Preschool and Kindergarten:
Preparing Your Child For A Lifetime Of Learning By Educating At Home

One of the greatest tragedies of our time is the loss of childhood. Worldly attractions and street smarts are robbing us of our children. With all of the information available in the world today, children and young people are bombarded with concepts their parents and grandparents didn’t face until well into adulthood. As the world becomes increasingly competitive, parents are left wondering which information to feed to their children, and how soon.

How much is enough? How much is harming your child? Many educators and parents promote all-day Kindergarten as a remedy for the competition encountered in some classrooms. Early intervention programs seek out potential problem learners so they will be better prepared for the rigors of kindergarten and first grade. Other children are so prepared for the early years of school that parents and administrators champion gifted and accelerated programs, removing the child from his chronological peer group. The fact is, children are vastly different - each one geared to absorb life’s lessons at his own natural pace. What is the answer?

An increasing number of families are choosing to eliminate preschool and kindergarten altogether, keeping the child in the home a year or two longer. Then parents ask, “But what if she gets behind? What if he can’t play well with others? How can I make sure she is adequately socialized? Will he know everything he needs to know to make it in first grade?”

What do you want your child to know? One of the most important things you can give your child is the ability to teach herself. We read in the scriptures that we should “search, ponder, and pray.” A more appropriate motto for young learners might be “search, ponder, and play.” Play is a child’s work. It is the process by which problems are encountered, examined, and solved. So how does a parent create curriculum from these three words? Most parents are capable of providing the necessary knowledge in the early years. They usually just need a place to start. Let’s look at some possibilities.

Search
Our world is replete with stimuli. Everywhere you go, someone wants you to buy this, or try this. It is no longer necessary to be seekers of knowledge. We can sit on our living room sofa and wait for it to come to us. You won’t have to wait long. It will come to you whether you want it or not. Parents today must become gatekeepers to their children’s minds and hearts. Then they must direct their children to get up of the sofa and go out and seek all that is “virtuous, lovely, of good report, or praiseworthy.” Re-teach your child to seek knowledge. Better yet - explore together!

Ponder
Be available to listen when your child wants to talk. This may seem frustrating for some parents, especially when your child is going through the “Why does . . .?” stage. If you are not available with answers, your child will seek out someone who is. And it may be someone giving the kind of answers you don’t want your child to have. Listen! Listen! Listen! Ask about what you hear. Clarify to show you are listening. Stretch your child’s mind to expanded thinking. You have the opportunity to show your child all sorts of possibilities, or solutions. Later in life when problems weigh heavy, a process will already be established for problem solving through prayer, creativity, and meditation.

Play
Play is learning. Children need play in order to become independent thinkers and learners. They need it to express creativity. And they need it to practice acceptable social behavior in a safe environment.

A parent approached me at a homeschool convention once and asked what we had available that could to help her teach critical thinking to her child. She was searching for a manual of some kind. I responded, “Go to the hardware store. Buy some scraps of lumber, a hammer, lots of nails, a small saw, a right angle, a tape measure, a sketch pad, a pencil, and maybe a can of paint. Then challenge your child to build a playhouse, a fort, or some type of structure that will involve thinking, planning, math, science, and lots of trial and error. Your child will quickly learn to think critically.”

Do not fill your child’s hours to the point that she is never bored. Boredom sparks creativity, action, and adventure! This goes for toys as well. Simple is best. Or let them make some of their own playthings. What might your child create with an oatmeal container, construction paper, fasteners, some string, and a pair of scissors?!

Remember to take your child along with you whenever possible. Your child’s best Kindergarten classroom is your world. Have you ever been to a Kindergarten classroom? Teachers spend much time and money trying to duplicate the very experiences moms have everyday - kitchens, pretend stores and shopping baskets, dolls, dress up clothes for make-believe. These are all things you can do with your child in your own home. Let her help measure ingredients for a cake, or make a grocery list according to a doubled recipe. Let him total several items at the grocery store and help stay within budget. Or, how many gallons does it take to fill the gas tank? How much did we add? Etc.

Years ago I taught preschooler’s in my home. Each day before my young charges arrived, I would send my Kindergartner and second grader off to the local public elementary. What a joy it was to see these eager preschoolers doing so many things for the first time. I loved telling their parents about all of the amazing discoveries their children were making while they were in my care. Then one day it dawned on me - some teacher over at the school was experiencing the same thing with my children - and I was missing it!. Well, we finished out the last couple months of the school year and began a long, wonderful era of home school.

It’s likely your kindergartner will thrive remaining at home a few extra months - maybe even years.

What does my young learner need to know?
You know, especially if you are the parent of more than one child, that each one comes down from our Heavenly Father unique and with an established personality. Because they have different talents and gifts, they learn about the world around them in different ways, and at different rates. So what does your child need to know before he is ready to embark on a more structured course of learning. Placing your child in a classroom setting usually gives him most of what he needs, but remember that fifteen to thirty five children are being fed the same information at the same time. If your child misses a concept, or just wasn’t ready that day to grasp it, it may affect how he receives some new information. This is especially true with math and reading skills, which continually build on each other.

If your child is in a classroom by himself, namely, at home with mom or dad, concepts are introduced and received at his pace. As long as he is in a safe and nurturing environment, he will grow and develop quickly and new information will be processed efficiently. Even if he has a bad day, the pace can be tailored to his ability and readiness to move forward.

Teaching your preschooler or kindergartner at home can introduce your child to a lifetime love of learning, as long as mom or dad enjoys the process and are equipped with the tools to teach basic concepts.

What are these basic concepts? We have provided a teaching checklist that will give a parent the knowledge of what to teach. However, don’t get too wrapped in workbooks and methods. Most of these basic, but important skills should be taught through life’s everyday experiences, and should be fun for both the parent and the child. Read Preschool and Kindergarten: Should I Send My Child To School This Soon? Preparing Your Child For A Lifetime Of Learning for some ideas on how to present these concepts to your child.

These skills are important for your two to four year-old:


General Knowledge
______ Is curious and eager to learn
______ Names familiar objects and their uses (e.g., chair, spoon, soap)
______ Identifies some common animals (e.g., dogs, cows)
______ Identifies some zoo animals (e.g., monkeys, elephants)
______ Names familiar places and explains their uses (e.g., store, playground)
______ Knows and identifies familiar people by name
______ Recognizes primary colors
______ Understands position concepts (e.g., up, down; in, out)
______ Understands basic size words (e.g., big, little; long, short)
______ Understands words for when things happen (e.g., now, later; never, always)
______ Understands words for how things feel (e.g., hard, soft; hot, cold)
______ Understands words for how things move (e.g., fast, slow; stop, go)



Self Knowledge
______ Knows own full name
______ Knows own age
______ Knows own gender
______ Knows parents' and siblings' full names
______ Knows home address
______ Knows telephone number
______ Names basic parts of body (e.g., head, hands, toes)


Reading and Writing Readiness Skills
______ Enjoys listening to stories and poems
______ Recalls basic facts about stories
______ Looks at picture books
______ Tells what is happening in pictures
______ Knows what an alphabet letter is
______ Understands that words are written using letters
______ Recognizes own first name in print
______ Learning to print own first name
______ Shows an interest in what words on a page say (for example, by pretending to read)
______ Understands that print communicates information
______ Scribbles and draws
______ Phonics: If your child is beginning to sound out words, you may want to begin a phonics program. Do not force your child to learn to read before he is interested or ready.
For phonics recommendations, see Kindergarten section.


Speaking and Listening Skills
______ Communicates needs, feelings, and thoughts verbally
______ Speaks clearly enough for non-family members to understand
______ Takes part in everyday conversation with other children and adults
______ Relates simple accounts of personal experiences
______ Asks questions to gain information
______ Answers easy questions
______ Follows simple (two, or three step) directions
______ Listens to a story being told or read
______ Retells little stories
______ Answers simple questions about stories
______ Places a short series of events in correct order
______ Makes up "pretend" stories
______ Recognizes common sounds (e.g., dog barking, car horn honking)
______ Recognizes differences in dissimilar sounds (e.g., loud or soft, high or low)
______ Recognizes rhyming sounds
______ Repeats nursery rhymes
______ Repeats a short sentence
______ Completes a sentence with the proper word
______ Tells the meaning of common words
______ Enjoys listening to music


Math and Science Readiness Skills
______ Counts aloud to twenty
______ Counts a few objects
______ Likes to play counting games
______ Understands concept of more or less
______ Understands concept of same or different
______ Understands concept of empty or full
______ Understands concept of all or none
______ Tells if two objects are similar or different in color, shape, and size
______ Matches like objects by color, shape, or size
______ Tells which of three objects is biggest or smallest, longest or shortest
______ Arranges objects (such as blocks or balls) in order by size
______ Sorts objects into groups whose members are alike in some way
______ Recognizes basic shapes (e.g., circles, squares, triangles)
______ Has general understanding of time (e.g., day, night; yesterday, today, tomorrow
______ Understands that money buys things
______ We suggest that your child begin a PreK or Kindergrten Math program at this time.
    We Recommend:
    1. Saxon Math - PreK and Kindergarten
    2. Math U See
    3. Awesome Math Method

Large Motor Skills
______ Runs
______ Walks in a straight line
______ Walks backward a few steps
______ Walks up and down stairs, one foot after the other
______ Jumps on both feet, forward and backward
______ Hops on one foot a few times
______ Stands on one foot a few seconds
______ Throws, bounces, catches, and kicks a ball
______ Climbs, swings, and slides on outdoor toys
______ Pedals a tricycle
______ Claps hands



Fine Motor Skills
______ Pastes things on paper
______ Molds with clay
______ Opens and closes buttons, snaps, and zippers
______ Stacks and builds with blocks
______ Puts together easy puzzles
______ Draws with a pencil, colors with a crayon, paints with a brush
______ Copies a simple shape or letter
______ Cuts with blunt scissors
______ Picks up small items, such as beads or dimes
______ Screws jar lids on and off
______ Laces shoes, or threads string through large beads
______ Begins manuscript handwriting of upper case letter


Character Formation
______ Respects adult authority
______ Follows rules
______ Learning to use good manners
______ Learning to control temper
______ Learning to be patient
______ Learning to work independently and do some tasks for self
______ Learning to concentrate on a task
______ Learning to stick with and finish tasks
______ Helps parents with chores
______ Understands that others have rights and feelings
______ Learning to take responsibility for own belongings
______ Respects others' property
______ Knows it is important to tell the truth


Social Skills
______ Leaves home and parents for a few hours without being upset
______ Becoming confident enough to explore and try new things
______ Plays quietly alone for a while
______ Plays with other children
______ Generally gets along with peers
______ Learning to work with others on a task
______ Learning to take part in group activities
______ Learning to share
______ Learning to take turns
______ Learning to sit quietly and pay attention


Self- Reliance Skills
______ Handles toilet needs without help
______ Washes hands and face
______ Dresses and undresses self
______ Handles spoon and fork satisfactorily
______ Helps care for own belongings
______ Learning to pick up after self
______ Carries food on a plate, and liquid in a cup
______ Pours water into glass without spilling much
______ Stirs mixture in bowl without spilling much
______ Spreads peanut butter or jam on bread
______ Turns faucets on and off
______ Knows how to use tissue or handkerchief
______ Knows key safety rules (e.g., looking both ways before crossing street)
______ Asks for help when needed


Ages 4 through 6: What does a Kindergartner learn?
Kindergarten introduces children to reading and writing. Students begin phonics. They should spend a good deal of time with books. Children should have many chances to take part in conversations, ask questions, talk about stories, tell their own stories, and describe things. During social activities such as primary, parties, and playgroups, they begin learning some rules of conversation such as taking turns speaking, and listening politely. Traditional kindergarten is geared typically for children between the ages of four and six. Your child may or may not fit into this time frame. However, before beginning the Level One Red Level of our program, your child should have the ability to:


Reading and Comprehension
______ 1. learn how print works (e.g., we read English print from left to right top to bottom)
______ 2. recognize and name the letters of the alphabet (upper case and lower case)
______ 3. begin phonics: learn that letters represent sounds; identify letter sounds; identify words that rhyme; orally blend sounds to make words; break words into syllables; identify the beginning and ending sounds of short spoken words, etc.
______ 4. read some short words (e.g., cat, sit, milk, frog)
______ 5. begin to recognize common words by sight (e.g., a, the, I, my, you, is, are)
______ 6. read some simple phrases or sentences (e.g., "cat ran up," "Sam sat.")
______ 7. tell what happened after listening to stories; predict what will happen next
______ 8. practice distinguishing reality from fantasy in stories
______ 9. listen to and follow oral directions
______ 10. read aloud with someone at least twenty minutes daily


Phonics: In order to begin the Red Level of the program, your child should begin a beginning phonics program. We recommend:
    1. The writing Road to Reading and Thinking, from the Riggs Institute
    2. Saxon Phonics
    3. Sorensen Phonics
  

Writing and Spelling
______ 1. learn to write own name (first and last)______ 2. write all letters of the alphabet (upper case and lower case)
______ 3. use letter-sound knowledge to write simple words and messages


Handwriting
______ continue using manuscript writing; upper and lower case


Literature
______ 1. learn basic story parts (e.g., title, beginning, end)
______ 2. listen to and join in saying short poems (e.g., Mother Goose poems)
______ 3. listen to stories, fables, and legends (e.g., Chicken Little, Johnny Appleseed, Aesop's, The Hare and the Tortoise)
______ 4. listen to nonfiction prose (e.g., short biographies, books about dinosaurs)
______ 5. tell and "write" their own stories (by drawing pictures, telling stories to parent while she writes them down, etc.)
______ 6. learn some basic literary terms (e.g., author, illustrator)


Mathematics
We recommend that your child continue one of the math programs begun the previous year, if he/she was ready. Saxon 1 is good for most children of Kindergarten age.

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