiar food overnight.

Make changes gradually

If your child strongly prefers white rice or regular chapati, you can simply introduce other options occasionally.

Try:

• Ragi dosa.

• Oats in a familiar preparation.

• Millet roti.

• Mixed-grain dishes.

Children often need repeated exposure before accepting new tastes and textures.

Look at the whole meal

A grain does not need to carry the entire nutritional responsibility of the meal.

Combine it with foods such as:

• Dal or pulses.

• Vegetables.

• Curd.

• Paneer, egg or another family protein source.

• Fruit during the day.

India’s dietary guidelines encourage variety across cereals, millets, pulses, vegetables, fruits and other food groups.

💚 Earlyhood Parent Tip

Don’t search for the “best grain.”

A varied diet is usually more useful than depending on one fashionable ingredient every day.

Source: ICMR–National Institute of Nutrition – Dietary Guidelines for Indians

“Wash your hands!”

Parents may repeat this sentence many times every day.

The easiest long-term solution is to connect handwashing with routines children already understand.

Pick the important moments

Teach children to wash their hands:

• Before eating.

• After using the toilet.

• After outdoor play.

• After blowing their nose, coughing or sneezing.

• When hands are visibly dirty.

Teach the steps simply

Use clean running water and soap.

Help your child rub the fronts and backs of the hands, between fingers and around fingertips before rinsing and drying.

Younger children will need supervision.

Make the environment easy

A safe step stool can help children reach the sink independently.

Keep soap accessible.

You can also use a short song while washing to stop the routine from feeling rushed.

Model it yourself

Children notice adults.

If parents wash before cooking or eating, the behaviour feels like a normal family habit rather than another child-only rule.

Avoid making children frightened of germs.

The goal is sensible hygiene—not constant worry about touching things.

💚 Earlyhood Parent Tip

Connect handwashing to a predictable event:

Come home → shoes off → wash hands.

Habits become easier when children don’t have to decide when to do them.

Source: CDC – About Hand Hygiene in Schools and Early Care

You’re reading a familiar story.

Before turning the page, ask:

“What happens next?”

This tiny question encourages your child to remember, predict and explain.

Stories build more than reading skills

By around age four, many children can tell what comes next in a well-known story.

While reading, children practise:

• Listening.

• Remembering events.

• Understanding sequence.

• Learning new words.

• Talking about characters.

• Predicting what might happen.

Pause sometimes

You don’t need to ask a question on every page.

Try occasional prompts:

“What happened first?”

“Why do you think he is sad?”

“What do you think happens next?”

“How do you think the story ends?”

Let answers be imaginative

Your child’s prediction does not have to match the book.

If they suggest a completely different ending, ask them to tell you more.

That turns reading into conversation.

Use favourite stories repeatedly

Children often enjoy the same book again and again.

Repetition helps them remember language and sequences, and eventually they may begin “reading” parts from memory.

💚 Earlyhood Parent Tip

Don’t always rush to the next page.

A 30-second conversation about one picture can turn reading into active learning.

Source: CDC – Cognitive and Language Milestones by 4 Years

“If you finish this, I’ll give you chocolate.”

Parents often use rewards to encourage children—but rewards work best when they are used thoughtfully.

The goal is not to make children expect a prize for every ordinary responsibility.

Focus on the behaviour first

Be clear about what you want your child to practise.

Instead of:

“Be good today.”

try:

“Please put your school bag away when we get home.”

Then notice when they do it.

Specific praise may be enough:

“You remembered to put your bag away without being reminded.”

When can a reward chart help?

For a behaviour your child is genuinely working on, a simple star or point chart can sometimes provide extra motivation.

The American Academy of Pediatrics suggests defining the positive behaviour clearly, tracking progress and using rewards as positive reinforcement rather than giving penalties or taking points away.

As the behaviour becomes a habit, gradually reduce the reward.

Rewards don’t need to be things

Try:

• Choosing the family game.

• Extra story time.

• Picking Saturday’s activity.

• Cooking something together.

Avoid using sweets as the default reward for behaviour.

💚 Earlyhood Parent Tip

Use rewards as a temporary teaching tool, not the reason your child does everything.

Over time, praise the habit itself.

Source: American Academy of Pediatrics – Positive Reinforcement Through Rewards

Throw a large ball toward your preschooler.

Do they catch it—or does it bounce off their arms?

Catching develops through practice and coordination.

What is common around age four?

According to the CDC, catching a large ball most of the time is one of the movement milestones many children demonstrate by four years.

That doesn’t mean every catch needs to be perfect.

Make practice playful

Try:

Start close

Stand only a short distance away.

Use a large soft ball

Large balls are easier for beginners to track and catch.

Roll before throwing

Rolling a ball back and forth helps children learn direction and turn-taking.

Make a simple target

Ask your child to throw a ball into a basket.

Gradually increase the distance as their confidence improves.

Movement isn’t just sport

Ball play also gives children opportunities to practice:

• Hand-eye coordination.

• Balance.

• Timing.

• Taking turns.

• Following simple rules.

Avoid comparing your child’s coordination with another child’s.

If you notice broader difficulties with movement, balance or everyday physical tasks, discuss them with your paediatrician.

💚 Earlyhood Parent Tip

Don’t turn ball skills into training.

Ten minutes of catch in the park can be practice, movement and parent-child time together.

Source: CDC – Milestones by 4 Years

Between work, school, cooking and household responsibilities, parents may spend hours around their children without actually having much focused time together.

Children do not necessarily need elaborate outings.

Even a few minutes of undivided attention can feel special.

What can one-on-one time look like?

Try:

• Reading together.

• Going for a short walk.

• Drawing.

• Building blocks.

• Talking before bed.

• Playing your child’s favourite game.

Put your phone away when possible and let your child choose the activity sometimes.

Let your child lead

You do not always need to teach or direct.

If your child wants to build a strange block tower, follow along.

If they want to tell you a long imaginary story, listen.

Responsive back-and-forth interaction supports children’s social and emotional development.

What if you have more than one child?

You don’t need hours alone with each child.

Small individual moments can count.

One child might help you prepare breakfast while another gets their special time during bedtime.

💚 Earlyhood Parent Tip

Children often value focused attention more than complicated activities.

Even 10 quiet minutes that say “I’m here with you” can become meaningful.

Source: Harvard Center on the Developing Child – Serve and Return

Big and small.

Hot and cold.

Fast and slow.

Up and down.

Learning opposites helps children build vocabulary while understanding how things relate to one another.

Teach through real life

You don’t need flashcards.

Try:

Big and small

Compare two spoons or two toys.

Fast and slow

Walk quickly, then slowly.

Loud and quiet

Clap loudly, then softly.

Up and down

Move a toy car up and down a ramp.

CDC suggests simple opposite games for three-year-olds, such as demonstrating small/big and fast/slow.

Let your child demonstrate

Ask:

“Can you show me something tall?”

“Can you walk very slowly?”

“What is the opposite of open?”

Children often remember ideas better when they can move, touch and experience them.

Don’t turn it into a test

If your child gets an answer wrong, demonstrate the difference again.

Learning happens through repetition.

💚 Earlyhood Parent Tip

Use your home as the activity.

Full/empty cups, long/short pencils and open/closed doors can teach concepts without another worksheet.

Source: CDC – Activities for 3-Year-Old Development

Spinach in dosa batter.

Carrot blended into pasta sauce.

Beetroot mixed into chapati dough.

Is hiding vegetables a good idea?

It can be useful occasionally—but it shouldn’t be the only way your child experiences vegetables.

Hidden vegetables can add nutrition

Adding vegetables to familiar meals can increase variety.

For example:

• Vegetable uttapam.

• Carrot paratha.

• Spinach dal.

• Mixed-vegetable khichdi.

There is nothing wrong with using vegetables creatively.

But children should also recognise vegetables

If every vegetable is completely hidden, children may never become familiar with its normal appearance, taste or texture.

Alongside mixed dishes, continue occasionally offering visible vegetables in small portions.

Let children:

• Wash them.

• Touch them.

• Help cut soft foods with an age-safe tool.

• See adults eating them.

Avoid tricking your child

You don’t need to announce every ingredient dramatically, but deliberately lying about food can create mistrust—especially with older children.

Keep food conversations relaxed.

Exposure takes time

Children may need repeated opportunities before accepting unfamiliar foods.

One rejected carrot does not mean carrots are permanently banned.

💚 Earlyhood Parent Tip

Mix vegetables in—but show them too.

The long-term goal is not just getting vegetables into your child.

It is helping your child eventually become comfortable eating them.

Source: American Academy of Pediatrics – Helping Picky Eaters Try More Foods

Children can lose fluids during vomiting, diarrhoea, fever or hot weather.

Babies and young children can become dehydrated more quickly than adults.

What signs should parents watch for?

Signs of mild to moderate dehydration can include:

• Urinating less often.

• Fewer wet diapers in babies.

• Dry mouth.

• Fewer tears when crying.

• Playing less than usual.

More serious dehydration may cause:

• Unusual sleepiness.

• Sunken eyes.

• Very little urination.

• Cool or discoloured hands and feet.

What can parents do?

Offer appropriate fluids regularly.

When a child is losing a lot of fluid through vomiting or diarrhoea, your paediatrician may recommend an oral electrolyte solution.

Avoid assuming that soft drinks or very sugary beverages are good substitutes.

When should you seek help?

Contact your paediatrician if your child shows signs of dehydration, cannot keep fluids down or appears unusually sleepy or unwell.

Babies require particular attention because they can deteriorate more quickly.

💚 Earlyhood Parent Tip

Don’t judge hydration only by whether your child says:

“I’m thirsty.”

Watch urination, mouth, tears, energy and behaviour too.

Source: American Academy of Pediatrics – Signs of Dehydration in Children

Your child pushes another child.

You immediately say:

“Say sorry!”

They quietly repeat the word—but do they actually understand what happened?

An apology is more meaningful when children understand how their actions affected another person.

Start with what happened

Instead of demanding an immediate apology, calmly explain:

“You pushed her, and she got hurt.”

Then help your child notice the other person’s feelings.

You might ask:

“What can we do to help?”

Depending on the situation, your child might:

• Check if the other child is okay.

• Return something they took.

• Help rebuild something they broke.

• Say sorry when they are ready.

Model real apologies

Children learn by watching adults.

If you lose your temper, you can say:

“I shouted earlier. I’m sorry. I should have spoken calmly.”

That teaches children that apologies are about recognising mistakes and repairing relationships—not simply saying a required word.

Don’t shame your child

Avoid labels such as:

“You are naughty.”

Focus instead on the behaviour:

“Hitting is not okay.”

💚 Earlyhood Parent Tip

Teach children that “sorry” is followed by repair.

Understanding the impact of an action is more important than repeating one word automatically.

Source: American Academy of Pediatrics – Communication & Discipline

At around two-and-a-half years, children often show rapid changes in language, play and independence.

Language is expanding

By 30 months, many children can:

• Say about 50 words.

• Put two or more words together, including an action word.

• Name objects in a book.

• Use words such as “I,” “me” or “we.”

Thinking skills are growing too

Many children can also:

• Use objects during pretend play.

• Follow a two-step instruction.

• Show simple problem-solving.

• Recognise at least one colour.

Read more

School mornings can be rushed.

Some children wake up hungry.

Others say:

“I don’t want anything.”

Breakfast does not need to be large or complicated, but it can be a useful opportunity to offer nutritious food after the overnight gap.

Keep breakfast simple

Try combinations such as:

• Idli + sambar.

• Vegetable poha + curd.

• Dosa + sambar.

• Egg + chapati for families who eat eggs.

• Moong chilla + fruit.

• Ragi preparation + suitable protein source.

Don’t turn breakfast into a battle

If your child has a small appetite in the morning, start with a smaller portion.

You can also review:

• Whether dinner is very late.

• Whether bedtime snacks are large.

• How much milk is offered before breakfast.

Aim for variety

Rather than relying only on biscuits or sweetened cereal, try to include foods from different groups across the morning.

A simple breakfast can provide grains, protein, dairy, fruit or vegetables depending on what you serve.

Prepare ahead

Busy mornings become easier when part of the meal is ready.

Keep batter prepared, soak dal beforehand or decide the breakfast menu the previous evening.

💚 Earlyhood Parent Tip

Breakfast does not need to look Instagram-perfect.

Simple + familiar + nutritious works.

Source: ICMR–National Institute of Nutrition – Dietary Guidelines for Indians

“Put all the red blocks here.”

“Can you find the big cars?”

Sorting may look simple, but it helps children notice similarities and differences.

What can children sort?

Try sorting by:

• Colour.

• Shape.

• Size.

• Type.

• Texture.

You can use:

• Blocks.

• Toy animals.

• Socks.

• Large bottle caps.

• Safe kitchen objects.

• Leaves collected outdoors.

For younger children, always avoid small objects that could be choking hazards.

Turn it into conversation

Ask:

“Why did you put these together?”

“Which one is bigger?”

“Can you find another blue one?”

This encourages children to describe what they notice.

By around 30 months, many children can identify at least one colour and show simple problem-solving skills.

Let your child invent categories

Adults may sort toy animals by type.

Your child may instead decide:

“These ones are sleepy.”

That is fine.

Sorting can also involve imagination and flexible thinking.

💚 Earlyhood Parent Tip

You don’t need special learning cards.

A basket of socks or a box of blocks can become a simple thinking activity.

Source: CDC – Milestones by 30 Months

You are speaking to someone and suddenly hear:

“Mumma!”

“Papa!”

“Listen to me!”

Young children often interrupt because waiting is still difficult. They may feel excited, worried they will forget what they want to say or simply want immediate attention.

Teach what to do instead

Rather than only saying:

“Don’t interrupt.”

show your child what they can do.

For example:

• Put a hand gently on your arm.

• Wait for a pause.

• Say “Excuse me” when something is important.

• Wait until you finish one sentence.

Practise when nobody is upset

Role-play at home.

Pretend you are talking to another adult and let your child practise waiting.

Keep the waiting time short at first.

Young children are still developing attention and self-control, so expectations should be realistic.

Notice when they wait

When your child waits even briefly, say:

“Thank you for waiting until I finished talking.”

Specific praise helps them understand what behaviour you want repeated.

When should they interrupt?

Teach children that urgent situations are different.

If someone is hurt, they feel unsafe or there is an emergency, they should speak up immediately.

💚 Earlyhood Parent Tip

Don’t teach only “Don’t interrupt.”

Teach the replacement behaviour:

“Wait, touch my arm and I’ll turn to you as soon as I can.”

Source: American Academy of Pediatrics – Communication & Discipline

Parents sometimes worry when a preschooler holds a crayon with their whole fist.

But pencil grip develops gradually.

Young children need time to strengthen their hands and coordinate their fingers before using a more mature grip.

What happens around age four?

By around four years, many children can hold a crayon or pencil between their fingers and thumb instead of using a full fist.

That does not mean every four-year-old will have perfect handwriting.

Build hand strength through play

Try activities such as:

• Play dough.

• Blocks.

• Drawing.

• Threading large beads.

• Tearing and pasting paper.

• Using child-safe tongs.

• Opening simple containers.

These everyday activities help develop the small hand muscles used for drawing and writing.

Avoid constant correction

If your child is comfortable and making progress, you do not need to repeatedly reposition every finger.

Writing practice should not become stressful.

Offer short, enjoyable opportunities to draw and colour instead.

If you notice significant difficulty using either hand, persistent pain or broader concerns about development, discuss them with your paediatrician.

💚 Earlyhood Parent Tip

Before focusing on handwriting, focus on hand strength and enjoyment.

Drawing, squeezing, building and playing all prepare little hands for writing.

Source: CDC – Developmental Milestones by 4 Years

Sugar can appear in more foods than parents expect.

It may be present in biscuits, breakfast cereals, flavoured yoghurt, sauces, packaged drinks and desserts.

Added sugar is different from natural sugar

Fruit and plain milk naturally contain sugars.

Added sugars are sugars or syrups added when food or drinks are prepared or manufactured.

The American Academy of Pediatrics recommends avoiding foods and drinks with added sugar for children younger than two years. For children aged two and older, AAP guidance recommends aiming for less than 25 grams—about six teaspoons—of added sugar per day.

Check food labels

Look at both:

• Added sugar on the nutrition panel.

• The ingredient list.

Sugar can appear under different names.

Reduce sugary drinks first

Water and plain milk are generally better everyday drinks than:

• Soft drinks.

• Sweetened beverages.

• Fruit drinks.

• Sweetened milk drinks.

Whole fruit is also a better everyday choice than sweets or sugary juice.

Don’t create fear around sweets

An occasional birthday cake or dessert is not the problem.

Focus on what children eat most days.

💚 Earlyhood Parent Tip

Instead of trying to remove every sweet food, start by reducing the everyday sources of hidden sugar.

Small daily changes matter.

Source: American Academy of Pediatrics – How to Reduce Added Sugar in Your Child’s Diet

Children do not always need a new toy or app to learn something new.

Traditional games can offer movement, problem-solving, cooperation and plenty of fun.

Try familiar games

Depending on your child’s age and available space, you might try:

• Hopscotch.

• Pitthu.

• Catch.

• Simple kabaddi-style games.

• Hide-and-seek.

• Passing-the-ball games.

UNICEF India highlights traditional games such as pitthu, stapu and kabaddi as ways children can practise physical coordination, problem-solving and social skills.

What can children practise?

Games can involve:

Movement

Running, balancing, jumping and throwing.

Thinking

Remembering rules and deciding what to do next.

Social skills

Taking turns, negotiating and handling winning or losing.

Keep rules age-appropriate

A complicated game can be simplified for younger children.

The goal is participation and enjoyment—not perfect rule-following.

Also make sure the play space is safe and children are supervised appropriately.

💚 Earlyhood Parent Tip

Before looking for another activity class, teach your child a game you played when you were young.

Learning can also connect children with family and culture.

Source: UNICEF India – Play, Love, Learn

A sleeping baby may look comfortable on their side, surrounded by blankets and soft toys.

But for infant sleep, simple is safer.

Always place babies on their backs

The American Academy of Pediatrics recommends placing healthy babies on their backs for every nap and every night.

Side and stomach sleeping are not considered safe sleep positions for young babies.

Keep the sleep surface firm and flat

Use a safety-approved crib, bassinet or suitable infant sleep space with a firm, flat mattress and fitted sheet.

Keep the sleep area free of:

• Pillows.

• Loose blankets.

• Stuffed toys.

• Bumper pads.

• Other soft objects.

What if your baby rolls?

Always place your baby down on their back.

Once a baby can comfortably roll both ways on their own, you generally do not need to repeatedly turn them back—but the sleep space should still remain empty and safe.

💚 Earlyhood Parent Tip

For baby sleep, remember:

Back. Firm. Flat. Clear.

A simple sleep space is a safer sleep space.

Source: American Academy of Pediatrics – How to Keep Your Sleeping Baby Safe

“Five more minutes!”

Many children find it hard to move from something enjoyable—like playtime—to something less exciting, such as getting dressed, leaving the park or going to bed.

This does not always mean your child is being difficult. Some children simply need more help preparing for change.

Give a warning first

Instead of suddenly saying:

“Stop playing. We’re leaving now.”

try:

“We’re leaving in five minutes.”

Then remind them again shortly before it is time.

Children who find changes difficult often do better when routines are predictable and they know what is coming next.

Offer a small choice

You can say:

“Would you like to put the blocks away first or the cars?”

The transition still happens, but the child gets some control within the boundary.

Use the same routine

For example:

Play → tidy up → wash hands → dinner.

Repeated routines can make transitions feel more familiar.

Keep your response calm

A child may still protest even when you prepare them well.

You do not have to change the limit simply because they are upset.

Acknowledge the feeling while keeping the boundary.

💚 Earlyhood Parent Tip

Try warning + simple choice + consistent routine.

Transitions become easier when children know what is coming next.

Source: American Academy of Pediatrics – Helping Children Cope With Change