Providing a Foundation for Academic Success in Preschool Friendly Ways

Back to school

I am firmly in the learning through play camp when it comes to preschoolers and early academics. Done in a good way, this doesn’t mean just let them play and they’ll be ready. It means thoughtfully providing academic experiences in fun, engaging and play based ways.

Early Literacy Skills to Keep in Mind – Early literacy is focused on the experiences we can provide children to later become successful readers.

Vocabulary – There are so many ways to build a young child’s vocabulary; read aloud everyday, talk about all the things they are seeing and doing, take them on outings and highlight the new vocabulary of that place and aim to teach one new word in context every few days.

Print Motivation – This is a child’s interest in and awareness of books. Motivation can be encouraged by having books available on every level of the house and in the car, and using reading as a reward (“You can stay up late if you are reading”). You might also offer extended learning activities, if you read Blueberries for Sal then make blueberry muffins. Attending library and bookstore activities with read alouds and checking out library books also build motivation.

Print Awareness – This is the child’s understanding about how books go cover to cover, and the words go top to bottom and left to right. It is a gradual understanding of word spacing and later sentence structure. This comes from a child’s shared and independent experiences with books. Reading aloud everyday and occasionally following along with your finger is a good ways to call attention to the print. Pointing out words that match pictures in books may help. Listening and looking at books on tape together is beneficial.

Narrative Skills – Narrative skills include being able to retell a story, understand the order and be able to eventually sequence events. Answering questions about what’s been read and recalling specific details of a story is a good place to start. Occasionally discussing what happened at the beginning, middle and end of a story is helpful. Calling grandma each Monday and retelling a story about something that happened over the weekend is a good way to practice this.

Letter Knowledge – This is the child learning the shapes, names and sounds of each of the letters. It’s tempting here to go more old school academic with flashcards and worksheets, I’d still err on the side of play. Have a letter of the week and collect small objects in the house that start with that sound. Go on letter hunts in the grocery store to find as many individual letters as you can and cross them off a list, have a B shopping trip to buy bagels and butter, blueberries and beans and go home to a B lunch. Paint and sculpt the letters. Play matching games, memory and go fish with the letters.

Phonics – This is being able to put the individual sounds together to make words, pull individual sounds out of words, recognize beginning, ending and eventually middle sounds of words and later learn the common patterns of sound blends. It is helpful to play rhyming games, have listening challenges and sing nursery rhymes. It can be helpful to read aloud books that have basic rhyming patterns such as Dr. Seuss and Mother Goose books.

READ ALOUD EVERYDAY – The Department of Education cites reading aloud as the most important activity to build the knowledge and interest for children to become successful readers. There are many ways to enjoy reading aloud with young children and with children as they get older. The main idea is to start on day one and continue to build the love of books and reading together as long as they will listen. For younger children just enjoying books together, looking at and talking about the pictures, making up stories, finding details in pictures all count as time with books. For older children you might alternate who reads, read their homework aloud or read separately and have book club talks.

Early Math Language to Keep in Mind – There are four areas of math language that can be built in to all the play and activities you are doing in the regular flow of the day. This language builds the foundation for understanding basic math concepts.

Numbers and Counting – Count napkins when you set the table and apples as you put them in the bag at the grocery store. Count often and challenge children to gradually count larger groups of things. Estimation language is a piece of this. Once children are versed at basic counting, estimating how many cookies in a jar or marbles in a bag helps with later math skills.

Position – Position language includes in, on, over, under, near, far, above, below, next to, in front of and behind. You might hide toys and give clues to finding them using this language. You might build an obstacle course and narrate or have people narrate themselves moving through. You might play Simon Says or Follow the Leader using this language.

Measurement – Measurement language is talking about how big or small, short or tall, heavy or light things are. For younger children this might be sequencing big, bigger, biggest. For older children this might be measuring things in inches or feet and then comparing.

Amount – Amount includes some, more, a little, a lot, more than and less than language. This also includes actual amounts like a quarter cup, half cup and whole cup. Baking and cooking activities are an easy way to build in actual amount.

Motor Skills to Keep in Mind – There are many fine motor and gross motor skills that are important for later academics, particularly for handwriting which is important across academic areas.

Pincer grasp and in-hand manipulation are important for eventual pencil grip and pencil pressure. Pincer grasp is practiced by putting pennies in a bank, using tweezers to move cotton balls and putting together puzzles with gradually smaller pieces. In-hand manipulation is practiced playing with small manipulatives including duplos and legos, bristle blocks, Lincoln logs and tinker toys.

Bilateral integration is important for eventual coordination for handwriting. Bilateral integration is using both sides of your body and in this case both hands in a coordinated way. For using your whole body this includes crawling, skipping, and swimming. For your hands this includes most craft activities such as lacing and sewing cards, weaving looms and latch-hook rugs. Midline activities and crossing midline activities include songs with clapping and simple motions like The Wheels on the Bus and Twinkle Twinkle Little Star. This also includes popping bubbles and throwing or rolling and catching balls on one side of your body and the other.

Offer a wide range of art supplies – There is a different pencil grip and pressure to using thick and thin markers, different crayons, pens, pencils, dot art, roller art and pebble and ball crayons. The wider range of experience the better. Once they are comfortable provide a wide range of writing activities. This includes scratch paper, invisible books, dot to dots and mazes.

Offer in range of postures – Think of the different postures for art and writing at a table versus on the floor, or in a bean bag versus at an easel, or laying on your back with paper taped to the underside of a table. All of this benefits handwriting.

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