# Helping Your Preschool Child

**With activities for children**

**from infancy through age 5**

**U.S. Department of Education**

Rod Paige

##### Secretary 

####### Office of Intergovernmental and Interagency Affairs

####### Laurie M. Rich

*Assistant Secretary*

John McGrath

*Senior Director for Community Services and Partnerships*

First published in June 1993. Revised in 2002.

This booklet is in the public domain. Authorization to reproduce it in
whole or in part for educational purposes is granted. While permission
to reprint this publication is not necessary, the citation should be:

U.S. Department of Education

Office of Intergovernmental and Interagency Affairs

*Helping Your Preschool Child*

Washington, D.C., 20202

To order copies of this publication in English or Spanish **write to:**

ED Pubs

Education Publications Center

U.S. Department of Education

P.O. Box 1398

Jessup, MD 20794-1398

or **fax** your request to: **301--470-1244**

or **email your request to:** edpubs@inet.ed.gov

or **call** in your request toll-free: **1-877-433-7827**
(1-877-4ED-PUBS). If 877 is not yet available in your area, call
1-800-872-5327 (1-800-USA-LEARN). Those who use a telecommunications
device for the deaf (TDD) or a teletypewriter (TTY), should call
1-800-437-0833.

or **order on-line** at: www.ed.gov/pubs/edpubs.html.

This publication is also available on the Department's Web site at:
www.ed.gov/offices/OIIA**/(TBD)**

On request, this publication is available in alternate formats, such as
Braille, large print, audiotape or computer diskette. For more
information, please contact the Department's Alternative Format Center
202-260-9895 or 202-205-8113.

Children's books, magazines and programs are mentioned in this booklet
as examples and are only a few of many appropriate resources. Listing of
materials and resources in this book should not be construed or
interpreted as an endorsement by the Department of any private
organization or business listed herein.

##  

**"The ages between birth and age 5 are the foundation upon which
successful lives are built."**

## 

## ---Laura Bush 

## Foreword

The first five years of a child's life are a time of tremendous
physical, emotional, social and cognitive growth. Children enter the
world with many needs in order to grow: love, nutrition, health, social
and emotional security and stimulation in the important skills that
prepare them for school success. Children also enter the world with a
great capacity to learn.

Research shows clearly that children are more likely to succeed in
learning when their families actively support them. Families who involve
their children in activities that allow the children to talk, explore,
experiment and wonder show that learning is both enjoyable and
important. They motivate their children to take pleasure in learning and
to want to learn more. They prepare them to be successful in
school---and in life.

There is a strong connection between the development a child undergoes
early in life and the level of success that the child will experience
later in life. When young children are provided an environment rich in
language and literacy interactions and full of opportunities to listen
to and use language constantly, they can begin to acquire the essential
building blocks for learning how to read. A child who enters school
without these skills runs a significant risk of starting behind and
staying behind.

President Bush believes that all children must begin school with an
equal chance at achievement so that no child is left behind. To that
end, he signed the *No Child Left Behind Act*, which proposed reforms
expressing his confidence in our public schools and their mission to
build the mind and character of every child, from every background, in
every part of America. While the *No Child Left Behind Act* is important
because it ensures that public schools are teaching students what they
need to know to be successful in life, it also draws attention to the
need to prepare children before they start school. You and your family
help to create this critical foundation by talking, listening and
reading to your child every day and by showing your child that you value
learning and education.

This booklet includes activities for families with children from infancy
through age 5. Most of the activities make learning experiences out of
the everyday routines in which you and your child already participate.
Most use materials that are found in your home or that can be had free
of charge from your local library. The activities are designed to be fun
for both you and your child as well as to help your child gain the
skills needed to get ready for school. Enjoy them!

## Contents

**\<Page numbers TK\>**

#### Foreword

#### Introduction

#### Ready to Learn

#### Activities

> **Babies**
>
> Developing Trust
>
> Touch and See!
>
> Baby Talk
>
> **Toddlers**
>
> Shop till You Drop
>
> Puppet Magic
>
> Moving On
>
> Music Makers
>
> Play Dough
>
> Read to Me!
>
> **Preschoolers**
>
> Getting Along
>
> Chores
>
> Scribble, Draw, Paint and Paste
>
> Letters, Letters Everywhere
>
> Rhyme It!
>
> Say the Sound
>
> Matching Sounds and Letters
>
> My Book
>
> Hands-on Math

#### What About Kindergarten?

#### Taking Charge of TV 

#### Choosing Child Care 

#### Bibliography 

#### Acknowledgments

#### Ready-for-School Checklist 

## Introduction

Scientists who study how the brain works have shown that children learn
earlier---and learn more---than we once thought possible. From birth
through age 5, children are developing the language, thinking, physical,
emotional and social skills that they will need for the rest of their
lives.

This booklet is for families and caregivers who want to help their
preschool children to learn and to develop the skills necessary for
success in school---and in life.

The booklet begins with information that will help you prepare your
child to learn and to get ready for school. The major portion of the
booklet contains simple activities that you can use with your child.
These activities are only a starting point. We hope that you and your
child will enjoy them enough to create and try many more on your own.

In addition, the booklet provides suggestions for how to monitor your
child's TV viewing and to choose good TV programs and videos and how to
choose suitable child care. It also provides a checklist to guide you as
you prepare your child to enter kindergarten.

As a parent, you can help your child *want* to learn in a way no one
else can. That desire to learn is a key to your child's later success.
Enjoyment is important! So, if you and your child don't enjoy one
activity, move on to another. You can always return to any activity
later on.

## Ready to Learn

How well children will learn and develop and how well they will do in
school depends on a number of things, including the children's health
and physical well-being, their social and emotional preparation and
their language skills and general knowledge of the world.

### Good Health and Physical Well-Being

Seeing to it that your preschool child has nutritious food, enough
exercise and regular medical care gives him[^1] a good start in life and
lessens the chances that he will have serious health problems or trouble
learning later on.

#### Food

**Preschoolers require a healthy diet**. After your child is born, she
requires nutritious food to keep her healthy. School-aged children can
concentrate better in class if they eat balanced meals that include
servings of breads and cereals; fruits and vegetables; meat, poultry and
fish and meat alternatives (such as eggs and dried beans and peas); and
milk, cheese and yogurt. You should see to it that your child does not
eat too many fatty foods and sweets.

Children aged 2--5 generally can eat the same foods as adults but in
smaller portions. Your child's doctor or medical clinic adviser can
provide you with advice on what to feed a baby or a toddler who under
the age of 2.

If you need food for your child, federal, state and local programs can
help. For example, the federal nutrition program, called the Special
Supplemental Food Program for Women, Infants and Children (WIC),
distributes food to low-income women and their children across the
country. Food stamp programs also are available. If you want more
information or want to find out if you are eligible for food stamps,
call or visit your local or state health department. Your local
librarian can help you find names, addresses and phone numbers.

#### Exercise

**Preschoolers need opportunities to exercise.** To learn to control and
coordinate the large muscles in his arms and legs, your child needs to
throw and catch balls, run, jump, climb and dance to music. To learn to
control and coordinate the small muscles in his hands and fingers, he
needs to color with crayons, put together puzzles, use
blunt-tipped---safety---scissors, zip his jacket and grasp small objects
such as coins.

If you suspect that your child has a disability, see a doctor as soon as
possible. Early intervention can help your child to develop to his full
potential.

#### Medical Care

**Preschoolers require regular medical checkups, immunizations and
dental care.** It's important for you to find a doctor or a clinic where
your child can receive routine health care as well as special treatment
if she becomes sick or injured.

Early immunizations can help prevent a number of diseases including
measles, mumps, German measles (rubella), diphtheria, tetanus, whooping
cough, hib (Haemophilus influenzae type b), polio and tuberculosis.
These diseases can have serious effects on your child's physical and
mental development. Talk to your doctor about the benefits and risks of
immunization.[^2]

Beginning by the age of 3 at the latest, your child also should have
regular dental checkups.

### Social and Emotional Preparation

Children start school with different degrees of social and emotional
maturity. These qualities take time and practice to learn. Give your
child opportunities at home to begin to develop the following positive
qualities.

-   **Confidence:** Children must feel good about themselves and believe
    they can succeed. Confident children are more willing to attempt new
    tasks---and try again if they don't succeed the first time.

-   **Independence:** Children must learn to do things for themselves.

-   **Motivation:** Children must want to learn.

-   **Curiosity:** Children are naturally curious and must remain so to
    get the most out of learning opportunities.

-   **Persistence:** Children must learn to finish what they start.

-   **Cooperation:** Children must be able to get along with others and
    learn to share and take turns.

-   **Self-control:** Children must learn that there are good and bad
    ways to express anger. They must understand that some behaviors,
    such as hitting and biting, are not acceptable.

-   **Empathy:** Children must have an interest in others and understand
    how others feel.

    Here are some things that you can do to help your child develop
    these qualities.

-   **Show your child that you care about him and that you are
    dependable.** Children who feel loved are more likely to be
    confident. Your child must believe that, no matter what, someone
    will look out for him. Give your baby or toddler plenty of
    attention, encouragement, hugs and lap time.

-   **Set a good example.** Children imitate what they see others do and
    what they hear others say. When you exercise and eat nourishing
    food, your child is more likely to do so as well. When you treat
    others with respect, your child probably will, too. If you share
    things with others, your child also will learn to be thoughtful of
    others' feelings.

-   **Provide opportunities for repetition.** It takes practice for a
    child to crawl, pronounce new words or drink from a cup. Your child
    doesn't get bored when she repeats things. Instead, by repeating
    things until she learns them, your child builds the confidence she
    needs to try new things.

-   **Use appropriate discipline.** All children need to have limits set
    for them. Children whose parents give them firm but loving
    discipline generally develop better social skills and do better in
    school than do children whose parents set too few or too many
    limits. Here are some ideas.

-   Direct your child's activities, but don't be too bossy.

-   Give reasons when you ask your child to do something. Say, for
    example, "Please move your truck from the stairs so no one falls
    over it"---not, "Move it because I said so."

-   Listen to your children to find out how he feels and whether he
    needs special support.

-   Show love and respect when you are angry with your child. Criticize
    your child's behavior but not the child. Say, for example, "I love
    you, but it's not okay for you to draw pictures on the walls. I get
    angry when you do that."

-   Help your child make choices and work out problems. You might ask
    your 4-year-old, for example, "What can we do to keep your brother
    from knocking over your blocks?"

-   Be positive and encouraging. Praise your child for a job well done.
    Smiles and encouragement go much further to shape good behavior than
    harsh punishment.

-   **Let your child do many things by herself.** Young children need to
    be watched closely. However, they learn to be independent and to
    develop confidence by doing tasks such as dressing themselves and
    putting their toys away. It's important to let your child make
    choices, rather than deciding everything for her.

-   **Encourage your child to play with other children and to be with
    adults who are not family members.** Preschoolers need social
    opportunities to learn to see the point of view of others. Young
    children are more likely to get along with teachers and classmates
    if they have had experiences with different adults and children.

-   **Show a positive attitude toward learning and toward school.**
    Children come into this world with a powerful need to discover and
    to explore. If your child is to keep her curiosity, you need to
    encourage it. Showing enthusiasm for what your child does ("You've
    drawn a great picture!") helps to make her proud of her
    achievements.

    Children also become excited about starting school when their
    parents show excitement about this big step. As your child gets
    ready to enter kindergarten, talk to him about school. Talk about
    the exciting things that he will do in kindergarten, such as making
    art projects, singing and playing games. Be enthusiastic as you
    describe all the important things that he will learn from his
    teacher---how to read, how to how to count and how to measure and
    weigh things.

### Language and General Knowledge {#language-and-general-knowledge .unnumbered}

Children can develop language skills only if they have many
opportunities to talk, listen and use language to solve problems and
learn about the world.

Long before your child enters school, you can do many things to help her
develop language. You can:

-   **Give your child opportunities to play.** Play is how children
    learn. It is the natural way for them to explore, to become
    creative, to learn to make up and tell stories and to develop social
    skills. Play also helps children learn to solve problems---for
    example, if her wagon tips over, a child must figure out how to get
    it upright again. When they stack up blocks, children learn about
    colors, numbers, geometry, shapes and balance. Playing with others
    helps children learn how to negotiate.

-   **Support and guide your child as she learns a new activity.**
    Parents can help children learn how to do new things by
    "scaffolding," or guiding their efforts. For example, you as you and
    your toddler put together a puzzle, you might point to a piece and
    say, "I think that this is the piece we need for this space. Why
    don't you try it?" Then have the child piece up the piece and place
    it correctly. As the child becomes more aware of how the pieces fit
    into the puzzle, you can gradually withdraw your support.

-   **Talk to your child, beginning at birth.** Your baby needs to hear
    your voice. Voices from a television or radio can't take the place
    of your voice, because they don't respond to your baby's coos and
    babbles. You child needs to know that when he makes a certain sound,
    for example, "mamamamamama," that his mother will response---she
    will smile and talk back to him. The more you talk to your baby, the
    more he will learn and the more he will have to talk about as he
    gets older.

    Everyday activities provide opportunities to talk, sometimes in
    detail, about what's happening around him. As you give your child a
    bath, for example, you might say, "First let's stick the plug in the
    drain. Now let's turn on the water. Do you want your rubber duck?
    That's a good idea. Look, the duck is yellow, just like the rubber
    duck we saw on 'Sesame Street.'" (See "Baby Talk," page **\<TK\>**.)

-   **Listen to your child.** Children have their own special thoughts
    and feelings, joys and sorrows, hopes and fears. As your child's
    language skills develop, encourage her to talk about her thoughts
    and feelings. Listening is the best way to learn what's on her mind
    and to discover what she knows and doesn't know and how she thinks
    and learns. It also shows your child that her feelings and thoughts
    are valuable.

-   **Ask your child questions,** particularly questions that require
    him to give more than a "yes" or "no" response. If, as you walk with
    your toddler in a park, he stops to pick up leaves, you might point
    out how the leaves are the same and how they are different. With an
    older child, you might ask, "What else grows on trees?"

-   **Answer your child's questions.** Asking questions is a good way
    for your child to learn to compare and to classify
    things---different kinds of dogs, different foods and so forth.
    Answer your child's questions thoughtfully and, whenever possible,
    encourage her to answer her own questions. If you don't know the
    answer to a question, say so. Together with your child, try to find
    the answer.

-   **Read aloud to your child every day**. Children of all ages love to
    be read to---even babies as young as six weeks. Although your child
    doesn't understand the story or poem that you read, reading together
    gives her a chance to learn about language and enjoy the sound of
    your voice. You don't have to be an excellent reader for your child
    to enjoy reading aloud together. Just by allowing her to connect
    reading with the warm experiences of being with you, you can create
    in her a lifelong love of reading. (See "Read to Me!" page
    **\<TK\>.**)

    **Be aware of your child's television viewing.** Good television
    programs can introduce children to new worlds and promote learning,
    but poor programs or too much TV watching can be harmful. It's up to
    you to decide how much TV and what kinds of shows your child should
    watch. (See **Taking Charge of TV,** page **\<TK\>.**)

-   **Be realistic about your child's abilities and interests.** Set
    high standards and encourage our child to try new things. Children
    who aren't challenged become bored. But children who are pushed
    along too quickly or who are asked to do things that don't interest
    them can become frustrated and unhappy.

-   **Provide opportunities for your child to do and see new things.**
    The more varied the experiences that she has, the more she will
    learn about the world. No matter where you live, your community can
    provide new experiences. Go for walks in your neighborhood or go
    places on the bus. Visit museums, libraries, zoos and other places
    of interest.

    If you live in the city, spend a day in the country. If you live in
    the country, spend a day in the city. Let your child hear and make
    music, dance and paint. Let her participate in activities that help
    to develop her imaginations and let her express her ideas and
    feelings. The activities in the next section of this booklet can
    provide your children with these opportunities.

## Activities {#activities-1 .unnumbered}

The activities in this section are designed to help you prepare your
child to learn and develop. Most of the activities are simple and easily
can be made part of your daily routines. As you do the activities,
remember that repetition is important, especially for very young
children. Children enjoy---and learn---from doing the same activity over
and over.

The activities are organized by the following age groups:

Babies = Birth to 1 year old

Toddlers = 1 to 3 years old

Preschoolers = ages 3 to 5

Keep in mind that children don't always learn the same things at the
same rate. And they don't suddenly stop doing one thing and start doing
another just because they are a little older. So use the ages as guides
as your child learns and grows and not as hard and fast rules. For
example, an activity listed for the toddler age group may work well with
a baby. On the other hand, the activity may not interest another child
until he becomes a preschooler.

In addition, the activities change to meet the needs of children in the
different age groups. Reading aloud activities are good examples.
Reading aloud with your baby involves showing her a book and largely
telling the story without placing too much emphasis on the actual
written words. With older infants and toddlers, you stick closer to the
written words and ask your child to identify or name pictures that go
with the words. As your child develops language skills, you shift some
of the story "reading" to her. When your child starts to recognize
letters and perhaps words, you can call her attention to words that
appear often or that she has learned to recognize from other reading.

Each section begins with a list of accomplishments and behaviors that
are typical for the children in the age group. This is followed by a
list of things that you can provide to help your child learn and grow.
Again, because each child learns at his own rate, you should consider
the lists as guidelines only.

As you use the activities, please remember the following points:

-   **Some of these activities, although listed for a particular age
    group, are beneficial for children in all of the age groups.**
    Reading aloud, for example, is important to children from the time
    they are born. By modifying an activity, you enable your child to
    continue to enjoy it as she grows and develops.

-   **Find activities that interest your child.** If you pick an
    activity that is too hard, your child may get discouraged. If it's
    too easy, he may get bored. Or if your child seems uninterested in
    an activity, try it again at some other time. Often children's
    interests change as they grow. Try to give your toddler or
    preschooler a choice of activities so that he learns to think for
    himself.

-   **The activities are meant to be fun.** As you and your child do an
    activity, be enthusiastic and avoid lecturing to her about what she
    is learning and how important it is. If your child enjoys the
    activity, her excitement for learning will increase.

### Babies {#babies .unnumbered}

##### Birth to 1 Year Old {#birth-to-1-year-old .unnumbered}

#### What to Expect {#what-to-expect .unnumbered}

Babies grow and change dramatically during their first year. They begin
to

-   Develop some control over their bodies. They learn to hold up their
    heads, roll over, sit up, crawl, stand up and, in some cases, walk.

-   Become aware of themselves as separate from others. They learn to
    look at their hands and toes and play with them. They learn to cry
    when their parents leave and to recognize their own names.

-   Play games. Babies first play with their own hands. Later they show
    an interest in toys, enjoy "putting in and taking out" games and
    eventually carry around or hug dolls or stuffed toys.

-   Relate to others. Babies first respond to adults more than they do
    to other babies. Later they notice other babies, but they tend to
    treat these babies as objects instead of people. Then they pay
    attention when other babies make sounds.

-   Communicate and develop language skills. Babies first cry and make
    throaty noises. Later they babble and say "mama" and "dada." Then
    they make lots of sounds and begin to name a few familiar people and
    objects. They begin to enjoy hearing rhyming and silly language.

#### What Babies Need {#what-babies-need .unnumbered}

Babies require

-   Loving parents or caregivers who respond to their cries and gurgles
    and who keep them safe and comfortable;

-   Opportunities to move about and to practice new physical skills;

-   Safe objects to look at, bat, grab, bang, pat, roll and examine;

-   Safe play areas; and

-   Many opportunities to hear language, to make sounds and to have
    someone respond to those sounds.

### Developing Trust 

Feeling your touch, hearing your voice and enjoying the comfort of
physical closeness all help your baby to develop trust.

#### What You Need 

Music

#### What to Do 

-   Gently move your newborn's arms and legs. Or tickle her lightly
    under the chin or on the tummy. When she starts to control her head,
    lie on the floor and put her head on your chest. Let her reach for
    your nose or grab your hair. Talk to her and name each thing that
    she touches.

-   Place your baby on your belly. Some research has shown that such
    contact releases chemicals called *endorphins* that help your child
    feel comforted. In addition, such contact builds stomach and back
    muscle strength that is essential as your child learns to crawl.

-   Sing and cuddle with your baby. Hold him snuggled in your arms or
    lying face up on your lap with his head on your knees. Make sure the
    head of a newborn is well-supported. Sing a favorite lullaby.

-   Include happy rituals in your baby's schedule. For example, at
    bedtime, sing the same songs every night, rock her or rub her tummy.

-   Pick up your crying baby promptly. Try to find out what's wrong. Is
    he hungry? Wet? Bored? Too hot? Crying is your baby's way of
    communicating. By comforting him, you send the message that language
    has a purpose and that someone wants to understand him.

-   To entertain your baby, sing an action song. For example:

    If you're happy and you know it, clap your hands!

    If you're happy and you know it, clap your hands!

    If you're happy and you know it and you want the world to know it,

    If you're happy and you know it, clap your hands!

    If you don't know lullabies or rhymes, make up your own!

-   Dance with your baby. To soothe her when she's upset, put our baby's
    head on your shoulder and hum softly or listen to recorded music as
    you glide around the room. To amuse her when she's cheerful, try a
    bouncy tune.

    Babies need to become attached to at least one person who provides
    them with security and love. This first and most basic emotional
    attachment is the start for all human relationships.

### Touch and See!  {#touch-and-see .unnumbered}

Whenever they are awake, babies are hard at work, trying to learn all
about the world. To help them learn, they need many different things to
play with and inspect. Objects you have around your home offer many
possibilities.

#### What You Need  {#what-you-need-1 .unnumbered}

A wooden spoon with a face drawn on the bowl

Different textured fabrics, such as velvet, cotton, corduroy, terry
cloth, satin, burlap and fake fur

An empty toilet-paper or paper-towel roll

Pots, pans and lids

An old purse or basket with things to put in and take out

Measuring cups and spoons

Boxes and plastic containers

Large spools

Noisemakers (rattles, keys, a can filled with beans)

#### What to Do {#what-to-do-1 .unnumbered}

-   Let your baby look at, touch and listen to a variety of objects.
    Objects that are brightly colored, have interesting textures and
    make noises are particularly good.

-   Put one or two of the objects in a play area where your baby can
    reach them---more than two may confuse him. (Many of the objects
    will interest toddlers and older preschoolers. For example, babies
    love to inspect a paper towel roll. But a 4-year-old might use it as
    a megaphone for talking or singing, a telescope or a tunnel for a
    toy car.)

    Babies begin to understand how the world works when they see, touch,
    hold and shake things. Inspecting things also helps them to
    coordinate and strengthen their hand muscles.

### Baby Talk {#baby-talk .unnumbered}

Babies love hearing the voices of the people in their lives.

#### What You Need  {#what-you-need-2 .unnumbered}

No materials are required

#### What to Do  {#what-to-do-2 .unnumbered}

-   Talk to your baby often. Answer her coos and gurgles. Repeat the
    "ga, ga's" she makes and smile back. Sometimes, you can supply the
    language for her. For example, when your baby stretches her arm
    toward her bottle and says, "ga-ga-ga," say, "Oh, you're ready for
    some more milk? Here's your milk. Isn't it good!"

-   Say or read to your child nursery rhymes or other verses that have
    strong rhythms and repeated patterns of sound. Vary your tone of
    voice, make funny faces and sing lullabies. Play games such as
    "peek-a-boo" and "pat-a-cake" with him.

-   Play simple talking and touching games with your baby. Ask, "Where's
    your nose?" Then touch her nose and say playfully, "There's your
    nose!" Do this several times, then switch to an ear or knee or her
    tummy. Stop when she or you grows tired of the game.

-   Change the game by touching the nose or ear and repeating the word
    for it several times. Do this with objects, too. When she hears you
    name something over and over again, your child begins to connect the
    sound with what it means.

-   Point to and name familiar objects. By hearing an object named over
    and over, your baby learns to associate the spoken word with its
    meaning. For example, "Here's your blanket. Your very favorite
    blanket. What a nice, soft blanket!"

    > From the very beginning, babies try to imitate the sounds that
    > they hear us make. They "read" the looks on our faces and our
    > movements. Talking, singing, smiling and gesturing to your child
    > helps her to love ---and learn to use---language.

### Toddlers {#toddlers .unnumbered}

##### 1 to 3 Years Old {#to-3-years-old .unnumbered}

#### What to Expect {#what-to-expect-1 .unnumbered}

Between their first and second birthdays, children

-   Are energetic, busy and curious;

-   Are self-centered;

-   Like to imitate the sounds and actions of others (for example, by
    repeating words that parents and others say and by pretending to do
    housework or yard work with adults);

-   Want to be independent and to do things for themselves;

-   Have short attention spans if they are not involved in an activity
    that interests them;

-   Add variations to their physical skills (for example, by walking
    backwards);

-   Begin to see how they are like and unlike other children;

-   Play alone or alongside other toddlers;

-   Increase their spoken vocabularies from about 2 or 3 words to about
    250 words and understand more of what people say to them;

-   Ask parents and others to read aloud to them, often requesting
    favorite books or stories; and

-   Pretend to read and write the way they see parents and others do.

    Between their second and third birthdays, children

-   Become more aware of others;

-   Become more aware of their own feelings and thoughts;

-   Are often stubborn and may have temper tantrums;

-   Able to walk, run, jump, hop, roll and climb;

-   Expand their spoken vocabularies from about 250 to 1,000 words
    during the year;

-   Put together 2-, 3- and 4-word spoken sentences;

-   Begin to choose favorite stories and books to hear read aloud;

-   Begin to count;

-   Begin to pay attention to print, such as the letters in their names;

-   Begin to distinguish between drawing and writing; and

-   Begin to scribble, making some marks that are like letters.

#### What Toddlers Need {#what-toddlers-need .unnumbered}

1- to 2-year-old children require

-   Opportunities to make their own choices: "Do you want the red cup or
    the blue one?";

-   Clear and reasonable limits;

-   Opportunities to use large muscles in the arms and legs;

-   Opportunities to use small muscles to manipulate small objects, such
    as puzzles and stackable toys;

-   Activities that allow them to touch, taste, smell, hear and see new
    things;

-   Chances to learn about "cause and effect"---that things they do
    cause other things to happen (for example, stacking blocks too high
    will cause the blocks to fall);

-   Opportunities to develop and practice their language skills;

-   Opportunities to play with and learn about alphabet letters and
    numbers; and

-   Opportunities to learn about books and print.

    2- to 3-year-old children require opportunities to

-   Develop hand coordination (for example, by holding crayons and
    pencils, putting together puzzles or stringing large beads);

-   Do more things for themselves, such as dressing themselves;

-   Talk, sing and develop their language skills;

-   Play with other children and develop their social skills;

-   Try out different ways to move their bodies;

-   Learn more about printed language and books and how they work;

-   Do things to build vocabulary and knowledge and to learn more about
    the world, such as taking walks and visiting libraries, museums,
    restaurants, parks and zoos.

### Shop Till You Drop  {#shop-till-you-drop .unnumbered}

Shopping for groceries is just one of many daily routines that you can
use to help your child learn. Shopping is especially good for teaching
your child new words and for introducing him to new people and places.

#### What You Need  {#what-you-need-3 .unnumbered}

A grocery shopping list

#### What to Do {#what-to-do-3 .unnumbered}

-   Pick a time when neither you nor your child is hungry or tired.

-   At the grocery store, put your child in the grocery cart so that he
    faces you. Take your time as you walk up and down the aisles.

-   Let your child feel the items that you buy---a cold carton of milk,
    for example or the skin of an orange. Talk to your child about the
    items: "The skin of the orange is rough and bumpy. Here, you feel
    it."

-   Be sure to name the objects that you see on shelves and talk about
    what you are seeing and doing: "First, we're going to buy some
    cereal. See, it's in a big red and blue box. Listen to the great
    noise it makes when I shake the box. Can you shake the box? Now
    we're going to pay for the groceries. We'll put them on the counter
    while I get out the money. The cashier will tell us how much we have
    to pay."

-   Encourage your child to practice saying "hi" and "bye-bye" to clerks
    and other shoppers.

-   Leave for home before your child gets tired or grumpy.

    Children need to hear a lot of words in order to learn how to
    communicate themselves. It's particularly helpful when you talk
    about the "here and now"---things that are going on in front of your
    child.

### Puppet Magic {#puppet-magic .unnumbered}

Puppets are fascinating to children. They know that puppets are not
alive, yet they often listen to and talk with them as if they were real.

#### What You Need  {#what-you-need-4 .unnumbered}

An old, clean sock

Buttons (larger than 1 inch in diameter to prevent swallowing)

Needle and thread

Red fabric

Ribbon

An old glove

Felt-tipped pens

Glue

Yarn

#### What to Do {#what-to-do-4 .unnumbered}

-   To make puppets:

    ---**Sock puppet:** Use an old, clean sock. On the toe-end of the
    sock, sew on buttons for eyes and nose. Paste or sew on a piece of
    red fabric for the mouth. Put a bow made from ribbon at the neck.

    ---**Finger puppets:** Cut off the fingers of an old glove. Draw
    faces on the ends of the fingers with felt-tipped pens. Glue on yarn
    for hair.

-   Things to do with puppets:

    ---Have the puppet talk to your child: "Hello. My name is Tanya.
    What's yours? Kaylee. That's a pretty name. What a great T-shirt you
    have on, Kaylee! I like the rabbit on the front of your T-shirt." Or
    have the puppet sing a simple song. Use a special voice for the
    puppet.

    ---Encourage your child to talk to the puppet, answering its
    questions and asking questions of her own.

    ---Put finger puppets on your child's hand to give him practice
    moving his fingers one at a time.

    ---The next time you want your child to help you clean up, have the
    puppet make the request: "Hello, Max. Let's put these crayons back
    in the box and these toys back on the shelves. Can you get the ball
    for me?"

    Puppets provide another opportunity for you to talk to your child
    and encourage him to talk to you as well. They also help your child
    to learn new words, use his imagination and develop hand and finger
    coordination.

### Moving On  {#moving-on .unnumbered}

Toddlers love to explore spaces and to climb over, through and into
things.

#### What You Need {#what-you-need-5 .unnumbered}

Stuffed animal or toy

Large cardboard boxes

Pillows

A large sheet

A soft ball

A large plastic laundry basket

Elastic

Bells

#### What to Do {#what-to-do-5 .unnumbered}

-   **Pillow jump.** Give your child several pillows to jump into.
    (Toddlers usually figure out how to do this on their own.)

-   **Box car.** Give your child a large cardboard box to push around
    the room. He may want to take his stuffed animal or toy for a ride
    in it. If the box isn't too high---you'll most likely find your
    toddler in the box as well.

-   **Basketball.** Sit about 3 feet away from your child and hold out a
    large plastic laundry basket. Let her try throwing a large, soft
    ball into the basket.

-   **Table tent.** Cover a table with a sheet that's big enough to
    reach the floor on all sides. This makes a great playhouse that's
    particularly good for a rainy day.

-   **Jingle bells.** Sew bells onto elastic that will fit comfortably
    around your child's ankles. Then watch (and listen) as he moves
    about or jumps up and down.

    As you do an activity, talk, talk, talk with your child about what
    the two of you are doing!

    Movement activities help children to gain control of their large
    muscles. They also help children to learn new words and important
    concepts such as locations: *up, down, inside, outside, over,
    behind, beside and under*.

### Music Makers  {#music-makers .unnumbered}

Music is a way to communicate that all children understand. It's not
necessary for them to follow the words to a song; it makes them happy
just to hear the comfort in your voice or on the recording or to dance
to a peppy tune.

#### What You Need  {#what-you-need-6 .unnumbered}

Music

Noise makers (rattles, a can filled with beans or buttons, empty toilet
paper rolls, pots, pans, plastic bowls)

#### What to Do {#what-to-do-6 .unnumbered}

-   Have your toddler try banging a wooden spoon on pots, pans or
    plastic bowls; shaking a large rattle or shaking a securely closed
    plastic container filled with beans, buttons or other noisy items;
    and blowing through toilet-paper or paper-towel rolls.

-   Sing or play recordings of nursery rhymes. Have your toddler
    participate actively. Even if he can't recite the words, he can
    imitate your hand movements, clap or hum along.

-   As your child becomes more physically coordinated, encourage her to
    move to the music. She can twirl, spin, jump up and down, tiptoe or
    sway.

-   Find recordings of all kinds of music for your child to listen to.
    Help her learn to clap out rhythms, to move to both slow and fast
    music and to listen carefully for special sounds in the music.

    Here are a few tips to get your child to sing:

    *---*Sing yourself. Sing fairly slowly so that your child can join
    in. Discourage shouting.

    ---Start with simple chanting. Pick a simple melody, such as "Mary
    Had a Little Lamb," and sing, "la, la, la." Add the words later.

    ---Make singing a natural part of your daily routine---let your
    child hear you sing as you work around the house or sing along with
    songs on the radio or TV or with your own CDs or recordings.
    Encourage him to join in.

    Introduce music to your child early. Music and dance help children
    learn to listen, to coordinate hand and body movements and to
    express themselves creatively.

### Play Dough  {#play-dough .unnumbered}

Young children love to play with dough. And no wonder! They can squish
and pound it and form it into fascinating shapes. Helping to make play
dough lets children learn about measuring and learn and use new words.

#### What You Need {#what-you-need-7 .unnumbered}

2 cups flour

1 cup salt

4 teaspoons cream of tartar

2 cups water

2 tablespoons cooking oil

Food coloring

Food extracts, such as almond, vanilla, lemon or peppermint

Saucepan

Objects to stick in the dough, such as Popsicle sticks and straws

Objects to pound with, such as a toy mallet

Objects to make impressions with, such as jar lids, cookie cutters and
bottle caps

#### What to Do {#what-to-do-7 .unnumbered}

-   To make play dough:

    ---Add the food coloring to the water. Then mix all of the
    ingredients together in a pan.

    ---Cook over medium heat, stirring until it forms a soft ball.

    ---Let the mixture cool. Knead slightly. Add food extracts to
    different chunks of the dough to make different smells.

-   Talk with your child about what you are doing as you make the dough.
    Let your toddler or preschooler help you with measuring and adding
    ingredients.

-   Let your child handle some dough while it is still slightly warm and
    some when it has cooled off to teach him about temperatures.

-   Give some of the dough to your toddler or preschooler so she can
    pound it, stick things in it, make impressions in it and make her
    own animals, houses and people from it.

    Cooking with you---following the steps in a recipe---is the perfect
    way for your child to begin learning how to follow directions and
    how to count and measure. It can also teach him how things change.

### Read to Me! {#read-to-me .unnumbered}

The single most important way for children to develop the knowledge they
need to become successful readers later on is for you to read aloud to
them often---beginning when they are babies.

#### What You Need  {#what-you-need-8 .unnumbered}

Board books, predictable books and books that label and name concepts
(such as colors, numbers, shapes)

A children's dictionary (preferably a sturdy one)

Paper, pencils, crayons, markers

#### What to Do  {#what-to-do-8 .unnumbered}

-   From the time your child is born, make reading aloud to your child a
    part of your daily routine. Pick a quiet time, such as just before
    you put him to bed. This will give him a chance to rest between play
    and sleep. If you can, read with him in your lap or snuggled next to
    you so that he feels close and safe. As he gets older, he may need
    to move around some as you read to him. If he gets tired or
    restless, stop reading. Make reading aloud a quiet and comfortable
    time that your child looks forward to.

-   Try to read to your child every day. At first, read for no more than
    a few minutes at a time, several times a day. As your child grows
    older, you should be able to tell if she wants you to read for
    longer periods. Don't be discouraged if you have to skip a day or
    don't always keep to your schedule. Just get back to your daily
    routine as soon as you can. Most of all, make sure that reading
    stays fun for both of you!

-   Give your baby sturdy board books to look at, touch and hold. Allow
    him to turn the pages, look through the holes or lift the flaps. As
    your child grows older, have books on shelves or in baskets that are
    at his level. Encourage him to look through the books and talk about
    them. He may talk about the pictures and he may "pretend" to read a
    book that he has heard many times.

-   For a late toddler or early preschooler, use reading aloud to help
    him learn about books and print. As you read aloud, stop now and
    then and point to letters and words; then point to the pictures they
    stand for. Your child will begin to understand that the letters form
    words and that words name pictures. He will also start to learn that
    each letter has its own sound---one of the most important things
    your child can know when learning to read.

-   As you read, talk with your child. Encourage her to ask questions
    and to talk about the story. Ask her to predict what will come next.
    Point to things in books that she can relate to in her own life:
    "Look at the picture of the penguin. Do you remember the penguin we
    saw at the zoo?"

-   Reread favorite books. Your child will probably ask you to read
    favorite books over and over. Even though you may become tired of
    the same books, he will enjoy and continue to learn from hearing
    them read again and again.

-   Read "predictable" books to your child. Predictable books are books
    with words or actions that appear over and over. These books help
    children to predict or tell what happens next. As you read,
    encourage your child to listen for and say repeating words and
    phrases, such as names for colors, numbers, letters, animals,
    objects and daily life activities. Your child will learn the
    repeated words or phrase and have fun joining in with you each time
    they show up in the story. Pretty soon, she will join in before you
    tell her.

-   Be enthusiastic about reading. Read the story with expression. Make
    it more interesting by talking as the characters would talk, making
    sound effects and using facial expressions and gestures.

-   Buy a children's dictionary---if possible, one that has pictures
    next to the words. Then start the "let's look it up" habit.

-   Make writing materials such as crayons, pencils and paper available.

-   Visit the library often. Begin making weekly trips to the library
    when your child is very young. See that your child gets his own
    library card as soon as possible. Many libraries issue cards to
    children as soon as they can print their names (you'll also have to
    sign for your child).

-   Show your child that you read, too. When you take your child to the
    library, check out a book for yourself. Then set a good example by
    letting your child see you reading for yourself. Ask your child to
    get one of her books and sit with you as you read your book,
    magazine or newspaper. Don't worry if you feel uncomfortable with
    your own reading ability. It's the reading that counts. When your
    child sees that reading is important to you, she may decide that it
    is important to her, too.

-   If you are uncomfortable with your reading ability, look for family
    or adult reading programs in your community. Your librarian can help
    you locate such programs. Friends and relatives also can read to
    your child and volunteers are available in many communities to do
    the same.

    When reading books is a regular part of family life, you send your
    child a message that books are important, enjoyable and full of new
    things to learn.

    The books that you pick to read with your child are very important.
    If you aren't sure what books are right for your child, ask a
    librarian to help you choose titles.

### Preschoolers {#preschoolers .unnumbered}

##### Children 3 to 5 Years Old {#children-3-to-5-years-old .unnumbered}

#### What to Expect {#what-to-expect-2 .unnumbered}

Between their third and fourth birthdays, children

-   Start to play with other children, instead of next to them;

-   Are more likely to take turns and share and begin to understand that
    other people have feelings and rights;

-   Are increasingly self-reliant and probably can dress with little
    help;

-   May develop fears ("Mommy, there's a monster under my bed.") and
    have imaginary companions;

-   Have greater large-muscle control than toddlers and love to run,
    skip, jump with both feet, catch a ball, climb downstairs and dance
    to music;

-   Have greater small-muscle control than toddlers, which is reflected
    in their drawings and scribbles;

-   Match and sort things that are alike and unalike;

-   Recognize numerals;

-   Like silly humor, riddles and practical jokes;

-   Understand and follow spoken directions;

-   Use new words and longer sentences;

-   Are aware of rhyming sounds in words;

-   May attempt to read, calling attention to themselves and showing
    pride in their accomplishment;

-   Recognize print around them on signs or in logos.

-   Know that each alphabet letter has a name and identify at least 10
    alphabet letters, especially those in their own names; and

-   "Write," or scribble messages.

    Between their fourth and fifth birthdays, children

-   Are active and have lots of energy and may be aggressive in their
    play;

-   Enjoy more group activities, because they have longer attention
    spans;

-   Like making faces and being silly;

-   May form cliques with friends and may change friendships quickly;

-   Have better muscle control in running, jumping and hopping;

-   Recognize and write the numerals 1--10;

-   Recognize shapes such as circles, squares, rectangles and triangles;

-   Love to make rhymes, say nonsense words and tell jokes;

-   Know and use words that are important to school work, such as the
    names for colors, shapes and numbers; know and use words that are
    important to daily life, such as street names and addresses;

-   Know how books are held and read and follow print from left to right
    and from top to bottom of a page when listening to stories read
    aloud;

-   Recognize the shapes and names of all letters of the alphabet and
    know the sounds of some letters; and

-   Write some letters, particularly those in his own name.

#### What Preschoolers Need {#what-preschoolers-need .unnumbered}

3- to 4-year-old children require opportunities to

-   Play with other children so they can learn to listen, take turns and
    share;

-   Develop more physical coordination---for example, by hopping on both
    feet;

-   Develop their growing language abilities through books, games,
    songs, science, math and art activities;

-   Develop more self-reliance skills---for example, learning to dress
    and undress themselves;

-   Count and measure;

-   Participate actively with adults in reading-aloud activities ;

-   Explore the alphabet and print; and

-   Attempt to write messages.

    4- to 5-year-old children need opportunities to

-   Experiment and discover, within limits;

-   Develop their growing interest in school subjects, such as science,
    music, art and math;

-   Enjoy activities that involve exploring and investigating;

-   Group items that are similar (for example, by size, color or shape);

-   Use their imaginations and curiosity;

-   Develop their language skills by speaking and listening; and

-   See how reading and writing are both enjoyable and useful (for
    example, by listening to stories and poems, seeing adults use books
    to find information and dictating stories to adults).

### Getting Along  {#getting-along .unnumbered}

Learning to get along with others is very important for children's
social development.

#### What You Need {#what-you-need-9 .unnumbered}

No materials required

#### What to Do {#what-to-do-9 .unnumbered}

-   Give your child lots of personal attention and encouragement. Set
    aside time when you and your child can do enjoyable things together.
    Your positive feelings for your child will help him to feel good
    about himself.

-   Set a good example. Show your child what it means to get along with
    others and to be respectful. Let her hear you say "please" and
    "thank you" when you talk to others. Treat people in ways that show
    you care what happens to them.

-   Help your child find ways to solve conflicts with others. Help him
    to figure out what will happen if he shows his anger by hitting a
    playmate: "James, I know that Zoe took your truck without asking.
    But if you hit her and you have a big fight, then she will have to
    go home and the two of you won't be able to play any more today.
    What's another way that you can let Zoe know you want your truck
    back?"

-   Make opportunities for your child to share and to care. Let her take
    charge of providing food for birds. When new families move into the
    neighborhood, let her help make cookies to welcome them.

-   Be physically affectionate. Children need hugs, kisses, an arm over
    the shoulder and a pat on the back.

-   Tell your child that you love him. Don't assume that your loving
    actions will speak for themselves (although they are very
    important).

    Learning to work with and get along with others contributes to
    children's success in school.

### Chores  {#chores .unnumbered}

Any household task can become a good learning game---and can be fun.

#### What You Need  {#what-you-need-10 .unnumbered}

####  {#section-2 .unnumbered}

Jobs around the home that need to get done, such as:

Doing the laundry

Washing and drying dishes

Carrying out the garbage

Setting the dinner table

Dusting

#### What to Do  {#what-to-do-10 .unnumbered}

-   Tell your child about the job you will do together. Explain why the
    family needs the job done. Describe how you will do it and how your
    child can help.

-   Teach your child new words that are associated with each job: "Let's
    put the placemats on the table first, then the napkins."

-   Doing laundry together provides many opportunities for your child to
    learn. Ask him to help you remember all the clothes that need to be
    washed. See how many things he can name: socks, T-shirts, pajamas,
    sweater, shirt. Have him help you gather all the dirty clothes, then
    help you make piles of light and dark colors.

-   Show your child how to measure the soap and have him pour the soap
    into the machine. Let him put the items into the machine, naming
    each one. Keep out one sock. When the washer is filled with water,
    take out the mate to the sock. Let your child hold the wet sock and
    the one that you kept out. Ask him which one feels heavier and which
    one feels lighter. After the wash is done, have your child sort his
    own things into piles that are the same (for example, T-shirts,
    socks).

    Home chores can help children learn new words, how to listen and
    follow directions, how to count and how to sort. Chores can also
    help children improve their physical coordination and learn
    responsibility.

### Scribble, Draw, Paint and Paste  {#scribble-draw-paint-and-paste .unnumbered}

Young children are natural artists and art projects can spark young
imaginations and help children to express themselves. Scribbling also
prepares them

#### What You Need  {#what-you-need-11 .unnumbered}

Crayons, water-soluble felt-tipped markers

Different kinds of paper (including construction paper and butcher
paper)

Tape

Finger paints

Paste

Safety scissors

Fabric scraps or objects that can be glued to paper (string, cotton
balls, sticks, yarn)

#### What to Do  {#what-to-do-11 .unnumbered}

-   Give your child different kinds of paper and different writing
    materials to scribble with. Coloring books are not needed. Crayons
    are good to begin with. Water-soluble felt-tipped marking pens are
    fun for your child to use because she doesn't have to use much
    pressure to get a bright color. Tape a large piece of butcher paper
    onto a tabletop and let your child scribble to her heart's content!

-   Spread out newspapers or a large piece of plastic over a table or on
    the floor and tape a big piece of construction paper or butcher
    paper on top. Cover your child with a large smock or apron and let
    him finger paint.

-   Have your child paste fabric scraps or other objects such as yarn,
    string or cotton balls to the paper (in any pattern). Let her feel
    the different textures and tell you about them.

    Here are a few tips about introducing your child to art:

    ---Don't tell the child what to draw or paint.

    ---Don't "fix up" your child's drawings. It will take lots of
    practice before you can recognize what he has drawn---but let him be
    creative! Invite your child to talk to you about what he is drawing
    and to identify by name each object in the picture.

    ---Give your child lots of different materials to work with. Show
    her how to use new types of materials.

    ---Find an art activity that's at the right level for your child and
    let him do as much of the project as possible.

    ---Display your child's art prominently in your home. Point it out
    to visitors when your child is near to hear the praise.

    Art projects also help children to develop the eye and hand
    coordination they will later need as they begin to write.

### Letters, Letters, Everywhere  {#letters-letters-everywhere .unnumbered}

Sharing the alphabet with children helps them begin to learn the letter
names, recognize their shapes and link the letters with the sounds of
spoken language.

#### What You Need  {#what-you-need-12 .unnumbered}

Alphabet book

Alphabet blocks

ABC magnets

Paper, pencils, crayons, markers

Glue

Safety scissors

#### What to Do {#what-to-do-12 .unnumbered}

-   With your child sitting with you, print the letters of her name on
    paper and say each letter as you write it. Make a name sign for her
    room or other special place. Have her decorate the sign.

-   Teach your child "The Alphabet Song" and play games with him using
    the alphabet. Some alphabet books have songs and games that you can
    learn together.

-   Look for educational videos, DVDs, CDs and TV shows such as "Between
    the Lions," "Blue's Clues," and "Sesame Street" that feature
    letter-learning activities for young children. Watch such programs
    with your child and join in with him on the rhymes and songs.

-   Place alphabet magnets on your refrigerator or on another smooth,
    safe metal surface. Ask your child to name the letters she plays
    with and the words she may be trying to spell.

-   Wherever you are with your child, point out individual letters in
    signs, billboards, posters, food containers, books and magazines.

-   Encourage your child to spell and write her name. At first, she may
    use just a few letters for her name; for example, Jenny might use
    the letters *JNY*.

-   Line up several alphabet blocks and have your child say the name of
    each letter. Have her use alphabet blocks to spell her name.

-   Give your child a page from an old magazine. Circle a letter on the
    page and have him circle matching letters.

    Children who know the names and the shapes of the letters of the
    alphabet when they enter school usually have an easier time learning
    to read.

### Rhyme It! {#rhyme-it .unnumbered}

Rhyming helps children start to pay attention to the sounds in words,
which is an important first step in learning to read.

#### What You Need {#what-you-need-13 .unnumbered}

Books with rhyming words, word games or songs

#### What to Do {#what-to-do-13 .unnumbered}

-   Play rhyming games and sing rhyming songs with your child. Many
    songs and games include clapping and bouncing and tossing balls.

-   Read nursery rhymes to your child. As you read, stop before a
    rhyming word and encourage her to fill in the blank. When she does,
    praise her.

-   Listen for rhymes in songs that you know or hear on the radio, TV or
    at family or other gatherings. Sing the songs with your child.

-   Around the home, point to objects and say their names, for example,
    *sink.* Then ask your child to say as many words as he can that
    rhyme with the name. Other good easily rhymed words are *ball,
    bread, rug*, *clock and* *bread*. Let him use some silly or
    nonsense, words as well: *ball---tall, call, small, dall, jall,
    nall.*

-   Say three words such as *cat, dog and* *sat* and ask your child
    which words sound the same---rhyme.

-   If your child has an easy-to-rhyme name, ask her to say words that
    rhyme with it: *Kate---plate, late, wait, date, gate*.

-   If a computer is available, encourage your child to download and run
    rhyming games.

    Rhymes are an extension of children's language skills. By hearing
    and saying rhymes, along with repeated words and phrases, your child
    learns about spoken sounds and about words. Rhymes also spark a
    child's excitement about what comes next, which adds fun and
    adventure to reading.

### Say the Sound {#say-the-sound .unnumbered}

Listening for and saying sounds in words helps children learn that
spoken words are made up of sounds, which gets them ready to match
spoken sounds to written letters. This, in turn, gets them ready to
read.

#### What You Need  {#what-you-need-14 .unnumbered}

Old magazine

Book of nursery or nonsense rhymes

#### What to Do  {#what-to-do-14 .unnumbered}

-   Say four words that begin with the same sound, such as *big, ball,
    basket and* *balloon*. Ask your child to tell you the first sound in
    each word, /b/[^3].

-   Say four words, such as *cap, hop, cake and camera*. Ask your child
    which of the words starts with a different sound.

-   Say four words, such as *stop, top, mop and* *hop.* Ask your child
    to tell you what the last sound is in each word, /p/.

-   Give your child an old magazine. Sit with him and point out objects
    in the pictures. Ask him to say the sounds that the objects start
    with. Change the game by saying a sound and having him find an
    object in a picture that starts with that sound.

-   Have fun by helping your child say tongue twisters such as "Peter
    Piper picked a peck of pickled peppers," and nonsense rhymes such as
    "Hey Diddle, Diddle," as well as more modern nonsense rhymes such as
    those of Dr. Seuss.

-   As you read a story or poem, ask your child to listen for and say
    the words that begin with the same sound. Then have her think of and
    say another word that begins with the sound.

-   Help your child to make up and say silly sentences with lots of
    words that start with the same sound, such as, "Tom took ten toy
    trucks to town."

    Helping your child learn to pay attention to sounds in words can
    prevent reading problems later on.

### Matching Sounds and Letters {#matching-sounds-and-letters .unnumbered}

Although children can be taught to match most letters with the sounds
that they represent, be prepared to give them lots of help.

#### What You Need  {#what-you-need-15 .unnumbered}

Pieces of paper

Paper bag

#### What to Do  {#what-to-do-15 .unnumbered}

-   Say some sounds for letters, such as /p/, /h/ and /t/ and have your
    child write the letter that matches the sound.

-   As you read to your child, point out words that begin with the same
    letter as her name: *Megan* and *morning, Liza* and *land, Sophie*
    and *save*. Have her find other words that begin with that sound.

-   Write letters on pieces of paper and put them in a paper bag. Have
    your child take a piece of paper from the bag and say the name of
    the letter and the sound that it represents. Then have him say a
    word that begins with that sound.

-   Sit with your child and play "I Spy." Look around the room and say,
    "I spy something that starts with /s/. What is it?" If you like, add
    clues such as "We use it to cook our food." *(stove)* "It's where we
    wash the dishes." *(sink)*

    Matching sounds with letters helps your child to learn that the
    letters he sees in written words represent the sounds he says in
    words. This is an important step in becoming a successful reader.

### My Book  {#my-book .unnumbered}

Many preschoolers like to talk and have a lot to say. Although most
can't yet write words themselves, they enjoy dictating stories for
others to write for them.

#### What You Need  {#what-you-need-16 .unnumbered}

Paper

Paper punch

Safety scissors

Pencil, pen, crayons

Yarn, pipe cleaners or staples

Paste

#### What to Do  {#what-to-do-16 .unnumbered}

-   Make a booklet of five or six pages. Your child can help punch holes
    close to one edge and thread yarn through the holes to keep the
    pages together. You can also bind the book with twisted pipe
    cleaners or you can staple the pages together.

-   On the outside cover of the booklet, print your child's name.
    Explain to him that this is going to be a book about him.

-   Let your child talk about what he will draw on each page. As he
    talks, print on the page what he says. Here are some examples:

    ---Other people in my family

    ---My favorite toys

    ---My favorite books

    ---My friends

    ---My pet

    ---My neighborhood

    ---My home (or My bedroom)

-   Encourage your child to read his books to family members and
    visitors.

    Making this book will help your child develop both spoken and
    written language skills and give him more practice using the small
    muscles in his hands.

### "Hands-on" Math {#hands-on-math .unnumbered}

Hands-on activities that involve counting, measuring and using number
words are a good way to introduce your preschooler to math.

#### What You Need  {#what-you-need-17 .unnumbered}

Blocks

Dice or dominoes

#### What to Do  {#what-to-do-17 .unnumbered}

-   Talk about numbers and use number concepts in daily routines with
    your child. For example:

    *---*"Let's divide the dough into two parts so we can bake some
    cookies now and put the rest of the dough in the freezer for cookies
    next week."

    *---*"We're going to hang this picture six inches above the
    bookshelf in your room. Let's use this ruler to measure."

    *---*"How many plates do we need on the table? Let's count: One for
    Mommy, one for Daddy and one for Jenny. How many plates does that
    make? Three! Great!"

-   Talk about numbers that matter most to your child---her age, her
    address, her phone number, her height and weight. Focusing on these
    personal numbers helps your child learn many important math
    concepts, including:

    ---Time (hours, days, months, years; older, younger; yesterday,
    today, tomorrow). To a young child, you might say, "At 2 o'clock,
    we'll take a nap." When you plan with a preschooler, you could point
    out, "It's only three days until we go to Grandma's house. Let's put
    an X on the calendar so we'll know the day we're going."

    ---Lengths (inches, feet; longer, taller, shorter): "This ribbon is
    too short to go around the present for Aunt Susan. Let's cut a
    longer ribbon."

    ---Weight (ounces, pounds, grams; heavier, lighter; how to use
    scales): "You already weigh 30 pounds. I can hardly lift such a big
    girl."

    ---Where you live (addresses, telephone numbers): "These shiny
    numbers on our apartment door are 2--1--4. We live in apartment
    number 214." Or: "When you go to play at Terry's house, take this
    note along with you. It's our phone number: 253--6711. Some day soon
    you will know our phone number so you can call me when you are at
    your friend's."

-   Provide opportunities for your child to learn math as he plays. For
    example:

---Playing with blocks can teach your child to classify objects by color
and shape. Blocks can also help him to learn about depth, width, height
and length.

> ---Playing games that have scoring, such as throwing balls into a
> basket, requires your child to count. Introduce him to games that use
> dice or dominoes. Have him roll the dice and count the dots. Let him
> try to roll the dice and match numbers.
>
> ---Counting favorite toys.
>
> Reading aloud counting books or books with number concepts can support
> your child's math learning.

## What About Kindergarten?

The activities in this book will help your child get ready for
kindergarten. As the first day of school approaches, however, you may
want to do a few more things to set your child on the path to school
success.

1.  **Find out if the school that your child will attend has a
    registration deadline.** Some schools have a limited number of slots
    for children. Start early to find out your school's policy and the
    procedures.

2.  **Learn as much as you can about the school your child will attend
    before the school year begins**. Schools---even schools in the same
    district---can differ greatly. Don't rely only on information about
    kindergarten that you have received from other parents---their
    schools might have different requirements and expectations. You will
    want to find out the following:

-   The principal's name;

-   The name of your child's teacher;

-   What forms you need to fill out;

-   What immunizations are required before your child enters school;

-   A description of the kindergarten program;

-   The yearly calendar and daily schedule for kindergarten children;

-   Procedures for transportation to and from school;

-   Available food services; and

-   How you can become involved in your child's education and in the
    school.

    Some schools will send you this information. In addition, some
    schools will hold orientation meetings in the spring for parents who
    expect to enroll their children in kindergarten the following fall.
    If your school doesn't plan such a meeting, call the principal's
    office to ask for information and to arrange a visit.

    3\. **Find out in advance what the school expects from new
    kindergarten students.** If you know the school's expectations a
    year or two ahead of time, you will be in a better position to
    prepare your child. Sometimes parents and caregivers don't think the
    school's expectations are right for their children. For example,
    they may think that the school doesn't adequately provide for
    differences in children's learning and development or that its
    academic program is not strong enough. If you don't agree with your
    school's expectations for your child, you may want to meet with the
    principal or kindergarten teacher to talk about the expectations.

    4\. **Visit the school with your child.** Walk up and down the
    hallways to help her learn where different rooms---her classroom,
    the library, the gym, the cafeteria---are. Let your child observe
    other children and their classrooms.

    5\. **Talk with your child about school.** During your visit, make
    positive comments about the school---your good attitude will rub
    off! ("Look at all the boys and girls painting in this classroom.
    Doesn't that look like fun!") At home, show excitement about the big
    step in your child's life. Let him know that starting school is a
    very special event.

    Talk with your child about the teachers she will have and how they
    will help her learn new things. Encourage your child to consider
    teachers to be wise friends to whom she should listen and show
    respect. Explain to your child how important it is to go to class
    each day. Explain how important and exciting the things that she
    will learn in school are---reading, writing, math, science, art and
    music.

    6\. **Consider volunteering to help out in the school.** Your
    child's teacher may appreciate having an extra adult to help do
    everything from passing out paper and pencils to supervising
    children on the playground. Volunteering is a good way to learn more
    about the school and to meet its staff and to meet other parents.

    When the long-awaited first day of kindergarten arrives, go to
    school with your child (but don't stay too long). And be patient.
    Many young children are overwhelmed at first, because they haven't
    had much experience in dealing with new situations. They may not
    like school immediately. Your child may cry or cling to you when you
    say goodbye each morning, but with support from you and his teacher,
    this can change rapidly.

    As your child leaves home for her first day of kindergarten, let her
    know how proud of her you are!

## Taking Charge of TV {#taking-charge-of-tv-1 .unnumbered}

By the time they begin kindergarten, children in the United States have
watched an average of 4,000 hours of TV. Most child development experts
agree that this is too much. But banning TV from children's lives isn't
the answer. Good TV programs can spark children's curiosity and open up
new worlds to them. A better idea is for families and caregivers is to
monitor how much time their children spend watching TV and what programs
they watch.

Here are some tips that will help you monitor and guide your child's TV
viewing:

-   Think about your child's age and choose the types of things that you
    want him to see, learn and imitate.

-   Look for TV shows that

    ---teach your child something,

    ---hold his interest,

    ---encourage him to listen and question,

    ---help him learn more words,

    ---make him feel good about himself and

    ---introduce him to new ideas and things.

-   Keep a record of how many hours of TV your child watches each week
    and what she watches. Some experts recommend that children limit
    their TV watching to no more than 2 hours a day. However, it's up to
    you to decide how much TV and what kinds of programs your child
    should watch.

-   Learn about current TV programs, videos and DVDs and help your child
    to select good ones. "Sesame Street," "Mister Rogers' Neighborhood,"
    "Blue's Clues," "Between the Lions," "Reading Rainbow," "Barney &
    Friends," "Zoom," and "Zoboomafoo," are some shows that you may want
    to consider. Many other good children's programs are available on
    public television stations and on cable channels such as the Disney
    Channel and Nickelodeon.

-   If you have a VCR or DVD player, you may wish to seek out video
    versions of classic children's stories and books, such as the Babar
    stories and the Children's Circle series, "Stories for the Very
    Young" and "More Stories for the Very Young." For your very young
    child, try the "Baby Einstein" series.

-   *Parents' Choice*, a quarterly review of children's media, including
    TV programs and home video materials, can help you to choose titles
    that are suitable for your child. (For more information, see the
    Parents' Choice Web site: http://www.parents-choice.org/; or write
    to: Parents' Choice Foundation, Suite 303, 201 West Padonia Road,
    Timonium, MD 21093.) You can also read about programs in TV columns
    in newspapers and magazines. Cable subscribers and public
    broadcasting contributors can check monthly program guides for
    information.

-   After selecting programs that are appropriate for your child, help
    him decide which ones he wants to watch. Turn on the TV when one of
    these programs starts and turn it off when the program ends.

-   Watch TV with your child, so that you can answer questions and talk
    about what she sees. Pay special attention to how she responds, so
    that you can help her to understand what she's seeing.

-   Follow-up TV viewing with activities or games. Have your child tell
    you a new word that he learned from a TV program. Together, look up
    the word in a dictionary and talk about its meaning. Or have him
    make up his own story about one of his favorite characters from a TV
    program.

-   Include the whole family in discussion and activities or games that
    relate to TV programs.

-   Go to the library and find books that explore the themes of the TV
    shows that your child watches. Or help your child to use her
    drawings or pictures cut from magazines to make a book based on a TV
    show.

-   Make certain that TV isn't used as a babysitter. Instead, balance
    good television with other enjoyable activities for your child.

## Choosing Childcare {#choosing-childcare .unnumbered}

Choosing the right kind of childcare for your baby, toddler or
preschooler is important for your child's safety and well being. It is
also important because these early experiences affect how prepared your
child is for school. Here are some tips to guide you in choosing
childcare:

-   **Think about the kind of care that is best for your child**. Some
    possibilities to consider are (a) a relative; (b) a day-care
    provider, usually someone who takes care of a small group of
    children in her own home; (c) a childcare center, which generally
    offers a curriculum and staff with educational backgrounds in early
    childhood development; and (d) a caregiver who comes to your home.

-   **Decide which kind of childcare fits your budget. For low-income
    parents,** programs such as the federally funded Head Start are
    available. (For more information about Head Start, go to the Web
    site: http://www.acf.dhhs.gov/programs/hsb/.) State-funded
    child-care programs also are available. Your local librarian can
    help you find addresses and phone numbers for these programs. In
    addition, many families are entitled to child-care credits on their
    income tax forms and some businesses offer their employees low-cost
    or no-charge childcare.

-   **Check with local agencies for listings of licensed childcare
    providers.** Many communities have resource and referral agencies
    that can help you to identify the childcare programs that best meet
    your needs. Again, ask your local librarian to help you locate the
    addresses and phone numbers for these agencies.

-   **Start looking for childcare early**, particularly if you have a
    special program for your child in mind. Some programs have long
    waiting lists.

-   **Gather information.** Whether you are looking for a day-care
    provider or for a caregiver to come into your home, interview the
    person at length and check references carefully. Before you meet
    with the person, develop a list of questions. If you are considering
    day-care centers, visit each one---more than once. Don't rely only
    on good reports about the center from other people. Centers that
    work well for other parents may not work well for you. As with any
    kind of childcare, check the center's references carefully.

    No matter what kind of childcare you are considering, look for care
    providers who:

-   **Are kind and responsive.** Good care providers enjoy being with
    children, are energetic, patient and mature enough to handle crises
    and conflicts.

-   **Have experience working with young children and like them.** Find
    out how long the providers have worked with preschoolers, why they
    are in the child-care field and whether they provide activities that
    are appropriate for your child's age. Observe the providers with
    other children. Do the children seem happy? How do the providers
    respond to them?

-   **Recognize the individual needs of children.** Look for care
    providers who are considerate of different children's interests and
    needs and who can provide your child with enough attention.

-   **Have a child-rearing philosophy that is similar to your own**.
    Find out what kind of discipline the providers use and how they
    handle problems.

    Be certain that the childcare facility is clean and safe. Check to
    see that it is full of equipment and materials that will allow your
    child to explore and learn, including plenty of books and separate
    areas of different kinds of activities.

## Bibliography {#bibliography-1 .unnumbered}

Armbruster, Bonnie B., Lehr, Fran and Osborn, Jean. (2001). *Put Reading
First: The Research Building Blocks for Teaching Children to Read.
Kindergarten Through Grade 3.* Washington, DC: National Institute for
Literacy (available online at www.nifl.gov).

Dickinson, David K. and Tabors, Patton O. (2001). *Beginning Literacy
with Language: Young Children Learning at Home and School.* Baltimore,
MD: Paul H. Brookes Publishing Co.

Dittman, L. L. (2000). *Finding the Best Care for Your Infant or
Toddler* (brochure). Washington, DC: National Association for the
Education of Young Children.

Gopnik, Alison, Meltzoff andrew N. and Kuhl, Patricia K. (2000). *The
Scientist in the Crib: What Early Learning Tells Us about the Mind.* New
York: Harper Perennial.

Hannigan, Irene. (1998). *Off to School: A Parent's-Eye View of the
Kindergarten Year.* Washington, DC: National Association for the
Education of Young Children.

Karnes, Merle B. (1984). *You and Your Small Wonder: Activities for
Parents and Toddlers on the Go.* Circle Pines, MN: American Guidance
Service.

Levin, Diane. (1998). *Remote Control Childhood? Combating the Hazards
of Media Culture*. Washington, DC: National Association for the
Education of Young Children.

Miller, Karen. (1985). *More Things to Do With Toddlers and Twos and
Ages and Stages*. Chelsea, MA: Telshare Publishing Co.

Neuman, Susan B., Copple, Carol and Bredekamp, Sue. (2000). *Learning to
Read and Write: Developmentally Appropriate Practices for Young
Children.* Washington, DC: National Association for the Education of
Young Children.

National Association for the Education of Young Children. (1999). *Ready
to Go: What Parents Should Know about School Readiness.* Washington, DC.

Rich, Dorothy. (1988). *Megaskills: How Families Help Children Succeed
in School & Beyond*. Boston: Houghton Mifflin.

Sears, William. (1989). *Your Baby: The First Twelve Months*. Hauppauge,
NY: Barron's Educational Series.

Trelease, Jim. (2001). *The Read-Aloud Handbook.* New York: Penguin.

**The activities in this booklet were adapted in part from the following
sources:**

Honig, Alice S. (1982). *Playtime Learning Games for Young Children*.
Syracuse, NY: Syracuse University Press.

Karnes, Merle B. (1984). *You and Your Small Wonder: Activities for
Parents and Toddlers on the Go*. Circle Pines, MN: American Guidance
Service.

Krueger, Caryl Waller. (1999). *1001 Things to Do With Your Kids*. New
York: Galahad Books.

Miller, Karen. (1985). *More Things to Do With Toddlers and Twos*.
Chelsea, MA: Telshare Publishing Co.

Simon, Sarina. (1996). *101 Amusing Ways to Develop Your Child's
Thinking Skills and Creativity*. New York: Lowell House.

Texas Center for Reading and Language Arts. (2001). *Activities to
Implement the Prekindergarten Curriculum Guidelines.* Austin.

Texas Reading Initiative. (1998). *Beginning Reading Instruction:
Practical Ideas for Parents.* Austin: Texas Education Agency.

Warner, Sally. (1991). *Encouraging the Artist in Your Child*. New York:
St. Martin's Press.

## Acknowledgments {#acknowledgments-1 .unnumbered}

This publication was originally written by Nancy Paulu, with updates for
the current edition completed by Fran Lehr and Jean Osborn.
Illustrations were done by Adjoa Burrowes and Joe Matos.

## This booklet has been made possible with the help of many people and organizations, including Reid Lyon of the National Institute of Child Health and Human Development, who reviewed drafts, provided materials and suggestions and generously contributed from their own experiences. In addition, a special thanks to Todd May and Menahem Herman in the Office of Intergovernmental and Interagency Affairs for their help in managing the design, development, production and distribution of this booklet. {#this-booklet-has-been-made-possible-with-the-help-of-many-people-and-organizations-including-reid-lyon-of-the-national-institute-of-child-health-and-human-development-who-reviewed-drafts-provided-materials-and-suggestions-and-generously-contributed-from-their-own-experiences.-in-addition-a-special-thanks-to-todd-may-and-menahem-herman-in-the-office-of-intergovernmental-and-interagency-affairs-for-their-help-in-managing-the-design-development-production-and-distribution-of-this-booklet. .unnumbered}

**\<Insert\>**

**\<Indicate cut line\>**

## Ready-for-School Checklist {#ready-for-school-checklist-1 .unnumbered}

The following checklist, although not exhaustive, can help to guide you
as you prepare your child for school. It's best to look at the items on
the list as goals toward which to aim. They should be accomplished, as
much as possible, through everyday routines or by enjoyable activities
that you've planned with your child. If your child lags behind in some
areas, don't worry. Remember that children grow and develop at different
rates.

#### Good Health and Physical Well-Being {#good-health-and-physical-well-being-1 .unnumbered}

My child:

\_\_\_ Eats a balanced diet

\_\_\_ Gets plenty of rest

\_\_\_ Receives regular medical and dental care

\_\_\_ Has had all the necessary immunizations

\_\_\_ Runs, jumps, plays outdoors and does other activities that help
develop his large muscles and provide exercise

\_\_\_ Works puzzles, scribbles, colors, paints and does other
activities that help develop her small muscles

#### Social and Emotional Preparation {#social-and-emotional-preparation-1 .unnumbered}

My child:

\_\_\_ Is learning to explore and try new things

\_\_\_ Is learning to work well alone and to do many tasks for himself

\_\_\_ Has many opportunities to be with other children and is learning
to cooperate with them

\_\_\_ Is curious and is motivated to learn

\_\_\_ Is learning to finish tasks

\_\_\_ Is learning to use self-control

\_\_\_ Can follow simple instructions

\_\_\_ Helps with family chores

#### Language and General Knowledge {#language-and-general-knowledge-1 .unnumbered}

My child:

\_\_\_ Has many opportunities to talk and listen

\_\_\_ Is read to every day

\_\_\_ Has access to books and other reading materials

\_\_\_ Is learning about print and books

\_\_\_ Has his television viewing monitored by an adult

\_\_\_ Is encouraged to ask questions

\_\_\_ Is encouraged to solve problems

\_\_\_ Has opportunities to notice similarities and differences

\_\_\_ Is encouraged to sort and classify things

\_\_\_ Is learning to write her name and address

\_\_\_ Is learning to count and plays counting games

\_\_\_ Is learning to identify and name shapes and colors

\_\_\_ Has opportunities to draw, listen to and make music and to dance

\_\_\_ Has opportunities to get first-hand experiences to do things in
the world---to see and touch objects, hear new sounds, smell and taste
foods and watch things move

**\<inside back cover\>**

## No Child Left Behind {#no-child-left-behind .unnumbered}

On January 8, 2002, President George W. Bush signed into law the *No
Child Left Behind* *Act* of 2001 (NCLB). This new law represents his
education reform plan and contains the most sweeping changes to the
Elementary and Secondary Education Act since it was enacted in 1965. It
changes the federal role in education by asking America's schools to
describe their success in terms of what each student accomplishes. The
act contains the president's four basic education reform principles.

-   Stronger accountability for results

-   Local control and flexibility

-   Expanded options for parents

-   An emphasis on effective and proven teaching methods

In sum, this law---in partnership with parents, communities, school
leadership and classroom teachers---seeks to ensure that every child in
America receives a great education and that no child is left behind.

For more information on No Child Left Behind, visit the Web site at
http://www.nochildleftbehind.gov or call 1--800--USA--LEARN.

[^1]: ^\*^ **Please note:** In this book, we refer to a child as "him"
    in some places and "her" in others. We do this to make the book
    easier to read. Please understand, however, that every point that we
    make is the same for girls and boys.

[^2]: ^\*^ **Please note:** Some parents and doctors do not agree that
    immunizations are important. Others have objections to them based on
    religious or cultural teachings.

[^3]: ^\*^ **Please note:** A letter between slash marks, /b/, shows the
    sound that the letter represents and not the name of the letter.