Our approach
How we think about play.
Children connect best through play. Grandparents are especially good play partners. Every kit we send begins with that idea, and everything that follows is built to make a thirty-minute call feel like one of those.
Why play works.
Children learn and connect through back-and-forth interaction. When a grandparent responds to what a child says, notices what they are looking at, asks a simple question, or joins their pretend world, the child gets something very powerful: attention from someone who loves them.
Researchers often call this kind of shared focus “joint attention.” In everyday grandparent language, it means:
We are both looking at the same thing, laughing about the same thing, and making a little memory together.
That is why many Years of Wonder cards involve a shared object, a small surprise, or a simple role for each person. A stuffed animal under the bed, a silly hat, a mystery sound, a drawing, a favorite snack, or an old family photo can become the bridge between two homes.
Why a video call is not passive screen time.
Young children learn best from real people. A show keeps playing whether a child laughs, points, or walks away. A grandparent does not.
On a Years of Wonder call, grandma can pause. Grandpa can repeat the funny sound. A child can say, “No, look over there!” and the grown-up can actually look over there. That live back-and-forth is what makes the experience feel personal.
For babies and toddlers, calls work best when they are short, familiar, and repetitive. For older children, calls work best when the child gets real agency: choosing, guessing, directing, explaining, performing, or teaching the grandparent something.
How we choose activities by age.
Children grow quickly. A game that delights a three-year-old may feel too simple for an eight-year-old. A game that excites a ten-year-old may frustrate a preschooler. Years of Wonder activities are designed around what children are usually practicing at each stage.
| Age | Often enjoys practicing | Activities often include |
|---|---|---|
| 2 to 3 years | Naming, pointing, copying, simple choices, finding things, pretend play | “Find something red,” animal sounds, hide-and-reveal games, stuffed-animal hunts |
| 3 to 5 years | Pretend roles, simple stories, colors, shapes, feelings, turn-taking | “Grandparent is a robot,” pretend shops, I Spy, hot-and-cold, finish-the-story games |
| 5 to 7 years | Rules, memory, rhymes, clues, movement games, simple strategy | Memory cards, scavenger races, Simon Says, drawing games, mystery clues |
| 8 to 12 years | Jokes, riddles, skill, competition, identity, bigger stories | Family trivia, 20 Questions, collaborative mysteries, “teach me something,” debate cards |
These age ranges are guides, not rules. Every child is different. A nine-year-old may still love a silly scavenger hunt. A four-year-old may be ready for memory games. The best sign is simple: if the child is smiling, talking, moving closer to the camera, or asking to do it again, it is working.
Years of Wonder kits ship today for ages 4 to 5. The other age groups above are how we think about activity design as we widen the catalog. If you want a kit for a different age, ask us to add you to the waitlist.
The four ingredients we look for.
Before any card goes into a kit, we check it against four ingredients. If a card has all four, it usually plays. If it is missing one, we know which knob to turn.
1.A shared focus.
It is easier to connect when both people have something to look at or talk about. That might be a card, a photo, a drawing, a toy, a sound, a clue, or something in the room.
Try saying
2.A role for the child.
Children stay more engaged when they are not just watching. Years of Wonder activities often let the child be the finder, chooser, director, detective, artist, judge, guide, teacher, or storyteller.
Try saying
3.A role for the grandparent.
Grandparents do not need to be entertainers. But it helps when they are willing to be a little playful. The grandparent might be the silly robot, the confused detective, the storyteller, the memory keeper, the hiding helper, or the person who gets surprised.
Try saying
4.A small emotional payoff.
The goal is not to finish the activity perfectly. The goal is to create a moment the child wants to come back to. A laugh, a surprise, a shared secret, a repeated joke, or a tiny family story can make the call memorable.
Try saying
A few practical tips for better calls.
These work for any video call between a grandparent and a young grandchild, with a kit or without one. Use them as you like.
Keep it short at first.
A five-minute call that ends with the child wanting more is better than a twenty-five-minute call that becomes a struggle. Younger children especially do better with short, predictable routines.
Repeat the favorites.
Adults often want variety. Children often want repetition. Repeating a favorite song, greeting, hiding game, or silly phrase helps children feel safe and excited.
Let the child lead when possible.
Instead of asking too many quiz questions, give the child choices and a little power.
Better thanWhat color is this?
TryShould I hide it under the blanket or behind the lamp?
Use real things in the room.
Children, especially younger ones, connect more easily when the activity includes real objects: a toy, spoon, photo, sock, hat, book, stuffed animal, snack, or blanket.
Be more playful than polished.
Grandchildren usually do not need a perfect performance. They need a real person who is delighted to see them. A little silliness goes a long way.
Informed by research.
The trusted sources that shaped how we think about activities. All free to read.
- American Academy of Pediatrics: Tips for video chatting with infants and toddlers
Practical guidance on why video chat can be different from passive screen time when it is live, responsive, and connected to real interaction.
- ZERO TO THREE: Virtual family time
Helpful ideas for using video calls to support relationships between young children and faraway family members.
- Center on the Developing Child at Harvard University: Brain-building through play
Age-based play ideas that help children practice attention, memory, self-control, and flexible thinking.
- CDC: Developmental milestones
Simple age-by-age guides to how children usually play, learn, speak, act, and move from birth to age five.
- NAEYC: Developmentally appropriate practice
Research-informed guidance on why joyful, play-based interaction supports children’s learning and development.
- A systematic review of intergenerational digital games
A research review showing that shared digital games can support bonding, reciprocal learning, and better understanding across generations.
Our promise.
Years of Wonder activities are not designed to replace in-person time, parenting, school, or therapy. They are designed to make it easier for grandparents and grandchildren to have warm, playful, memorable moments together, even from far away.
A grandparent’s part of this is simpler than it sounds:
Show up. Notice. Respond. Be a little silly. Let the child help. Tell one small story.
Over time, those small moments become a relationship.
Because connection does not always need a big plan. Sometimes it starts with an idea, a call, and a stuffed animal hiding under the bed.