Pre-K parent post, Nov. 2006 (4th edition)

THE PRE-K PARENT POST

Ready to learn...Ready for school Activities for Georgia's Pre-K children and families

Fourth Edition

"All of the new brain research is a little overwhelming. What does this mean to me as a parent of a four-year-old?"

Magazine and newspaper articles have reported several exciting studies that help us understand more about the human brain and its development in the early years. However, most family members are not scientists, and the biology of the brain is very complex. These reports are often difficult to digest, and parents are left to wonder, "How do the studies apply to my child?" A brief summary of several findings and their meaning are outlined below.
WHAT THE RESEARCH SAYS Circuits for math lie in the brain's cortex or region of the brain responsible for processing sound information. Preschool children who took piano or singing lessons did much better in spatial skills like mazes and puzzles. Circuits in the auditory cortex, which hear and make speech sounds, are wired by age one. The more words a child hears by age two, the larger his/her vocabulary will grow.
Hearing problems can hurt language development.
~ Physical exercise feeds the brain with nutrients in the form of glucose, and this increases the nerve connections needed for learning.
~ Outside stimulation can influence the wiring of the brain. During the early years the brain has the greatest capacity for change.

The brain has critical or sensitive periods when learning a skill is the easiest.
WHAT CAN I DO? Sing songs with your child. Play structured, melodic music. If your child shows special musical talent, get them a musical instrument.
~ Talk to your infant and child a lot. If you want your child to learn a second language, begin before age 10.
~ Protect hearing by treating ear infections promptly.
~ Make sure your child exercises regularly. Make learning activities at home and school active rather than sitting quietly.
~ Warm and loving daily interactions help stimulate your child's brain development. Challenge your child but don't push too hard or too fast.
~ Trying to teach your child to read, do algebra, or skate before his/her brain is ready won't work and may do harm.

FEATURED WEB LINK

www.cdc.gov/actearly

Learn more information about your child's important developmental milestones.

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There's a Hole in the Bucket
By Ingrid Schubert/Dieter Schubert

There is a hole in Bear's bucket, and his flowers are looking droopy! Who knew that Bear would need straw, scissors, and a stone to solve his problem. With Hedgehog's help Bear humorously finds the answers he needs. Two friends working together bring the story to a happy conclusion and make for good conversation between you and your child.
Look for this book, or a similar one, at your local public library.

CLASSROOM CORNER

When you visit your child's classroom, you will see many "learning centers" where important learning takes place. In this issue of The Pre-K Parent Post, we feature Science materials and activities integrated throughout the classroom.

Counting, comparing, measuring, classifying, or grouping are some of the math skills that children typically use as they handle and think about the various objects from nature that are available to them in the classroom.

Nothing draws a crowd faster than a hamster's cage or a bird's nest! These are two items you might find at the science or nature center in your child's classroom. Children can use the skills of a scientist as they look, listen, touch, predict, and describe different objects from nature.

Science materials and activities encourage your child's curiosity and interest in the natural world. Why not help him select an item from nature to share this month!
HOME CONNECTION

You might find items that have been carefully selected by the teacher to relate to what the class is studying, for example, signs of spring. Sometimes, children will bring their own "finds" to share with the class, such as a bird's feather or a bunch of dandelions. Books or magazine pictures about these items may also be displayed to add interest. Reading and writing skills are practiced as children draw or "write" about what they observe.

Go on a nature walk with your child. Collect small items (rocks, seeds, twigs), and have your child look carefully at each and find ways they are different.
Content Standard: Children will use processes of science to actively explore and increase an understanding of the environment.

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ACTIVITIES
ORIGAMI: Origami is the Japanese art of folding paper into shapes representing objects. Teaching children to fold simple origami shapes not only improves fine motor skills, but also encourages shape recognition and manipulation.
Begin with a square of thin paper - about 6" is good to start.
Carefully fold paper in half, making sure corners meet exactly. This is the "triangle fold."
Place index finger on fold under point and fold bottom corner of triangle upward. Repeat on the other side.
Turn figure over and add wiggly eye and scales to make a fish. Content Standard: Children will develop a sense of space and an understanding of basic geometric shapes.
DINING
Fish in the River
2 celery stalks 1/4 c. cream cheese or other cheese spread (tinted green if desired) 8 goldfish crackers Trim celery. Let your child wash celery, fill with cheese, top with crackers, and serve.
Source: Healthy Treats and Super Snacks for Kids
Content Standard: Children will participate in activities that foster fine-motor development.
MEANINGFUL MATH
Help your child understand the first and last in a series. You can gather different household items and put them in a line on the table or floor. Have your child point to the first and last in the series.
While your child is getting dressed, ask "What should you put on first? What should you put on second?"
Content Standard: Children will begin to develop an understanding of numbers.
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A MINUTE FOR MANAGEMENT ON...
SETTING EXPECTATIONS
Children view the world differently from adults. Sometimes the rules that are obvious to adults may not be obvious to children. Be sure your child knows your expectations for a behavior, so you are not scolding him for something he did not understand. Be sure to state rules and expectations clearly for your child. Example: Ben uses sharp kitchen scissors to cut paper to make a book. Dad says "Sharp scissors are not safe to play with, let's look for your scissors, so you can finish your book. I will help you."
The first step toward shaping children's behavior positively is setting a good example or being a role model. If you expect children to say "please" and "thank you" when asking for something, make sure you are using the same language. Speak and act only in ways that you would like your children to follow.

INCLUSION CORNER

Typical Child Development and When To Be Concerned Many parents become concerned when their child is not "doing" the things that other children their age are doing. Each child develops at his or her own speed and the following is a guideline for four and five-year-old development. If you are concerned about your child's development, contact his/her pediatrician.

By 4 Years of Age, A Child Should:
Take care of their own toileting needs

By 5 Years of Age, A Child Should:
Walk backwards, heel to toe

Catch a large bounced ball

Group common related objects

Hop on one foot

Draw a person with three to six body parts

Engage in dramatic and pretend play

Lace shoes

Recognize simple shapes: triangle, square, circle

Cut food with a knife: celery, sandwich

Understand sequence of daily events

Cut on a line

Know most colors

Listen to stories for at least 5 minutes

Bright from the Start: Georgia Department of Early Care and Learning 10 Park Place South, Suite 200 Atlanta, GA 30303 404-656-5957 or 1-888-4GA-PREK www.decal.state.ga.us
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