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:
* Describes the qualities and skills that youngsters need to
get a good start in kindergarten;
* Tells what to expect from preschoolers each year from
birth to age 5;
* Suggests easy activities that help children grow and
develop; and
* Explains how to encourage enthusiasm toward school and
teachers and make it easier for children to adjust to
kindergarten.
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
* Children develop at different rates, and
* Most children are stronger in some areas than in others.
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
* Are low in birth weight, making them more likely to have
lifelong health and learning problems;
* Develop asthma;
* Are mentally retarded;
* Develop speech and language problems;
* Have short attention spans; or
* Become hyperactive.
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.
* Direct children's activities, but don't make unnecessary
restrictions or try to dominate.
* Offer reasons when asking your child to do something (For
example, say, "Please move the toy truck off the stairs so
no one falls over it"--not, "Do it because I said so.").
* Listen to your children to find out how they feel and
whether they need any special support.
* Show love and respect when you are angry. Criticize a
child's behavior but not the child (For example, say, "I
love you, but it is not okay for you to draw pictures on
the walls. I get angry when you do that.").
* Help your children make choices and work out problems (You
might ask your 4-year-old, "What can we do to keep Kevin
from knocking over your blocks?").
* Be positive and encouraging. Praise your child for a job
well done. Smiles and encouragement go much further to
shape good behavior than harsh punishment.
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
* Develop some control over their bodies. They learn to hold
up their heads; roll over; sit up; crawl; stand up; and,
in some cases, walk.
* Become aware of themselves as separate from others. They
learn to look at their hands and toes and play with them.
They learn to cry when parents leave, and they recognize
their name.
* Communicate and develop language skills. First babies cry
and make throaty noises. Later they babble and say mama
and dada. Then they make lots of sounds and begin to name
a few close people and objects.
* Play games. First they play with their hands. Later they
show an interest in toys, enjoy "putting in and taking
out" games, and eventually carry around or hug dolls or
stuffed toys.
* Relate to others. First they respond to adults more than
to other babies. Later they notice other babies but tend
to treat them like objects instead of people. Then they
pay attention when other babies cry.
What they need
Babies require
* A loving caregiver who can respond to their cries and
gurgles;
* Someone who gets to know their special qualities;
* Someone to keep them safe and comfortable;
* Opportunities to move about and practice new physical
skills;
* Safe objects to look at, bat, grab, bang, pat, roll, and
examine;
* Safe play areas; and
* Opportunities to hear language and to make sounds.
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
1. Include happy rituals in your baby's schedule. For
example, at bedtime, sing the same song every night, rock
her, or rub her tummy.
2. Pick up your crying baby promptly. Try to find out what's
wrong. Is she hungry?. Wet? Bored? Too hot? Crying is your
baby's way of communicating. By comforting her you send
the message that language has a purpose and that someone
wants to understand.
3. Gently move your newborn's arms and legs. Or tickle her
lightly under the chin or on the tummy. When she starts to
control her head, lie on the floor and put her on your
chest. Let her reach for your nose or grab your hair. Talk
to her and name each thing she touches.
4. Sing and cuddle with your baby. Hold her snuggled in your
arms or lying face up on your lap with her head on your
knees. Make sure the head of a newborn is well-supported.
Sing a favorite lullaby.
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
1. Put one or two of the items to the left in a safe play
area where your baby can reach them (more than two may
confuse him).
2. Let your baby look at, touch, and listen to a variety of
objects. Ones that are brightly colored, have interesting
textures, and make noises are particularly good. Be sure
that any item you give your baby will be safe in his
mouth, since that's where it probably will end up.
3. Use these items for all age groups. Many of them will
continue to interest toddlers and older preschoolers. For
example, babies love to inspect a paper towel roll. But
with a 4-year-old, it can become a megaphone for talking
or singing, a telescope, or a tunnel for a toy car.
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
* Energetic (walk more steadily, run, push, pull, take
apart, carry, and climb on and grab things);
* Self-centered; and
* Busy (like to flip light switches, pour things in and out
of containers, unwrap packages, and empty drawers).
Between their first and second birthdays, they
* Like to imitate the sounds and actions of others (by
pretending to do housework or yardwork, for example);
* Want to be independent and do it themselves (and express
this by saying "No!");
* Can be clingy;
* Can have relatively short attention spans if not involved
in an activity;
* Add variations to theft physical skills (by walking
backwards or sideways, for example);
* Begin to see how they are like and unlike other children;
* Become more sensitive to the moods of others;
* Play alone or alongside other toddlers; and
* Increase their vocabularies from about 2 or 3 words to
about 250 words and understand more of what people say to
them.
What they need
Children this age require
* A safe environment for exploring;
* Opportunities to make their own choices ("Do you want the
red cup or the blue one?");
* Clear and reasonable limits;
* Opportunities to use big muscles (in the arms and legs,
for example);
* Opportunities to manipulate small objects, such as puzzles
and stackable toys;
* Activities that allow them to touch, taste, smell, hear,
and see new things;
* Chances to learn about "cause and effect"--that things
they do produce certain results (when a stack of blocks
gets too high it will fall over);
* Opportunities to develop and practice their language
skills; and
* Chances to learn about kindness and caring.
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
1. Pick a time when neither you nor your child is hungry or
tired.
2. At the grocery store, put your child in the grocery cart
so that he faces you. Take your time as you walk up and
down the aisles.
3. Talk about what you are seeing and doing: "First, we're
going to buy some cereal. See, it's in a big red and blue
box. Listen to the great noise it makes when I shake the
box. Can you shake the box? Now we're going to pay for the
groceries. We'll put them on the counter while I get out
the money. The cashier will tell us how much we have to
pay."
4. Let your child feel the items you buy--a cold carton of
milk, for example, or the skin of an orange. Talk to your
child about the items. "The skin of the orange is rough
and bumpy. Can Rochelle feel the skin?"
5. Be sure to name objects you see on a shopping trip.
6. Let your child touch a soft sweater or try on a hat or a
mitten. Find a mirror so he can see himself. Talk as you
go. "Feel how soft the sweater is. Who's that in the
mirror? Is that Andre?"
7. Let your child practice his "hi's" and "bye-byes" on
clerks and other shoppers on your outings.
8. Keep talking, keep moving, and let your child "help." "In
this store we need to buy some buttons. You can hold the
cloth next to the buttons so I can find the right color."
Putting your toddler's hands in the right position can
help him learn to understand your directions.
9. Leave for home before your child gets grumpy.
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
1. Sock puppet. Use an old clean sock. Sew on buttons for
eyes and nose. Paste or sew on a piece of red fabric for
the mouth. Put a bow made from ribbon at the neck.
2. Finger puppets. Cut the ends off the fingers of an old
glove. Draw faces on the fingers with felttipped pens.
Glue yarn on for hair.
3. Have the puppet talk to your child. "Hello. My name is
Tanya. What a great T-shirt you have on! I like the rabbit
on the front of your T-shirt." Or have the puppet sing a
simple song. Change your voice when the puppet talks or
sings.
4. Encourage your child to speak to the puppet.
5. Put finger puppets on your child to give him practice
moving his fingers one at a time.
6. The next time you want help cleaning up, have the puppet
make the request: "Hello, Maria. Let's put these crayons
back in the box and these toys back on the shelves. Can
you get me the ball?"
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 do
1. Pillow jump. Give your toddler some pillows to jump into.
Toddlers usually figure out how to do this one on their
own!
2. Box car. Give your toddler a large box to push around the
room. He may want to take his stuffed animal or toy for a
ride in it. If the box isn't too high--you'll most likely
find your toddler in there, too!
3. Basketball. Sit about 3 feet away from your toddler and
hold out a large plastic laundry basket. Let him try
throwing a ball into the basket.
4. Table tent. Cover a table with a sheet that's big enough
to reach the ground on all sides. This makes a great
playhouse that's particularly good for a rainy day. Watch
out for bumped heads!
5. Jingle bells. Sew bells onto elastic that will fit
comfortably around your child's ankles. Then watch (and
listen to) the fun while he moves about or jumps up and
down.
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
* Becoming more aware of others and their own feelings;
* Often stubborn and may have temper tantrums;
* Developing a great interest in other children and enjoy
being near them (although they are usually selfcentered);
* Able to jump, hop, roll, and climb;
* Developing an interest in pretend play--playing at keeping
house, for example, or pretending to cook and care for a
baby;
* Expanding their vocabularies (from about 250 to 1,000
words during the year); and
* Putting together 2, 3, and 4-word sentences.
What they need
Children this age require opportunities to
* Develop hand coordination (with puzzles or large beads to
string or by scribbling, for example);
* Do more things for themselves, such as putting on
clothing;
* Sing, talk, and develop their language;
* Play with other children;
* Try out different ways to move their bodies; and
* Do things in the community, such as taking walks and
visiting libraries, museums, informal restaurants, parks,
beaches, and zoos.
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
1. Read aloud to your child every day. From birth to 6 months
your baby probably won't understand what you're reading,
but that's okay. You can get her used to the sound of your
voice and used to seeing and touching books.
2. To start out, use board books with no words or just a few
words. Point to the colors and the pictures and say their
names. Simple books can teach children things that will
later help them learn to read. For example, they learn
about the structure of language--that there are spaces
between the words and that the print goes from left to
right.
3. Tell stories. Encourage your child to ask questions and
talk about the story. Ask her to predict what will come
next. Point to things in books that she can relate to in
her own life: "Look at the picture of the penguin. Do you
remember the penguin we saw at the zoo?"
4. Look for reading programs. If you aren't a good reader,
programs in your community like Even Start can provide
opportunities for you to improve your own reading and to
read with your child. Friends and relatives can also read
to your child, and senior citizen volunteers are available
in many communities to do the same.
5. Buy a children's dictionary--if possible, one that has
pictures next to the words. Then start the "let's look it
up" habit.
6. Make writing materials available.
7. Watch educational TV. Programs such as "Sesame Street" and
"Mr. Rogers' Neighborhood" help your child learn the
alphabet and the sounds they represent.
8. Visit the library often. Begin making weekly trips to the
library when your child is very young. See that your child
gets a library card as soon as possible. Many libraries
issue cards to children as soon as they can print their
names (you'll have to countersign for them).
9. Read yourself. What you do sets an example for your child.
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
1. Sing a lullaby to a cranky infant.
2. As children approach their first birthdays, they begin to
like making music themselves. Have them try banging a
wooden spoon on pots, pans, or plastic bowls; shaking a
large rattle or shaking a plastic container filled with
beans, buttons, or other noisy items (make sure the
container is securely closed); and blowing through empty
toilet paper rolls.
3. As toddlers pass their first birthdays, they can actively
participate in nursery rhymes, even if they can't recite
the words. They can imitate hand movements, clap, or hum
along.
4. As preschoolers become more physically coordinated,
encourage them to move to the music. They can twirl, spin,
jump up and down, tiptoe, or sway.
5. Here are some tips for getting young children to sing:
* Sing yourself. Sing fairly slowly so children join in and
enjoy themselves. Discourage shouting.
* Start with simple chanting. Pick a simple melody, such as
"Mary Had a Little Lamb," and sing "la, la, la." Add the
words later.
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
1. Add the food coloring to the water. Then mix all of the
ingredients together in a pan.
2. Cook over medium heat, stirring until it forms a soft
ball.
3. Let the mixture cool. Knead slightly. Add food extracts to
different chunks of the dough if you want different
smells.
4. Give some to your toddler or preschooler, so he can pound
it, stick things in it, make impressions in it, and create
all kinds of things.
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
* Start to play with other children, instead of next to
them;
* Are more likely to take turns and share;
* Are friendly and giving;
* Begin to understand that other people have feelings an d
rights;
* Like silly humor, riddles, and practical jokes;
* Like to please and to conform;
* Generally become more cooperative and enjoy new
experiences;
* Are increasingly self-reliant and probably can dress
without help (except for buttons and shoelaces);
* May develop fears ("Mommy, there's a monster under my
bed.") and have imaginary companions,
* Are more graceful physically than 2-year-olds and love to
run, skip, jump with both feet, catch a ball, climb
downstairs, and dance to music;
* Are great talkers, speak in sentences, and continue to add
more words to their vocabularies; and
* Have greater control over hand and arm muscles, which is
reflected in their drawings and scribblings.
What they need
Children this age require opportunities to
* Develop their blooming language abilities through books,
games, songs, science, and art activities;
* Develop more self-help skills--for example, to dress and
undress themselves;
* Draw with crayons, work puzzles, build things, and
pretend;
* Play with other children so they can learn to listen, take
turns, and share; and
* Develop more physical coordination--for example, by
hopping on both feet.
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
1. Choose a safe spot to cook where you won't have to worry
about making a mess.
2. Tell your child what the ingredients are. Talk about what
you are doing as you go along. Ask and answer questions.
3. Let him smell, taste, and touch as you go. Let him (with
your help) pour, stir, measure, and help clean up.
4. Applewiches. Core an apple. Cut the apple crosswise into
thick slices. Put cheese slices between the slices.
Cheddar cheese is particularly good. Eat like a sandwich.
5. Funny-face sandwich. Cut the bread into a circle. Spread
with cream cheese, peanut butter, or egg salad. Decorate
using green pepper, celery, radishes, carrot curls,
olives, nuts, hard-boiled egg slices, tiny shapes of
cheese, apples, or raisins for eyes, ears, nose, and
mouth.
6. Fruit Popsicles. Pour the fruit juice into small paper
cups or an ice cube tray. Place a Popsicle stick in each
cup or compartment before the juice is completely frozen.
Return to the freezer until frozen solid. For variations,
mix yogurt with the juice before freezing for a creamier
Popsicle, or add mashed or crushed fruit such as
strawberries, pineapple, or banana.
7. Bumps on a log. Spread peanut butter on the celery stalks.
Decorate with raisins. Great snacks!
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
1. Scribbling. Give your child different kinds of paper and
different writing materials to scribble with. Coloring
books are not needed. Fat crayons are good to begin with.
Water-soluble felt-tipped marking pens are fun because
your child doesn't have to use much pressure to get a
bright color. Tape a large piece of butcher paper onto a
table top and let your preschooler scribble to her heart's
content!
2. Fingerpainting. Use store-bought fingerpaint, or make your
own by mixing soap flakes (not detergent) in a bowl with a
small amount of water. Beat the mixture with a fork or
eggbeater. Add powdered tempera paint or food coloring.
Spread out newspapers or a large piece of plastic over a
table or on the floor and tape a big piece of construction
paper or butcher paper on top. Cover your child with a
large smock or apron, and let her fingerpaint.
3. Collages. Have your child paste fabric scraps or other
objects such as yarn, string, or cottonballs to the paper
(in any pattern). Let her feel the different textures and
tell you about them.
Here are a few tips about introducing your preschoolers to
art:
* Supervise carefully. Some children would rather color your
walls than the paper. Some also like to chew on crayons
and markers or try to drink the paint.
* Don't tell them what to draw or paint.
* Don't fix up their pictures. It will take lots of practice
before you can recognize their pictures--and that often
doesn't happen until after they are in kindergarten.
* Give them lots of different materials to work with.
Parents can demonstrate new types of art materials.
* Find an art activity that's at the right level for your
child, then let him do as much of the project as possible.
* Ask your preschooler to talk about his picture.
* Display your child's art prominently in your home.
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
1. Tell your child about the job you will do together.
Explain why the family needs the job done. Describe how
you will do it and how your child can help.
2. Teach your child new words that belong to each job. "Let's
put the placemats on the table, along with the napkins."
3. Doing laundry together provides many opportunities to
learn. Ask your child to help you remember all the clothes
that need to be washed. See how many things he can name.
Socks? Tshirts? Pajamas? Have him help you gather all the
dirty clothes. Have your child help you make piles of
light and dark colors.
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
* Are active and have lots of energy;
* May be aggressive in their play;
* Can show extremes from being loud and adventurous to
acting shy and dependent;
* Enjoy more group activities because they have longer
attention spans;
* Like making faces and being silly;
* May form cliques with friends and can be bossy;
* May change friendships quickly;
* May brag and engage in name-calling during play;
* May experiment with swear words and bathroom words;
* Can be very imaginative and like to exaggerate;
* Have better control in running, jumping, and hopping but
tend to be clumsy;
* Are great talkers and questioners; and
* Love to use words in rhymes, nonsense, and jokes.
What they need
Children this age need opportunities to
* Experiment and discover within limits;
* Use blunt-tipped scissors, crayons, and put together
simple jigsaw puzzles;
* Practice outdoor play activities;
* Develop their growing interest in academic things, such as
science and mathematics, and activities that involve
exploring and investigating;
* Group items that are similar (for example, by size);
* Stretch their imaginations and curiosity; and
* See how reading and writing are useful (for example, by
listening to stories and poems, dictating stories, and by
talking with other children and adults).
"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
1. Talk a lot about numbers and use number concepts in daily
routines with your preschooler. For example:
* Cooking. "Let's divide the cookie dough into two parts so
we can bake some now and put the rest into the freezer."
* Home projects. "We're going to hang this picture 6 inches
above the bookshelf in your room."
* Home chores. "How many plates do we need on the table? One
for Mommy, one for Daddy, and one for Jenny."
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:
* Time (hours, days, months, years; older, younger;
yesterday, today, tomorrow). To a young child, you might
say, "At 2 o'clock we will take a nap." When you plan with
an older preschooler (4 or 5 years old), you could point
out, "It's only 3 days until we go to Grandma's house.
Let's put an X on the calendar so we'll know the day we're
going."
* Lengths (inches, feet; longer, taller, shorter). "this
ribbon is too short to go around the present for Aunt
Susan. Let's cut a longer ribbon."
* Weight (ounces, pounds, grams; heavier, lighter; how to
use scales). "You already weigh 30 pounds. I can hardly
lift such a big girl."
* Where you live (addresses, telephone numbers). "These
shiny numbers on our apartment door are 2-1-4. We live in
apartment number 214." Or "When you go to play at Terry's
house, take this note along with you. It's our phone
number: 253-6711. Some day soon you will know our phone
number so you can call me when you are at your friend's."
3. Provide opportunities for your child to learn math. For
example:
* Blocks can teach children to classify objects by color and
shape. Blocks can also help youngsters learn about depth,
width, height, and length.
* Games that have scoring, such as throwing balls into a
basket, require children to count. Introduce games such as
dominoes or rolling dice. Have your child roll the dice
and count the dots. Let her try to roll for matches. Count
favorite toys.
* Books often have number themes or ideas.
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
1. Let your child know that you are glad to be his mommy or
daddy. Give him personal attention and encouragement. Set
aside time when you and your child can do fun things
together. Your happy feelings toward your child will help
him feel good about himself.
2. Set a good example. Show your preschooler what it means to
get along with others and to be respectful. Say "please"
and "thank you." Treat people in ways that show you care
what happens to them. Ask for things in a friendly way. Be
kind to and patient with other people.
3. Help your child find ways to solve conflicts with others.
Help your child figure out what will happen if he tries to
settle his mad feelings by hitting a playmate: "James, I
know that Tiffany took your toy truck. But if you hit
Tiffany and you have a big fight, then Tiffany will have
to go home, and the two of you won't be able to play any
more today. What is another way that you can let Tiffany
know you want your truck back?"
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
1. Make a booklet of five or six pages. Your child can help
punch holes close to one edge and thread yarn through the
holes to keep the pages together. You can also bind the
book with twisted pipe cleaners, or staple the pages
together.
2. On the outside cover, write your child's name. Explain to
him that this is going to be a book about him.
3. Let your child decide what will go on each page. Write it
down. Examples: Other people in my family. My favorite
toys. My favorite books. My friends. My pet. My
neighborhood. My home (or my bedroom). My own drawings.
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
* The principal's name;
* The kindergarten teacher's name;
* When to register for kindergarten and what forms need to
be filled out;
* What immunizations are required for school entry;
* A description of the kindergarten program;
* The kindergarten yearly calendar and daily schedule;
* Transportation procedures;
* Food service arrangements; and
* How you can become involved in your child's education and
in the school.
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
* It can expose children to too much sex and violence;
* Children can be unduly influenced by junkfood and toy
commercials;
* It can give children a poor model for good behavior before
they have developed a clear idea of right and wrong;
* Young children do not have the experience and wisdom to
understand complicated plots or scary scenes; and
* Sitting passively in front of the set for extended periods
of time can slow young children's social and intellectual
development.
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
* Are kind and responsive. Good caregivers are affectionate,
enjoy children, are energetic enough to keep up with your
preschooler, patient, and mature enough to handle crises
and conflicts.
* Have experience with preschoolers and like them. Find out
how long they have worked with preschoolers, why they are
in the early child care field, and whether they provide
activities that are appropriate for your child's age.
Observe the caregivers with children. Do the children seem
happy? How do the caregivers respond to them?
* Recognize the individual needs of your child. Look for
caregivers who are considerate of different children's
interests and needs and who can provide your child with
enough attention.
* Share a child-rearing philosophy that is similar to yours.
Find out what kind of discipline is used and how problems
are handled.
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:
* Eats a balanced diet.
* Receives regular medical and dental care and has had all
the necessary immunizations. Gets plenty of rest.
* Runs, jumps, plays outdoors, and does other activities
that help develop large muscles and provide exercise.
* Works puzzles, scribbles, colors, paints, and does other
activities that help develop small muscles.
Social and Emotional Preparation
My child:
* Is learning to be confident enough to explore and try new
things.
* Is learning to work well alone and to do many tasks for
himself.
* Has many opportunities to be with other children and is
learning to cooperate with them. Is curious and is
motivated to learn.
* Is learning to finish tasks (for example, picks up own
toys).
* Is learning to use self-control.
* Can follow simple instructions.
* Helps with family chores.
Language and General Knowledge
My child:
* Has many opportunities to play.
* Is read to every day.
* Has access to books and other reading materials.
* Has his television viewing monitored by an adult.
* Is encouraged to ask questions.
* Is encouraged to solve problems.
* Has opportunities to notice similarities and differences.
* Is encouraged to sort and classify things (for example, by
looking for red cars on the highway).
* Is learning to write his name and address.
* Is learning to count and plays counting games. Is learning
to identify shapes and colors.
* Has opportunities to draw, listen to and make music, and
to dance.
* Has opportunities to get firsthand experiences to do
things in the world--to see and touch objects, hear new
sounds, smell and taste foods, and watch things move.
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.
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