THE PRE-K PARENT POST 
Ready to learn...Ready for school Activities for Georgia's Pre-K children and families 
 
Eighth Edition 
 
"My child wants to sleep with the light on. Should I permit this or try to convince her there is nothing to fear?" 
 
Dealing with fears is a very normal part of preschool development. Common fears of young children include dogs, storms, the dark, and sometimes unfamiliar places or people. It makes good sense to be wary of a strange dog or to seek shelter from thunder and lightning. However, sometimes it is frustrating trying to convince a child not to be afraid of imaginary things. There are no monsters under the bed! There is not a boogeyman hiding in the closet! You've assured her a hundred times that these are just make-believe. 
Be aware. The lines between fantasy and reality are fuzzy for a four-year-old. Only rarely can someone be successful in convincing a child not to be afraid; therefore, another approach is to help your child cope with her fears. Show your child how to gain a sense of control over her fears by having a plan to feel more secure. For example, suppose your child fears tornadoes and talks about them frequently. Discuss where the family should go to be safe in case of bad weather. Let her check the flashlight to make sure that it works. 
 
Remind your child that you will receive warnings on TV and radio if bad weather is headed to your neighborhood. In the case of bedtime fears, a night light or small bedside lamp can be reassuring. 
It is also important to limit scary programs that your child sees on video, TV, or at the movies. Young children are sensitive to the images they see and hear. Many nightmares can be traced to what a child watched just before bedtime! 
Some children have a "lovey" or a security object, such as a blanket or stuffed animal, that provide much comfort. Don't think of these as a sign of immaturity. They provide young children tools with which to soothe themselves. These tools usually move to the background by the time the child is of school age. (Although, some teddy bears go off to college!) 
 
FEATURED WEB LINK 
www.ed.gov A website promoting educational excellence for children. Parents will find ideas to use at home on 
building academic success in literacy, mathematics and science. 
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 Franklin In The Dark 
By Paulette Bourgeois/Brenda Clark 
 
Franklin is afraid of small, dark places--including his own shell. Looking to his friends for advice, they reassure him that everyone is afraid of something, and suddenly his shell does not seem so small or dark anymore. This book will be a great way to talk about fears your child might be experiencing. 
Look for this book, or a similar one, at your local public library. 
 
CLASSROOM CORNER 
 
Oops, I think... 
 
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 the LISTENING CENTER. This center is a vital part of the classroom. It can be as small as a mat on the floor or large enough for chairs and two or more tape recorders with headphones. If a recorder has outlets for two sets of headphones, two children can enjoy the same story or song together. Read-along books are provided when possible, and tapes may be commercially made or teacher prepared. 
When children look at a book while listening to a story, they are learning to "read" independently and follow directions. The ability to listen carefully is important for success in school. The listening center is one way to help children develop good listening skills. 
HOME CONNECTION 
You can support your child at home by reading together. Talk to your child about characters, places and events in the story. 
 
Sing to the tune of "Pop, Goes the Weasel." Clap your hands at the "Oops." Compose your own verses and make up motions. 
All around my little bed, The dark is coming nearer, All around my little bed, Oops, I think I'll cover my head! 
Here I am, snug in my bed, I think I hear a squeak in the floor, Here I am, snug in my bed, Oops, I think I'll cover my head! 
Here I am, snug in my bed, I think I hear a scratch at the door, Here I am, snug in my bed, Oops, I think I need a night light! 
Here I am, snug in my bed, I think I hear something coming in, Here I am, snug in my bed, Oops, I think I'll scream in my bed! 
Here I am, scared in my bed, I think it's going to get me, Here I am, scared in my bed, Meow, Meow? It's Henry, my cat! 
 
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 ACTIVITIES 
Come up with ideas to help reduce a child's fears in an imaginative and fun way. Some examples: For fear of monsters under the bed, provide a spray bottle of water and call it Monster Spray. For fear of thunder, have children help you make up a story about the source of the noise, for example, giants bowling in the clouds. 
Content Standard: Children will develop confidence and positive self-awareness. 
DINING 
Monster Sandwich 
 favorite sandwich meat  2 slices of bread  cheese  condiments (mayonnaise, mustard, ketchup, pickles, etc.) 
Invent your own sandwich. Let your child experiment, build it, and then gobble it up. Yum, yum! 
Content Standards: Children will use processes of science to actively explore. 
MEANINGFUL MATH 
There are many ways for children to explore the concept of measurement. Give your child different sizes of measuring cups, spoons, and bowls. Let him experiment pouring water from one container into another. 
I wonder if all of the water will fit in the bowl? Let's see how many small cups I can pour into this big cup. Children love to measure different items around the house. Using a real measuring tape is fun because it is what grown ups use. Give your child a pad of paper along with the measuring tape and challenge him to measure things he sees in his environment. How long is the TV set? How wide is the refrigerator? Children can also use their feet, plastic spoons, paper clips, or string to make comparisons. What is longer; Daddy's shoe or Daddy's tie? What do you think? Will it take more paper clips or spoons to measure the table? Content Standard: Children will learn how to use a variety of non-standard and standard means of measurement. 
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 A MINUTE FOR MANAGEMENT ON... 
TALKING POSITIVELY 
When is the last time you counted how many times you said "No, don't, or stop it" to your child in one day? Sometimes we need to take a step back and listen to see if our language is overloaded with negative words. 
Sometimes we answer requests with an automatic "no." "Can we build a fort with the blankets in the closet?" Before you answer your child, ask yourself, "Why not?" If your child asks to have spaghetti for breakfast  why not? Decide which "no's" are important, and stick to your decision. Think of ways to talk to your children in a positive way, even when a behavior needs to be changed. Tell children what they CAN do instead of what they CAN'T do! 
Grandmother and Sydney are going for a walk. Sydney has taken off her coat and is dragging it in the mud. Instead of: "Don't drag your coat, you will get mud all over it." Try: "Let's tie your coat around your waist, like this." 
Zachary is always talking with his mouth full at the dinner table. Instead of: "Don't talk with your mouth full." Try: "Chew, then swallow, then you can talk." 
If you say "no" too often, children will tune you out. Whereas, if you restrict your use of negative language to critical situations, children are more likely to hear and respect your words. 
INCLUSION CORNER 
What is the role of an inclusion coordinator who might come in to observe or help my child in their program? 
An Inclusion Coordinator works with parents of children with special needs by offering:  Referrals to child care programs (Family Child Care, Group Day Care and Child Care Centers)  Ongoing support while their child is enrolled in a program  Information regarding community support and resources  Opportunities for training on topics related to children with special needs 
Inclusion Coordinators also work with child care providers by offering:  On-site assistance programs  Strategies for including children into programs  Techniques on working with children who are exhibiting behavior problems  Professional development opportunities on a variety of topics  Community resources  On-going support while a child is enrolled in the program 
Bright from the Start: Georgia Department of Early Care and Learning contracts with Child Care Resource and Referral Agencies around the state to make Inclusion Coordinators accessible to families. 
In addition, the Child Care Resource and Referral Agencies each have a Lending Library on site, which is geared towards children with special needs and the people who support them. Parents, child care providers, and other agencies can check out items from these libraries. Items include: books, videos, curriculum kits, adaptive toys and equipment, highchairs, cribs, riding toys, and more. For more information or to find an inclusion coordinator in your area, please contact Dana Evans at 404/463-0009. 
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 
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