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What Happens in Pre-K. The children will tell you that they played all day! The truth behind their play……. HOW???. Brain Research 101 . The Brain likes rich experiences, novelty, and challenges. You must engage young children with activities that are playful and fun!

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What happens in pre k

What Happens in Pre-K

The children will tell you that they played all day!

The truth behind their play……


HOW???

Brain Research 101

  • The Brain likes rich experiences, novelty, and challenges. You must engage young children with activities that are playful and fun!

  • Sensory stimulation is critical- the more pathways you activate to the brain, the more likely the message will get there.


Children need a safe, secure environment with caring, consistent relationships and positive role models.


Nutrition, water, and rest impact children’s learning. consistent relationships and positive role models.


Repetition is important, but there must be feedback to insure the right information gets stored in the brain.


Talk, Talk, Talk. Sing, Sing, Sing! Read, Read, Read! Language is the foundation of literacy and a natural way to learn.


Everyone s brain is unique one size doesn t fit all
Everyone’s brain is unique. One size doesn’t fit all! Language is the foundation of literacy and a natural way to learn.



Summary of Findings from the National Early Literacy Report, 2008These skills were found to be predictive of literacy achievement:

Alphabetic Knowledge

Phonological Awareness

Rapid Automatic Naming

Writing or Writing Name

Phonological Memory

Concepts about Print

Print Knowledge

Reading Readiness

Oral Language/ Vocabulary

Visual Processing


Yackity yack oral language
Yackity 2008Yack!Oral Language


Oral language
Oral Language 2008

  • Giving Children time to “play” and communicate with friends in learning centers.

  • Modeling complete sentences and good grammar.




Finger plays, rhymes, songs, chants, and poems. to say.

Show, share, and then some!




It looks like i m playing but
It Looks Like I’m Playing But… language of books.

  • Dramatic Play- I am developing social skills, emotional skills, independence, oral language, imagination, responsibility, and the executive function. I may use these skills as a mother, father, safety officer, or politician one day.


It looks like i m playing but1
It Looks Like I’m Playing But…….. language of books.

  • Blocks- I am developing motor skills, math concepts (number, size, shape, space), oral language, social skills, eye-hand coordination, self control, and my imagination. I may be a builder or architect when I’m grown.


It looks like i m playing but2
It Looks Like I’m Playing But…….. language of books.

  • Art- I am developing my creativity, small motor skills, problem solving, sharing, cooperation, independence and responsibility. I may use these skills as an artist, illustrator, or designer one day.


It looks like i m playing but3
It Looks Like I’m Playing But…….. language of books.

  • Math- I am developing oral language, social skills, small motor skills, concepts about quantity, shapes, size, and pattern, and an interest in math. I may use these tools as a computer programmer, accountant, or mathematician in the future.


It looks like i m playing but4
It Looks Like I’m Playing But…….. language of books.

  • Library- I am developing alphabet knowledge, oral language, print knowledge, listening skills, eye-hand coordination, concepts about the world, and the desire to read. Maybe I’ll be a publisher, author, or librarian when I grow up.


It looks like i m playing but5
It Looks Like I’m Playing But…….. language of books.

  • Science- I am developing a curiosity about the world, sensory skills, problem solving, language skills, and experience with the scientific process (observing, predicting, experimenting, recording, reporting). If I’m a doctor, lab technician, pharmacist, or landscaper I will utilize these skills.


It looks like i m playing but6
It Looks Like I’m Playing But…….. language of books.

  • Rug Toys- I’m developing small muscles, eye-hand coordination, attention span, social skills, and concepts about size, shape, and color pattern. I might use these skills as a chef or dentist one day.


It looks like i m playing but7
It Looks Like I’m Playing But…….. language of books.

  • Language- I’m developing oral language, alphabet knowledge, print connections, phonological awareness, visual skills, book knowledge, phonics, and motivation to read. No matter what I become when I grow up, it will be important to know how to read.


It looks like i m playing but8
It Looks Like I’m Playing But…….. language of books.

  • Writing- I’m developing eye-hand coordination, small motor skills, alphabet knowledge, self confidence, vocabulary, and an interest in print. I might use these skills one day as a journalist, administrative assistant, or poet.


Our goal
Our Goal…. language of books.

  • Is to allow your child to have an enriching year that builds solid skills for reading, writing, and math. But more importantly, we both want your child to develop self- confidence and a love for learning!


Remember, you are your child’s first, best, and most important teacher. Let your child know that you are interested in what is going on at school.


Thank you for allowing us to work with your child this year and for allowing us to help them learn as they play.


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