Give it a try.

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I can do things by myself.

Throughout the day, parents, teachers, and children encounter obstacles that present an opportunity for practice and learning.  As parents ourselves, Katie and I realize how much easier it is to simply do some of the quick and easy tasks for our young ones.  I’m sure there have been many occasions where I simply put my child’s shoes on for him so I could get him out the door in a hurry.  We get it.  However, beginning around 2 or three our children are capable of and should be expected to accomplish a lot on their own.

In case  you’re are still a bit sceptical, here is a list of skills we know *3-5 year olds CAN accomplish on their own:

  1. Putting on their own:
    Jacket/coat
    Shoes/boots
    Clothing, including pants/underpants/shirts/skirts/dresses/socks/mittens
    Hats
  2. Opening their own:
    Bag of pretzels/muffins/chips (anything that comes in a chip type bag)
    Bananas
    Clementines
    Juice boxes (except for Honest Kids…I can’t even open those)
    Tupperware
    Applesauce (with the exception of those new squeeze bottle ones…who’s idea were those screw-on tops?)
  3. Personal care:
    Nose wiping
    Bathroom needs (all regular wiping, cleaning routines…unusual accidents understandably require help)
    Hand washing
    Sneeze/cough covering
    Brushing their own teeth

The good news is we see ourselves as a great practice ground for these new independent experiences. It is much easier for children to adopt unaccustomed roles and routines when they are also in a new environment.

I’m sure my own children take advantage of me whenever they get the opportunity because I’m their Mom.  I’ve been there too long and lived through too many routine changes from infanthood to pre-teen.  Yet, they would never consider pulling the “I’m too little” card on one of their teachers. (Well, maybe they would, but thankfully the teacher wouldn’t fall for it.)

We are here to help them grow and become more independent as they mature toward the ripe old age of 6.

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*Children and adults with true physical challenges might find these tasks more difficult.

Read more @ Responsibility? What’s that?

Pre-K Writers

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At the beginning of every school year, we have a handful of students that feel very strongly that they cannot write, so Marie and I make it our mission to prove them otherwise! Usually their main concern is that when they write, it doesn’t look “perfect”. It doesn’t look like an adult’s writing. To this we ask, “Are you an adult? Do you have a job? Do you have to pay taxes?” and the students all laugh and say “No!”. Our main mission is to show the students that as long as they are doing the best they can, then they are writing.

We see many different stages of writing in our class as the students’ fine motor development and knowledge about phonemic awareness increases. All of the following examples of writing are acceptable in our classroom.

The Scribble Stage

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Students who are in the scribble stage are moving their marker around the paper in no particular order or design because it feels good to make marks on paper. They typically use their whole arm to move the marker across the paper.

Representational Pictures

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In this stage, the child will draw a picture to convey meaning. Students often draw “bubble heads” to represent people. Although this is not traditionally referred to as writing, it does exactly what we expect writing to do; convey meaning.

Scribble-writing with Left to Right Progression

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Children who are in this stage have started to notice that we write starting on the left side of the paper and continually move towards the right as we put our ideas on paper. Although there are no letters present, the child is starting to have a better awareness of the structure for writing.

Letter-like Symbols

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Students who make “letter-like symbols” are no longer just making stray marks on the paper. Each symbol has a distinct shape and is starting to mimic the shapes that our real letters and numbers take.

Letter Strings

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In this stage, children have a good knowledge about how to draw the correct shape of the letters however the sounds do not match the words the child is trying to convey. Children may write their favorite letters or some of the letters that exist within their names.

Beginning Sounds

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Students that use beginning sounds in their writing are starting to make the connection that our words are made up of sounds. Students will write the letters that match the first sounds of each word in their message.

Beginning and Ending Sounds

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In this stage students continue to build on their knowledge of sounds by adding in ending sounds. Students continue to write the sounds that they hear, which is likely to differ from the actual spelling of words (i.e. “MI” instead of “MY”). It is also likely that the student will clump all of their letters together without any space between their words.

Beginning, Middle, and Ending Sounds

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When children reach this stage, they have a clear understanding of phonemic awareness (our language is made up of sounds) and are now starting to organize their thoughts by using spaces between their words and have started including the sounds they hear at the beginning, middle, and end of each word.

Sight Words

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In this stage, students have started  moving towards writing sight words based on their actual spelling. They will continue to utilize phonemic spelling for unknown words.

 

Children in our Pre-K class typically exhibit stages ranging from the “representational pictures” to “beginning, middle, and ending sounds”. More conventional, “adult writing” is not expected until 3rd grade. We work with each child on their individual needs based on their own development stage. We strive to create an environment where children are excited and comfortable to express their ideas through writing.