Helping Your Child Get Ready for School
Helping Your Child Get Ready for School
with activities for children
from birth through age 5
Foreword
"Why"
This is the question we parents are always trying to answer. It's good that children ask questions: that's the best way to learn. All children have two wonderful resources for learning--imagination and curiosity. As a parent, you can awaken your children to the joy of learning by encouraging their imagination and curiosity.
Helping Your Child Get Ready for School is one in a series of books on different education topics intended to help you make the most of your child's natural curiosity. Teaching and learning are not mysteries that can only happen in school. They also happen when parents and children do simple things together.
For instance, you and your child can: sort the socks on laundry day--sorting is a major function in math and science; cook a meal together--cooking involves not only math and science but good health as well; tell and read each other stories--storytelling is the basis for reading and writing (and a story about the past is also history); or play a game of hopscotch together--playing physical games will help your child learn to count and start on a road to lifelong fitness.
By doing things together, you will show that learning is fun and important. You will be encouraging your child to study, learn, and stay in school.
All of the books in this series tie in with the National Education Goals set by the President and the Governors. The goals state that, by the year 2000: every child will start school ready to learn; at least 90 percent of all students will graduate from high school; each American student will leave the 4th, 8th, and 12th grades demonstrating competence in core subjects; U.S. students will be first in the world in math and science achievement; every American adult will be literate, will have the skills necessary to compete in a global economy, and will be able to exercise the rights and responsibilities of citizenship; and American schools will be liberated from drugs and violence so they can focus on learning.
This book is a way for you to help meet these goals. It will give you a short rundown on facts, but the biggest part of the book is made up of simple, fun activities for you and your child to do together. Your child may even beg you to do them.
As U.S. Education Secretary Lamar Alexander has said:
The first teachers are the parents, both by example and conversation. But don't think of it as teaching. Think of it as fun.
So, let's get started. I invite you to find an activity in this book and try it.
Diane Ravitch
Assistant Secretary and Counselor to the Secretary
Contents
Foreword
Acknowledgments
Learning Begins Early
It Mean To Be Ready for School?
Activities
Birth to 1 Year
Developing Trust
Touch and See!
1 to 2 Years
Shop till You Drop
Puppet Magic
Moving On
2 to 3 Years
Read to Me!
Music Makers
Play Dough
3 to 4 Years
Kitchen Cut-Ups
Scribble, Paint, and Paste
Chores
4 to 5 Years
"Hands-on" Math
Getting Along
My Book
What About Kindergarten?
Appendices
Good Television Habits
Choosing Child Care
Ready-for-School Checklist
Notes
Acknowledgments
This book has been made possible with help from the following people who reviewed early drafts or provided information and guidance: Teresa Grish, a Vienna, Virginia, homemaker; Sharon Lynn Kagan, Yale University's Bush Center in Child Development and Social Policy; Evelyn Moore, National Black Child Development Institute, Inc.; Cynthia Newson, Women's Educational Equity Act Publishing Center; Douglas Powell, Purdue University; Heather Weiss, Harvard Family Research Project; Barbara Wilier, National Association for the Education of Young Children; E. Dollie Wolverton, U.S. Department of Health and Human Services; Lisa Hoffman and Johna Pierce, U.S. Department of Agriculture; Carolyn Pinney, a Minneapolis, Minnesota, preschool teacher; Marilynn Taylor, a St. Paul, Minnesota, freelance writer and editor; and many individuals within the U.S. Department of Education.
Special thanks to Leo and Diane Dillon for their advice on how to work with illustrators.
Nancy Paulu has been a writer and editor for the U.S. Department of Education since 1986 and is the author of several books on education reform for the Department. Previously, she was an assistant editor of the Harvard Education Letter and a newspaper reporter in Minneapolis, Minnesota, and Quincy, Massachusetts. She has also been a commentator and interviewer on public television. She received her bachelor's degree from Lawrence University and a master's degree in education from Harvard as a Bush Leadership Fellow. She lives with her husband and young daughter in Washington, DC.
Annie Lunsford has been a freelance illustrator since 1975. Her works include a Children's Hospital calendar, a book for Ronald McDonald House, slide shows for the National Institutes of Health, and a Christmas card for Ringling Brothers. Her work has been recognized by The Advertising Club of New York, the Society of Illustrators, and The Printing Industry of America. Lunsford lives and works in Arlington, Virginia.
Learning Begins Early
The road to success in school begins early. Good health, loving relationships, and opportunities to learn all help preschool children do well later in life. But many parents wonder, "How can I give these things to my child?"
This book is for all of you who have asked this question. It's for parents, grandparents, and others who want to know what to do to help young children get ready for school. Throughout the preschool years, you can do many simple things to help your child grow, develop, and have fun learning. This book:
Special sections in the back of the book tell how to monitor television viewing and find good programs; and explain how to find suitable child care.
Parents and caregivers are busy people. Most of us have many responsibilities: jobs outside the home, laundry to wash, and groceries to buy. When we are tired and under stress, it's often hard to feel we are being the best parents.
But however busy we may be, there are lots of things we can do to help our children get ready for school--little things that make a big difference. Many of them cost little or nothing and can be done as you go about your daily routines.
Mothers and fathers aren't the only people who help children get ready for school. Entire communities share this job. Businesses, schools, government agencies, and religious and civic organizations help out. So do day care providers, doctors and other health professionals, elected officials, relatives, and neighbors. But no one is more important than parents, because life's most basic lessons are learned early and at home. The first 5 years are when the groundwork for future development is laid.
What Does It Mean To Be Ready for School?
There is no one quality or skill that children need to do well in school, but a combination of things contributes to success. These include good health and physical wellbeing, social and emotional maturity, language skills, an ability to solve problems and think creatively, and general knowledge about the world.
As you go about helping your child develop in each of these areas, remember
Remember, too, that being ready for school depends partly on what the school expects. One school may think it's very important for children to sit quietly and know the alphabet. Another may believe it's more important for children to get along well with others.
Children who match the school's expectations may be considered better prepared. You may want to visit your child's school to learn what the principal and teachers expect and discuss any areas of disagreement.
While schools may have different priorities, most educators agree that the following areas are important for success.
Good Health and Physical Well-Being
Young children need nutritious food, enough sleep, safe places to play, and regular medical care. These things help children get a good start in life and lessen the chances that they will later have serious health problems or trouble learning.
Good health for children begins before birth with good prenatal care. Visit a doctor or medical clinic throughout your pregnancy. In addition, eat nourishing foods, avoid alcohol, tobacco, and other harmful drugs, and get plenty of rest.
Pregnant women who don't take good care of themselves increase their chances of giving birth to children who
If your child already has some of these problems, it is a good idea to consult your doctor, your school district, or community agencies as soon as possible. Many communities have free or inexpensive services to help you and your child.
Good health for children continues after birth with a balanced diet. School-aged children can concentrate better in class if they eat nutritionally balanced meals. These should include breads, cereals, and other grain products; fruits; vegetables; meat, poultry, fish and alternatives (such as eggs and dried beans and peas); and milk, cheese, and yogurt. Avoid too many fats and sweets.
Children aged 2-5 generally can eat the same foods as adults but in smaller portions. Your child's doctor or clinic can provide advice on feeding babies and toddlers under the age of 2.
Federal, state, and local aid is available for parents who need food in order to make sure their children get a balanced diet. The federal nutrition program, called the Special Supplemental Food Program for Women, Infants, and Children (WIC), distributes food to more than 5.4 million low-income women and their children through about 8,200 service centers across the country. Food stamps also are available for many families with children. For information and to find out if you are eligible, contact your local or state health department.
Preschoolers require regular medical and dental checkups and immunizations. It's important to find a doctor or a clinic where children can receive routine health care as well as special treatment if they are sick or injured.
Children need immunizations beginning around the age of 2 months to prevent nine diseases: measles, mumps, German measles (rubella), diphtheria, tetanus, whooping cough, Hib (Haemophilus influenzae type b), polio, and tuberculosis. These diseases can have serious effects on physical and mental development. Regular dental checkups should begin at the latest by the age of 3.
Preschoolers need opportunities to exercise and develop physical coordination. To learn to control large muscles, children need to throw balls, run, jump, climb, and dance to music. To learn to control small muscles, particularly in the hands and fingers, they need to color with crayons, put together puzzles, use blunt-tipped scissors, and zip jackets. In kindergarten, they will build upon these skills.
Parents of youngsters with disabilities should see a doctor as soon as a problem is suspected. Early intervention can help these children develop to their full potential.
Social and Emotional Preparation
Young children are often very excited about entering school. But when they do, they can face an environment that's different from what they are used to at home or even in preschool. In kindergarten, they will need to work well in large groups and get along with new adults and other children. They will have to share the teacher's attention with other youngsters. The classroom routines may also be different.
Most 5-year-olds do not start school with good social skills or much emotional maturity. These take time and practice to learn. However, children improve their chances for success in kindergarten if they have had opportunities to begin developing these qualities:
Confidence. Children must learn to feel good about themselves and believe they can succeed. Confident children are more willing to attempt new tasks--and try again if they don't succeed the first time.
Independence. Children need to learn to do things for themselves.
Motivation. Children must want to learn.
Curiosity. Children are naturally curious and must remain so in order to get the most out of learning opportunities.
Persistence. Children must learn to finish what they start.
Cooperation. Children must be able to get along with others and learn to share and take turns.
Self-control. Preschoolers must understand that some behaviors, such as hitting and biting, are inappropriate. They need to learn that there are good and bad ways to express anger.
Empathy. Children must learn to have an interest in others and understand how others feel.
Parents, even more than child care centers and good schools, help children develop these skills. Here are some ways you can help your child acquire these positive qualities:
Youngsters must believe that, no matter what, someone will look out for them. Show that you care about your children. They thrive when they have parents or other caregivers who are loving and dependable. Small children need attention, encouragement, hugs, and plenty of lap time. Children who feel loved are more likely to be confident.
Set a good example. Children imitate what they see others do and what they hear others say. When parents exercise and eat nourishing food, children are more likely to do so. When parents treat others with respect, their children probably will, too. If parents share things, their children will learn to be thoughtful of others' feelings.
Have a positive attitude toward learning and toward school. Children come into this world with a powerful need to discover and to explore. Parents need to encourage this curiosity if children are to keep it. Enthusiasm for what children do ("You've drawn a great picture!") helps to make them proud of their achievements.
Children also become excited about school when their parents show excitement. As your child approaches kindergarten, talk to him about school. Talk about the exciting activities in kindergarten, such as going on field trips and making fun art projects. Be enthusiastic as you describe what he will learn in school--how to read and measure and weigh things, for example.
Provide opportunities for repetition. It takes practice to crawl, pronounce new words, or drink from a cup. Children don't get bored when they repeat things. Instead, repeating things until they are learned helps youngsters build the confidence needed to try something new.
Use appropriate discipline. All children need to have limits set for them. Children whose parents give firm but loving discipline are generally more skilled socially and do better in school than children whose parents set too few or too many limits. Here are some tips.
Let children do many things by themselves. Young children need to be closely watched. But they learn to be independent and to develop confidence by doing tasks such as dressing themselves and putting their toys away. It's also important to let them make choices, rather than deciding everything for them. Remember to give them a choice only when there really is one.
Encourage your children to play with other children and be with adults who are not family members. Preschoolers need these social opportunities to learn to see the point of view of others. Young children are more likely to get along with teachers and classmates if they already have had experiences with different adults and children.
Language and General Knowledge
Kindergarteners participate in many activities that require them to use language and to solve problems. Children who can't or don't communicate easily may have problems in school. There are many things you can do to help children learn to communicate, solve problems, and develop an understanding of the world. You can
Give your child opportunities to play. Play is how children learn. It is the natural way for them to explore, to become creative, and to develop academic and social skills. Play helps them learn to solve problems--for example, a wagon tips over, and children must figure out how to get it upright again. Children learn about geometry, shapes, and balance when they stack up blocks. Playing with others helps children learn how to negotiate.
Talk to your children, beginning at birth. Babies need to hear your voice. A television or the radio can't take the place of your voice because it doesn't respond to coos and babbles. The more you talk to your baby, the more he will have to talk about as he gets older. Talking with children broadens their understanding of language and of the world.
Everyday activities, such as eating dinner or taking a bath, provide opportunities to talk, sometimes in detail, about what's happening and respond to your child. "First let's stick the plug in the drain. Now we'll turn on the water. I see you want to put your rubber duck in the bathtub. That's a good idea. Look, it's yellow, just like the rubber duck on 'Sesame Street.'"
Listen to your children. Children have their own special thoughts and feelings, joys and sorrows, hopes and fears. As their language skills develop, encourage them to talk. Listening is the best way to learn what's on their minds and to discover what they know and don't know, and how they think and learn. It also shows children that their feelings and ideas are valuable.
Answer questions and ask questions, particularly ones that require more than a "yes" or "no" response. While walking in a park, for example, most 2- and 3-year-olds will stop to pick up leaves. You might point out how the leaves are the same, and how they are different. With older children you might ask, "What else grows on trees?"
Questions can help children learn to compare and classify things. Answer your children's questions thoughtfully and, whenever possible, encourage them to answer their own questions. If you don't know the answer to a question, say so. Then together with your child try to find the answer.
Read aloud to your children every day. Reading can begin with babies and continue throughout the preschool years. Even though they don't understand the story or the poem, reading together gives children a chance to learn about language, enjoy the sound of your voice, and be close to you. You don't have to be an excellent reader for your child to enjoy this time together. You may also want to take your child to a local library that offers special story hours.
Make reading materials available. Children develop an interest in language and in reading much sooner if they have books and other reading materials around their homes.
Monitor television viewing. Next to parents, television may be our children's most influential teacher. Good television can introduce children to new worlds and promote learning, but poor or too much TV can be harmful.
Be realistic about your children's abilities and interests. Children usually do best in school when parents estimate their abilities correctly. Parents must set high standards and encourage their preschoolers to try new things. Children who aren't challenged become bored. But ones who are pushed along too quickly, or are asked to do things that don't interest them, can become frustrated and unhappy.
Try to keep your children from being labeled. Labels such as "dumb" or "stupid" have a powerful effect on a child's confidence and school performance. Remember to praise your child for a job well done.
Provide opportunities to do and see things. The more varied the experiences that children have, the more they learn about the world. No matter where you live, your community can provide new experiences. Go for walks in your neighborhood, or go places on the bus. Visit museums, libraries, zoos, and other community resources.
If you live in the city, spend a day in the country (or if you live in the country, spend a day in the city). Let your children hear and make music, dance, and paint. Let them participate in activities that help to develop their imaginations and let them express their ideas and feelings. The following activities can provide your children with these opportunities.
Activities
The activities in this section are simple and are designed to prepare children for school. Most of them grow out of the routine things parents do everyday.
Each section is organized by ages. An age grouping begins with "What to expect"--a list of qualities and behaviors typical of these children. This is followed by "What they need"--a list of things that help these children grow and learn. In a box near the end of each activity are explanations for those who want them. As you go through this section, it is good to remember these points:
Children learn at their own pace. Most move through similar developmental stages, but they have their own timetables. Therefore, the "What to expect" and the "What they need" sections, as well as the ages suggested for the activities, will vary from child to child. An activity listed for a youngster between the ages of 2 and 3 may be fine for one who is younger. Or it may not interest another until he has passed his third birthday.
Some of these activities, while listed under a particular age, are important for all young children. Reading and listening to music, for example, can benefit children from the time they are born. By modifying an activity, you can enable your child to continue to enjoy it as he grows and develops.
The symbols next to the activities can guide you.
for an infant (birth to 1)
for a toddler (ages 2 to 3)
for a preschooler (ages 4 to 5).
Find activities that interest your child. If the one you picked out is too hard, your child may get discouraged. If it's too easy, he may get bored. Or if your child seems uninterested, try another time. Often children's interests change as they grow and develop. Try to give toddlers and older children a choice of activities so they learn to think for themselves.
The activities are meant to be fun. Be enthusiastic and avoid lecturing to preschoolers on what they are learning. If your child enjoys the activity, his excitement for learning will increase.
Finally, be sure to make safety a top priority. With that caution in mind, flip through the following pages and find some activities that you and your child can enjoy together.
Birth to 1 Year
What to expect
Babies grow and change dramatically during their first year. They begin to
What they need
Babies require
Developing Trust
Newborn babies need to become attached to at least one person who provides security and love. This first and most basic emotional attachment is the start for all human relationships.
What you'll need
Loving arms
Music
What to do
To entertain your baby, sing an active song. For example:
If you're happy and you know it, clap your hands! If you're
happy and you know it, clap your hands! If you're happy and you
know it, and you want the world to know it,
If you're happy and you know it, clap your hands!
If you don't know lullabies or rhymes for babies, make up your own!
5. Dance with your baby. To soothe her when she's upset, put her head on your shoulder and hum softly or listen to recorded music as you glide around the room. To amuse her when she's cheerful, try a bouncy tune.
Feeling your touch, hearing your voice, and enjoying the comfort of physical closeness all help a baby to develop trust.
Touch and See!
Babies are hard at work whenever they are awake, trying to learn all about the world. To help them learn, they need many different safe things to play with and inspect. Objects you have around your home offer many possibilities.
What you'll need
A splinter-free wooden spoon with a face drawn on the bowl
Different textured fabrics, such as velvet, cotton, corduroy,
terry cloth, satin, burlap, and fake fur An empty toilet paper or
paper towel roll Pots, pans, and lids
An old purse or basket with things to put in and take out
Measuring cups and spoons
Boxes and plastic containers
Large spools
Noisemakers (rattles, keys, a can filled with beans)
What to do
Babies begin to understand how the world works when they see, touch, hold, and shake things. Inspecting things also helps them coordinate and strengthen their hand muscles.
1 to 2 Years
What to expect
Children this age are
Between their first and second birthdays, they
What they need
Children this age require
Shop till You Drop
Shopping is just one of many routines that can help your child learn. lt's especially good for teaching new words and introducing preschoolers to new people and places.
What you'll need
A short shopping list
Shopping is one of many ways to surround children with meaningful talk. They need to hear a lot of words in order to learn to communicate themselves. It's particularly helpful when you talk about the "here and now"--things that are going on in front of your child.
What to do
Puppet Magic
Puppets can be fascinating. Children know that puppets are not alive. And yet, they move and talk like real living things. Try making one at home.
What you'll need
An old clean sock
Buttons (larger than 1 inch in diameter to prevent swallowing)
Needle and thread
Red fabric
Ribbon
An old glove
Felt-tipped pens
Nontoxic glue
Yarn
What to do
Puppets provide another opportunity to talk to children and encourage them to speak. They also help children learn new words, use their imaginations, and develop their hand and finger coordination. Children will make many mistakes when they learn to talk. Instead of correcting them directly, reply by using the right grammar. For example, if your child says, "Michael done it," reply, "Yes, David, Michael did it." Speak slowly and clearly so that your child can imitate your speech. Use full, but short sentences, and avoid baby talk.
Moving On
Toddlers love to explore spaces and climb over, through, and into things.
What you'll need
Stuffed animal or toy
Large cardboard boxes
Pillows
A large sheet
A soft ball
A large plastic laundry basket
Elastic
Bells
What to d
These skills help children gain control over their large muscles. They also help children learn important concepts such as up, down, inside, outside, over, and under.
2 to 3 Years
What to expect
Children this age are
What they need
Children this age require opportunities to
Read to Me!
The single most important way for children to develop the knowledge they need to succeed in reading is for you to read aloud to them--beginning early.
What you'll need
Good books
A children's dictionary (preferably a sturdy one) Paper, pencils,
crayons, markers
What to do
The ability to read and understand makes for better students and leads to better job opportunities and a lifetime of enjoyment.
Music Makers
Music is a way to communicate that all children understand. It's not necessary for them to follow the words to a song. It makes them happy just to hear the comfort in your voice or on the recording or to dance to a peppy tune.
What you'll need
Your voice
Music
Music makers (rattles, a can filled with beans or buttons, empty
toilet paper rolls, pots, pans, plastic bowls)
What to do
Introduce music to your children early. Listening to you sing will help them learn to make their voices go up and down--even if you can't carry a tune! Music and dance teach preschoolers to listen, to coordinate hand and finger movements, and to express themselves creatively.
Play Dough
Young children love to play with dough. And no wonder! They can squish and pound it and form it into fascinating shapes. Here's a recipe to make at home.
What you'll need
2 cups flour
1 cup salt
4 teaspoons cream of tartar
2 cups water
2 tablespoons cooking oil
Food coloring
Food extracts (almond, vanilla, lemon, or peppermint) 1 medium
saucepan
Things to stick in the dough (popsicle sticks, straws) Things to
pound with (like a toy mallet) Things to make impressions with
(jar lids, cookie cutters, or bottle caps)
What to do
Play dough is a great way to develop hand muscles and be creative. And cooking together, with all the measuring, is the perfect way to begin learning mathematics. Letting your child handle some dough while it is still slightly warm and some when it has cooled off is a terrific way to teach him about temperatures. Play dough can be made ahead of time and stored in an air-tight bag or container.
3 to 4 Years
What to expect
Children this age
What they need
Children this age require opportunities to
Kitchen Cut-Ups
Here are some recipes popular with preschoolers. Things always seem to taste better when you make them yourself!
What you'll need
Knife
For applewiches: 1 apple, cheese slices For funny-face sandwich:
1 piece of bread; peanut butter, cream cheese, or egg salad;
green pepper, celery, radishes, carrot curls; olives; nuts;
hard-boiled egg slices; tiny shapes of cheese; apples and raisins
For fruit Popsicles: fruit juice (any kind), an ice cube tray or
small paper cups, yogurt, mashed or crushed fruit, Popsicle
sticks
For bumps on a log: celery, peanut butter, raisins
What to do
Cooking helps children learn new words, measuring and number skills, what foods are healthy and what ones aren't, and the importance of completing what they begin. It also teaches about how things change, and it can teach children to reason better. ("If I want a cold fruit juice Popsicle, then I'll have to put it in the freezer.")
Scribble, Paint, and Paste
Young children are natural artists. Here are some activities that introduce preschoolers to scribbling, painting, and pasting.
What you'll need
For scribbling: crayons, water-soluble felt-tipped markers, different kinds of paper (including construction paper, butcher paper), and tape
For fingerpainting: storebought fingerpaint or homemade fingerpaint made with soap flakes, water, food coloring or powdered tempera; an eggbeater or fork; a bowl; a spoon; an apron or smock; newspapers or a large piece of plastic to cover the floor or table; butcher paper; and tape
For collages: paper, paste, blunt-tipped scissors, fabric scraps or objects that can be glued to paper (string, cottonballs, sticks, yarn)
What to do
Here are a few tips about introducing your preschoolers to art:
Art projects can spark young imaginations and help children to express themselves. These projects also help children to develop the eye and hand coordination they will later need to learn to write.
Chores
Any household task can become a good learning game and can be fun.
What you'll need
Jobs around the home that need to get done, such as:
Doing the laundry
Washing and drying dishes
Carrying out the garbage
Setting the dinner table
Dusting
What to do
Show your child how to measure out the soap, and have him pour the soap into the machine. Let him put the items into the machine, naming them. Keep out one sock. When the washer is filled with water, take out a sock. Let your child hold the wet sock and the one you kept out. Ask him which one feels heavier and which one feels lighter. After the wash is done, have your child sort his own things into piles that are the same (for example, T-shirts, socks).
Home chores can help children learn new words, how to listen and follow directions, how to count, and how to sort. Chores can also help children improve their physical coordination and learn responsibility.
4 to 5 Years
What to expect
Children this age
What they need
Children this age need opportunities to
"Hands-on" Math
Real-life, hands-on activities are the best way to introduce your preschooler to mathematics!
What you'll need
Optional:
Blocks
Dice or dominoes
What to do
It's best not to use drills or arithmetic worksheets with young children. These can make children dislike math because they don't fit with the way they learn math naturally.
2. Talk about numbers that matter most to your preschooler--her age, her address, her phone number, her height and weight. Focusing on these personal numbers helps your child learn many important math concepts, including:
Getting Along
Learning to get along with others is very important. Children who are kind, helpful, patient, and loving generally do better in school.
What you'll need
No materials required
What to do
James might decide to tell Tiffany that he's mad, and that he wants his truck back. Or he might let Tiffany play with his truck for 5 minutes with the hope that Tiffany will then give it back. Listening to your children's problems will often be all that is needed for them to solve their own problems.
4. Make opportunities to share and to care. Let your child take charge of providing food for hungry birds. When a new family moves into the neighborhood, let your preschooler help make cookies to welcome them.
5. Be physically affectionate. Children need hugs, kisses, an arm over the shoulder, and a pat on the back.
6. Tell your child that you love him. Don't assume that your loving actions will speak for themselves (although those are very important). Teach your child the international hand sign for "I love you." You can "sign" each other love as your child leaves home for the first day of kindergarten.
Children need good social skills. Teachers and other children will enjoy your youngster's company if he gets along well with others.
My Book
Most 4-year-olds like to talk and have a lot to say. They generally can't write down words themselves, but they enjoy dictating a story to you.
What you'll need
Paper
A paper punch
Blunt-tipped scissors
Pencil, pen, crayons
Yarn, pipe cleaners, or staples
Paste
What to do
Making this book will help your child develop his language skills and give him more practice using the small muscles in his hands. Your 4-year-old will also love having your undivided attention.
What About Kindergarten?
The activities in this book can help your child from birth to age 5 get ready for kindergarten. As the first day of school approaches, however, you may want to do extra things to make the school seem a friendlier place for both you and your child.
Find out as much as you can about the school before your child enters it. You will want to learn
Some schools will send you this information. Or they may hold an orientation meeting in the spring for parents who expect to enroll their children in kindergarten the following fall. If they don't, you can call the principal's office to ask or to arrange a visit.
Find out in advance what the school expects from entering kindergarten students. If you know a year or two ahead of time, you will be in a better position to prepare your child. Sometimes parents and caregivers don't think the expectations are right for their children. If that is the case, you may want to meet with the principal or kindergarten teachers to talk about the expectations and ways to change the kindergarten program.
Visit the school with your child so your child can become familiar with it, and it won't seem scary. Walk up and down the hallways to learn where things are. Observe the other children and the classrooms.
Talk with your child about school. During your visit, make positive comments about the school--your good attitude will rub off! ("Look at all the boys and girls painting in this classroom. Doesn't that look like fun!") Tell your child about what the children do when classes begin.
Talk about the teachers, and how they will help your child learn new things. Encourage your child to look at the teacher as a wise friend toward whom children should be courteous. Explain to your child how important it is to go to class each day.
If possible, consider volunteering to help out in the school. The staff may appreciate having an extra adult to help do everything from passing out paper and pencils in the classrooms to supervising on the playground. Volunteering is a good way to learn more about the school and to meet its staff and other parents.
When the long-awaited first day of kindergarten arrives, go to school with your child (but don't stay too long). And be patient. Many young children are overwhelmed at first because they haven't had much experience in dealing with new situations. They may not immediately like school. Your child may cry or cling to you when you say goodbye each morning, but with support from you and the kindergarten teacher, this can rapidly change.
As your child proceeds through school, you will need to continue your encouragement and involvement. But for now, celebrate all that you have accomplished as a parent. Share your children's enthusiasm. Let them know how proud you are as they leave home for their first day of kindergarten. Let them know you believe they will succeed.
Good Television Habits
Children in the United States have watched an average of 4,000 hours of television by the time they begin school. Most experts agree that this is too much. But banning television isn't the answer, because good television can spark curiosity and open up new worlds to children. Monitoring how much and what television children watch helps them, starting at an early age, to develop good viewing habits.
Too much television can be harmful because
Here are some tips to help children develop good television-viewing habits.
Keep a record of how many hours of TV your children watch, and what they watch. Generally, it's good to limit the amount to 2 hours or less a day, although you can make exceptions for special programs.
Learn about current TV programs and videos and select good ones. As parents, you know your children best. So, select TV programs and videos that are meaningful to your family. Some TV programs you may wish to consider include "Captain Kangaroo," Eureeka's Castle," "Mr. Rogers' Neighborhood," Sesame Street," and "Shining Time Station." Many other good children's programs, such as Disney and Nickelodeon, are on public television stations and on cable channels.
If you have a VCR, you may wish to seek out videos made by Linda Ellerbee's Lucky Duck Productions. Of course, videos vary in quality, but versions of classic children's books, such as Babar or Snow White, are a good place to start.
Parents who would like help in finding good TV programs for children can subscribe to Parents' Choice, a quarterly review of children's media which includes television programs and home video materials. Write to Parents' Choice Foundation, Box 185, Newton, MA 02168. A subscription is $18 a year. A sample copy is $2.
You can also read about programs in TV columns in newspapers and magazines. Cable subscribers and public broadcasting contributors can check monthly program guides for information.
Plan with your children (starting at age 3) what programs to watch. After selecting programs appropriate for your children, help them decide which ones to watch. Turn the TV on when these shows start, and turn the set off when they are over.
Watch television with your children so you can answer questions and talk about what they see. Pay special attention to how they respond so you can help them understand what they're seeing, if that's needed.
Follow-up TV viewing with activities or games. You might have your child tell you a new word he learned on television that you can look up together in the dictionary. Or you might have him make up his own story about one of his favorite TV characters.
Include the whole family in discussion and activities or games that relate to television programs. Older siblings, aunts, uncles, and grandparents can all contribute.
Make certain that television isn't regularly used as a babysitter. Instead, try to balance good television with other fun activities for your child.
Choosing Child Care
More and more children are in preschool or other child care settings before they enter kindergarten. Choosing the right child care is important because it can affect how prepared your child is for school. Some tips to guide you:
Think about the kind of care you want for your child. Possibilities include (a) a relative; (b) a family day care provider, usually a woman who takes care of a small group of children in her home; (c) a child care center; and (d) a caregiver who comes into your home.
Figure out what suits your budget and what you can expect to spend in your community. For low-income parents, the federally funded Head Start program (and in some communities Chapter 1 programs) are available. State-subsidized child care programs also are available, although most often more people need the subsidized care than there are spaces available. Many families are entitled to the child care credit on their income tax forms.
Recognize that there are many ways to find good care. Ask friends and neighbors. Look in the Yellow Pages of your telephone book under "Child Care Centers." Look in the classified ads of your local newspaper, or place an ad of your own. Put up notices on your church or synagogue bulletin board, in grocery stores, local community centers, or at the employment office of local colleges or universities. Look for notices that other people have put up.
If you are looking for a family day care provider, a local licensing agency can provide you with local listings. Many communities have resource and referral agencies that help parents identify the options that best meet their needs.
Start looking early, particularly if you have a special program for your child in mind. Some programs have long waiting lists. Some may even require you to get on a waiting list before your child is born.
Gather information. If you are looking for a family day care provider or for a person to come into your home, interview the person at length and check references. Before you meet with them, develop a list of questions. If you are looking at day care centers, visit them--more than once, if possible. Just because a person or a program worked for someone else doesn't mean it's right for you. With any kind of child care, check references.
No matter what kind of child care you are considering, look for caregivers who
Be certain that the child care facility is clean and safe and is filled with things to explore that are appropriate for your child's age.
Ready-for-School Checklist
This checklist, although not exhaustive, can help to guide you in preparing your child for school. It's best to look at the items included as goals toward which to aim. They should be done, as much as possible, through everyday life or by fun activities you've planned with your child. If your child lags behind in some areas, don't worry. Remember that all children are unique. They grow and develop at different rates--and no one thing guarantees that a child is ready for school.
Good Health and Physical Well-Being
My child:
Social and Emotional Preparation
My child:
Language and General Knowledge
My child:
Notes
Text Notes
The following notes refer to the text portion of this booklet.
Pages 1-12 draw from Powell, Douglas R., (1991). "Strengthening Parental Contributions to School Readiness and Early School Learning."
Page 3. The National Education Goals Panel.
Page 3. Katz, Dr. Lilian G., (1992). "Readiness: Children and Their Schools," in ERIC Review, Volume 2, Issue 1. U.S. Department of Education.
Pages 6-7. Rich, Dorothy, (1988). Megaskills. Houghton Mifflin, Boston.
Pages 8-9. Belbas, Nancy, Smerlinder, Julienne, and Stranik, Mary Kay, (1986). Middle of the Night Baby Book, The Body Press, Tucson, AZ, 70-71.
Pages 10-11. Binkley, Marilyn R., (1988). Becoming a Nation of Readers: What Parents Can Do. U.S. Department of Education, Washington, DC.
Page 11. Charren, Peggy, and Hulsizer, Carol, (1986). The TV-Smart Book for Kids and Parents' Guide for The TV-Smart Book for Kids. E.P. Dutton, New York.
Pages 15-44. The following publications were used to develop the "What to expect" and the "What they need" features found throughout the activities section:
Karnes, M.B. (1979, 1981). Small Wonder! 1 and Small Wonder! 2. American Guidance Service, Circle Pines, MN.
Miller, Karen, (1984, 1984, 1985). Things to Do with Toddlers and Twos, More Things to Do With Toddlers and Twos, and Ages and Stages. Telshare Publishing Co., Inc., Chelsea, MA.
MYM/MELD, (dates unavailable). Parent/Child Activities (when baby's three months old or younger), Toys and Games for Babies (3-12 months old), and Toys, Activities, Books, Etc. (for toddlers). Brochures. Minneapolis, MN.
North Carolina Department of Human Resources, Child/Daycare Section, (date unavailable). Children, Children, Children: Understanding Them--Helping Them Grow. Series of brochures on child development.
Oklahoma State Department of Health, (date unavailable). For Parents' Sake. Oklahoma City, OK.
Sears, William, M.D. (1989). Your Baby: The First Twelve Months. Barron's Educational Series, Inc., Hauppauge, NY.
U.S. Department of Health and Human Services, (1988). Picturing Development, Washington, DC.
University of California, Cooperative Extension, Parent Express, A Month-by-Month Newsletter for You and Your Baby.
Page 47. "Good Television Habits" is drawn in part from Belbas and Charren.
Pages 48. "Choosing Child Care" is drawn in part from National Association for the Education of Young Children brochures.
"Activities" Notes
The activities were adapted in part from the following sources:
Bananas Guide, written by staff of BANANAS Child Care Information and Referral Service for Families in Alameda County (1982).
Becoming a Nation of Readers: What Parents Can Do.
Early Learning Fun Pre-School Readiness Kit by the E.L.F. Task Force (1976). West Aurora Public Schools, Aurora, IL.
Encouraging the Artist in Your Child by Sally Warner (1989). St. Martin's Press, New York.
Growing to Love Books by the New York Public Library's Early Childhood Project.
Helping Children Learn About Reading by Judith A. Schickedanz, a brochure from the National Association for the Education of Young Children.
Middle of the Night Baby Book.
More Than 1, 2, 3--The Real Basics of Mathematics by Janet Brown McCracker (1987).
More Things to Do With Toddlers and Twos.
101 Amusing Ways to Develop Your Child's Thinking Skills and Creativity by Sarina Simon (1989).
1001 Things to Do With Your Kids by Caryl Waller Krueger (1988). Abingdon Press, Nashville, TN.
Parent/Child Activities (when baby's three months old or younger).
Playtime Learning Games for Young Children by Alice S. Honig (1982). Syracuse University Press, Syracuse, NY.
Small Wonder! 1, Small Wonder! 2.
The New Read-Aloud Handbook by Jim Trelease (1989). Penguin Books, New York.
Things to Do With Toddlers and Twos.
What We Can Do
To Help Our Children Learn:
Listen to them and pay attention to their problems.
Read with them.
Tell family stories.
Limit their television watching.
Have books and other reading materials in the house.
Look up words in the dictionary with them.
Encourage them to use an encyclopedia.
Share favorite poems and songs with them.
Take them to the library--and get them their own library cards.
Take them to museums and historical sites, when possible.
Discuss the daily news with them.
Go exploring with them and learn about plants, animals, and geography.
Find a quiet place for them to study.
Review their homework.
Meet with their teachers.
Do you have other ideas?