Simple Resources for Childcare Play on Rainy Days

Rain on the roof can change the day’s plans, but it does not mean children need a cupboard full of new toys. Some of the most useful resources for childcare are already at home: sturdy boxes, washable toys, picture books and a few kitchen utensils. With a little space and an attentive adult nearby, these everyday materials can support satisfying play for tamariki, whether you are caring for one child at home or planning a wet-weather morning in an early learning setting.

Choosing simple resources for childcare on wet days

Start with what children are interested in rather than setting out everything at once. A toddler who keeps filling a bag may enjoy a posting game. A preschooler pretending to run a café might need a cardboard counter and something to write on.

Choose materials for each child’s development, including whether they still put objects in their mouth. Age bands are a starting point, not a test of what a child should be able to do.

Children taking part	Useful starting materials	Adult’s role
Babies	Washable soft blocks, board books and large, age-appropriate textured toys	Stay close, follow their gaze and respond to sounds and gestures
Toddlers	Large containers, chunky blocks and sturdy cardboard boxes	Demonstrate briefly, then allow repetition and exploration
Preschoolers	Large construction pieces, paper, crayons and pretend-play props	Help with tricky steps and invite children’s ideas
Mixed-age groups	Separate baby-safe materials alongside more complex activities	Keep small parts out of younger children’s reach and supervise both spaces

Simple does not automatically mean safe. Remove staples, plastic wrapping, long cords and damaged pieces. Avoid water beads, balloons and small loose items that could be swallowed. Check shared materials for allergies and cleaning needs.

The best resources for childcare also allow different ways to join in. A child might watch first, use a tool instead of touching a texture or play beside the group. These approaches fit well with supporting children who have sensory needs.

Six rainy-day play ideas using everyday materials

Offer one or two invitations at a time. Children do not need to complete every activity, and a game that holds their interest can stay available rather than being packed away for the next thing.

1. Turn a cardboard box into something new

A sturdy, open box can become a bus, a pet bed or a shop counter. Let children decide its purpose before offering extra materials. An adult can cut a doorway or window, then remove sharp edges and loose pieces before play begins.

Toddlers may prefer putting large toys into the box and taking them out again. Preschoolers might draw signs, make tickets or negotiate who drives the bus. Babies can explore a small open box containing a few large, baby-safe toys with an adult beside them.

Keep boxes away from heaters and exits. Do not use boxes with lids that can close around a child, and avoid stacking them for climbing.

Cardboard boxes make adaptable resources for childcare because the same material can support filling, building and storytelling without a prescribed result.

2. Set up a small scooping and pouring tray

Place a shallow tray on a stable surface with a little water, large plastic cups and a clean sponge. Protect the floor against spills and keep the play away from electrical equipment.

For toddlers, two cups may be enough. Preschoolers can explore which container holds more or predict what happens when they squeeze a soaked sponge. Use language that describes their discoveries: “That cup is full. The water is spilling over the edge.”

Water play needs continuous, close adult supervision, even with very little water. Stay within arm’s reach and empty containers immediately afterwards. If you need to step away, finish the activity first.

For a dry alternative, offer large blocks and containers to fill. There is no need to substitute rice, dried beans or other small materials around children who mouth objects.

3. Make a story basket together

Choose a familiar picture book and two or three large, safe objects connected with its story. A washable toy animal, a child-sized hat or a chunky toy vehicle can give children something to hold while you read.

Babies may look between the object and the picture. Toddlers might copy a sound or repeat a favourite word. Older children can retell part of the story, change the ending or invent an adventure for the characters.

Books and familiar props are useful resources for childcare when children need a quieter option between more active games.

Include stories and songs in the languages your whānau use. In a centre, ask families which words, characters or familiar routines would help their child feel connected. A basket should reflect children’s lives, not just whatever props happen to be available.

4. Try large-scale drawing without a finished-product goal

Secure a large sheet of paper to a table and offer chunky crayons suitable for the children using them. Leave room for broad movements rather than expecting a recognisable picture.

You might describe what you notice: “Your line goes right across the paper.” Avoid turning every mark into a guessing game about what it represents. Children can explore pressure, movement and colour without needing to explain their work.

For those who dislike messy textures, dry drawing materials may feel more comfortable than paint. A child who needs help accessing the surface might prefer paper positioned on an easel or a stable, accessible tabletop.

Check that materials are non-toxic, age-appropriate and intact. Stay nearby, particularly with children who may bite or mouth crayons.

5. Create a short indoor movement route

Rainy days still need opportunities to move. Clear a space away from furniture corners and use non-slip floor markers to suggest a route: walk to one spot, stretch up, then curl down small.

Keep the route at floor level rather than encouraging children to jump between chairs or climb unstable furniture. Crawling babies need their own clear area, protected from faster-moving children.

Music, actions and open floor space can be resources for childcare too. Try moving slowly like a snail, swaying like a tree or stopping when a song pauses.

Offer seated actions and smaller movements so children can participate in ways that work for their bodies. Stop if the space becomes crowded or the game feels too energetic for safe indoor play.

6. Bring nature observation to the window

A rainy window offers plenty to notice without collecting anything. Watch droplets join together, look for puddles forming or listen to the change between light rain and a heavy shower.

Toddlers might point and copy rain sounds. Preschoolers could draw what they see or compare the movement of wet leaves outside. Ask a specific, open question such as, “What do you notice about that puddle now?”

If you bring natural materials indoors, choose large, non-toxic items without sharp edges, wash them where appropriate and check for insects or mould. Keep small seeds, stones and unknown plants away from children who mouth objects.

Watching from indoors can also prompt ideas for later outdoor exploration. Our guide to nature-based childcare and outdoor learning explores that connection further.

Connecting play with Te Whāriki

You do not need a worksheet to make a rainy morning worthwhile. New Zealand’s early childhood curriculum, Te Whāriki, provides a framework for noticing learning through relationships, participation and exploration.

When choosing resources for childcare, consider what children can do with them rather than how educational the packaging looks. A pretend bus can invite communication and shared decision-making. Pouring water can encourage investigation. Choosing a quiet story can support wellbeing.

These experiences may connect with several curriculum strands at once, including Mana Reo | Communication and Mana Aotūroa | Exploration. The connection depends on what actually happens during play, not simply which materials are present.

For educators, a useful note might record the child’s idea, what they tried and a possible next step. Families can use the same approach informally: “You kept changing the ramp until the car travelled further.”

Culturally responsive play also means listening to whānau. Use familiar languages and experiences meaningfully, check pronunciation and avoid treating cultural objects or practices as generic craft themes.

Keep preparation and clean-up manageable

A small wet-weather kit is easier to maintain than a cupboard packed with single-use activities. Keep a few books, large construction materials, paper and washable props together, then rotate them according to children’s interests.

Before starting messy play, decide where used materials will go and have a cloth ready. Give children manageable ways to help, such as returning large blocks to a basket or wiping a suitable surface with adult support. Keep cleaning products out of reach.

Reusable resources for childcare are only helpful when they remain clean, complete and safe. Check cardboard for dampness, remove broken toys and follow manufacturers’ cleaning instructions.

There is also no need to keep every moment busy. Leave space for rest, conversation and children’s own ideas. A predictable rhythm can make an indoor day feel less crowded for everyone.

Frequently asked questions

What free resources can I use for rainy-day play? Start with sturdy packaging, household containers, familiar songs and books you already own. Library books can add variety without buying more materials. Check every item for suitability, since household objects are not automatically safe toys.

Which resources for childcare work best for toddlers? Large containers, chunky blocks, board books and simple pretend-play props are useful starting points. Choose items that support filling, carrying, stacking and repeating actions. Avoid small pieces and follow the child’s interests rather than expecting a particular outcome.

How can I keep several ages involved safely? Use a shared theme with separate materials. During story play, a baby might explore a washable toy animal while an older child draws a setting. Keep small parts physically separated and ensure the arrangement allows active supervision of everyone.

A nurturing place to learn through play

At Aubrey Early Learning Centre near Stillwater, play-based learning sits within a nurturing, family-focused environment. Our small, 50-child centre has two age-specific rooms and qualified early childhood teachers, supporting care that responds to children at different stages.

If you are exploring childcare around Stillwater, Silverdale or nearby communities, get in touch with Aubrey to ask about enrolment and how our approach could suit your child.