The staff of high-quality website child care and preschool programs are well-versed in the ways young children learn and develop. They organize time, space and activities in accordance with the children’s cognitive, emotional and physical abilities.
In “real time,” young children can learn to control their emotions and develop social skills. Teachers should take time to help three- and four-year-olds manage their frustrations and anger. Teachers don’t always step in and resolve conflicts for children. They have an excellent sense of knowing when to let them work through their problems on their own, and when to intervene. They encourage a child to consider the impact her aggressive or hurtful behaviors have on other children without shaming her.
Teachers can appeal to the desire of a child to do “real work” in the classroom by giving him the chance to assist in the classroom. For example, setting the table during snack time or even feeding the classroom’s hamster. Children must wash their hands prior to snack time, place personal items in their “cubby” and put toys away before they move on to another activity.
In a “language rich” environment, children of preschool age are encouraged to develop their language skills. A child’s vocabulary increases from 900 words to 2,500 between the ages 3 and 5. Her sentences also become more complex. Teachers can help children improve their language skills in a conversational way, without dominating the discussions. They do this by asking thoughtful questions and introducing vocabulary during activities such as science, art, or snack time. Children are given many opportunities to sing and talk about their favorite books. They can also act out stories.
Engaging in various hands-on activities will strengthen a child’s cognitive abilities. These include challenging her to pay attention, ask questions, test out her ideas, or solve a puzzle. Teachers use the interests and ideas of children to develop activities that will encourage their curiosity and motivate them to learn. Even a simple event, such as the discovery of a snail by a child in an outdoor play area, can become a learning opportunity.
Children of preschool age have active imaginations, and they learn by playing make-believe. Teachers are aware that young children often have difficulty distinguishing between fantasy and reality. This can lead to fears about monsters lurking under the bed. The imagination is also a powerful tool for learning. In a quality preschool, the imaginary play area is stocked with child-sized household items like stoves, sinks, and cabinets, as well as costumes and “props”. This activity area is where preschoolers progress from solitary to one-on-1 play to complex group play.
Children are becoming more interested in learning pre-math skills and pre-literacy. Teachers offer many games and activities to help prepare students for kindergarten’s academic demands.
Children’s listening, comprehension and expressive language skills are improved by engaging them in a conversation about a thrilling read-aloud. A child may be inspired to ask her teacher for help in writing her first name after playing with magnetic alphabets.