Introduction The society highly values children. Childcare is currently a shared responsibility. Parents, teachers and all other stakeholders have a role to play in ensuring that a child grows up in an environment that is conducive for its growth. As Hansen (2007, p. 76) states, a child requires a lot of attention, especially at early stages of life because it is at this stage that a child starts to comprehend the immediate environment. At an age of six to seven, a child would be learning a lot from the immediate environment and from the people he constantly interacts with. As Aristotle (1998, p. 89) notes, a child would try to practice what it sees the adult doing, or what it watches on movies. A parent therefore has a responsibility to regulate what a child consumes at this age. The issue of childcare requires a collaboration of the parent, the teacher and the teaching assistant on a very close basis. The parent is always with the child in the evening, on weekends and other holidays. During this days, Nussbaum (2002, p. 56) observes that a parent has the best opportunity to monitor the behavior of the child and understand it better. For this reason, he is in the best position to inform the teacher and the teaching assistant some peculiar behavior of the child or some important information that would help the teacher and the teaching assistant manage the child to the expectation of all the stakeholders. Zipes (1997, p. 67) says that the teacher and the teaching assistant has the opportunity of being with the child for the better part of the day. They have the opportunity of monitoring the child closely, especially without its awareness. From this, they are able to detect the general behavior of the child that would be of concern. Leedy and Ormrod (2005, p. 89) say that this message should be communicated to the parent so that the parent knows his or her child better and therefore be in a better position to handle it when at home. Learning at this stage is at its very basic level. The teaching assistant has the role of ensuring that these children learn the basics in various subjects like Science, Mathematics and Languages. According to Cogan and Webb (2002, p. 54), children at this age may not be able to learn things that require deep reasoning, for example irony. They can only learn basic facts that can be observed within the immediate environment and be understood under such normal context (Ward 1999, p. 130). They may not comprehend why some natural things occur (for example death), or their importance. But they can understand basic logics like simple Mathematical calculation or language. As Bolman and Deal (1997, p. 31) state, learning at this stage can greatly be improved when teaching aids are used. Teaching aids are items that can be used to show the learner the practical example of a learning experience. The researcher was involved in a practical session with students in a classroom set up and other outdoor learning activities. Various learning materials were used to help in this session. The session incorporated the teacher, the parent and the researcher, as the adults and knowledge imparters, and children as the knowledge receivers. In this paper, the researcher reports on how he would have improved the learning process stated above. The Childcare Center Activities A