Grandparents and grandchildren often struggle to find something to do that is not just watching a screen. These activities give each person a job. Nobody is supervising the other. Both are making something together, and the grandparent is treated as the expert on their own life.
What role should each person have?
Set the roles before you start. Say out loud who chooses, who holds, who writes and who cleans up. A child who has a job will stay with it longer. A grandparent who is asked for an opinion will feel useful, not handled.
| Activity | Grandparent’s part | Child’s part |
|---|---|---|
| Family tree of hands | Chooses the trunk and says each person’s name | Traces hands and adds ages |
| Photo postcard | Says the line to write and who the card is for | Picks the photo and writes the name |
| Family recipe book | Tells the recipe and the story behind it | Writes or types, and draws the dish |
| Paper boat | Shows each fold, slowly | Follows the folds, then races the boats |
| Seeds in a pot | Chooses the seeds and where the pot will live | Fills the pot and waters it |
Treat the grandparent as an adult with a role, never as a second child. Ask their opinion. Let them correct you. Their stories are the main part of the activity, and the craft is only the reason to sit together.
How do you prepare a child when a grandparent has memory changes?
Use simple, honest words before the visit. Say what is different and what stays the same. A child might be told that Grandpa may forget a name or tell the same story again, and that he still enjoys company. Children do better with a clear fact and a clear job than with a long explanation.
It helps to ask the child for a small part of the story, not a test. Invite them to ask, “What was it like when you were young?” Avoid quizzing, such as asking whether the grandparent remembers something. The talking to children about dementia guide covers this in more detail. The reminiscence guide has more open questions to try.
How do you keep both safe and comfortable?
Scissors and small items, such as buttons, beads and seeds, stay with an adult. Keep small pieces away from very young children. Use glue sticks, not hot glue. Wash hands after soil or paint, and keep paint water in a cup, not a basin the child can tip over. Paint a garden stone and make a paper chain garland are good choices when you want something simple and low-risk.
When one of them has had enough, do not push. Say what is finished and what can wait: “Let’s finish this part next time.” Offer a snack, a walk or a quieter job. A card that is half-done can be kept for another visit.
How can you keep the connection going between visits?
The craft does not have to stop when the visit ends. Mail the postcard or letter, or set a phone call for the same time each week. The visiting guide, the phone and video calls guide and the pen pals guide have ideas for keeping the link going when you cannot be together.
Common questions
How do I explain to a child that Grandma has memory changes?
Use short, honest words, such as 'Grandma's memory is changing, so she may forget some things or tell a story twice. She still loves to hear about your day.' Children cope well with simple facts and a clear job.
What if the grandparent repeats the same story during the activity?
That is fine. Let the child ask a question about the story, or say 'tell me more,' and enjoy it again. The activity is about time together, not about getting it right.
How long should a visit last?
Plan for 15 to 30 minutes of making, then something easy like a snack or a walk. Stop while both of them still want to continue, if you can.