Teaching Preschoolers: How Infants and Young Children Learn: Part III By Mimi Rothschild - Provide books as gifts. Make them accessible so that your child can "read" independently from books you have shared. Young children enjoy imitating the adults who read to them, as they "read" to a Teddy Bear or to themselves. You can either purchase these books or find a nearby library with a good collection of children's books.
- Most four-year-old children can learn to read their names with ease. Post your child's name in a prominent place, such as the refrigerator or above his or her towel in the bathroom. This promotes pride as well as many key concepts about print.
- Set limitations for watching television. Begin the habit of selective viewing early. Watch television with your child and talk to him or her about the shows. This is another opportunity to ensure that your child is learning words and ideas. Remember that time spent in front of a television is time that your child is not spending in other more valuable activities.
- Promptly attend to any hearing, vision, or speech concerns that you may have regarding your child. A child who seems to ignore you when you speak or does not pay attention to you may have a serious medical problem, most of which may be easily treated.
- Seek out and take advantage of school and community services that address children with special needs.
- Take care in selecting the childcare setting in which you place your child. As a concerned parent, you have a responsibility to inquire about things that may concern you. Keep in mind that mutual respect and support help insure high quality connections between home and child care provider. a. 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. b. 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/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.
Note: Some of these suggestions were adapted from "The Role of Parents and Grandparents in Children's Cognitive Development: Focus on Language and Literacy," Dorothy S. Strickland, Rutgers University How does my child's physical and mental progress compare to other children of the same age, and what can I do to help him progress? Developmental Milestones of Early Literacy 6 -12 MONTHS MOTOR - reaches for book
- book to mouth
- sits in lap, head steady
- turns pages with adult help
COGNITIVE - Looks at pictures
- vocalizes, pats pictures
- prefers pictures of faces
WHAT PARENTS CAN DO - hold child comfortably; face-to-face gaze
- follow baby's cues for "more" and "stop"
- point and name pictures
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