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What Parents Can Do With Preschool Children At Home
an excerpt from A Parent's Guide to Early Childhood Programs
8/18/2002
Children benefit most from preschool when their teachers and parents work together. Each has something valuable to contribute. Teachers are trained in child development and early childhood education. They see how your child acts with other children and adults, and can assess what your child is learning and how he or she is progressing.
But only you have in-depth knowledge of your child. You know best your child's interests, fears, joys, patterns, and past. You are most familiar with the world your child is trying to understand. You know about the relationships among the members of your family, and have shared many of your child's experiences, from family events to trips to the doctor's office or the zoo.
This in-depth knowledge makes you a valuable resource for teachers. If you share with teachers what is happening to your child at home--the arrival of a new baby, the death of a pet, nightmares, temper tantrums, trips, separation or divorce--teachers can understand your child better. They can deal with both positive and difficult events through reassuring stories, soothing art activities, imaginative dramatic play, and extra attention.
You are your child's first and most important teacher. Your home is a child's first and continual learning environment. As parents, you decide the family's daily routines--when to get up, eat, play, do chores, visit friends, and go to bed. The way you talk with your children makes a tremendous difference in how they think, how they feel about themselves, and the kind of people they will become.
If teachers and parents can work together, children will be much better off. The more consistent teachers and parents are, the more secure each child is likely to feel. And when children feel secure, they are more likely to explore, to experiment, and to learn.
Many parents ask what they can do to help their children succeed in school. Teachers in high-quality programs will usually reply, "Just try to encourage your child to explore and learn in your home environment the way we help children at school. Help your child become an independent, enthusiastic, curious learner." You don't need to buy a lot of special toys or equipment to turn a child into a creative thinker. The best thing you can do is to be a good listener and to talk with your child as you and he or she go about your normal, everyday household chores. But you will find that this kind of attention has a wonderful effect on children and makes your job as parent more fun and interesting--and sometimes easier.
Below are charts to help parents and other family members turn everyday activities--in the dining room, in the living room, in the kitchen, in your child's bedroom, in the bathroom, and outside--into rich learning experiences for a child.
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In the Dining Room |
| When you and your child... |
You might say... |
This helps your child learn to... |
| Set the table. Involve your child in figuring out what is needed. |
"How many people are eating dinner tonight? So how many plates do we need? How many forks? Let's count them out. Now let's give one to each person: one fork for Mommy, one fork for Steve..." |
- Count objects correctly
- Follow simple directions
- Accept responsibility
- Match one-to-one when counting
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| Fold napkins. Encourage your child to think of different ways to fold napkins to make different shapes and sizes. |
"Last night we made triangles. Let's make a different shape tonight. What would happen if you kept folding and folding the corners down?" |
- Increase small muscle coordination
- Make and identify shapes
- Use language
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In the Living Room |
| When you and your child... |
You might say... |
This helps your child learn to... |
| Read library books together. After you've read a book to your child, discuss it. |
"Who is this story about? What happened to him? What did he learn? How do you think he felt? Now it's your turn to read this book to me. You can read the pictures, OK?" |
- Listen to a story and explain what happened
- Use language to describe events and express feelings
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| Look at family photos together. Try looking at an album together with your child as if you were reading a book. |
"Who's that? What's he doing? What do you think she's saying? How do you think he feels? Do you remember what happened that day?" |
- Identify himself as a member of a specific family and cultural group
- Use language to describe events
- Interpret pictures
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| Return from a trip to the doctor. Suggest that you play about what happened. |
"What did we see at the doctor's office? Let's pretend that this is the doctor's office. Who would you like to be? OK, you be the doctor and I'll be the mommy with a sick child." |
- Recall experiences
- Recreate main characteristics of roles
- Concentrate
- Think abstractly
- Be creative and imaginative
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In the Kitchen |
| When you and your child... |
You might say... |
This helps your child learn to... |
| Put away groceries. Let your child take food out of the grocery bags. |
"What's that? How does it feel? Does it smell? How do you think it tastes? What do you think is in that can? Are there other cans in the cupboard that look like this one?" |
- Describe objects
- Use variety of senses
- Sort objects
- Count
- Interpret symbols
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| Prepare and cook simple foods. Teach your child to spread peanut butter on bread, scramble eggs, make pancakes, or pop popcorn. |
"Feel this peanut butter. How does it feel to you? Sure feels gooey to me. Wet too. Look at the popcorn before it popped and look at it after. How is it different? Remember how we scrambled the eggs? What did we do first? Next? Last?" |
- Develop small muscle coordination
- Notice cause and effect
- Describe how things change
- Understand time sequences
- Cooperate with others to complete a task
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| Wash dishes. Let your child wash unbreakable dishes and utensils. |
"What do you want to wash first, pans or plates? Are you going to start with the largest or smallest pan? There are three steps: (1) we wash it with soap; (2) we rinse it with water; and (3) we put it on the rack to dry." |
- Develop small muscle coordination
- Notice cause and effect
- Describe how things change
- Understand time sequences
- Cooperate with others to complete a task
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In Your Child's Bedroom |
| When you and your child... |
You might say... |
This helps your child learn to... |
| Arrange some toys the way they're arranged in the classroom. Make shelves out of bricks and boards, or use some containers on the floor for your child's toys. Put similar toys together and use pictures on shelves and containers to show where the toys belong. Sing a song as you clean up. |
"Sarah's picking up the cars. Sarah's picking up the cars. Sarah's picking up the cars, all by herself." |
- Be independent
- Categorize and sort objects
- Identify where objects are in space (beside, inside, etc.)
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| Clean up toys. Encourage your child to put away his or her own toys after playing with them. Now and then, make clean-up a game. |
"Let's play a game. Put all the toys on the floor into a bag. Now, close your eyes, reach into the bag and feel one toy. Tell me what it feels like and guess what it is. When you guess, you get to put it away." |
- Identify how things feel
- Use language to describe objects
- Accept responsibility
- Cooperate with others
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| Make up a story or song. At bedtime, talk with your child about what happened during the day and make up a story or song. |
"Once upon a time there was a boy named Zack. His brother was named Chris and their mommy was called Sheila. One day they went for a walk on Main Street. And what do you think they saw? They saw a bus, an ambulance...." |
- Develop an understanding of time concepts
- Use language to express ideas
- Experience a sense of pride
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In the Bathroom |
| When you and your child... |
You might say... |
This helps your child learn to... |
| Do water play activities together. In the bathtub, let your child play with empty plastic containers of different sizes and their tops. |
"How does it sound when you put that empty bottle under water? Look at the bubbles. Where do you suppose they come from? Do all bottles sound the same when you put them under water like that? Which top fits on this tiny bottle?" |
- Understand the concept of volume
- Arrange objects in a series from smallest to largest
- Use fine motor skills
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| Experiment with objects that sink and float in the tub: corks, bottles, bottle tops, dolls, bottles filled with water, balls, an acorn, plastic cups. |
"What do you think will happen--will this sink or float? What happens if you push it to the bottom of the bathtub and let it go? What happens if you fill it with water?" |
- Explore and identify characteristics of objects
- Make discoveries and experiment
- Refine fine motor skills
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| Set up a routine or sequence for personal care. Help your child learn self-help skills by reviewing what should be done and when. |
"First you brush your teeth, then you wash your face, and last you comb your hair. Let's make a sign with pictures that show each step. In the first box what should we draw? A toothbrush? What goes in the second box? A wash cloth? Then a comb in the last box. Now you can read the sign and do everything by yourself!" |
- Understand time sequences
- Make decisions
- Use tools with increasing fine motor coordination
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Outside |
| When you and your child... |
You might say... |
This helps your child learn to... |
| Discuss everyday experiences in your neighborhood. Whether your child sees people walking to work, fire engines, buses, taxis, tractors, or trucks, you can talk about what is happening. |
"I wonder what's making that loud sound. Why do you think police cars have that loud siren and those flashing lights? Where do you think they're going? Let's pretend to be police officers. Let me answer my walkie-talkie. An accident on 19th Street? Be there right away." (Make a siren sound.) |
- Describe people and objects
- Understand time sequences
- Understand roles people play in society
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| Wash the car together. Talk about what you're doing as you soap the car, wash off the suds, and wipe it clean. |
"Want to help me wash the car? Here, rub this soapy sponge on the front fender while I do the hood of the car....You're a hard worker. That fender looks really clean. Next, we rinse off the soap with water." |
- Cooperate with others
- Learn spatial concepts
- Understand time sequences
- Learn new words
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| Collect objects in a bag. Children love to gather collections of leaves, sticks, stones, seeds, etc. You can take the bag of objects home, describe them, sort them into piles, glue them onto paper, and write word labels for each one. |
"What shall we look for on our walk? OK, leaves. You found two very different leaves. How are they different? Yes, one has points and the other is kind of round." |
- Sharpen observation skills
- Describe objects using spoken and written words
- Count
- Sort
- Experience nature first-hand
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