ED 300 120 AUTHOR TITLE REPORT NO PUB DATE NOTE AVAILABLE FROM PUB TYPE EDRS PRICE DESCRIPTORS IDENTIFIERS ABSTRACT DOCUMENT RESUME PS 017 603 Fredericks, Anthony D.; Brigham, Mary F. Parent Letters for Early Learning. A Good Year Book. ISBN-0-673-38114-5 89 74p. Good Year Books, Department GYB, 1900 East Lake Avenue, Glenview, 1L 60025 ($7.95). Guides - Non-Classroom Use (055) MF01 Plus Postage. PC Not Available from EDRS. Child Caregivers; Child Development; Day Care Centers; *Learning Activities; *Letters(Correspondence); Parent Child Relationship; *Parent Education; *Parenting Skills; Parents; Preschool Education; Resource Materials *Parent Caregiver Relationship This book consists of 28 letters that child caregivers who work with children aged 3-6 can send to parents. Letters are organized into eight categories: (1) self-concept; (2) reading and writing readiness; (3) math readiness; (4) imaginative play; (5) motor development; (6) social development; (7) oral language and concept development; and (8) visual and auditory skills. For each of these categories, there are three to six perforated letters which can be removed, duplicated, and sent home to parents during the year. Each letter explains a child development concept and offers 5 to 10 activities for the child and parent to do together. The book provides special project ideas which are extensions of one or more ideas mentioned in the letters of each category. Finally, the book includes a certification of recognition for the child which is to be signed by both teacher and parent. (RJC) **** ******* .****W****., * Reproductions supplied by EDRS are the best that can be made * from the original document. * *
Transcript
ED 300 120
AUTHORTITLE
REPORT NOPUB DATENOTEAVAILABLE FROM
PUB TYPE
EDRS PRICEDESCRIPTORS
IDENTIFIERS
ABSTRACT
DOCUMENT RESUME
PS 017 603
Fredericks, Anthony D.; Brigham, Mary F.Parent Letters for Early Learning. A Good YearBook.
ISBN-0-673-38114-589
74p.
Good Year Books, Department GYB, 1900 East LakeAvenue, Glenview, 1L 60025 ($7.95).Guides - Non-Classroom Use (055)
MF01 Plus Postage. PC Not Available from EDRS.Child Caregivers; Child Development; Day CareCenters; *Learning Activities;*Letters(Correspondence); Parent Child Relationship;*Parent Education; *Parenting Skills; Parents;Preschool Education; Resource Materials*Parent Caregiver Relationship
This book consists of 28 letters that childcaregivers who work with children aged 3-6 can send to parents.Letters are organized into eight categories: (1) self-concept; (2)reading and writing readiness; (3) math readiness; (4) imaginativeplay; (5) motor development; (6) social development; (7) orallanguage and concept development; and (8) visual and auditory skills.For each of these categories, there are three to six perforatedletters which can be removed, duplicated, and sent home to parentsduring the year. Each letter explains a child development concept andoffers 5 to 10 activities for the child and parent to do together.The book provides special project ideas which are extensions of oneor more ideas mentioned in the letters of each category. Finally, thebook includes a certification of recognition for the child which isto be signed by both teacher and parent. (RJC)
**** ******* .****W****.,* Reproductions supplied by EDRS are the best that can be made* from the original document.
*
*
ParentS
for Early LearningAnthony D. Fredericks
Mar/ F. Brigham
Scott, Foresman and CompanyGlenview, Illinois London
To Mary MastainFor all the energy, vitality, and enthusiasmshe shares with parents and educators.
A.D.F.
A 1/GOODYEAR,BOOK,® Good Year Booksare available for preschool through grade 12and for every basic curriculum subject plusmany enrichment areas. For more Good YearBooks, contact your local bookseller oreducational dealer. For a complete catalogwith information about other Good YearBooks, please write:
Good Year BooksDepartment GYB1900 East Lake AvenueGlenview, Illinois 60025
No part of the book may be reproduced in anyform or by any means, except those portionsintended for classroom use, IA ithoutpermission in writing from the publisher.
ContentsPreface ivHow to Use This Book v
Parent LettersIntroductory Letter 1
Self-Concept1. Building a Good Self-Concept 3
2. A Mirror of Good Feelings 53. The Gift of Good Feelings 7
Reading/Writing Readiness1 Composition Begins Early 92. On tho Reading Road 11
3. Learning New Words 13
Math Readiness1. Math Readiness 152. More Math Magic 17
3. Numeral Knowledge 19Imaginative Play
1. Make-Believe 212. Mind Pictures 233. Imagine That! 25
Motor Development1. Developing Muscles2. Fine Motor Skills3. Handwriting Development
Social Development1. Social Development 332. Social Communication 353. Growing Up 37
Oral Language and Concept Development1. Learning to Conimunicatc 392. A Case for Communication 413. Learning to Listen 434. Concept Development I 455. Concept Development II 476. Learning New Concepts 49
27.2931
Visual/Auditory Skills1. Visual Skills 51
2. Auditory Skills 533. Look All Around 55
Special Projects 57Self-Concept
My Name/My Hand/My Picture 58Books on Feelings and Building
Confidence 60Reading/Writing Readiness
Calendar 61
Magazines Available for Children 62Special Brochures 63Suggested I, `ure Books 64
Math ReadinessResource ListPosition Words 65
Imaginative PlayProps for Imaginative Play 66
Motor DevelopmentCoordination 67
Social DevelopmentResources for Parents 68
Oral Language and Concept DevelopmentLanguage 69Speaking Activities 70Field Trips for Parents and
child's first and best teachers. Without question,parents provide children with the basic founda-tions on which successful learning experiencescan be built. The support, encouragement, pa-tience, and understanding of parents has a pro-found effect on both the academic and socialdevelopment of children.
During the first five years of life, whenchildren spend a majority of their time at home,more than 60 percent of their intellectual devel-opment takes place. It is during this time thatchildren learn to talk, walk, eat by themselves,develop a sense of independence, and seek toexplore the world around them. Children learnmore at this time than at any other time in theirlives. These foundational skills serve as thebasis for the learning and social experiences achild encounters in the more formal atmosphereof the classroom.
This tv)ok has been designed to providethose working with children in nursery schools,preschools, day-care centers, and other child-care facilities with a selection of relevant andmeaningful suggestions to share with parents.These activities, in the foam of special letterssent home on a periodic basis, offer parents andother caregivers strategies they need to facilitatethe total development of youngsters prior totheir entrance into school. These activities areorganized by the following topics:
A. Self-Concept: Helping the child developa healthy self-image.
B. Reading/Writing Readiness: Develop-ing the skills necessary to familiarize the childwith the transfer of language from oral to writ-ten form, as well as those skills necessary formore formal reading instruction in school.
C. Math Readiness: Manipulating objectsin various patterns and groupings to create abasis foi mathematical understanding.
D. Imaginative Play: Using make-believeand imagination as the basis for self-discovery
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and appreciation of the creative process.E. Motor Development: Helping children
manipulate themselves and their environmentthro ig h the development of fine and gross motorskills.
F. Social Development: Developing theskills and attributes children need to work, play,and live with others in a spirit of mutual coop-eration and understanding.
G. Oral Langun ge and Concept Develop-ment: Helping children develop the means toexpress themselves as well as understad othersthrough listening and speaking; assisting chil-dren in developing an understanding of therelationships between the elements of the envi-ronment.
H. Visual/Auditory Skills: Promoting ac-tivities that help children receive, process, andrespond to both visual and auditory informa-tion.
The need for mutual cooperation betweenparents, teachers, and children is vital in helpingyoungsters develop to the maximum of their po-tential. These letters, written in easy-to-under-stand language, help parents play an active rolein the growth and development of their children.In addition, the letters provide you with anopportunity to communicate with parents on aregular basis--informing them of the impor-tance of their involvement as well as offeringthem ideas to facilitate the total development oftheir children.
This book has been designed to serve as aconvenient resource for you as you seek toinvolve parents in the education of their chil-dren. Used throughout the year, it can helpensure that everyone is working toward a com-mon goal and that the best interests of all chil-dren are being provided for in an atmosphere ofmutual trust, support, and encouragement.
How to Use This BookThis book is designed to help you foster an
active partnership with parents and provide thelearning experiences they need to help theirchildren grow and develop. All of the activitiesand projects are based on research-proven ideasthat contribute to the academic and social growthof youngsters. Each letter includes a multitudeof activities for children and parents to work ontogether in a relaxed and nonthreatening atmos-phere. In short, each letter provides activitiesthat promote a positive relationship betweenparents and children and at the same time helpdevelop the skills necessary for future success,both in school and at home.
The book contains twenty -eight letters or-ganized into eight categories. Within each cate-gory are three to six letters to be duplicated andsent home to parents throughout the year. Thereis no prescribed sequence for sending the lettershome. "Jou should feel free to send them homein the order in which they appear in the book orin any other order as dictated by the specificneeds of individual children in your curriculum.You may choose to use the following proce-dures to distributes these letters.
1. Remove the Introductory Letter fromthe book and sign your name in the appropriatespace. Duplicate enough copies of the letter forthe number of children in your class, school, orplay group. You may wish to have each childtake a letter home to present to his or her parentsor you may choose to hand a letter to each parentor guardian sometime during the first week ofclasses. In child-care centers, the letter may beplaced in each child's "cubby." An alternatestrategy would be to mail this initial letter hometo parents, thus ensuring that each family re-ceives and is notified about the upcoming lettersand activities (although this would entail moreclerical time and necessary postal expenses).
2. Periodically, you are encouraged to
remove an additional letter from the book, signyour name in tl. ppropriate space, duplicate it,and send it home. The age of the children and thedynamics of your class or school will helpdetermine the best possible method for gettingthe letters into parents' hands.
3. Occasionally you may wish to pen anappropriate note or comment on the letters ofselected children. This personalizes the letterseven more and lets parents know that you areconcerned and interested in their child's deve.-opment.
4. We suggest that you establish one day(Monday or Thursday, for example) as "LetterDay." By sending the letters home on the sameday each week, you notify both parents (andchildren) that these letters will be a regular partof your curriculum and should be expected.
5. Other communiques from school or classshould emphasize the importance of these let-ters. Continually remind parents about the let-ters, which are designed to help them providethe best learning environment possible for theirchildren. You may also wish to point out thatthese letters are not intended as "homework"assignments but rather as opportunities for allmembers of the family to work and play to-gether in an atmosphere of support and love.
6. Encourage parents to get in touch withyou if they have any questions or concerns aboutany of the activities or projects mentioned in theletters. Let patents know that you are not tryingto turn them into surrogate teachers but ratherthat you wish to offer them purposeful ideas thathave some direct implications for the scholastic,social, and emotional growth of their children.From time to time, invite parents to come intoyour class or school to visit and share some oftheir ideas anc thoughts as well. You may evenwish to have parents share some of the projectsand activities they and their children work ontogether.
P.M
6 v
Distribution Ideas
The following strategies offer you some alter-nate ideas for getting these letters into the handsof parents.
1. During a regularly scheduled "OpenHouse" or "Welcome to School" session forparents at the beginning of the year, providefamilies with information on the lettersex-plain when they will be sent out and how theymay be used. You may wish to have samples ofsome of the letters for review as well.
2. Many preschools, nursery schools, andday-care centers regularly distribute a newslet-ter for parents on current happenings and up-coming events. You may wish to photocopy andattach a letter to each of these newsletters. Youmay also choose to incorporate some of theinformation from the letters into your own news-letter.
3. Help children learn to take responsibil-ity for getting these letters home by providingeach youngster with a special mailbox in theclassroom or at the entrance to the school.Clean, dry milk cartons glued together makeexcellent mailboxes when painted, decorated,
vi
and tagged with each child's name. Letters andother materials to be taken home can be placedin these boxes on a regular basis for children tocollect and take to their parents.
4. From time to time you may wish to callparents and remind them about the letters. Thesephone calls have the added advantage of givingyou a forum to discuss a specific child's growthin terms of some of the ideas presented in aparticular letter or set of letters.
5. The principal or director of your schoolshould be encouraged to mention the letterswhenever possible. A personal letter from thisindividual or an occasional note throughout theyear can help remind parents of the importanceof these letters and of the spggestions theycontain.
6. You may wish to establish a "telephonetree." For example, one parent can be asked tocall two other parents and remind them aboutthe letters. Each of those parents is then respon-sible for calling two other parents, and so en,until 11 parents have been contacted. A list ofthese parents and their phone numbers an beprepared early in the school year for sharing. Besure to cbtain parents' permission, before dis-tributing phone numbers!
INTRODUCTORY LETTER
Dear Parents,
This is a veryspecial time in yourchild's life. He or sheRill be learning many newthings--academic skills,how to get along withothers, self-confidence,and motor skills. In fact,the years before yourchild enters a formaleducational setting willbe some of the mostimportant and valuable tohis or her development.
You play a major role in helping your child reach the maximumof his or her potential. Research in the area of child developmentpoints out that most of a child's intellectual development takesplace before he or she enters a formal classroom. his means thatchildren spend a great dral of time with their first, and perhapsmost important, teacher Lheir parents. Indeed, as parents, yourinvolvement in your child's learning experiences will have much todo with how well your child succeeds in school and in later life.By working together, I believe we can all help your child becomethe best person possible--socially, emotionally, andscholastically.
In order to help you provide the environment that will helpyou maximize your child's potential, I will be sending homeprepared letters on a regular basis. These letters have beendesigned by experts in the field of child development and willoffer you hints, ideas, strategies, and techniques designed tohelp you with your child's growth and development. Each letterwill contain an assortment of projects and suggestions for you andyour child to work on together, and will cover such areas as self-concept, reading/writing readiness, motor development, visual/auditory skills, and social development. The suggestions will nottake up a lot of your time and can be easily incorporated intoregular family ac-ivities. They should be a source of pleasure andsuccess for your child. By using these ideas on a regular basis,you will be helping your child develop the skills necessary forsuccessful social, emotional, and academic growth.
I'm looking forward to working with you this year as we helpyour child experience all the joys of learning. I stand ready toassist you in any way I can, so please feel free to get in touchwith me at any time. Your participation and encouragement will bemajor contributions to your child's success this year!
Sincerely,
1
BUILDING A GOOD SELF-CONCEPT
Dear Parents,
Self concept is defined ashow a child feels about himself orherself. If a child feels goodabout who he or she is, then it islikely that he or she will feelsufficiently confident and want totry new experiences and make newdiscoveries. Much of what childrenlearn about themselves comes fromthe support and encouragementreceived at home. As a parent, youprovide yourchild with agood self-concept. I,on the otherhand, will workwith you in apartnership to helpyour child build a ----""'Ii:----- ----------1-= -------1-::::=I-:-=
positive self-image.
Educational research documents the importance of self-concepton succesc in life. By constantly supporting your child, givinggenuine praise at every opportunity, and helping your child feelgood about who he or she is, you can help your child develop avaluable self-image--a determinant of lifelong success.
1. Give your child some genuine praise every day. Let yourchild know that you are aware of the many things he orshe is learning and that you are constantly supportingthose efforts. Praise can consist of a pleasant comment,a pat on the back, a big smile, or best of all, a hug.Make sure your child gets several every day.
2. Make a personal scrapbook with your child. Specialphotographs of your child, drawings, pictures of favoritefoods, books, TV shows, people, and some other artifactscan be used for the scrapbook. Be sure to take some timeregularly to add new things and to talk about them withyour child.
3. Help your child share in some family decisions. Thesedecisions can be very simple ones, such as where certainfamily members should sit at the dining table or what TVprogram to watch at a specific time. By providing yourchild with the opportunities to make these choices, andrespecting his or her decisions, you are helping yourchild build a very positive self-image.
4. Be sure to take some time every day to talk with yourchild about some of the things he or she did or learned.
3
The dinner table may be the most useful location for thiscommu.ication. It is very important that your child havea regular opportunity to share the day with you. Yourattention and concern will be valuable in your child'sdevelopment.
5. .tvery child is unique. Let your child know that he or shehas some very special qualities that no one else has. Youmay want to talk about the color of his or her hair, thechoice of clothing, or the kind manner in which he or shetreats friends. Let your child know that there are manyunique characteristics that make him or her special toyou.
6. Don't compare your child with others. Although parentssometimes have a tendency to compare one child withanother, this can be harmful to your child's self-image.
7. Be realistic in your expectations of your child, and bepatient. Read magazines, books, and articles related tochild development and parenting to assist you in under-standing your child. Know that your child must learn overa period of time to pay attention, to follow rules, andto get along in a group. Praise your child for whateverhe or she tries to do.
Sincerely,
I i4
A MIRROR OF GOOD FEELINGS
Dear Parents,
The feelings that your childdevelops in his or her younger yearswill have a dramatic effect on yourchild's life. Developing a positiveself-image will allow your child toachieve and grow personally at maximallevels.
To a great extent, your child'sself-image is a reflection of the feelingsthat you and significant others havecommunicated to your child. If youcommunicate to your child that you think yourchild is smart, good looking, and pleasant,that is the perception your child will haveof himself or herself. If you communicate byyour actions that your child never measuresup in any way, your child will develop anegative self-image.
The messages that you send to your childmust be constantly monitored. You need to becareful to have realistic expectations of your child based on yourknowledge of child development. In addition, you need to be honestin dealing with your child, because your child will detectdishor?.sty when your facial expressions and body posture do notmatch what you have said.
In order to help your child develop a positive self-concept,some of the following suggestions will be helpful. Try them andshare with others any that work well for you.
1. In disciplining your child, take care to indicate yourdisapproval of the behavior, not of your child. Toaccomplish this, avoid saying, "Becky, you were terribleat the store today." It would be better to say, "I don'tlike it when you fuss at the store if I don't buy youwhat you want. If you want to go with me, you'll have tolearn not to fuss if I don't buy you what you want.Otherwise you can stay home with a sitter. You can let meknow what you want to do the next time I am getting readyto go shopping."
2. Work with your spouse to be consistent in discipliningyour child. When you make a rule, you need to stick toit. Believe it or not, children will appreciate it if youreact to them in consistent ways, even if they do notalways get their way.
3. Honor your child on special days such as birthdays,preschool graduation, or the day he or she learns to ride
I.4 5
a bicycle. Your child will really enjoy basking infeelings of importance and your approval.
4. Help your child to develop by treating his orher suggestions as worthwhile and important. When aproblem arises, ask your child how he or she thinks theproblem should be resolved. If your child shows poorjudgment, help your child think through the consequencesof such a reaction
5. Work with your child on "A Book About Me." You mightinclude photographs of your child, pictures your childdraws of his or her favorite toys, friends, pets, orbooks. The possibilities are endless!
Sincerely,
6
THE GIFT OF GOOD FEELINGS
Dear Parents,
One of the most precious giftsyou can give your child is apositive se]f-image. A child withgood feelings about himself orherself is much more likely to feelfulfilled socially, personally, andin the wcrld of school and work thana child with a negativeself-image. With a positiveself-image, your child willface new situationswith courage, dealwith problems well,and be able to take risks.
All of us want thesequalities for our cnildren, but we do not always know how toencourage our children to develop in these ways. It is ironic thatwe attend classes for nearly everything we do except parenting.Yet parenting is a skill that needs refining for many of us.Parenting is one of life's most important responsibilities, so weneed to educate ourselves on this subject. As parents, we need totalk to other parents about how to handle childrearing, we need toread related magazines and newspaper articles, and we need toparticipate in parenting classes sponsored by local agencies.
In addition to these opportunities, the following are somesuggestions that will assist you in developing good parentingskil]s:
1. Realize that your child needs extra attentior and supportfrom you during times of stress. The birth cif a newsister or brother, the first day of school, and changesin your work schedule are examples of these times ofneed. Spend some extra "quality" time with your child atthese times and give your child "openings" to discuss hisor her feelings about these changes.
2. Allow your child to "own" his or her feelings, whetheryou think your child handled a situation the best way ornot. An example of this is the parent's reaction in thissituation.
Situation: Tommy is angry because Andy has taken one ofhis toys. Tommy punches Andy.
Appropriate reaction: "Tommy, I know you do not ]ike itwhen Andy takes your toys without asking. I understandthat. But, please just tell him that you are upset whenthat happens. you might hurt him if you punch him again."
Inappropriate reaction: "Tommy, go to your room. You
7
should not be angry with Andy when he takes your toys.After all, he is just a baby."
The difference in these two reactions is that as a resultof the appropriate Leaction, the Child leaves thesituation knowing that the parent understands hisfeelings but disagrees with his method of handling thesituation. In the inappropriate reaction, the childsimply leaves the situation more angry than he was beforethe parent intervened.
3. Provide your child with opportunities for developingresponsibility. Simple household chores such as puttingaway toys and feeding pets provide your child withopportunities to assume responsibility. Praise your childprofusely when he or she assumes responsibility. Youmight even make a chart for jobs and give your child a"smile" for each job he or she performs well daily.
4. Celebrate the skills your child develops by praising himor her for tying shoelaces, brushing teeth, becomingtoilet-trained, combing hair, and other self-help skills.You might even help your child to make an "I Can" book inwhich your child draws pictures of all the things he orshe has learned to do.
5. Provide your child wl.th opportunities for socializingwith other children in the neighborhood or in a preschoolsetting. Just as we must learn to parent well, childrenneed to learn to interact with their peers. Children willbe much happier if they feel that they have friends.
Sincerely,
8
COMPOSITION BEGINS EARLY
Dear Parents,
As your child grows and develops, one of the skills he or shewill be learning is how to communicate with other people. Writingis one way people share information with each other, and it is animportant skill to know. You can help your child develop anappreciation for writim,, not by having him or her practicewriting words or lettc_rs, but by helping your child develop aninterest in and 911 appreciation for writing. Later, when yourchild is in a formal educational program, some of these skillswill be fine-tunFA.
1. Provide your child with a variety of writing and drawingmaterials, including chalk, crayons, markers, 2encils,paper, and chalkboards. Encourage your child to write ordraw anything he or she chooses.
2. Let your child observe as you write a shopping list, aletter to a friend, a note to another family member, alist of 'to do's," or even a check. When children see themany ways of communicating through writing, they want towrite as well.
3. Let your child tell you what his or her drawings andother artwork represent. Write labels or sentences toaccompany the artwork, such as "Jimmy is washing thecar." Read the labels or sentences to your child. Thenlet your child read them back to you.
4. As your child begins to write, ask your child to tell youwhat he or she has written. You may find initially thatyour child's writing has no relationship to speechsounds. In fact, it may not resemble letters. Just acceptwhat your child tells you about what he or she has
written. In that way, you will encourage your child tocontinue expressing his or her thoughts on paper.Gradually you will begin to see a relationship betweenspeech sounds and your child's written expression, asyour child leaves this "invented-spelling" stage to usetraditional spellings of words. As a parent, realize thatcriticizing your child's writing will discourage him orher from wanting to write. Your support, encouragement,and interest in your child's writing is the bestassistance you can give.
5. Make a book by stapling several pieces of paper together.Encourage your child to draw a picture on each page andto suggest a title for each, which you can record undereach illustration. Be sure to display the finishedproduct in a prominent place in the home library.
Sincerely,
I
10
ON THE READING ROAD
Dear Parents,
One ofthe mostimportantsubjects yourchild willencounter inschool and athome is reading.Research indicatesthat the activities, games, and support children encounter at homecontribute greatly to their reading success. You can certainly bea part of your child's reading growth by working with him or heron a variety of activities every day. Do these in an atmosphere oflove, encouragement, and support--which are also important tosuccess in any area.
1. With your child, look in several magazines for examplesof colorful letters. Cut these out and paste them onto asheet of cardboard. Your child may display these where heor she can enjoy them.
2. Choose a "Letter of the Day" and print it at the top of alarge sheet of paper. With your child, identify objectsin your home (or outdoors) that begin with that letter.Your child may wish to paste the pictures on the sheetand label them.
3. Write your child's name on a piece of paper. Help yourchild find other words in magazines that begin with thesame letter as your child's name.
4. Play with your child using alphabet blocks, name some ofthe letters chat appear on various blocks, and ask yourchild to repeat the letter names after you.
5. Take your child to the store when you go shopping. Pointout specific letters on food packages and ask your childto locate other examples.
6. Make the shape of a selected letter from clay. Ask yourchild to trace the pattern with his or her finger andthen make a similar example with another piece of clay.
Sincerely,
11
LEARNING NEW WORDS
Dear Parents,
You can help your child learn and appreciate new words, Berelaxed and informal as your child encounters new words. Here aresome projects you and your child may enjoy working on together.
1. Write the name of an object in your home (chair, table,door, rug) on an index card. With your child, tape thecard to the object it identifies. Each day let your childselect one new object to label in this way.
2. You and your child can look through some magazines todiscover that words look different when printing stylesvary.
3. Use some new words when talking with your child. Forexample, "I saw a tiny ant on the sidewalk today" or"Let's go to the amusement park today." Write the newwords on a card. Help Your child understand that thewords we speak are also words we can learn to read later.
4. As your child completes a picture or illustration, havehim or her select one or two words that can be used as atitle. Print these words on the picture for your child todisplay on the refrigerator or in his or her room.
5. Read to your child from a variety of sources. Newspapers,magazines, pamphlets, brochures, fliers, cereal boxes,cooking directions, and the like, can be used as readingmaterial in addition to books. Help your cnild experiencewords in many different forms and many different ways.
Sincerely,
13
MATH READINESS
Dear Parents,
Using and understanding numbers will be an important skillfor your child to learn when he or she enters school. You can helpin this development by working with your child on a number ofgames and activities. At this stFge, your child will learn bestwith "h ids on" mathematical experiences in which he or she canactively participate. At first, concrete objects such as bottlecaps, blocks, spoons, or paper clips should be used for counting,matching sets, adding, and subtracting. .,titer, your child will beready for paper and pencil activities.
It is important to remember that you and your child shouldhave fun as you work on these ideas. Keep the enthusiasm high andtry not to turn your home into a classroom. Be constantlysupportive of your child. Understanding numbers can be a difficultprocess for some children -one that needs a lot of practice. Witha little imagination you can develop a whole variety of new gamesto play with your child. Here are some ideas to get you started.
1. Put your household "junk" to use to help your childunderstand sets. Let your child sort these objects bycolor, s1ze, shape, function, and so on. Help your childcount the number of objects in each set and compare thenumber of objects i' sets. Introduce your child to theterms more, less, many, fewer, and equal, as you comparesets.
2. Play "Copycat" with these objects. Move two of theobjects to the side and have your child copy what you do.As you are doing this, say, "I have two pennies. Can youfind two pennies, too?"
3. As you and your child travel together, talk about thenumbers of some of the things you see. For example, "Isee two red cars" or "I __--,,---.
see three boys walkingtogether." Help yourchild understandthat many thingscome in groups.
4. As you work ontasks aroundthe house(cooking,fixing afaucet,workingin thegarden),
/ 'IWO FLOVIEFS
15
provide your child with an opportunity to work with you.Be sure to count some of the tools or objects you use.For example, you might say, "Now I'm going to get threeforks" or "Let's put these three hags of grnePriPs Away,"
5. Sing songs such as "Ten Little Indians" with your child.Hold up the number of fingers that goes with each part ofthe song. Do the same with fingerplays such as "One, Two,Buckle My Shoe."
Sincerely,
16
MORE MATH MAGIC
Dear Parents,
The world of mathematics is fascinating. We use numbers,number concepts, geometry, and measurement to help explain andunderstand the world we live in. Without a grasp of certainmathematical principles, much of what we do every day (shopping,cooking, building, and so on) would be very difficult, if notimpossible, to accomplish.
Children, too, need to understand the importance of some ofthese mathematical concepts and their uses in their own lives.Obviously, there is a lot of fun that can be had with arithmetic.Sharing that fun anci excitement with your child will be animportant task for you as your child grows and develops. Thefollowing activities are some additional suggestions for you toshare with your child as he or she explores and learns more aboutthe world.
1. Acquaint your child with simple geometric shapes,including the circle, square, triangle, and rectangle.Help your child locate household objects and magazinepictures that are formed from these shapes. Assist yourchild to make pictures from these shapes.
2. Help your child develop an awareness of time, includingsuch terms as today, tomorrow, yesterday, and so on.ramiliarize your child with the calendar, including thenames of the days and the concept of a week, by referringto the calendar freauenJ.y. You might allow your child tokeep track of important events such as family birthdayson his or her own calendar
170 -,4.4
3. Show your child the clock and refer to it often in yourconversation about routine events such as bedtime,dinnertime, and scheduling of favorite TV shows. Discussthe functions of the long and short hands and even helpyour child to tell time on the hour if he or she isinterested and ready to learn the concept.
4. Without forcing memorization of money values, introduceyour child to coins, including the penny, the nickel, thedime, and the quarter. Help your child understand whichones are worth "more" and "less." Allow your child tohelp you pay for small items at the store and to havesome money of his or her own to keep in a bank.
5. As your child begins to recognize numbers, help him orher to understand their relative values. Help your childmake a "bar graph" or tally the number of cars, trucks,dolls, brothers and sisters, and so on. Using a graph ortally sheet will help your child understand the relativevalue of numbers. Keeping track of a child's height andweight will help your child understand number values aswell.
6. Preparing simple snacks and meals will provide wonderfulopportunities for your child to count and measure. Letyour child help you with beating a brownie mix for twominutes or dividing a sandwich in half. Introduce yourchild to measuring cups, spoons, and timers as you havefun working.
Sincerely,
18
0
NUMERAL KNOWLEDGE
Dear Parents,
Once your child is able to count objectsand match and compare secs, he or she isgenerally ready for the excitement of learningto recognize and match numbers with sets ofobjects. This is a really important step tochildren--one they associate closely with goingto school. As you begin to introduce numberrecognition to your child, take care to introduce thenumbers slowly--one at a time--and continually reviewany numbers your child learned previouslybefore you proceed to new ones.
Have fun when you dothese activities with yourchild. Perhaps thesesuggestions will help you comeup with some of your own!
1. Look through that household "junk" again searching forcontainers. Old berry baskets, coffee cans, and eggcartons will fill the bill! Label the front of eachcontainer with a number written in large print. Help yourchild sort the correct number of objects to go into eachcontainer. As your child begins to show an understandingof the number of objects for each container, let yourchild count them and put them in the appropriatecontainers independently. You can also take the numbersoff the cans and have your child put them back on the onecontaining the correct number of objects.
2. With your child, look through the newspaper or somemagazines for examples of numbers. Your child may want tocut one of these out and paste it on a sheet of paper.Have your child cut out or draw the correct number ofobjects and paste them on this page. Do this with aseries of numbers, and assemble the pages to make anumber booklet. You can even have your child assemble anentire booklet devoted to one number, for example, "MyBook of Six."
3. Make a hopscotch game with chalk on the sidewalk,driveway, or any cement floor. Then give your child abeanbag and allow him or her to toss it to a number youcall out. You can also let your child toss the beanbag onany numbered block and have him or her identify thenumber.
4. Let your child finger trace numbers that you call out ina tray of sand or salt. You can also let your ch!id havefun making numbers nn the kitchen table with miniaturemarshmallows, chocolate bits, or peanuts. If your childcan identify a number, you might let him or her "eat" it.
19
5. Use a deck of playing cards as a set: of flashcards. Helpyour child identify some of the numbers on individualcards. But remember that this is not a testing situation.Keep it informal ana unstructured. You may want to sharejust one number every few days or so.
Sincerely,
20
MAKE-BELIEVE
Dear Parents,
Children whose imaginations have beendeveloped tend to think for themselves and havea sense of creativity that can carry over intotheir later lives. Although we often assumethat children have natural imaginations, it'simportant to keep in mind that theseimaginations need to be nurtured constantlythroughout these important years.
Your child'simagination can be
...---frf 'A,
used to create a----...1-..wide range of games
and activities.Most of the following suggestions are ideas for you to initiate,yet they also provide sufficient opportunities for your child toinvent and create his or her own activities.
1. Have your child imagine that he or she can be severaldifferent types of animals (for example, a cat, a mouse,an eleph nt, a bird, and so on). He or she may want toimitate a certain animal after looking through magazinesor watching a TV program.
2. Arrange large cardboard boxes into different structures.For example, you and your child may want to arrange theminto the shape of a castle, a fort, or a house.
3. Shine a bright light on the wall and work with your childin creating some unusual or interesting silhouettes. Foreach silhouette, ask your child to make up a story aboutthe figure and what it is doing.
4. Help your child create a variety of musical instrumentsusing common household objects. For example, glassesfilled to various levels and tapped with a spoon, a pieceof toilet tissue wrapped around a comb and blown, two potlids banged together, blunt utensils banged on thekitchen counter, and many others can be used to make amost unusual orchestra. See how many differentinstruments your child can create on his or her own.
5. Have your child look at various cloud formations anddescribe what he or she sees. What interesting creaturesor people can be found in t1 clouds?
21
6. nake up an original story with your child as the centralcharacter. You may want to create a tale with your childin a far-off land, on a desert island, or o=ittling arenormous diigon. Your child may want to create stories,
.Lam_Lly L.J LAIC mallcharacters.
Sincerely,
22
MIND PICTURES
Dear Parents,
One of the mostvaluable gifts you cangive your child is thegift of imagination-a gift you can helpfoster with some ofthe followingactivities.
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1. Read lots of fairytales and tall talesto your child. Haveyourchildtell you about or draw pictures of the images thesestories create in his or her mind.
2. As you and your child watch television together, turn thebrightness control all the way down so the screen iscompletely dark. Listen to a show and ask your child todemonstrate or tell you what the characters are doing.
3. Sing some children's songs with your child and act themout. Songs such as "Row, Row, Row Your Boat," "OldMacDonald," and "I've Been Working on the Railroad" lendthemselves to imaginative interpretation.
4. Use commercially produced puppets or encourage your childto make his or her own puppets from popsicle sticks, bitsof cloth, beads, yarn, string, glue, paper bags, papercups, and other household items. Ask your child to createhis or her own "play`" and act oLt various scenes. (Youmay wish to have your child imagine that the puppets arefamily members.)
5. Allow your child to use common household items such asbrooms, boxes, baskets, old clothing, telephones, andsheets to stimulate imaginative play.
Sincerely,
23
IMAGINE THAT!
Dear Parents,
Frovide your child with many opportunities to use his or herimagination and you will be opening up a fascinating world ofdiscoveries and possibilities. Children who are provided with manycreative outlets are those who can find excitement in a cardboardbox, adventure in a pile of wooden blocks, and mystery in theirown backyard. Share the limitless reaches of the human mind withyour child and you will help ensure that your child is never boredon a rainy day. You may wish to consider some of the followingactivities fol you and your child to share together.
1. Play a game of l_liouettes with your child. Make shadowson the wall w: your hands in front of a strong light.Create a story about each character. Have your childcreate characters and stories, too.
2. Use some kitchen utensils to create some make-believecharacters with your Guild. Put a pot on your head andbecome a pirate. Use some spoons to become a rock-and-toll drummer. Use some pans, glasses, cups, and otheritems to create an imaginary kingdom on the kitchentable.
3. Take an old sheet, put it over you or your child tocreate as many characters as possible. A ghost would be anatural, but can you also make the shape of a giraffe, anelephant, a race car, or a hot dog? Play a game with yourchild in which you and your child try to guess the shapeseach has made.
4. As you and your child walk outside or around the house,create magical items from common everyday things. For
25
example, a fallen leaf could be a magic carpet for acaterpillar, a nail could be a sword used by an invisibledwarf, or a coffee cup could be a boat for a family ofmice sailing across the ocean. Make up some stories orgames with your child using some of these items.
5. Use some brown lunch bags or grocery bags to create avariety of games and objects with your child. Forexample, the bags can be used to create some masks; setup on the floor they can be used as "baskets" in a gameof basketball; a number of them placed on the floor cancreate an obstacle course; or they can be arranged on thetable 4nd designated as dangerous creatures on a distantplanet. Use other common household objects to create avariety of objects or items around which any number ofstories can be created.
Sincerely,
DEVELOPING MUSCLES
Dear Parents,
Muscle development is important in'young children since it helps incoordination for a number of activities.Large muscles need to be able to worktogether for your childto maintain balance andengage in activitiessuch as running,throwing, and swinging.Your child shouldparticipate in some physicalactivities daily in orderto get proper exerciseand help develop musclecontrol. Some of thefollowing activities may be helpful.
Au.
1. Show your child how to walk or move like several wildanimals. Have your child walk like an elephant, swinglike a monkey, hop like a rabbit, crawl like a snake, ormove like an inchworm. From time to time ask your childto suggest various animals and imitate their movements.
2. Place a piece of string, rope, or masking tape on thefloor and ask your child to do some of the following:walk next to the string, hop over the string, walkbackward along the string, walk with one foot on eitherside of the string, run around the string, or put thestring in a circle and hop in and out of it.
3. Play a game of catch with your child. Throw a ball backand forth, roll the ball along the floor and catch it,bounce the ball and catch it, and kick the ball back andforth. Begin with large balls, and when your child isready, use smaller ones.
4. Get a set of large blocks for your child and work onbuilding various shapes and structures together. Be sureto give your child plenty of freedom to create as manydifferent buildings as possible.
5. Whenever possible, take your child to a local park orplay area. Be sure your child has many opportunities toplay on the swings and other playground equipment. Rollup your sleeves and take a ride on the swings and merry-go-round, too!
6. Set up an indoor or outdoor obstacle course for yourchild, or help your child plan such a course using commonhousehold objects such as boxes, chairs, trashcans,tables, and so on. Make sure that crawling, jumping,pushing, and pulling are used to complete the course.
27
7. Help your child improve his or her toss and aim by usingbeanbags. Your child can toss first into large containerssuch as cardboard boxes. Then your child can toss thebeanbag into smaller containers such as wastebaskets.
8. Assist your child with jumping rope by having him or herjump a stationary rope raised slightly above the groundand then jump a slowly swinging rope. Finally, introducehim or her to traditional rope jumping.
9. Use a curb, a railroad tie, or a two-by-four as a balancebeam. Have your child walk forward, backward, andsideways. Then have him or her balance on one foot on thebeam.
Sincerely,
28
FINE MOTOR SKILLS
Dear Parents,
During this time of development,your child will be discovering manynew things about the world around.Additionally, your child will belearning more and more about his orher own body--how it moves,grows, and functions.Learning to use and controlboth large and small musclesis a very important skill.
Basically,the body is madeup of bothlarge and Cia&DP&91:0 C.i4;;ZCB°small muscles.Children will usually learn to use their large muscles (those forcrawling, walking, and lifting) before they begin learning to usetheir small muscles (those for drawing, writing, and picking upobjects). Yet there are a wide variety of games and activitiesthat you and your child can participate in to help your child gainsome control over his or her small muscles. Try some of thefollowing.
1. Make several cardboard cutouts of some geometric shapessuch as squares, triangles, circles, ovals, and so on (oruse cookie cutters). Give your child a sheet of paper andask him or her to trace around the shapes with a pencilor crayon. Assist your child with cutting these shapes aswell as other objects using blunt scissors. If your childis left-handed, you will need to purchase specialscissors for him or her.
2. Give your child some yarn or string and help him or herto string various objects on it. For example, you may usebeads, Cheerios, macaroni, or buttons.
3. Provide many opportunities for your child to use crayons.Be sure to display his or her work on the refrigerator orin some other appropriate location.
4. Simple jigsaw puzzles are excellent for helping yourchild develop the motor skills necessary for otherlearning tasks, such as writing.
5. Encourage your child to practice self-help skills thatrequire fine motor control. Snapping, zipping, and tyingshoes are examples of some fine motor tasks.
6. Provide your child with opportunities to play withmodeling clay. Formina objects from clay is excellentfine motor practice and helps build hand strength.
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7. Before teaching your child to write with a pencil, givehim or her opportunities to write and draw with largerwriting implements, including chalk, paintbrushes, andcrayons. Writing or drawing with these implements doesnot require as much tine motor control.
Sincerely,
30
HANDWRTTING DEVELOPMENT
Dear Parents,
Many activities require the useof both large motor as well as smallmotor skills. As your child growsand matures, he or she will beparticipating in many learningsituations requiring the use andcoordination of many musclesand many muscle groups. Oneof the most importantactivities will behandwriting. Some of thefollowing activities canbe included in yourdaily playtime with your ------- %.
child; all influencehandwriting development.
1. Proviae your childwith lots of jigsaw ----.z..
puzzles or toys that haveinterlocking pieces. Let your child snap pieces together,arrange items in a chain, or create a string of beads usingany number of inexpensive toys currently on the market.
2. Let your child trace letters, pictures, or words found inbooks or magazines. Keep the designs simple and allow yourchild to use a large writing instrument such as a crayonor felt-tip marker.
3. If possible, have your child build some simple objects.Stacking a group of blocks into a tower, piling boxes ontop of each other, hammering a nail into two pieces of wood,or taping pieces of paper together are all possibilities.
4. Have your child practice holding a number of kitchenutensils such as spoons, spatulas, light pans, beaters,and so on. Provide opportunities for your child to usethese items to stir or mix some simple recipes.
5. Since handwriting requires mastery of several differentstrokes, you can provide some preliminary practice athome. Let your child enjoy fingerpainting, stirring a bowlof water with a spoon, making circles in the sand with hisor her finger, or moving a toy boat in patte/-.s through abathtub full of water.
6. Have your child trace large letters (cut from newspaperheadlines or magazines) with his or her finger. Make surethe letters are large enough for your child's finger tofit inside the outline.
Sincerely,
31
SOCIAL DEVELOPMENT
Dear Parents,
Along with thinking about your child's academic development,it is important for you to aive some thought to the things thatwill help your child deal with the world in which he or. she lives.This aspect of your child's development, known as socj_aldevelopment, provides children with the opportunity to effectivelydeal with other people as well as to gain a measure of respect forthemselves. You can help in your child's social development withsome of these activities.
I. From time to time discuss some of the jobs various peoplein your community do, such as police work, constructionwork, owning a shop, and the like. Show your child thatthere are many people who help to keep our towns andcities safe and well run.
2. Discuss with your child words that describe how peoplefeel. Talk about words such as happy, sad, worried,lonely, and afraid. You and your child may want to lookin some magazines for examples of people who displaythese emotions. Explain to your child that it is naturalto have any of these feelings and encourage him or her totell you about different feelings.
3. As you and your child view a television program, talkabout some of the ways people in the show behave towardone another. Help your child understand that there areboth appropriate and inappropriate ways for people tointeract. And remember, you are a role model for yourchild. Your child learns more from what you do than fromwhat you say.
4. Select some photographs of various family members andrelatives. Discuss with your child some of the
1,, 336 ()
relationships in the family (brother, uncle, grandmother,and so on). Help your child understand that manydifferent kinds of people can be in a family. You couldeven help your child draw a family tree.
5. Whenever possible, give your child plenty ofopportunites to be around other children. Trips to thepark, the local zoo, the museum, or the shopping mallpresent good opportunities for your child to observe andplay with other children in very relaxed settings.
6. Encourage your child's efforts to be independent as longas his or ner safety is not jeopardized. As your childdevelops independence, his or her self-concept improvesand your child will be less fearful of new experiences.
Sincerely,
34
SOCIAL COMMUNICATION
Dear Parents,
Children need to learn many things as they grow up. Althoughmany of these skills may deal with academic concerns, there are alarge number of skills youngsters acquire that help them get alongwith others and communicate with many different people. Thesesocial skills are important throughout your child's growth anddevelop, ,nt--not just for now, but during your child's entire life.
1. Talk with your child about how his or her behavior might bedifferent or the same in each of the following situations.a. at a grocery storeb. at a movie theaterc. in a card. in the living roome. in a museum or library
2. Discuss with your child the types of emotions he or shemight display in each of the following situations.a. someone hits your carb. a baby keeps crying in a restaurantc. a favorite toy is stolend. a local play area is permanently closede. a favorite playmate moves away
3. Talk with your child about what he or she would do in eachof the following situations.a. there is a fire next doorb. a dog is sickc. there are loud cars on the streetd. a loud person is in a storee. a friend is unhappy
Sincerely,
GROWING UP
Dear Parents,
Growing upcan be anexciting timefor children.With so many new things tolearn, new people to meet,and new places to go, yourchild will be experiencingsome of the most dynamictimes of his or her lifeduring these years.Unquestionably, one veryimportant part of yourchild's development willbe the many people he or she meets--both adults and otherchildren. It is from all these people that your child learnsvaluable social skills--skills that shape and mold his or herpersonality. You may wish to try some of the following ideas withyour child as activities to help develop social skills.
1. Ask your child to name various types of feelingL, whichthen can be listed on a sheet of paper. Look through someold magazines or newspapers with your child to locatephotos of people displaying some of those emotions. Thesepictures can be cut out and pasted on paper.
2. Take a walk with your child down the street or around theblock. As you encounter other people, talk about theemotions or feelings they may be showing. Discuss somepossible events that may have contributed to thoseemotions. Provide your child with plenty of opportunitiesto use his or her imagination.
3. Talk with your child about others who may havecharacteristics or features different from his or herown: people with a different skin color, a physicalhandicap, a speech impediment, and so on. You may wish tobegin by discussing the differing characteristics ofpeople in your family- -Uncle Ed's bald head, CousinSally's freckles, and so on.
4. Talk with your child about some of the followingsituations. Discuss a variety of responses andpossibilities. How could youa. make a friend happy?b. make your parents sad?c. help your brother or sister have a good time?d. be a friend?
37
5. Make some simple sock puppets and use them to 1-1-re yourchild act out some of the events in his or her day.Discuss any feelings or reactions on the part of thecharacters as well as any alternative actions they mayhave taken.
Sincerely,
L.;
38
LEARNING TO COMMUNICATE
Dear Parents,
Children need to grow up in a h,me that is rich incommunication opportunities. Children who have been talked to andare given opportunities to talk themselvt are children who beginto develop language skills that will last them their whole lives.It is important for you, as a parent, to spend as much time aspossible talking with your child, in addition to giving your childmany opportunities to express himself or herself.
Helping your child learn to _share ideas, thoughts, andfeelings is vital to his or her growth. Not only does it offeryour child a chance to use language, but it also provides yourchild with a valuable sharing opportunity that is important in thedevelopment of a good self-concept. However, as your child learnsto talk, please don't expect perfection. As you listen to yourchild, casually restate correctly any mistakes. For example, ifyour child says, "I -ove my wabbit," you would say "I love thatrabbit, too." And try to discourage "baby talk." You can be animportant modems for your child throughout this learning process.
1. After you have read a book to your child, ask him or herto dramatize part of the story for ycu. Your child maywish to add or delet characters, ac_ions, oY scenes. Ifso, ask why this was done.
2. Create a continuous story with your child. Begin by say-ing something like "Once there was an elf that lived inthe downstairs closet." Have your child contribute thenext line for the story. Then you add a ling, and yourchild adds another line, and so on. Continue the storyuntil you both run c.at of ideas.
3. Help your child construct a puppetout of a paper bag, an old sock, or apaper cup. With glue or thread, youcan attach some beads, yarn, scraps
39
of fabric, or bits of colored paper. Encourage your childto make up an original story using the puppet as a prop.
4. From time to time, obtain an unusual object for yourchild such as a shell, a brightly colored flower, a pinecone, or an unusually shaped rock. Spend some timedescribing the object with your child. Make sure yourchild has plenty of opportunities to share someinformation, too.
5. Using two empty tin cans and a length of string, helpyour child make a special telephone (see illustration).Go outside with your child and talk to each other usingyour special "telephone." You may also want to use thisphone betwee two rooms in your house.
Sincerely,
40
A CASE FOR COMMUNICATION
Dear Parents,
As you develop your child'sbility to speak and listen, youwill find it helpful toprovide your child with awide range of experiencesfor him or her to talk /-
about. These experiences .
r--need not be l'A -:
expensive. In far-,many of them are free
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and will not take you - Al -
far from your ". "/
normal
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routine. Theseexperiences may include visits to story hour at the publiclibrary, trips to the shopping center, excursions to the park, orwalks around your neighborhood. Any such experiences will helpyour child develop a rich and varied vocabulary as well as anurderstanding of the world.
To help develop your child's oral language, try some of thefollowing activities.
1. Play the "I am thinking of" game. Without naming theobject, describe an item in the room and let your childguess what it is. Then switch roles and let your child dothe describing while you do the guessing.
2. Blindfold your child and let him or her feel an object.As your child uses his or her sen,e of touch to discoverthe object's qualities, have your child describe theobject aloud. Allow several guesses before calling"time." You can reverse roles in this activity, as well.
3. Read to your child every day. After you have read astory, let your child retell it in his or her own words.This activity also encourages good listening.
4. Provide your child with opportunities to engage indramatic play. Materials that would encourage thisinclude old sheets, cardboard boxes, worn-out telephones,and dress-up clothes. These imaginary conversations willencourage your child to speak without inhibition.
5. Do some fingerplays with your child. Put a piece offirst-aid tape on each of the fingers of one hand anddraw an individual face on each finger with a felt-tippen. Make up a story or share one from a favorite bookusing the "finger characters" to "tell" the tale.
6. Play a game of "Charades" with your child from cime totime. Pantomime a common family activity (setting the
91
table, walking the dog, washing the dishes) and ask yourchild to describe and guess the actions. Be sure to giveyour child plenty of opportunities to be "it" as well. Asyour child becomes more proficient with this activity,encourage him or her to pantomime more complex actions.
Sincerely,
42
LEARNING TO LISTEN
Dear Parents,
One of the mostvaluable skills yourchild can learn isthat oflistening. Infact, more than 50percent of what yourchild will learn inschool will dependon how well he orshe is able to listenand follow directions.Young children need to beable to understand,remember, and act on whatthey hear, both at home andwhen they begin school.
You can help your child develop good listening skills throughsome of the following activities. Try to use some of them everyday as you and your child learn and play together.
1. Be sure to read stories to your child on a regular basis.You may wish to point to words as you read them aloud.This helps your child understand the relationship betweenspoken and written language. As you read, omit a word andlet your child suggest one that makes sense in thecontext. Ask your child questions about the selection toemphasize his or her oral comprehension.
2. Take time to listen co your child patiently and withoutinterruption. Share the events in your day (at home or atwork), using the terms first, next, last, before, andafter. Ask your child about his or her day by using thesesequence words. For example, you might ask, "What did youdo first today?" or "What came rightafter lunch?"
3. As you make requests of your child, note the number 'fdirections your child can recall and respond tocorrectly. Make a aame of gradually increasing the numberof directions he or she can follow. Let your child makeup directions for you to follow as well.
4. From time to time, take a walk with your child around theneighborhood or block. Ask your child to listen forvarious sounds and to identify them. You may wish to makea recording of the sounds you hear on your walks oraround the house.
5. Play a rhyming game with your child. Say two rhymingwords to your child and ask for one more word that rhymeswith the first two. For example, if you say "hop, mop,"
43
your child could say "top." Read nursery rhymes orrhyming poems, leaving out alternate rhyming words. Letyour child complete the rhymes as you pause.
6. Introduce your child to rhythm by having him or her clapto the beat of music, move to its rhythm, or playhomemade instruments in time to the music.
Sincerely,
44
CONCEPT DEVELOPMENT I
Dear Parents,
One of the mostvaluable things you cando with your youhgsteras he or she grows isto provide unlimitedopportunities toexplore the world. Themore experiences achild has with his orher environment themore comprehension thatchild will have whenlearning in school.
As a parent youcan provide your child with a wide variety of informallearning opportunities every day. Help your child experiencethe many things that make up the world. Teach your child theirnames, functions, and relationships to one another. Thefollowing activities may help you get started.
1. Take frequent walks around your house or through theneighborhood with your child. Be sure to point out someof the things you see and name them. Encourage your childto ask questions about some of these new discoveries. Ifyou cannot provide the answers, use an encyclopedia orsome other reference book to search out the answer.
2. With your child, go through old magazines with manypictures, stopping frequently to discuss a particularpicture and some of its details. You and your child maywish to work together to assemble a scrapbook of favoritepictures.
3. Place a number of small household objects, such as aspoon, scissors, keys, a watch, a toy car, a pen, and aring, into a cardboard box. Play a game with your childin which you show all the objects and describe them foryour child. Then put them all in the box and ask yourchild to select "something made of metal used to opendoors," for example. Do the same for the other objects.
4. Whenever possible, take your child with you on shoppingtrips to the grocery store, clothing store, mall, or toystore. Point out some of the items in the store anddescribe their names and functions for your child. Haveyour child identify other examples of those objects anddescribe them for you as well.
5. As you do certain tasks around the house, take some timeto explain your activity to your child--for example, whenyou are ironing clothes, gardening, vacuuming the carpet,
45
or working in the garage. If possible, have your childparticipate in the task as well.
6. You and your child may wish to get a small pet such as ahamster, a gerbil, a fish, or a mouse. Plan with yourchild how the animal will be h'used, how it will be caredfor, and what it will be fed. Later, observe and discussthe pet with your child.
7. Have your child sort objects into categories such asfruits, shapes, body parts, or clothing. Help Your childlearn to name the appropriate label for each group ofobjects.
8. Help your child understand and use positional words byletting him or her place objects "on top of," "beside,""next to," or "behind" other objects.
Sincerely,
46
4Li
CONCEPT DEVELOPMENT II
Dear Parents,
As you helpyour childdevelop a goodspeakingvocabulary, youwill be helpingyour child withconceptdevelopment atthe same time. Anunderstanding ofconcepts will help yourchild develop a frameworkfor all of his or her vocabularywords. The major concepts are categories such as toys, anim7.11q,vegetables, and the like. Other concepts are position wordsincluding over, above, around, and sc on.
Activities such as the following will help your child developan awareness of concepts.
I. Help your child do lots of sorting activities first withobjects, then with pictures. Your child can sort "foods,""shapes," "body parts," and so on.
2. Assist your child to understand and use position words byletting him or her stand "on top of the stairs," sit"beside the teddy bear," walk "behind" you, and so on.You can help your child with this by having him or herplace objects using these same terms.
3. Use bookmaking activities to help with conceptdevelopment. Your child can make "My Book of Toys," "MyBook of Foods," "My Book of Pets," and sc on.
4. Help your child with action words by saying a noun andhaving your child tell you what it does. For example."birds--fly," "dogs bark," "cars--drive," and so on.Reverse roles so that your child is naming the noun andyou are naming the action.
5. Let your child look in magazines for pictures tnat "gotogether," and discuss how the pictures are related. Someexamples might be "peaches--pie," "stove--kitchen,""car--garage," and so on.
Sincerely,
4 247
LEARNING NEW CONCEPTS
Dear Parents,
Learning about the world yourchild lives in will be a veryvaluable part of his or heracademic and socialgrowth. The concepts yourchild forms now willserve as the foundationfor furtherexploration anddiscovery. Openingup the limitlesspossibilities forlearning now canbe one of themost valuablethings youcan do as aparent. You maywish to consider some of the following activities and ideas for youand your child to share together.
1. Talk about size differences with your child. Discuss whois the tallest or shortest person in the family. What isthe widest or narrowest item in the living room? What isthe lightest or heaviest object in the kitchen?
2. Discuss the position of various objects. For example, whatis on your child's left side? right side? overhead?underneath? behind? in front?
3. Ask your child to look for items in the neighborhood thatcould be grouped into various categories. You might ask,for example, "What items are similar to cars?" (providetransportatiJn). Responses could include trucks, buses,motorcycles, scooters, skates, and so on.
4. Talk about items in your house that can be used in morethan one location:table (living room, kitchen);chair(bedroom, kitchen); lamp (bedroom, living room); and so on.
5. Play a riddle game with your child. Say, "I'm thinking ofsomething that's long and used for writing. What is it?"or "I'm thinking of something that's silver and used tocook eggs. What is it?"
6. Give your child some old magazines or newspapers.Workwith him or her and cut out pictures of objects similar tothose found in your home: table, chair, bed, dresser, andso on.
Sincerely,
Jv
VISUAL SKILLS
Dear Parents,
At this stage in your child's growth and development, everyday is a new day of learning. One important skill is that of visualperception, or a child's ability to note similarities anddifferences between objects and letters of the alphabet. This skillis very important when your child enters school, since there aremany words and letters that your chi_..d will be learning that seemto look alike.
You can help promote good visual skills through some of thefollowing activities, particularly if they are used regularlythroughout the day.
1. Help your child develop good visual skills by pointing outdifferences in color, size, shape, form, and position ofthings in the environment. For example, you may want toshow your child that a truck is composed of rectangles andsquares, a house is brown and white, or that there arelarge and small bridges.
2. Work puzzles with your child. Start off with a simplejigsaw puzzle containing few pieces, and as your childbecomes more proficient, move up to puzzles with morepieces. Give your child opportunities to select puzzlesfor the two of you to work on together.
3. You and your child may wish to create your own puzzles bypasting a favorite magazine picture on a piece ofcardboard. Cut the cardboard apart into several different-sized shapes. Ask your child to put it back together.
4. Using several common household objects such as buttons,beans, pennies, or straws, play a pattern game with yourchild. For example, line up a button, two beans, and anail. Ask your child to duplicate the pattern. Repeat thisactivity using a variety of patterns. Provideopportunities for your child to set up patterns for you toduplicate as well.
5. Give your child a large assortment of different-sizedobjects such as a collection of buttons or a handful ofvarious beans. Ask your child to sort the objectsaccording to size.
Sincerely,
7
51
AUDITORY SKILLS
Dear Parents,
At this stage in your child's development, he or she islearning to listen to many things--people talking, sounds outsidethe house, and the sounds of new words. Children learn to tell thedifference between various sounds and thus develop the ability toidentify various parts of their environment. Also, since most ofwhat children will eventually learn in school will depend on goodlistening skills, it is vitally important that they develop thoseskills early.
Help your child learn to identify specific sounds. By keepingthese suggestions fun and exciting, you can help promote thisvaluable skill. You may wish to start with sounds that arecompletely different and eventually move on to sounds that arealmost similar in nature. Keep in mind that these activities canbecome a regular part of the time you share with your child everyday.
1. While your child has his or her eyes closed, make varioussounds in the room such as a door slamming, a bookdropping, or a chair squeaking. Ask your child to identifythe sound and the object making it.
2. Periodically take a walk around your neighborhood withyour child. Direct your child to identify some of thedifferent sounds heard (trucks rumbling, birds chirping,the breeze blowing, and so on). You and your child maywish to make a tape recording of newly identified sounds.
3. Play a rhythm game with your child using a selection ofdifferent sounds. For example, clap your hands twice,stamp your feet once, and clap your hands twice. Ask your
child to repeat the pattern and then tocreate one for you to copy. You may alsowish to use some kitchen items (spoons,glasses, and so on) to create somerhythms for your child to duplicate.
5253
Begin with one pattern for your child to duplicate, andif your child can reproduce it with ease, gradually addmore patterns. Allow your child to make sound patternsfor you to duplirAtp as well
4. Read some nursery rhymes or poems to your child. Ask yourchild to identify the words that sound alike (thatrhyme). You may wish to print some of these words foryour child.
5. When traveling in the car, you can play a game with yourcdld such as: "I'm thinking of a word that begins withthe same sound as cookie" (clothes, coat, cap, car).Reverse roles and hae your child say a word for you tomatch initial sounds.
Sincerely,
54
LOOK ALL AROUND
Dear Parents,
Good visual skills arevery important to yourchild. They help your childdistinguish differences inletters and numbers(reading, math); recognizeimportant elementsof the environment(science); andidentify objectsin a room (play) .
You can help yourchild develop hisor her visual skills througha number of games andactivities. Consider some ofthe following for your child
01",0 .4 ft 14.
.4
1. Look through old magazines or newspapers and ask yourchild to identify some of the items or people in variouspictures. Ask your child to point to items found in morethan one picture.
2. Using some photographs or magazine pictures, discuss withyour child some of the different colors. Which colors aresimilar to those found in your home? Which ones arcdifferent?
3. As you and your child are looking at a photograph, talkabout some of the details in the picture. Remove thephoto and ask your child to discuss those details withyou.
4. Before going outside with your child, talk about some ofthe items and objects you might find. You may wish tohave your child draw a picture and then compare his orher ideas with the actual objects.
5. Ask your child to look around the room and locate twoobjects that are the same color or size. Can your childlocate three items that are the same?
6. Give your child a small box and ask him or her to collectvarious items. For example, can your child find threeround objects that could be put into the box? Four squareones? Two blue and two green object3?
Sincerely,
55
Special ProjectsThe projects and activities in this section provide you with the opportunity to share someadditional ideas with the parents of your students. Each of the fo'' )wing pages is an extension ofone or more of the ideas mentioned in the previous letters. You may choose to use these sheets inseveral different ways.
1. A Special Projects sheet can beduplicated and attached to one or moreParent Letters during the course of theyear. This provides parents with someextended activities to share with theirchildren.
2. Special Projects sheets can be sent meindividually with certain students inorder to help reinforce the developmentof specific skills or attributes. Bykeeping abreast of each child's growthand development, you can "assign"these sheets as they are needed
3. You may choose to send home a SpecialProjects sheet to all your students in lieuof one of the Parent Letters. This can bedone when you wish to emphasize aparticular area of development orperhaps give parents a "break" from theactivities and suggestions on the letters.
4. The design and forma of the SpecialProjects sheets allow them to beincluded as a special page in a school orclassroom newsletter regularly senthome to parents. This option provides
you with the opportunity to not onlysend home the letters to parents but alsoto include additional suggestions as partof a newsletter or parent brochure.
5. The Special Projects sheets are alsoappropriate for use at regularlyscheduled parent-teacher conferences.Distributed during or at the conclusionof a conference, they can br used toreinforce some of the developmentalskills mentioned during the conErence.
6. Several of the Special Projects can beused repeatedly throughout the year.You may wish to duplicate these sheetsand keep them on file to send homeperiodically.
However you decide to use the SpecialProjects sheets, they c 11,e an added bonus inhelping to establish positive home-schoolrelationships. Sent home throughout the year,they can help ensure that parents are providedwith meaningful and relevant ideas on how toparticipate in their child's social, emotional,and academic development.
F-nrn Parent Letters for arty Learning, Copynght 1989 Scot', Foresman ana Company
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57
My Name/My Hand/My Picture
Helping your child develop a positive self-image will be one of the most important jobs you cando as a parent. The following activity sheets provide your child with an opportunity to describehimself or herself in a very positive way. Work with your child in completing these sheets. Yourchild may wish to include drawings, photographs, or a combination of the two in completingthese sheets. You may wish to prepare additional sheets for other members of the family andassemble all the sheets into a family scrapbook. Your child may choose to post these sheets onthe family bulletin board or refrigerator door. Tf appropriate, you may wish to obtain inexpensiveframes for these sheets, too.
From Parent Letters for Early Learning, Copynght 0 1989 Scott, Foresman and Company 59
J4
Books on Feelings andBuilding Confidence
De lton, JudyGomi, TaroHazen, B. S.Heide, FlorenceHoban, RussellHoban, RussellHoff, SydHutchins, PatJohnson, CrockettKeats, EzraKeats, EzraKraus, RobertMcPhail, DavidMathews, GedaMayer, MercerMyers, BernicePreston, EdnaRaskin, EllenRaskin, EllenRockwell, HarlowSharmat, MarjorieWaber, BernardWatanabe, ShigeoWatanabe, ShigeoVogel, Isle-MargaretZolotow, Charlotte
I'm Telling You NowCoco Can't WaitThe Gorilla Did ItSome Things Are ScaryA Baby Sister for FrancesBedtime for FrancesWho Will Be My Friends?Happy Isirthday, SamHarold and the Purple CrayonGogglesPet ShowWhose Mouse Are You?Pig Pig Grows UpWhat Was That?There's a Nightmare in My ClosetMy Mother Is LostThe Temper Tantrum BookNothing Ever Happens on My BlockSpectaclesMy DoctorI'm TerrificIra Sleeps OverI Can Ride It!I Can Take a Walk!The Don't Be Scared BookWilliam's Doll
CalendarYou can help promote a lifetime of reading enjoyment and success for your child by makingreading a habit early in his or her life. Sharing the joys of good books and children's literatureshould be a regular family activityone practiced every single day. You can help your child getinto the reading habit by using the following calendar. Post it on the family bulletin board orrefrigerator for all to see. Plan a special time each day when you ad your child can share a bookor story together. Put your child in charge of "recording" each day's reading time with a mark orsticker in the appropriate spaces on the calendar. If you and your child read together for at leasttwenty days during the month, celebrate that occasion with a special treat or trip. Make another.calendar for the following month and keep the reading habit going.
I hereby promise to read to my child every day for 15 minutes during the month of
Parents:1. Put a mark, star, funny face, or sticker in box for each day you and your child read
together for at least 15 minutes.2. You may wish to write in the dates for this month.3. At the end of the month, have your child post the calendar on the refrigerator or some other
appropriate place. Later, these calendars can be gathered together in a special notebook.4. Try to read with your child for a minimum of 20 days each month. This will help establish
the reading habitone that will last a lifetime.
From Parent Letters for Early Learning. Copynght e 1989 Scott, Foresman and Company 61
5D
Magazines Availablefor Children
Chickadee 10 issues/yearP.O. Box 11314Des Moines, IA 50340Ages: 3-7The focus is on nature and wildlife with loadsof good photography.
Child Life 12 issues/year1100 Waterway Blvd.Indianapolis, IN 46202Ages: 5-12Includes fiction, poems, learning units, artsand crafts.
Cricket 12 issues/yearBox 52961Boulder, CO 80322Ages: 5-12Literature magazine with stories and articlesby well-known writers.
Highlights for Children 11 issues/yearP.O. Box 269Columbus, Ohio 43272Ages: 3-12Geared to fostering creativity in children withmaterial in all subjects.
Humpty Dumpty' s Magazine52 Vanderbuilt Ave.New York, NY 10017Ages: 5-12A variety magazine containing stories andarticles on different reading levels.
12 issues/year
My Own Magazine 6 issues/year(800) 323-5471(312) 564-4070 (in IL)Ages: 2-7Each issue is personalized with child's name.Quality illustrations.
Scienceland 8 issues/year501 Fifth Ave.Suite 2102New York, NY 10017Ages: 3-7Good. introduction to science for preschoolyoungsters.
Sesame Street Magazine 10 issues/yearP.O. Box 52000Boulder, CO 80321Ages: 3-7Basic academic skills are taught in a fun-filled format.
Surprises 4 issues/yearP.O. Box 236Chanhassen, MN 55317Ages: 4-12Designed for cooperative play betweenparents and children.
Turtle 8 issues/yearP.O. Box 10003Des Moines, IA 50340Ages: 3-5A health-oriented magazine containingactivities and stories.
Your Big Backyard 12 issues/year8925 Leesburg PikeVienna, VA 22184Ages: 3-5Focus is on animals and nure, including lotsof activitie and games.
62 From Parent Letters for Early Learning, Copynght 0 1989 Scott, Foresman and Company
Cu
IMINNEM=M...
Special BrochuresYou can help your child on the road to reading success through many different activities. Oneorganization, the International Reading Association, has a number of free brochures available onhow you and your child can work together on numerous reading practices and activities. To orderany or all of the following brochures, send a self-addressed stamped envelope (requests for fouror more titles should be accompanied by first class ppstage for two ounces) to:
International Reading Association800 Barksdale RoadP.O. Box 8139Newark, DE 19714-8139
Your Home Is Your Child's First School**You Can Encourage You( Child to Read**Good Books Make Reading Fun for Your Chile*Summer Reading Is Important*You Can Use Television to Stimulate Your Child's Reading Habits**Studying: A Key to Success .. . Ways Parents Can HelpYou Can Help Your Child in Reading by Using the Newspaper*Eating Well Can Help Your Child Learn BetterYou Can Prepare Your Child for Reading Tests
Available in French** Available in Spanish and I;rench
Each Peach Pair PlumBob's DreamHush Little BabyWho Sank the Boat?Anno' s JourneyWatching Foxe,,Just Like DaddyTen, Nine, EightIs This My Dinner?Hand RhymesThe Runaway BunnyMr. Gumpy' s OutingThe RabbitDo You Want to Be My Friend?My Very First Book of ColorsThe Very Hungry CaterpillarParadeTruckAsk Mr. BearABC BunnyThree Billy Goats GruffGood Moraing ChickGood Morning BabyOne HunterBlue SeaWhose Mouse Are You?Carrot SeedBrown Bear, Brown Bear, What Do You See?Roll Over!Benny Makes a CakeEarly Morning in the BarnMarmalade's NapBrian Wildsmith' s ABCBaby Farm AnimalsHush Little BabyHush Little Baby
6264 From Parent Letters for Early Learning, Copynght 0 1989 Scott, Foresman and Company
Resource ListPosition Words
Children entering kindergarten should be able to use the following words to correctly placeobjects in relation to each other. These words should be in his or her listening and speakingvocabularies as well.
pairs forward backward samesome left top lastmany right bottom in front offew beginning through behindmore middle over beforeless ending under aftermost often away (from) on the sideleast never close (to) abovewhole always near on the cornerpart matches far belowalmost open next to onall closed beside offhalf zero inside upas many as none outside downsoft every around inloud equal between outfirst in order first middlenext several second centerlastsideways
alikedifferent
third across
6From Parent Letters for Early Lear..ng, Copyright 0 1989 Scott, Folesman and Company 65
Props forImaginative Play
The following household objects can be used in a variety of ways as preps for many kinds ofgames and imaginative activities. For example, a piece of string can become a cowboy's lasso, acardboard box can become a knight's castle, and a tin can can become a cannon on a pirate ship.
string tin can drawer plantbox cotton egg carton spoolsbowl bottles macaroni ricespoons forks couch tableshirt hat rug remnant milk cartonbuttons newspapers lunch box hangerbags purses comb brushcrayons pencil sheet shoesticks telephone book mattress basketstuffed animal suitcase paper clip
66 From Parent Letters for Early Lc voting, Copynght 0 1989 Scott, Foresman and Company
CoordinationCoordination is the ability to move one's body in a controlled mannerwalking, hopping,skipping, balancing.
Let your child crawl over, under, and aroundchairs or tables.
Play "Mother May I." Use running, hopping,crawling, and jumping skills in the game.
When going for walks with your child, askhim or her to walk backward or sideways.
Have your child run in place to music orwhile you count to 10.
Face your child and hold his or her hands.Jump together while counting to 10.
Jump forward and backward over a line orcrack.
Do jumping-jack exercises.Lay a rope on the floor. trove your child walk
along it without falling off.Run on tiptoes. Stand on tiptoes and count to
10.Play "Simon Says." Use directions that
include the terms left and right.Practice naming the parts of tne body.Sort left and right gloves or left and right
shoes.Bounce a ball to your luld and have him or
her catch and bounce it back.
Give a series of directions such as "hop onone foot 3 times and then turn around."
Hop over a rope as it swings back and forth.Practice walking along a line. Then walk
along the same line with eyes closed.Teach skipping by having the child jump
forward on the right foot and then bringthe left foot up to the right.
Skip in patterns such as circles or figureeights.
Practice bouncing a ball. How many timeswill it bounce in 15 seconds?
Throw a beanbag to your child. If your childcatches it, give him or her a direction suchas "jump 3 times."
Use a two-by-four as a balance 1-, :am. Haveyour child walk along it with arms out orclasped behind the body.
On a balance beam, have your child walk tothe center, kneel on one knee, rise, andwalk to the end.
From Parent Letters for Early LUrsaing, Copynght 0 1989 Scott, Foresman and Company 67
111MM,Resources for Parents
The following books are particularly useful for the parents of young children. YJu may wish toobtain one or more of them at your local library or bookstore. They should provide you and yourchildren with many hours of learning and enjoyment.
Anderson, PaulChristenberry, Mary AnneDaniels, Joan M.Graham, Terry LynnGrayson, MarionKarnes, Merle B.Leit lin, PattyMoyer, Joan (ed.)
Short, PatSinger, Dorothy & Jerome Singer
Stangl, JeanTrender, Barbara
Storytelling with the Flannel BoardCan Piaget Cook?Fun with Action StoriesFingerplays and Rhymes for Always and SometimesLet's Do FingerplaysEarly Childhood Resource BookA Song Is a RainbowSelective Educational Equipment and Materials for
School and HomeTotalactionGames and Activities to Foster Imaginative Play in
Young ChildrenPaver StoriesChild's Play: An Activities and Materials Handbook
Speaking ActivitiesProvide your child with many opportunities to speak and be heard and you will be helping him orher develop self-confidence and expand reading and listening vocabularies. The followingactivities are a few of the many you and your child can participate in daily.
Exchange lots of riddles with your child.Make up your own, too.Talk about how things taste, smell, feel,sound, or look.Begin a story and let your child finish it.Then reverse roles.Ask your child to give you a set ofdirections to follow.Have your child explain how two objectsare similar or different.Ask your child to sing a favorite song.Discuss a photo or magazine picture withyour child.Have your child make up a story about apet or a friend.
Make some simple puppets and have yourchild put on a play.Ask your child to tell you about a picturehe or she has drawn.Encourage lots of discussions at thedinner table.Use a toy telephone to talk with yourchild.Be sure to have your child share his or herday with you.When traveling, have your child talkabout the things you see.Have your child make up stories to recordor write down.Have your child retell a favorite story.
70 From Parent Leiters for Early Learning, Copynght e 1989 Scott, Foresman and Company
11f-=!".
Field Trips forParents and Cnildren
It is essential to prepare your child for these experiences by helping him or her think of questionsto ask while on the field trip. It is equally important to discuss the experience afterwards. Youmay want to have yo: .r child diciate a "thank you" note or draw a picture to remember the even*The foil. ving is a list of places yo'.1 and your child might want to visit.
libraryparkmuseumcircusfairconcert, recital, or ballethospitalfire stationrestauranttrain stationbus J .ationparadebeauty shop or barbershopbankiiotel or motel
post officedry cleanerzoonewspaper publisherfarmorchardranchservice stationhatcheryshopping centerstablesewage treatment plantharborwarehousegarageradio or TV stationranger station
6'From Parent Letters for Early Learning, Copynght 1989 Scott, Forcsman and Company 71
Resource Listeategorization
Children entering kindergarten should be able to identify and name objects in the followingcategories. They should also be able to tell the name of the category in which such objects wouldbe found.
numbersfurniturefoodfruitvegetablesmeattoysshapesbody partsclothingfarm animalsutensils used for eatinghomesholidaysjobsdessertsmusical instrumentssignssenses
lettersmoneythings used for writingthings used for cleaningthings used for measuringthings used for cookingseasonscolorsways to travelpetszoo animalsjewelrykinds of storescommunity helperstoolsdrinkscontainersreading material (newspapers, books)
TV TipsWell over 95 percei t of the homes in this country have TVs. Although watching TV is a form ofrecreation, it should not be the only form. Rather, its use should be monitored very carefully,especially in homes with young children. You may wish to consider some of the following tips inplanning TV time for your youngsters.
Cut down on the amount of TV your childwatches (the average child watches 24-53hours per week).Watch TV with your child and take timeto talk about the characters and actions.Talk about the similarities and differencesin characters.Take time each day to share thoughts andstories with your child with the TV off.Encourage your child to talk about TVprograms, including what he or she likedor disli!-_:;z1.Occasionally turn off the sound. Ask yourchild to imagine and then describe whatthe characters may be saying.
Encourage your child to listen to stories orplays on radio (for example, PublicBroadcasting stations) and note anysimilarities or differences between TVand radio.Ask your child questions such as "Whatmight happen next?" "Why did thecharacter do that?" or "How would youhave handled that situation?"Plan one day each week for the entirefamily to get together with no TV.
PARENT LETTERS FOR EARLY LEARNING is a real time-saving resource that will help you accomplish a major goalof your early childhood programcommunicating withparents about the total development of their youngsters.
PARENT LETTERS FOR EARLY LEARNINGoffers research-tested activities and projects to facilitatethe academic and social development of preschoolerspromotes an active, positive relationship betweenparents and their young childrendevelops the skills necessary for future success both athome and at schoolprovides activities that fit naturally into family life
Send these letters home just as they are or incorporatethem into your own newsletters. They're easy to managein any preschool setting. PARENT LETTERS FOR EARLYLEARNING is carefully designed to be easy, convenient,and meaningful!
Sincerely,
-)11
dathany Praderiaka, co-author of the popular Letters toEgrents: Over 200 Ideas for Building Readii...g Skills,Wades 1-8, is Assistant Professor of Education at YorkCollege in Pennsylvania. Dr. Fredericks is a recipient oft1 Innovative Teaching Award from the PennsylvaniaStale Education Association, former Chairperson of theParents and Reading Committee of the International
ISBN 0-673-38114-5
HI 119 780673 381149
heading Association, and the "Parent Talk" columnist forTeachinglinainegazine.
Mary Brigham is the Language Arts and Early ChildhoodSupervisor for Fort Bragg Schools in North Carolina. Ms.Briglicim holds an M.Ed. fro a the University of NorthCarolina at Chapel Hill.
