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Paulu, Nancy; Greene, Wilma P., Ed.Helping Your Child Get Ready for School, withActivities for Children from Birth through Age 5.Office of Educational Research and Improvement (ED),Washington, DC.Oct 9268p.

U.S. Government Printing Office, ,A)erintendent ofDocuments, Mail Stop: SSOP, Washington, DC 20402-9328(Stock No. 065-000-00522-1, $3.25).Guides Non-Classroom Use (055)

MF01/PC03 Plus Postage.Behavior Development; Child Development; CognitiveDevelopment; Games; *Infants; *Learning Activities;Parent Materials; Parent Participation; *Parents asTeachers; Physical Development; Play; *PreschoolChildren; Preschool Education; *School Readiness;*Toddlers

This booklet suggests ways for parents to help theirpreschool children grow, develop, and have fun learning. A briefopening section called "Learning Begins Early" provides a generalcontext for the book. The second section, on what it means to beready for school, describes the qualities and skills that youngstersneed to get a good start in kindergarten. This section focuses onhealth and physical well-being, social and emotional preparation,language, and general knowledge. The third and longest section of thebooklet describes a variety of suggested activities grouped by age:birth to 1 year; 1 to 2 years; 2 to 3 years; 3 to 4 years; and 4 to 5years; each group begins with a set of age-appropriate tips andsuggestions under the headings, "What to do," "What to expect," and"What they need." Activities for infants focus on developing trustand helping babies understand their world by means of touch andsight. Activities for 1- to 2-year-old children involve shopping,sock and finger puppets, and ways to develop motor skills. Activitiesfor 2- to 3-year-olds include reading aloud, making music, andplaying with dough. The part for 3- to 4-year-olds offers popularrecipes, suggests art activities, and describes ways to turn choresinto learning games. Activities that introduce hands-on mathematicsand develop language skills are described in the part for 4- to5-year-olds, which also offers advice on teaching children to getalong with others. The fourth and last section of the booklet offersadvice on what parents can do to make school seem a friendlier placeboth for the parents and for the child who is about to enter it forthe first time. Finally, a set of appendices offers guidelines forforming good television habits and choosing child care, provides aready-for-school checklist, suggests community resources, and listsbooks for both parents and preschoolers. (AC)

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dU.S. DEPARTMENT OF EDUCATION

Office of Educational Research and improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

YaThts document has been reproduced asreceived from the person Or organizationoriginating

C Minor changes have been made to improvereproduction quality

Points of view or optnionsstated in thisclocu-ment do not necessarily represent officialOERt position or POliCy

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Get Reccy for Sc 00BEST COT: AVALITLE

Helping Your ChildGet Ready for School

with activities for childrenfrom birth through age 5

By Nancy Paula

Edited by Wilma P. GreeneIllustrated by Annie Lansford

U.S. Department of EducationOffice of Educational Research and Improvement

U.S. Department of EducationLamar AlexanderSecretary

Office of Educational Research and ImprovementDiane RavitchAssistant Secretary

Francie AlexanderDeputy Assistant Secretary

for Policy and Planning

This book is in the public domain. Authorization toreproduce it in whole or in part for educational purposesis granted.

Publication of this book was managed by the Office ofEducational Research and Improvement, U.S. Departmentof Education. Listing of materials and resources in thisbook should not be construed or interpreted as anendorsement by the Department of any privateorganization or business listed herein.

October 1992

The idea for this publication was suggested by DianeRavitch when she presented her vision of OERI to theeducation community. This book was prepared under thedirection of Francie Alexander: Cynthia Hearn Dorfman,Chief, Publications Branch: and Theodor Rebarber,Special Assistant, Office of the Assistant Secretary; withhelp from John B. Lyons, Thelma Leenhouts, BarbaraLieb, Eve Bither, Gerard Devlin, Tim Burr, Liz Barnes, andElizabeth De Bra. The book is based on the award-winningdesign by Margery Martin and Phil Carr.

Ordering InformationFor information on the price of single copies or bulkquantities of this book, call the U.S. Government PrintingOffice Order Desk at 202/783-3238. The GPO stocknumber for this book is 065-000-00522-1

Foreword"Why?"

This is the question we parents are always trying toanswer. It's good that children ask questions: that's thebest way to learn. All children have two wonderfulresources for learningimagination and curiosity. Asa parent, you can awaken your children to the joy oflearning by encouraging their imagination and curiosity.

Helping Your Child Get Ready for School is one in aseries of books on different education topics intendedto help you make the most of your child's naturalcuriosity. Teaching and learning are not mysteries thatcan only happen in school. They also happen whenparents and children do simple things together.

For instance, you and your child can: sort the socks onlaundry daysorting is a major function in math andscience; cook a meal togethercooking involves notonly math and science but good health as well; tell andread each other storiesstorytelling is the basis forreading and writing (and a story about the past is alsohistory); or play a game of hopscotch togetherplayingphysical games will help your child learn to count andstart on a road to lifelong fitness.

By doing things together, you will show that learning isfun and important. You will be encouraging your childto study, learn, and stay in school.

All of the books in this series tie in with the NationalEducation Goals set by the President and theGovernors. The goals state that, by the year 2000: everychild will start school ready to learn; at least 90 percentof all students will graduate from high school; eachAmerican student will leave the 4th, 8th, and 12thgrades demonstrating competence in core subjects; U.S.students will be first in the world in math and science

achievement; every American adult will be literate, willhave the skills necessary to compete in a globaleconomy, and will be able to exercise the rights andresponsibilities of citizenship; and American schools willbe liberated from drugs and violence so they can focuson learning.

This book is a way for you to help meet these goals. Itwill give you a short rundown on facts, but the biggestpart of the book is made up of simple, fun activities foryou and your child to do together. Your child may evenbeg you to do them. At the end of the book is a list ofresources, so you can continue the fun.

As U.S. Education Secretary Lamar Alexander has said:

The first teachers are the parents, both by exampleand conversation. But don't think of it as teaching.Think of it as fun.

So, let's get started. I invite you to find an activity in thisbook and try it.

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Diane RavitchAssistant Secretary and

Counselor to the Secretary

ContentsForeword i

Learning Begins Early 1

What Does It Mean To Be Ready for School? 3

Good Health and Physical Well-Being 3

Social and Emotional Preparation 6

Language and General Knowledge 9

Activities 13

Birth to 1 Year 15

Developing Trust 16

Touch and See! 18

1 to 2 Years 20

Shop till You Drop 22

Puppet Magic 24

Moving On 26

2 to 3 Years 27

Read to Me! 28

Music Makers 30

Play Dough 32

3 to 4 Years 33

Kitchen Cut-Ups 34

Scribble, Paint, and Paste 36

Chores! 38

4 to 5 Years 39

"Hands-on" Math 40

Getting Along 42

My Book 44

What About Kindergarten? 45

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Appendices

Good Television Habits 47Choosing Child Care 48Ready-for-School Checklist 50Community Resources 51

Notes 52Books 54

Acknowledgments 57

vi

Learning Begins EarlyThe road to success in school begins early. Good health,loving relationships, and opportunities to learn all helppreschool children do well later in life. But manyparents wonder, "How can I give these things to mychild?"

This book is for all of you who have asked this question.It's for parents, grandparents, and others who want toknow what to do to help young children get ready forschool. Throughout the preschool years, you can domany simple things to help your child grow, develop,and have fun learning. This book:

Describes the qualities and skills that youngstersneed to get a good start, in kindergarten;

Tells what to expect from preschoolers each yearfrom birth to age 5;

Suggests easy activities that help children grow anddevelop; and

Explains how to encourage enthusiasm towardschool and teachers and make it easier for childrento adjust to kindergarten.

Special sections in the back of the book tell how tomonitor television viewing and find good programs;explain how to find suitable child care; and list booksand community resources that may be helpful.

Parents and caregivers are busy people. Most of us havemany responsibilities: jobs outside the home, laundry towash, and groceries to buy. When we are tired andunder stress, it's often hard to feel we are being the bestparents.

But however busy we may be, there are lots of things wecan do to help our children get ready for schoollittle

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things that make a big difference. Many of them costlittle or nothing and can be done as you go about yourdaily routines.

Mothers and fathers aren't the only people who helpchildren get ready for school. Entire communities sharethis job. Businesses, schools, government agencies, andreligious and civic organizations help out. So do daycare providers, doctors and other health professionals,elected officials, relatives, and neighbors. But no one ismore important than parents, because life's most basiclessons are learned early and at home. The first 5 yearsare when the groundwork for future development islaid.

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What Does It Mean To BeReady for School?There is no one quality or skill that children need to dowell in school, but a combination of things contributesto success. These include good health and physical well-being, social and emotional maturity, language skills, anability to solve problems and think creatively, andgeneral knowledge about the world.

As you go about helping your child develop in each ofthese areas, remember

Children develop at different rates, andMost children are stronger in some areas than inothers.

Remember, too, that being ready for school dependspartly on what the school expects. One school maythink it's very important for children to sit quietly andknow the alphabet. Another may believe it's moreimportant for children to get along well with others.

Children who match the school's expectations may beconsidered better prepared. You may want to visit yourchild's school to learn what the principal and teachersexpe, and discuss any areas of disagreement.

Whi lr hools may have different priorities, mosteduce agree that the following areas are importantfor su: :esc.

Good Health and Physical Well-BeingYoung children need nutritious food, enough sleep, safeplaces to play, and regular medical care. These thingsh:-ip children get a good start in life and lessen thechances that they will later have serious healthpreh!ems or trouble learning.

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Good health for children begins before birth with goodprenatal care. Visit a doctor or medical clinicthroughout your pregnancy. In addition, eat nourishingfoods, avoid alcohol, tobacco, and other harmful drugs,and get plenty of rest.

Pregnant women who don't take good care ofthemselves increase their chances of giving birth tochildren who

Are low in birth weight, making them more likely tohave lifelong health and learning problems;

Develop asthma;

Are mentally retarded;

Develop speech and language problems;

Have short attention spans; or

Become hyperactive.

If your child already has some of these problems, it isa good idea to consult your doctor, your school district,or community agencies as soon as possible. Manycommunities have free or inexpensive services to helpyou and your child.

Good health for children continues after birth with abalanced diet. School-aged children can concentratebetter in class if they eat nutritionally balanced meals.These should include breads, cereals, and other grainproducts; fruits; vegetables; meat, poultry, fish andalternatives (such as eggs and dried beans and peas);and milk, cheese, and yogurt. Avoid too many fats andsweets.

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Children aged 2-5 generally can eat the same foods asadults but in smaller portions. Your child's doctor orclinic can provide advice -)n feeding babies and toddlersunder the age of 2.

Federal, state, and local aid is available for parents whoneed food in order to make sure their children get abalanced diet. The federal nutrition program, called theSpecial Supplemental Food Program for Women,Infants, and Children (WIC), distributes food to morethan 5.4 million low-income women and their childrenthrough about 8,200 service centers across the country.Food stamps also are available for many families withchildren. For information and to find out if you areeligible, contact your local or state health department.

Preschoolers require regular medical and dental check-ups and immunizations. It's important to find a doctoror a clinic where children can receive routine healthcare as well as special treatment if they are sick orinjured.

Children need immunizations beginning around the ageof 2 months to prevent nine diseases: measles, mumps,German measles (rubella), diphtheria, tetanus,whooping cough, Hib (Haemophilus influenzae type b),polio, and tuberculosis. These diseases can have seriouseffects on physical and mental development. Regulardental checkups should begin at the latest by the ageof 3.

Preschoolers need opportunities to exercise anddevelop physical coordination. To learn to controllarge muscles, children need to throw balls, run, jump,climb, and dance to music. To learn to control smallmuscles, particularly in the hands and fingers, theyneed to color with crayons, put together puzzles, useblunt-tipped scissors, and zip jackets. In kindergarten,they will build upon these skills.

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Parents of youngsters with disabilities should see adoctor as soon as a problem is suspected. Earlyintervention can help these children develop to theirfull potential.

Social and Emotional PreparationYoung children are often very excited about enteringschool. But when they do, they can face an environmentthat's different from what they are used to at home oreven in preschool. In kindergarten, they will need towork well in large groups and get along with new adultsand other children. They will have to share the teacher'sattention with other youngsters. The classroom routinesmay also be different.

Most 5-year-olds do not start school with good socialskills or much emotional maturity. These take time andpractice to learn. However, children improve theirchances for success in kindergarten if they have hadopportunities to begin developing these qualities:

Confidence. Children must learn to feel good aboutthemselves and believe they can succeed. Confidentchildren are more willing to attempt new tasksand tryagain if they don't succeed the first time.

Independence. Children need to learn to do things forthemselves.

Motivation. Children must want to learn.

Curiosity. Children are naturally curious and mustremain so in order to get the most out of learningopportunities.

Persistence. Children must learn to finish what theystart.

Cooperation. Children must be able to get along withothers and learn to share and take turns.

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Self-control. Preschoolers must understand that somebehaviors, such as hitting and biting, are inappropriate.They need to learn that there are good and bad ways toexpress anger.

Empathy. Children must, learn to have an interest inothers and understand how others feel.

Parents, even more than child care centers and goodschools, help children develop these skills. Here aresome ways you can help your child acquire thesepositive qualities:

Youngsters must believe that, no matter what,someone will look out for them. Show that you careabout your children. They thrive when they haveparents or other caregivers who are loving anddependable. Small children need attention,encouragement, hugs, and plenty of lap time. Childrenwho feel loved are more likely to be confident.

Set a good example. Children imitate what they seeothers do and what they hear others say. When parentsexercise and eat nourishing food, children are morelikely to do so. When parents treat others with respect,their children probably will, too. If parents share things,their children will learn to be thoughtful of others'feelings.

Have a positive attitude toward learning and towardschool. Children come into this world with a powerfulneed to discover and to explore. Parents need toencourage this curiosity if children are to keep it.Enthusiasm for what children do ("You've drawn agreat picture!") helps to make them proud of theirachievements.

Children also become excited about school when theirparents show excitement. As your child approacheskindergarten, talk to him about school. Talk about theexciting activities in kindergarten, such as going on field

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trips and making fun art projects. Be enthusiastic asyou describe what he will learn in schoolhow to readand measure and weigh things, for example.

Provide opportunities for repetition. It takes practiceto crawl, pronounce new words, or drink from a cup.Children don't get bored when they repeat things.Instead, repeating things until they are learned helpsyoungsters build the confidence needed to trysomething new.

Use appropriate discipline. All children need to havelimits set for them. Children whose parents give firmbut loving discipline are generally more skilled sociallyand do better in school than children whose parents settoo few or too many limits. Here are some tips.

Direct children's activities, but don't makeunnecessary restrictions or try to dominate.

Offer reasons when asking your child to do something(For example, say, "Please move the toy truck off thestairs so no one falls over it"not, "Do it because Isaid so.").

Listen to your children to find out how they feel andwhether they need any special support.

Show love and respect when you are angry. Criticizea child's behavior but not the child (For example,say, "I love you, but it is not okay for you to drawpictures on the walls. I get angry when you do that.").

Help your children make choices and work outproblems (You might ask your 4-year-old, "What canwe do to keep Kevin from knocking over yourblocks?").

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Be positive and encouraging. Praise your child for ajob well done. Smiles and encouragement go muchfurther to shape good behavior than harshpunishment.

Let children do many things by themselves. Youngchildren need to be closely watched. But they learn tobe independent and to develop confidence by doingtasks such as dressing themselves and putting their toysaway. It's also important to let them make choices,rather than deciding everything for them. Remember togive them a choice only when there really is one.

Encourage your children to play with other childrenand be with adults who are not family members.Preschoolers need these social opportunities to learn tosee the point of view of others. Young children are morelikely to get along with teachers and classmates if theyalready have had experiences with different adult andchildren.

Language and General KnowledgeKindergarteners participate in many activities thatrequire them to use language and to solve problems.Children who can't or don't communicate easily mayhave problems in school. There are many things you cando to help children learn to communicate, solveproblems, and develop an understanding of the world.You can

Give your child opportunities to play. Play is howchildren learn. It is the natural way for them to explore,to become creative, and to develop academic and s(skills. Play helps them learn to solve problemsforexample, a wagon tips over, and children must figureout how to get it upright again. Children learn aboutgeometry, shapes, and balance when they stack upblocks. Playing with others helps children learn how tonegotiate.

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'Falk to your children, beginning at birth. Babies needto hear your voice. A television or the radio can't takethe place of your voice because it doesn't respond toCoos and babbles. The more you talk to your baby, themore he will have to talk about as he gets older. Talkingwith children broadens their understanding of languageand of the world.

Everyday activities, such as eating dinner or taking abath, provide opportunities to talk, sometimes in detail,about what's happening and respond to your child."First let's stick the plug in the drain. Now we'll turn onthe water. I see you want to put your rubber duck in thebathtub. That's a good idea. Look, it's yellow, just likethe rubber duck on 'Sesame Street."

Listen to your children. Children have their own specialthoughts and feelings, joys and sorrows, hopes andfears. As their language skills develop, encourage themto talk. Listening is the best way to learn what's on theirminds and to discover what they know and don't know,and how they think and learn. It also shows childrenthat their feelings and ideas are valuable.

Answer questions and ask questions, particularly onesthat require more than a "yes" or "no" response. Whilewalking in a park, for example, most 2- and 3-year-oldswill stop to pick up leaves. You might point out how theleaves are the same, and how they are different. Witholder children you might ask, "What else grows ontrees?"

Questions can help children learn to compare andclassify things. Answer your children's questionsthoughtfully and, whenever possible, encourage themto answer their own questions. If you don't know theanswer to a question, say so. Then together with yourchild try to find the answer.

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Read aloud to your children every day. Reading canbegin with babies and continue throughout thepreschool years. Even though they don't understand thestory or the poem, reading together gives children achance to learn about language, enjoy the sound of yourvoice, and be close to you. You don't have to be anexcellent reader for your child to enjoy this timetogether. You may also want to take your child to alocal library that offers special story hours.

Make reading materials available. Children develop aninterest in language and in reading much sooner if theyhave books and other reading materials around theirhomes. A list at the end of this booklet suggests some ofthe many good books for preschoolers.

Monitor television viewing. Next to parents, televisionmay be our children's most influential teacher. Goodtelevision can introduce children to new worlds andpromote learning, but poor or too much TV can beharmful.

Be realistic about your children's abilities andinterests. Children usually do best in school whenparents estimate their abilities correctly. Parents mustset high standards and encourage their preschoolers totry new things. Children who aren't challenged becomebored. But ones who are pushed along too quickly, orare asked to do things that don't interest them, canbecome frustrated and unhappy.

Try to keep your children from being labeled. Labelssuch as "dumb" or "stupid" have a powerful effect on achild's confidence and school performance. Rememberto praise your child for a job well done.

Provide opportunities to do and see things. The morevaried the experiences that children have, the morethey learn about the world. No matter where you live,your community can provide new experiences. Go for

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walks in your neighborhood, or go places on the bus.Visit museums, libraries, zoos, and other communityresources.

If you live in the city, spend a day in the country (or ifyou live in the country, spend a day in the city). Letyour children hear and make music, dance, and paint.Let them participate in activities that help to developtheir imaginations and let them express their ideas andfeelings. The following activities can provide yourchildren with these opportunities.

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ActivitiesThe activities in this section are simple and aredesigned to prepare children for school. Most of themgrow out of the routine things parents do everyday.

Each section is organized by ages. An age groupingbegins with "What to expect"a list of qualities andbehaviors typical of these children. This is followed by"What they need"a list of things that help thesechildren grow and learn. In a box near the end of eachactivity are explanations for those who want them. Asyou go through this section, it is good to rememberthese points:

Children learn at their own pace. Most move throughsimilar developmental stages, but they have their owntimetables. Therefore, the "What to expect" and the"What they need" sections. as well as the ages suggestedfor the activities, will vary .fom child to child. Anactivity listed for a youngster between, the ages of 2 and3 may be fine for one who is younger. Or it may notinterest another until he has passed his third birthday.

Some of these activities, while listed under aparticular age, are important for all young children.Reading and listening to music, for example, can benefitchildren from the time they are born. By modifying anactivity, you can enable your child to continue to enjoyit as he grows and develops.

The symbols next to the activities can guide you.la for an infant (birth to 1)t for a toddler (ages 2 to 3)

Lrcrayon for a preschooler (ages 4 to 5)

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Find activities that interest your child. If the one youpicked out is too hard, your child may get discouraged.If it's too easy, he may get bored. Or if your child seemsuninterested, try another time. Often children'sinterests change as they grow and develop. Try to givetoddlers and older children a choice of activities so theylearn to think for themselves.

The activities are meant to be fun. Be enthusiastic andavoid lecturing to preschoolers on what they arelearning. If your child enjoys the activity, his excitementfor learning will increase.

Finally, be sure to make safety a top priority. Withthat caution in mind, flip through the following pagesand find some activities that you and your child canenjoy together.

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Birth to 1 YearWhat to expectBabies grow and change dramatically during their firstyear. They begin to

Develop some control over their bodies. They learn tohold up their heads; roll over; sit up; crawl; stand up;and, in some cases, walk.Become aware of themselves as separate from others.They learn to look at their hands and toes and playwith them. They learn to cry when parents leave, andthey recognize their name.Communicate and develop language skills. Firstbabies cry and make throaty noises. Later they babbleand say mama and dada. Then they make lets ofsounds and begin to name a few close people andobjects.Play games. First they play with their hands. Laterthey show an interest in toys, enjoy "putting in andtaking out" games, and eventually carry around orhug dolls or stuffed toys.Relate to others. First they respond to adults morethan to other babies. Later they notice other babiesbut tend to treat them like objects instead of people.Then they pay attention when other babies cry.

What they needBabies require

A loving caregiver who can respond to their cries andgurgles;Someone who gets to know their special qualities;Someone to keep them safe and comfortable;Opportunities to move about and practice newphysical skills;Safe objects to look at, bat, grab, bang, pat, roll, andexamine;Safe play areas; andOpportunities to hear language and to make sounds.

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DevelopingTrustNewborn babies need to become attached toat least one person who provides security andlove. This first and most basic emotionalattachment is the start for all humanrelationships.

What you'll need What to doLoving armsMusic

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1. Include happy rituals in your baby's schedule. Forexample, at bedtime, sing the same song everynight, rock her, or rub her tummy.

2. Pick up your crying baby promptly. Try to findout what's wrong. Is she hungry? Wet? Bored?Too hot? Crying is your baby's way ofcommunicating. By comforting her you send themessage that language has a purpose and thatsomeone wants to understand.

3. Gently move your newborn's arms and legs. Ortickle her lightly under the chin or on the tummy.When she starts to control her head, lie on thefloor and put her on your chest. Let her reach foryour nose or grab your hair. Talk to her andname each thing she touches.

4. Sing and cuddle with your baby. Hold hersnuggled in your arms or lying face up on yourlap with her head on your knees. Make sure thehead of a newborn is well-supported. Sing afavorite lullaby.

5.

To entertain your baby, sing an active song. Forexample:

If you're happy and you know it, clap your hands!If you're happy and you know it, clap your hands!If you're happy and you know it, and you want

the world to know it,If you're happy and you know it, clap your hands!

If you don't know lullabies or rhymes for babies,

make up your own!

Dance with your baby. To soothe her when she'supset, put her head on your shoulder and humsoftly or listen to recorded music as you glidearound the room. To amuse her when she'scheerful, try a bouncy tune.

Feeling your touch, hearing your voice, and enjoying

the comfort of physical closeness all help a baby to

develop trust.

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Touch anSee!Babies are hard at work whenever they areawake, trying to learn all about the world. Tohelp them learn, they need many differentsafe things to play with and inspect. Objectsyou have around your home offer many

What you'll need What to doA splinter-free wooden spoon

with a face drawn on thebowl

Different textured fabrics,such as velvet, cotton,corduroy, terry cloth, satin,burlap, and fake fur

An empty toilet paper orpaper towel roll

Pots, pans, and lidsAn old purse or basket with

things to put in and takeout

Measuring cups and spoonsBoxes and plastic containersLarge spoolsNoisemakers (rattles, keys, a

can filled with beans)

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Put one or two of the items to the left in a safeplay area where your baby can reach t hem ( morethan two may confuse him).

Let your baby look at, touch, and listen to avariety of objects. Ones that are brightly colored,have interesting textures, and make noises areparticularly good. Be sure that any item you giveyour baby will be safe in his mouth, since that'swhere it probably will end up.

3. Use these items for all age groups. Marty of themwill continue to interest toddlers and olderpreschoolers. For example, babies love to inspecta paper towel roll. But with a 4-year-old, it canbecome a megaphone for talking or singing, atelescope, or a tunnel for a toy car.

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Babies begin to understandhow the world works whenthey see, touch, hold, andshake things. Inspectingthings also helps themcoordinate and strengthentheir hand muscles.

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1 to 2 YearsWhat to expectChildren this age are

Energetic (walk more steadily, run, push, pull, takeapart, carry, and climb on and grab things);Self-centered; andBusy (like to flip light switches, pour things in andout of containers, unwrap packages, and emptydrawers).

Between their first and second birthdays, theyLike to imitate the sounds and actions of others (bypretending to do housework or yardwork, forexample);Want to be independent and do it themselves (andexpress this by saying "No! ");Can be clingy;Can have relatively short attention spans if notinvolved in an activity;Add variations to their physical skills (by walkingbackwards or sideways, for example);Begin to see how they are like and unlike otherchildren;Become more sensitive to the moods of others;Play alone or alongside other toddlers; andIncrease their vocabularies from about 2 or 3 wordsto about 250 words and understand more of whatpeople say to them.

What they needChildren this age require

A safe environment for exploring;Opportunities to make their own choices ("Do youwant the red cup or the blue one?");Clear and reasonable limits;

Opportunities to use big muscles (in the arms andlegs, for example);Opportunities to manipulate small objects, such aspuzzles and stackable toys;Activities that allow them to touch, taste, smell, hear,and see new things;Chances to learn about "cause and effect"thatthings they do produce certain results (when a stackof blocks gets too high it will fall over);Opportunities to develop and practice their languageskills; andChances to learn about kindness and caring.

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What you'll needA short shopping list

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Shopping is one of manyways to surround childrenwith meaningful talk. Theyneed to hear a lot of wordsin order to learn to com-municate themselves. It'sparticularly helpful whenyou talk about the "hereand now"things that aregoing on in front of yourchild.

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Shop till YouDropShopping is just one of many routines that canhelp your child learn. It's especially good forteaching new words and introducingpreschoolers to new people and places.

What to do

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Pick a time when neither you nor your child ishungry or tired.

At the grocery store, put your child in the grocerycart so that he faces you. Take your time as youwalk up and down the aisles.

. Talk about what you are seeing and doing: "First,we're going to buy some cereal. See, it's in a bigred and blue box. Listen to the great noise itmakes when I shake the box. Can you shake thebox? Now we're going to pay for the groceries.We'll put them on the counter while I get out themoney. The cashier will tell us how much we haveto pay."

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7.

8.

Let your child feel the items you buya coldcarton of milk, for example, or the skin of anorange. Talk to your child about the items. "Theskin of the orange is rough and bumpy. CanRochelle feel the skin?"

Be sure to name objects you see on a shoppingtrip.

Let your child touch a soft sweater or try on ahat or a mitten. Find a mirror so he can seehimself. Talk as you go. "Feel how soft the sweateris. Who's that in the mirror? Is that Andre?"

Let your child practice his "hi's" and "bye-byes" onclerks and other shoppers on your outings.

Keep talking, keep moving, and let your child"help." "In this store we need to buy somebuttons. You can hold the cloth next to thebuttons so I can find the right color." Puttingyour toddler's hands in the right position canhelp him learn to understand your directions.

9. Leave for home before your child gets grumpy.

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PuppetMagicPuppets can be fascinating. Children knowthat puppets are not alive. And yet, they moveand talk like real living things. Try makingone at home.

What you'll need What to doAn old clean sockButtons (larger than 1 inch

in diameter to preventswallowing)

Needle and threadRed fabricRibbonAn old gloveFelt-tipped pensNontoxic glueYarn

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1.

2.

Sock puppet. Use an old clean sock. Sew onbuttons for eyes and nose. Paste or sew on apiece of red fabric for the mouth. Put a bow madefrom ribbon at the neck.

Finger puppets. Cut the ends off the fingers ofan old glove. Draw faces on the fingers with felt-tipped pens. Glue yarn on for hair.

3. Have the puppet talk to your child. "Hello. Myname is Tanya. What a great T-shirt you have on!I like the rabbit on the front of your T-shirt." Orhave the puppet sing a simple song. Change yourvoice when the puppet talks or sings.

4. Encourage your child to speak to the puppet.

3 2

5.

6.

Put finger puppets on your child to give himpractice moving his fingers one at a time.

The next time you want help cleaning up, havethe puppet make the request: "Hello, Maria. Let'sput these crayons back in the box and these toysback on the shelves. Can you get me the ball?"

Puppets provide another opportunity to talk tochildren and encourage them to speak. They also helpchildren learn new words, use their imaginations, anddevelop their hand and finger coordination. Childrenwill make many mistakes when they learn to talk.Instead of correcting them directly, reply by using theright grammar. For example, if your child says,"Michael done it," reply, "Yes, David, Michael did it,"Speak slowly and clearly so that your child canimitate your speech. Use full, but short sentences, andavoid baby talk.

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What you'll needStuffed animal or toyLarge cardboard boxesPillowsA large sheetA soft ballA large plastic laundry basketElasticBells

These skills help childrengain control over their largemuscles. They also helpchildren learn importantconcepts such as up, down,inside, outside, aver, andunder.

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Moving OnToddlers love to explore spaces and climbover, through, and into things.

What to do

1.

2.

3.

4.

5.

Pillow jump. Give your toddler some pillows tojump into. Toddlers usually figure out how to dothis one on their own!

Box car. Give your toddler a large box to pusharound the room. He may want to take hisstuffed animal or toy for a ride in it. If the boxisn't too highyou'll most likely find your toddlerin there, too!

Basketball. Sit about 3 feet away from yourtoddler and hold out a large plastic laundrybasket. Let him try throwing a ball into thebasket.

'Fable tent. Cover a table with a sheet that's bigenough to reach the ground on all sides. Thismakes a great playhouse that's particularly goodfor a rainy day. Watch out for bumped heads!

Jingle bells. Sew bells onto elastic that will fitcomfortably around your child's ankles. Thenwatch (and listen to) the fun while he movesabout or jumps up and down.

f: AtJ LI

2 to 3 YearsWhat to expectChildren this age are

Becoming more aware of others and their ownfeelings;Often stubborn and may have temper tantrums;Developing a great interest in other children andenjoy being near them (although they are usually self-centered);Able to jump, hop, roll, and climb;Developing an interest in pretend playplaying atkeeping house, for example, or pretending to cookand care for a baby;Expanding their vocabularies (from about 250 to1,000 words during the year); andPutting together 2, 3, and 4-word sentences.

What they needChildren this age require opportunities to

Develop hand coordination (with puzzles or largebeads to string or by scribbling, for example);Do more things for themselves, such as putting onclothing;Sing, talk, and develop their language;Play with other children;Try out different ways to move their bodies; andDo things in the community, such as taking walks andvisiting libraries, museums, informal restaurants,parks, beaches, and zoos.

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What you'll need

Good booksA children's dictionary

(preferably a sturdy one)Paper, pencils, crayons,

markers

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Read to Me!The single most important way for childrento develop the knowledge they need tosucceed in reading is for you to read aloudto thembeginning early.

What to do

1 Read aloud to your child every day. From birthto 6 months your baby probably won'tunderstand what you're reading, but that's okay.You can get her used to the sound of your voiceand used to seeing and touching books.

2.

3.

To start out, use board books with no words orjust a few words. Point to the colors and thepictures and say their names. Simple books canteach children things that will later help themlearn to read. For example, they learn about thestructure of languagethat there are spacesbetween the words and that the print goes fromleft to right.

Tell stories. Encourage your child to askquestions and talk about the story. Ask her topredict what will come next. Point to things inbooks that she can relate to in her own life: "Lookat the picture of the penguin. Do you rememberthe penguin we saw at the zoo?"

4.

5.

6.

7.

8.

Look for reading programs. If you aren't a goodreader, programs in your community like EvenStart can provide opportunities for you toimprove your own reading and to read with yourchild. Friends and relatives can also read to yourchild, and senior citizen volunteers are availablein many communities to do the same.

Buy a children's dictionaryif possible, one thathas pictures next to the words. Then start the"let's look it up" habit.

Make writing materials available.

Watch educational TV. Programs such as "SesameStreet" and "Mr. Rogers' Neighborhood" help yourchild learn the alphabet and the sounds theyrepresent.

Visit the library often. Begin making weekly tripsto the library when your child is very young. Seethat your child gets a library card as soon aspossible. Many libraries issue cards to children assoon as they can print their names (you'll haveto countersign for them). See the communityresources section in the back of this booklet formore information about libraries.

9. Read yourself. What you do sets an example foryour child.

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c,C),The ability to read andunderstand makes forbetter students and leadsto better job opportunitiesand a lifetime of enjoyment.

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tA

What you'll need

Your voiceMusicMusic makers (rattles, a can

filled with beans or buttons,empty toilet paper rolls,pots, pans, plastic bowls)

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MusicMakersMusic is a way to communicate that allchildren understand. It's not necessary forthem to follow the words to a song. It makesthem happy just to hear the comfort in yourvoice or on the recording or to dance to apeppy tune.

What to do

1.

9

3.

Sing a lullaby to a cranky infant.

As children approach their first birthdays, theybegin to like making music themselves. Have themtry banging a wooden spoon on pots, pans, orplastic bowls; shaking a large rattle or shaking aplastic container filled with beans, buttons, orother noisy items (make sure the container issecurely closed); and blowing through emptytoilet paper rolls.

As toddlers pass their first birthdays, they canactively participate in nursery rhymes, even ifthey can't recite the words. They can imitatehand movements, clap, or hum along.

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4. As preschoolers become more physicallycoordinated, encourage them to move to themusic. They can twirl, spin, jump up and down,tiptoe, or sway.

5. Here are some tips for getting young children tosing:

Sing yourself. Sing fairly slowly so children joinin and enjoy themselves. Discourage shouting.Start with simple chanting. Pick a simplemelody, such as "Mary Had a Little Lamb," andsing "la, la, la." Add the words later.

Introduce music to your children early. Listening toyou sing will help them learn to make their voices goup and downeven if you can't carry a tune! Musicand dance teach preschoolers to listen, to coordinatehand and finger movements, and to expressthemselves creatively.

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What you'll need

2 cups flour1 cup salt4 teaspoons cream of tartar2 cups water2 tablespoons cooking oilFood coloringFood extracts (almond,

vanilla, lemon, orpeppermint)

1 medium saucepanThings to stick in the dough

(popsicle sticks, straws )Things to pound with (like a

toy mallet)Things to make impressions

with ( jar lids, cookie cutters,or bottle caps)

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Play DoughYoung children love to play with dough. Andno wonder! They can squish and pound it andform it into fascinating shapes. Here's arecipe to make at home.

What to do

1.

2.

3.

4.

Add the food coloring to the water. Then mix allof the ingredients together in a pan.

Cook over medium heat, stirring until it forms asoft ball.

Let the mixture cool. Knead slightly. Add foodextracts to different chunks of the dough if youwant different smells.

Give some to your toddler or preschooler, so hecan pound it, stick things in it, make impressionsin it, and create all kinds of things.

Play dough is a great way to devel.,p hand musclesand be creative. And cooking together, with all themeasuring, is the perfect way to begin learningmathematics. Letting your child handle some doughwhile it is still slightly warm and some when it hascooled off is a terrific way to teach him abouttemperatures. Play dough can be made ahead of timeand stored in an air-tight bag or container.

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3 to 4 YearsWhat to expectChildren this age

Start to play with other children, instead of next tothem;Are more likely to take turns and share;Are friendly and giving;Begin to understand that other people have feelingsand rights;Like silly humor, riddles, and practical jokes;Like to please and to conform;Generally become more cooperative and enjoy newexperiences;Are increasingly self-reliant and probably can dresswithout help (except for buttons and shoelaces);May develop fears ("Mommy, there's a monster undermy bed.") and have imaginary companions;Are more graceful physically than 2-year-olds andlove to run, skip, jump with both feet, catch a ball,climb downstairs, and dance to music;Are great talkers, speak in sentences, and continueto add more words to their vocabularies; andHave greater control over hand and arm muscles,which is reflected in their drawings and scribblings.

What they needChildren this age require opportunities to

Develop their blooming language abilities throughbooks, games, songs, science, and art activities;Develop more self -help skillsfor example, to dressand undress themselves;Draw with crayons, work puzzles, build things, andpretend;Play with other children so they can learn to listen,take turns, and share; andDevelop more physical coordinationfor example, byhopping on both feet.

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Kitchen-Cut-Ups

What you'll need

Knife

For applewiches: 1 apple,cheese slices

For funny-face sandwich: 1piece of bread; peanutbutter, cream cheese, or eggsalad; green pepper, celery,radishes, carrot curls; olives;nuts; hard-boiled egg slices;tiny shapes of cheese; applesand raisins

For fruit Popsicles: fruit juice(any kind), an ice cube trayor small paper cups, yogurt,mashed or crushed fruit,Popsicle sticks

For bLrnps on a log: celery,peanut butter, raisins

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Here are some recipes popular withpreschoolers, Things always seem to tastebetter when you make them yourself!

What to do

1.

2.

3.

4.

Choose a safe spot to cook where you won't haveto worry about making a mess.

Tell your child what the ingredients are. Talkabout what you are doing as you go along. Askand answer questions.

Let him smell, taste, and touch as you go. Let him(with your help) pour, stir, measure, and helpclean up.

Applewiches. Core an apple. Cut the applecrosswise into thick slices. Put cheese slicesbetween the slices. Cheddar cheese is particularlygood. Eat like a sandwich.

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5.

6.

Funny-face sandwich. Cut the bread into a circle.Spread with cream cheese, peanut butter, or eggsalad. Decorate using green pepper, celery,radishes, carrot curls, olives, nuts, hard-boiledegg slices, tiny shapes of cheese, apples, or raisinsfor eyes, ears, nose, and mouth.

Fruit Popsicles. Pour the fruit juice into smallpaper cups or an ice cube tray. Place a Popsiclestick in each cup or compartment before thejuice is completely frozen. Return to the freezeruntil frozen solid. For variations, mix yogurt withthe juice before freezing for a creamier Popsicle,or add mashed or crushed fruit such asstrawberries, pineapple, or banana.

. Bumps on a log. Spread peanut butter on thecelery stalks. Decorate with raisins. Great snacks!

4 1

Cooking helps childrenlearn new words, measuringand number skills, whatfo Dds are healthy and whatones aren't, and theimportance of completingwhat they begin. It alsoteaches about how thingschange, and it can teachchildren to reason better.("If I want a cold fruit juicePopsicle, then I'll have toput it in the freezer.")

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What you'll needFor scribbling: crayons,

water-soluble felt-tippedmarkers, different kinds ofpaper (includingconstruction paper, butcherpaper), and tape

For fingerpainting: store-bought fingerpaint orhomemade fingerpaintmade with soap flakes,water, food coloring orpowdered tempera; aneggbeater or fork; a bowl; aspoon; an apron or smock;newspapers or a large pieceof plastic to cover the flooror table; butcher paper; andtape

For collages: paper, paste,blunt-tipped scissors, fabricscraps or objects that canbe glued to paper (string,cottonballs, sticks, yarn)

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Scribble,Paint, andPasteYoung children are natural artists. Here aresome activities that introduce preschoolers toscribbling, painting, and pasting.

What to do

1 Scribbling. Give your child different kinds ofpaper and different writing materials to scribblewith. Coloring books are not needed. Fat crayonsare good to begin with. Water-soluble felt-tippedmarking pens are fun because your child doesn'thave to use much pressure to get a bright color.Tape a large piece of butcher paper onto a tabletop and let your preschooler scribble to herheart's content!

2. Fingerpainting. Use store-bought fingerpaint, ormake your own by mixing soap flakes (notdetergent) in a bowl with a small amount ofwater. Beat the mixture with a fork or eggbeater.Add powdered tempera paint or food coloring.Spread out newspapers or a large piece of plasticover a table or on the floor and tape a big pieceof construction paper or butcher paper on top.Cover your child with a large smock or apron,and let her fingerpaint.

4

3. Collage. Have your child paste fabric scraps orother objects such as yarn, string, or cottonballsto the paper (in any pattern). Let her feel thedifferent textures and tell you about them.

Here are a few tips about introducing yourpreschoolers to art:

Supervise carefully. Some children wouldrather color your walls than the paper. Somealso like to chew on crayons and markers ortry to drink the paint.Don't tell them what to draw or paint.Don't fix up their pictures. It will take lots ofpractice before you can recognize theirpicturesand that often doesn't happen untilafter they are in kindergarten.Give them lots of different materials to workwith. Parents can demonstrate new types ofart materials.Find an art activity that's at the right level foryour child, then let him do as much of theproject as possible.Ask your preschooler to talk about his picture.Display your child's art prominently in yourhome.

Art projects can sparkyoung imaginations andhelp children to expressthemselves. These projectsalso help children todevelop the eye and handcoordination they will laterneed to learn to write.

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40-

What you'll need

Jobs around the home thatneed to get done, such as:

Doing the laundryWashing and drying dishesCarrying out the garbageSetting the dinner tableDusting

) (

Home chores can helpchildren learn new words,how to listen and followdirections, how to count,and how to sort. Chores canalso help children improvetheir physical coordinationand learn responsibility.

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Chores!Any household task can become a goodlearning game and can be fun.

What to do

Tell your child about the job you will do together.Explain why the family needs the job done.Describe how you will do it and how your chidcan help.

2. Teach your child new words that belong to eachjob. "Let's put the placemats on the table, alongwith the napkins."

3 Doing laundry together provides manyopportunities to learn. Ask your child to help youremember all the clothes that need to be washed.See how many things he can name. Socks? T-shirts? Pajamas? Have him help you gather all thedirty clothes. Have your child help you make pilesof light and dark colors.

Show your child how to measure out the soap,and have him pour the soap into the machine.Let him put the items into the machine, namingthem. Keep out one sock. When the washer isfilled with water, take out a sock. Let your childhold the wet sock and the one you kept out. Askhim which one feels heavier and which one feelslighter. After the wash is done, have your childsort his own things into piles that are the same(for example, T-shirts, socks).

4b

4 to 5 YearsWhat to expectChildren this age

Are active and have lots of energy;May be aggressive in their play;Can show extremes from being loud and adventurousto acting shy and dependent;Enjoy more group activities because they have longerattention spans;Like making faces and being silly;May foi m cliques with friends and can be bossy;May change friendships quickly;May brag and engage in name-calling during play;May experiment with swear words and bathroomwords;Can be very imaginative and like to exaggerate;Have better control in running, jumping, and hoppingbut tend to be clumsy;Are great talkers and questioners; andLove to use words in rhymes, nonsense, and jokes.

What they needChildren this age need opportunities to

Experiment and discover within limits;Use blunt-tipped scissors, crayons, and put togethersimple jigsaw puzzles;Practice outdoor play activities;Develop their growing interest in academic things,such as science and mathematics, and activities thatinvolve exploring and investigating;Group items that are similar (for example, by size);Stretch their imaginations and curiosity; andSee how reading and writing are useful (for example,by listening to stories and poems, dictating stories,and by talking with other children and adults).

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What you'll need

Optional:BlocksDice or dominoes

It's best not, to use drills orarithmetic worksheets withyoung children. These canmake children dislike mathbecause they don't fit withthe way they learn mathnaturally.

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"Hands on"MathReal-life, hands-on activities are the best wayto introduce your preschooler to mathematics!

What to do

1.

2.

Talk a lot about numbers and use numberconcepts in daily routines with your preschooler.For example:

Cooking. "Let's divide the cookie dough intotwo parts so we can bake some now and putthe rest into the freezer."Home projects. "We're going to hang thispicture 6 inches above the bookshelf in yourroom."Home chores. "How many plates do we need onthe table? One for Mommy, one for Daddy, andone for Jenny."

Talk about numbers that matter most to yourpreschoolerher age, her address, her phonenumber, her height and weight. Focusing on thesepersonal numbers helps your child learn manyimportant math concepts, including:

Time (hours, days, mon+ hs, years; older,younger; yesterday, today, tomorrow). To ayoung child, you might say, "At 2 o'clock we willtake a nap." When you plan with an olderpreschooler (4 or 5 years old), you could pointout, "It's only 3 days until we go to Grandma's

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house. Let's put an X on the calendar so we'llknow the day we're going."Lengths (inches, feet; longer, taller, shorter)."This ribbon is too short to go around thepresent for Aunt Susan. Let's cut a longerribbon."Weight (ounces, pounds, grams; heavier,lighter; how to use scales). "You already weigh30 pounds. I can hardly lift such a big girl."Where you live (addresses, telephonenumbers). "These shiny numbers on ourapartment door are 2-1-4. We live in apartmentnumber 214." Or "When you go to play atTerry's house, take this note along with you. It'sour phone number: 253-6711. Some day soonyou will know our phone number so you cancall me when you are at your friend's."

Provide opportunities for your child to learnmath. For example:

Blocks can teach children to classify objects bycolor and shape. Blocks can also help young-sters learn about depth, width, height, andlength.Games that have scoring, such as throwingballs into a basket, require children to count.Introduce games such as dominoes or rollingdice. Have your child roll the dice and countthe dots. Let her try to roll for matches. Countfavorite toys.Books often have number themes or ideas.Some of these are listed in the appendicessection at the end of this book.

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GettingAlongLearning to get along with others is veryimportant. Children who are kind, helpful,patient, and loving generally do better inschool.

What you'll need What to do

1 . Let your child know that you are glad to be hismommy or daddy. Give him personal attentionand encouragement. Set aside time when you andyour child can do fun things together. Yourhappy feelings toward your child will help himfeel good about himself.

No materials required

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2.

3.

Set a good example. Show your preschooler whatit means to get along with others and to berespectful. Say "please" and "thank you." Treatpeople in ways that show you care what happensto them. Ask for things in a friendly way. Be kindto and patient with other people.

Help your child find ways to solve conflicts withothers. Help your child figure out what willhappen if he tries to settle his mad feelings byhitting a playmate: "James, I know that Tiffanytook your toy truck. But if you hit Tiffany and youhave a big fight, then Tiffany will have to go

home, and the two of you won't be able to playany more today. What is another way that youcan let Tiffany know you want your truck back?"

James might decide to tell Tiffany that he's mad,and that he wants his truck back. Or he might letTiffany play with his truck for 5 minutes with thehope that Tiffany will then give it back. Listeningto your children's problems will often be all thatis needed for them to solve their own problems.

Make opportunities to share and to care. Let yourchild take charge of providing food for hungrybirds. When a new family moves into theneighborhood, let your preschooler help makecookies to welcome them.

Be physically affectionate. Children need hugs,kisses, an arm over the shoulder, and a pat onthe back.

Tell your child that you love him. Don't assumethat your loving actions will speak for themselves(although those are very important). Teach yourchild the international hand sign for "I love you."You can "sign" each other love as your childleaves home for the first day of kindergarten.

1::6p 13

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BEST COPY AVAILABLE

Children need good socialskills. Teachers and otherchildren will enjoy youryoungster's company if hegets along well with others.

43

What you'll need

PaperA paper punchBlunt-tipped scissorsPencil, pen, crayonsYarn, pipe cleaners, or staplesPaste

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My BookMost 4-year-olds like to talk and have a lot tosay. They generally can't write down wordsthemselves, but they enjoy dictating a story toyou.

What to do

1 Make a booklet of five or six pages. Your child canhelp punch holes close to one edge and threadyarn through the holes to keep the pagestogether. You can also bind the book with twistedpipe cleaners, or staple the pages together.

2.

3.

On the outside cover, write your child's name.Explain to him that this is going to be a bookabout him.

Let your child decide what will go on each page.Write it down. Examples: Other people in myfamily. My favorite toys. My favorite books. Myfriends. My pet. My neighborhood. My home (ormy bedroom). My own drawings.

Making this book will help your child develop hislanguage skills and give him more practice using thesmall muscles in his hands. Your 4-year-old will alsolove having your undivided attention.

What About Kindergarten?The activities in this book can help your child from birthto age 5 get ready for kindergarten. As the first day ofschool approaches, however, you may want to do extrathings to make the school seem a friendlier place forboth you and your child.

Find out as much as you can about the school beforeyour child enters it. You will want to learn

The principal's name;The kindergarten teacher's name;When to register for kindergarten and what formsneed to be filled out;What immunizations are required for school entry;A description of the kindergarten program;The kindergarten yearly calendar and daily schedule;Transportation procedures;Food service arrangements; andHow you can become involved in your child'seducation and in the school.

Some schools will send you this information. Or theymay hold an orientation meeting in the spring forparents who expect to enroll their children inkindergarten the following fall. If they don't, you cancall the principal's office to ask or to arrange a visit.

Find out in advance what the school expects fromentering kindergarten students. If you know a year ortwo ahead of time, you will be in a better position toprepare your child. Sometimes parents and caregiversdon't think the expectations are right for their children.If that is the case, you may want to meet with theprincipal or kindergarten teachers to talk about theexpectations and ways to change the kindergartenprogram.

Visit the school with your child so your child canbecome familiar with it, and it won't seem scary. Walk

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up and down the hallways to learn where things are.Observe the other children and the classrooms.

Milk with your child about school. During your visit,make positive comments about the schoolyour goodattitude will rub off! ("Look at all the boys and girlspainting in this classroom. Doesn't that look like fun!")Tell your child about what the children do when classesbegin.

Talk about the teachers, and how they will help yourchild learn new things. Encourage your child to look atthe teacher as a wise friend toward whom childrenshould be courteous. Explain to your child howimportant it is to go to class each day.

If possible, consider volunteering to help out in theschool. The staff may appreciate. having an extra adultto help do everything from passing out paper andpencils in the classrooms to supervising on theplayground. Volunteering is a good way to learn moreabout the school and to meet its staff and otherparents.

When the long-awaited first day of kindergarten arrives,go to school with your child (but don't stay too long).And be patient. Many young children are overwhelmedat first because they haven't had much experience indealing with new situations. They may not immediatelylike school. Your child may cry or cling to you when yousay goodbye each morning, but with support. from youand the kindergarten teacher, this can rapidly change.

As your child proceeds through school, you will need tocontinue your encouragement and involvement. But fornow, celebrate all that you have accomplished as aparent. Share your children's enthusiasm. Let themknow how proud you are as they leave home for theirfirst day of kindergarten. Let t hem know you believethey will succeed.

5z2

Good Television HabitsChildren in the United States have watched anaverage of 4,000 hours of television by the timethey begin school. Most experts agree that thisis too much. But banning television isn't theanswer, because good television can sparkcuriosity' and open up new worlds to children.Monitoring how much and what televisionchildren watch helps them, starting at an earlyage. to develop good viewing habits.

Too much television can he harmful becauseIt can expose children to too much sex andviolence;Children can be unduly influenced by junk-food and toy commercials;It can give children a poor model for goodbehavior before they have developed a clearidea of right and wrong;Young children do not have the experienceand wisdom to understand complicated plotsor scary scenes; andSitting passively in front of the set forextended periods of time can slow youngchildren's social and intellectual development.

Here are some tips to help children develop goodtelevision-viewing habits.

Keep a record of how many hours of TV yourchildren watch, and what they watch. Generally.its good to limit the amount to 2 hours or lessa day, although you can make exceptions forspecial programs.

Learn about current TV programs and videosand select good ones. As parents, you knowyour children best. So, select TV programs andvideos that are meaningful to your family. SomeTV programs you may wish to consider include"Captain Kangaroo," Eureeka's Castle," "Mr.Rogers' Neighborhood," Sesame Street." and"Shining Time Station." Many other goodchildren's programs, such as Disney andNickelodeon, are on public television stationsand on cable channels.

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If you have a VCR, you may wish to seek outvideos made by Linda Ellerbee's Lucky DuckProductions. Of course, videos vary in quality,but versions of classic children's books, such asBabar or Snow White, are a good place to start.

Parents who would like help in finding good TVprograms for children can subscribe to Parents'Choice, a quarterly review of children's mediawhich includes television programs and homevideo materials. Write to Parents' ChoiceFoundation, Box 185, Newton, MA 02168. Asubscription is $18 a year. A sample copy is $2.

You can also read about programs in TV columnsin newspapers and magazines. Cable subscribersand public broadcasting contributors can checkmonthly program guides for information.

Plan with your children (starting at age 3) whatprograms to watch. After selecting programsappropriate for your children, help them decidewhich ones to watch, Turn the TV on when theseshows start, and turn the set off when they areover.

Watch television with your children so you cananswer questions and talk about what they see.Pay special attention to how they respond so youcan help them understand what they're seeing,if that's needed.

Follow-up TV viewing with activities or games.You might have your child tell you a new wordhe learned on television that you can look uptogether in the dictionary. Or you might havehim make up his own story about one of hisfavorite TV characters.Include the whole family in discussion andactivities or games that relate to televisionprograms. Older siblings, aunts, uncles, andgrandparents can all contribute.

Make certain that television isn't regularlyused as a babysitter. Instead, try to balancegood television with other fun act ivities for yourchild.

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Choosing Child CareMore and more children are in preschool orother child care settings before they enterkindergarten. Choosing the right child care isimportant because it cart affect how preparedyour child is for school. Some tips tc guide you:

Think about the kind of care you want for yourchild. Possibilities include (a) a relative; (b) afamily day care provider, usually a woman whotakes care of a small group of children in herhome; (c) a child care center, which generallyoffers a curriculum and staff with educationalbackgrounds in early childhood development;and (d) a caregiver who comes into your home.

Figure out what suits your budget and whatyou can expect to spend in your community.This probably will influence the kind of care youselect. Talk with friends who have young childrenand with child care centers to gatherinformation. Remember that when someonecomes into your home, you may need to payfederal and state payroll taxes. The InternalRevenue Service (IRS) can guide you.

For low-income parents, the federally fundedHead Start program (and in some communitiesChapter 1 programs) are available. State-subsidized child care programs also are available,although most often more people need thesubsidized care than there are spaces available.Many families are entitled to the child care crediton their income tax forms.

Recognize that there are many ways to findgood care. Ask friends and neighbors how theyfound child care. See if they, or any day careproviders you may know and trust, canrecommend any good people or facilities. Lookin the Yellow Pages of your telephone book under"Child Care Centers." Look in the classified adsof your local newspaper, or place an ad of yourown. Put up notices on your church orsynagogue bulletin hoard, in grocery stores, localcommunity centers, or at the employment officeof local colleges or universities. Look for noticesthat other people have put up.

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If you are looking for a family day care provider,a local licensing agency can provide you withlocal listings. Many communities have resourceand referral agencies that help parents identifythe options that best meet their needs.

Start looking early, particularly if you have aspecial program for your child in mind. Someprograms have long waiting lists. Some may evenrequire you to get on a waiting list before yourchild is born.

Gather information. If you are looking for afamily day care provider or for a person to comeinto your home, interview the person at lengthand check references. Before you meet withthem, develop a list of questions. If you arelooking at day care centers, visit themmorethan once, if possible. Just because a person ora program worked for someone else doesn'tmean it's right for you. With any kind of childcare, check references.

No matter what kind of child care you areconsidering, look for caregivers who

Are kind and responsive. Good caregivers areaffectionate, enjoy children, are energeticenough to keep up with your preschooler,patient, and mature enough to handle crisesand conflicts.Have experience with preschoolers and likethem. Find out how long they have workedwith preschoolers, why they are in the earlychild care field, and whether they provideactivities that are appropriate for your child'sage. Observe the caregivers with children. Dothe children seem happy? How do thecaregivers respond to them?Recognize the individual needs of your child.Look for caregivers who are considerate ofdifferent children's interests and needs andwho can provide your child with enoughattention.

JCS

Share a child-rearing philosophy that issimilar to yours. Find out what kind ofdiscipline is used and how problems arehandled,

Be certain that the child care facility is cleanand safe and is filled with things to explore thatare appropriate for your child's age. Spend timein the center to make sure you feel comfortable.The center should involve parents and allowthem to drop in at any time.

After your child is in child care, keep track ofwhat is happening. At the end of each day, findout if there were any problems, what your childate, and what your child did. Discuss anyproblems as they arise. If over a period of time

your child seems unhappy at day care, go backto observe and talk with the caregiver. Somechildren just take a while to adjust. Others maybe in a setting or with a person who isn't rightfor them; in this case, you may need to makeother arrangements. Keep in mind, too, that yourchild's needs may change. A person or programthat was great for your infant may not be rightby the time your child turns 3.

For more information on child care, see the listof publications at the end of this book.

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Ready-for-School ChecklistThis checklist, although not exhaustive, can help to guide you in preparing your child for school. It's best tolook at the items included as goals toward which to aim. They should be done, as much as possible, througheveryday life or by fun activities you've planned with your child. If your child lags behind in some areas, don'tworry. Remember that all children are unique. They grow and develop at different ratesand no one thingguarantees that a child is ready for school.

Good Health and PhysicalWell-BeingMy child:

Eats a balanced diet.Receives regular medical and dental care andhas had all the necessary immunizations.Gets plenty of rest.Runs, jumps, plays outdoors, and does otheractivities that help develop large muscles andprovide exercise.Works puzzles, scribbles, colors, paints, anddoes other activities that help develop smallmuscles.

Social and Emotional PreparationMy child:

Is learning to be confident enough to exploreand try new things.Is learning to work well alone and to do manytasks for himself.Has many opportunities to be with otherchildren and is learning to cooperate with them.Is curious and is motivated to learn.Is learning to finish tasks (for example, picksup own toys).Is learning to use self-control.Can follow simple instructions.Helps with family chores.

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Language and General KnowledgeMy child:

Has many opportunities to play.Is read to every day.Has access to books and other readingmaterials.Has his television viewing monitored by anadult.Is encouraged to ask questions.Is encouraged to solve problems.Has opportunities to notice similarities anddifferences.Is encouraged to sort and classify things (forexample, by looking for red cars on thehighway).Is learning to write his name and address.Is learning to count and plays counting games.Is learning to identify shapes and colors.Has opportunities to draw, listen to and makemusic, and to dance.Has opportunities to get firsthand experiencesto do things in the worldto see and touchobjects, hear new sounds, smell and taste foods,and watch things move.

5 E

Community ResourcesMany services and resources are available in your community that can help make it easier and more fun tobe a parent or caregiver. Look for:

Classes for parents. Hospitals often have goodvideos on caring for newborns. Many courses areavailable to provide information on everythingfrom infant and child development to family stressand changes. Classes take place at local schools,Y.W.C.A.s and Y.M.C.A.s, community colleges,hospitals, or universities. Some states and schooldistricts offer programs that provide mothers andfather with information on how to be betterparents.

Children with special needs. If you have anyreason to suspect your child is not developingnormally, it is important to seek help as soon aspossible. The earlier children with special needsreceive treatment, the greater their chances arefor realizing their potential. Again, the best placeto start is with your doctor or clinic. Specialorganizations and agencies also provideinformation and support.

Food services for the disadvantaged. Federal,state, and local assistance is available for low-income parents who are concerned aboutproviding their children with nutritious food. Foodstamps are issued by the U.S. Department ofAgriculture for some low-income people. WIC(Special Supplemental Food Program for Women,Infants, and Children) is a federally funded foodprogram for low-income pregnant and breast-feeding women and for their infants and youngchildren. Call your local or state healthdepartment to find out if you are eligible. Inaddition, the Salvation Army, as well as somechurches and shelters, provide emergency foodservices in some communities.

Safety resources. Many doctors and clinicsprovide information on how to make your homesafe for your child. Contact your state automobileassociation for booklets on traffic safety for youngchildren. The Consumer Product Safety

5 9

Commission provides publications on consumerand safety issues. Local police and firedepartments often provide information on howto protect yourself against crime and on firesafety.

Parks and recreation. Many local park andrecreation departments offer free or low-cost tiny-tot programs designed to expose young childrento a range of activities, such as dramatics andmusic. Local Y.W.C.A.s and Y.M.C.A.s may offersimilar programs for preschoolers.

Libraries. Most libraries now provide a variety ofchildren's books, magazines, cassette tapes andvideotapes of children's songs, and even puppetsand educational toys; trained children's librarianswho can help you find appropriate books andother materials; and special programs andactivities for preschoolers (and sometimesparents), such as storytelling, fingerplays, songs,rhymes, puppet shows, and arts and crafts. Somelibraries even provide areas with pillows or smalltables where preschoolers can look at books, puttogether puzzles, or play with puppets.

Zoos. Farms or zoos encourage children's interestin the natural world and introduce them to themany fascinating forms of life. A local 4-H Clubcan advise you on visiting a farm.

Museums. Many communities have specialchildren's museums that provide opportunitiesfor hands-on activities. Science or natural historymuseums often have rooms where children cando everything from touch sea shells to strokeanimal skins. Consult a librarian, the Yellow Pagesof your telephone book, a local guidebook, or thelocal newspapers for lists of resources or specialexhibits.

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NotesText NotesThe following notes refer to the text portion of thisbooklet.

Pages 1-12 draw from Powell. Douglas R., (1991)."Strengthening Parental Contributions to SchoolReadiness and Early School Learning." This paper wasprepared for the Office of Educational Research andImprovement, U.S. Department of Education, July1991.

Page 3. The National Education Goals Panel hasidentified five areas as being important to success inschool: health and physical well-being; social andemotional maturity; approaches to learning; languagedevelopment; and general knowledge.

Page 3. Katz, Dr. Lilian G., (1992). "Readiness: Childrenand Their Schools," in ERIC Review, Volume 2, Issue1. U.S. Department of Education.

Pages 6-7. Rich, Dorothy, (1988). Mega Skills. HoughtonMifflin, Boston.

Pages 8-9. Belbas, Nancy, Smerlinder, Julienne, andStranik, Mary Kay, (1986). Middle of the Night BabyBook, The Body Press, Tucson, AZ, 70-71. Also see Love& Learn: Discipline for Young Children, (1989), andHelping Children Learn Self-Control: A Guide toDiscipline. Brochures from the National Associationfor the Education of Young Children, Washington, DC.

Pages 10-11. Binkley, Marilyn R., (1988). Becoming aNation of Readers: What Parents Can Do. Office ofEducational Research and Improvement, U.S.Department of Education, Washington, DC.

Page 11. Charren, Peggy, and Hulsizer, Carol, (1986).The TV-Smart Book for Kids and Parents' Guide forThe TV-Smart Book for Kids. E.P. Dutton, New York.

Pages 15-44. The following publications were used todevelop the "What to expect" and the "What they need"features found throughout the activities section:

Karnes, M.B. (1979, 1981). Small Wonder! 1 andSmall Wonder! 2. American Guidance Service,Circle Pines, MN.

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Miller, Karen, (1984, 1984, 1985). Things to Dowith Toddlers and Twos, More Things to Do WithToddlers and Twos, and Ages and Stages.Telshare Publishing Co., Inc., Chelsea, MA_

MYM/MELD, (dates unavailable). Parent /ChildActivities (when baby's three months old oryounger), Toys and Games for Babies (3-12months old), and Toys, Activities, Books, Etc.(for toddlers). Brochures. Minneapolis, MN.

North Carolina Department of HumanResources, Child/Daycare Section, (dateunavailable). Children, Children, Children:Understanding ThemHelping Them Grow.Series of brochures on child development.

Oklahoma State Department of Health, (dateunavailable). For Parents' Sake. Oklahoma City,OK.

Sears, William, M.D. (1989). Your Baby: The Fl stTwelve Months. Barron's Educational Series, Inc.,Hauppauge, NY.

U.S. Department of Health and Human Services,(1988). Picturing Development, Washington. DC.

University of California, Cooperative Extension,Parent Express, A Month-by-Month Newsletterfor You and Your Baby.

Page 47. "Good Television Habits" is drawn in partfrom Belbas and Charren.

Pages 48-49. "Choosing Child Care" is drawn in partfrom the following National Association for theEducation of Young Children brochures: How toChoose a Good Early Childhood Program; Findingthe Best Care for Your Infant or Toddler;Developmentally Appropriate Practice in EarlyChildhood Programs Serving Infants; andDevelopmentally Appropriate Practice in EarlyChildhood Programs Serving Toddlers. Washington,DC. See also Van der Zande, Irene, (1990). 1, 2, 3 . . .

The Toddler Years. Santa Cruz Toddler Care Center.Santa Cruz, CA.

f;

"Activities" NotesThe activities were adapted in part from the followingsources:

"Developing Trust" from Small Wonder! 1 by M.B.Karnes (1979); from Parent/Child Activities (whenbaby's three months old or younger) by MYM/MELD(date unavailable); and from Growing to Love Booksby the New York Public Library's Early ChildhoodProject.

"Moving On" from Things to Do With Toddlers andTwos by Karen Miller (1984); and from Small Wonder!2 by M.B. Karnes (1981).

"Shop till You Drop" from Small Wonder! 1, SmallWonder! 2 by M.B. Karnes (1979, 1981); and fromPlaytime Learning Games for Young Children by Alice

S. Honig (1982). Syracuse University Press, Syracuse.

NY.

"Puppet Magic" from More Things to Do With Toddlersand Twos by Karen Miller (1984); and fromEncouraging the Artist in Your Child by Sally Warner(1989). St. Martin's Press, New York.

"Read to Me!" from Becoming a Nation of Readers:What Parents Can Do by Marilyn R Binkley (1988);from Helping Children Learn About Reading byJudith A. Schickedanz, a brochure from the NationalAssociation for the Education of Young Children; andfrom The New Read-Aloud Handbook by Jim Trelease(1989). Penguin Books, New York.

"Music Makers" from Middle of the Night Baby Bookby Nancy Belbas et al (1986); from Small Wonder! 1and Small Wander! 2 by M.B. Karnes (1979, 1981); andfrom Things to Do With Toddlers and Twos by KarenMiller (1984).

"Play Dough" from Bananas Guide, written by staffof BANANAS Child Care Information and ReferralService for Families in Alameda County (1982).Wingbow Press, Berkeley, CA; and from Things to DoWith Toddlers and Thus by Karen Miller (1984).

6

"Kitchen Cut-Ups" from Bananas Guide, written bystaff of BANANAS Child Care Information andReferral Service for Families in Alameda County(1982). Wingbow Press, Berkeley, CA.

"Scribble, Paint, and Paste" from Bananas Guide,written by staff of BANANAS Child Care Informationand Referral Service for Families in Alameda County(1982). Wingbow Press, Berkeley, CA; from Things toDo With Toddlers and Twos by Karen Miller (1984);and from Encouraging the Artist in Your Child bySally Warner (1989).

"Chores!" from Playtime Learning Games for YoungChildren by Alice S. Honig (1982); and from 1001Things to Do With Your Kids by Caryl Waller Krueger(1988). Abingdon Press, Nashville, TN.

"Hands-on Math" from More Than 1, 2, 3The RealBasics of Mathematics by Janet Brown McCracker(1987), a brochure from the National Association forthe Education of Young Children; and from 101Amusing Ways to Develop Your Child's ThinkingSkills and Creativity by Sarina Simon (1989). LowellHouse, Los Angeles.

"Getting Along" from Playtime Learning Games forYoung Children by Susan S. Honig; and fromEncouraging the Artist in Your Child by Sally Warner(1989).

"My Book" from Early Learning Fun Pre-SchoolReadiness Kit by the E.L.F. Task Force (1976). WestAurora Public Schools, Aurora, IL.

53

BooksListed below are a few of the many good booksavailable for parents and their children. TheConsumer Information Center also has manybooklets and pamphlets available free or for asmall fee. For a free catalog, write to ConsumerInformation Center, Pueblo, CO 81009.

For parentsBelbas, Nancy; Smerlinder, Julienne; and Stranik,Mary Kay, (1986). Middle of the Night Baby Book.The Body Press, a division of HPBooks, Inc.,Tucson, AZ.

Brazelton, T. Berry, (1986). Infants and Mothers:Differences in Development, revised edition. Dell,New York.

(1986). Toddlers and Parents: ADeclaration of Independence. Dell, New York.

Galinsky, Ellen, (1988). The Preschool Years.Time Books, New York.

Miller, Karen, (1985). Ages and Stages:Developmental Descriptions and Activities BirthThrough Eight Years. Telshare Publishing Co.,Inc., Chelsea, MA.

National Association for the Education of YoungChildren (NAEYC) booklets and brochuresavailable for a small fee include:

Developmentally Appropriate Practice inEarly Childhood Programs Serving Infants;Developmentally Appropriate Practice inEarly Childhood Programs Serving Toddlers:Developmentally Appropriate Practice inEarly Childhood Programs Serving YoungerPreschoolers;Finding the Best Care for Your Infant orToddler;Good Teaching Practices for OlderPreschoolers and Kindergartners;Helping Children Learn About Reading:Helping Children Learn Self-Control;How to Choose a Good Early ChildhoodProgram;Love & Learn: Discipline for Young Children;

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Ready or Not . . . What Parents Should KnowAbout School Readiness; andYoung Children and Picture BooksLiterature From Infancy to Six.

For copies call NAEYC at (202) 232-8777 or(800) 424-2460, or write to them at 1834Connecticut Avenue NW, Washington, DC20009-5786.

National Black Child Development Institute, Inc.,Selecting Child Care: A Checklist. Available for$3 by writing the institute at 1463 Rhode IslandAvenue NW, Washington, DC 20005.

White, Burton L. (1987). The First Three Yearsof Life, revised edition. Englewood Cliffs, NJ.

Activity and song booksBeall, Pamela C., and Nipp, Susan, Wee Sing(1982) and Wee Sing and Play (1983). PriceStern Sloan, Inc., Los Angeles, CA.

Brown, Marc, ed, (1985). Hand Rhymes. DuttonChildren's Books, New York.

Bryan, Ashley, (1991). All Night, All Day: AChild's First Book of African-AmericanSpirituals. Atheneum, New York.

Hart, Jane, ed, (1991). Singing Bee! A Collectionof Favorite Children's Songs. William Morrowand Company, New York.

Honig, Alice S., (1982). Playtime Learning Gamesfor Young Children.. Syracuse University Press,Syracuse, NY.

Krueger, Caryl Waller, (1988). 1001 Things ToDo With Your Kids. Abingdon Press, Nashville,TN.

Miller, Karen, (1984). Things To Do WithToddlers and Twos. Telshare Publishing Co.. Inc.,PO Box 679, Marshfield, MA 02050.

Rich, Dorothy, (1988). MegaSkillsqF): HowFamilies Can Help Children Succeed in Schooland Beyond. Houghton Mifflin Co., Boston, MA.

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Simon, Sarina, (1989). 101 Amusing Ways toDevelop Your Child's Thinking Skills andCreativity. Lowell House, Los Angeles, CA.

Warner, Sally, (1989). Encouraging the Artist inYour Child (Even If You Can't Draw). St.Martin's Press, New York.

Yolen, Jane, ed, (1986). The Lullaby Songbook.Harcourt Brace Jovanovich Publishers, NewYork.

For preschoolersSome of the many good books available forpreschool children follow. Many of thesesuggestions came from Jim Trelease in The ReadAloud Handbook; from the New York PublicLibrary's Early Childhood Project; from a listproduced by the Cuyahoga County Public Librarythrough its federally funded Project LEAP; andfrom African American Literature for YoungChildren, a brochure developed by the NationalBlack Child Development Institute (available for50 cents from the National Association for theEducation of Young Children). For othersuggestions, check with your local librarian.

Ahlberg, Janet and Allan, (1983). The Baby'sCatalogue. Little, Brown & Co., Boston, MA.

Aliki, (1988). Digging up Dinosaurs, revisededition. HarperCollins Children's Books, NewYork.

Anderson, Hans Christian, (1979). The Princessand the Pea; Gladone, Paul, illustrator. HoughtonMifflin, Boston.

Bang, Molly, (1983). Ten, Nine, Eight.Greenwillow Books, New York.

Bemelmans, Ludwig, (1939). Madeline. VikingChildren's Books, New York.

Breinburg, Petrolella, (1973). Shaun Goes toSchool. Harper & Row, New York.

Brooks, Gwendolyn, (1956). Branzeville Boysand Girls. Harper & Row, New York.

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Brown, Margaret Wise, (1947). Goodnight Moon.HarperCollins Children's Books, New York.

Caines, Jeannette, (1984). Abby. HarperCollinsChildren's Books, New York.

Carle, Eric, (1981). The Very Hungry Caterpillar.Putnam Publishing Grotp, New York.

Clifton, Lucille, (1988). Everette Anderson'sGoodbye. Henry Holt & Co., New York.

(1978). Everette Anderson's NineMonth Long. Henry Holt & Co., New York.

Day, Alexander, (1985). Good Dog, Carl. GreenTiger Press, Portland, ME.

de Paola, Tomie, (1985). Tamie de Paola's MotherGoose. Putnam Publishing Group, New York.

Dr. Seuss, (1940). Horton Hatches the Egg.Random House, Inc., New York.

Feelings, Muriel, (1971). Mojo Means One: ASwahili Counting Book. Dial Press, New York.

Flack, Marjorie, (1968). Ask Mr. Bear. MacmillanChildren's Book Group, New York.

Freeman, Don, (1968). Corduroy. VikingChildren's Books, New York.

Galdone, Paul, (1981). The Three Billy GoatsGruff. Ticknor & Fields, New York.

Greenfield, Eloise, (1977). Africa Dream. TheJohn Day Co., New York.

(1991). My Doll, Keshia. Writersand Readers Publishing, Inc., New York.

Havill, Juanita, (1989). Jamaica's Find.Houghton Mifflin, Boston.

Hill, Eric, (1980). Where's Spot? PutnamPublishing Group, New York.

Hoban, Russell, (1978). Bedtime for Frances.HarperCollins Children's Books, New York.

Hoban, Tana, (1987). 26 Letters and 99 Cents.Greenwillow Books, New York.

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Kunhardt, Dorothy, (1942). Pat the Bunny.Western Publishing Co., Inc., New York.

Leaf, Munro, (1936). The Story of Ferdinand.Viking Children's Books, New York.

Mahy, Margaret, (1990). The Seven ChineseBrothers. Scholastic, Inc., New York.

Martin, Jr., Bill, (1989). Chicka Chicka BoomBoom. Simon & Schuster Trade, New York.

McCloskey, Robert, (1941). Make Way forDucklings. Viking Children's Books, New York.

Milne, A.A. (1988). Winnie-the-Pooh; Shephard,Ernest. illustrator. Dutton Children's Books, NewYork.

(1988). Now We Are Six; Shephard,Ernest, illustrator. Dutton Children's Books, NewYork.

Mosel, Arlene, (1968). Tikki Tikki Tembo. HenryHolt & Co., New York.

Ormerod, Jan, (1984). 101 Things to Do With aBaby. Lothrop, Lee & Shephard Books, NewYork.

Oxenbury, Helen. (1987). Clap Hands. MacmillanChildren's Book Group, New York.

Parish, Peggy, (1963). Amelia. Bedelia.HarperCollins Children's Books, New York.

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Piper, Watty, retel. The Little Engine that Could.Putnam Publishing Group, New York.

Potter, Beatrix, (1984). The Complete Adventuresof Peter Rabbit. Puffin Books, New York.

Prelutsky, Jack, (selected by), (1986). Read-Aloud Rhymes for the Very Young. Alfred A.Knopf, New York.

Rey, H.A., (1941, 1973). Curious George.Houghton Mifflin, Boston.

Rockwell, Anne, (1975). The Three Bears and 15Other Stories. HarperCollins Children's Books,New York.

Sendak, Maurice, (1988). Where the Wild ThingsAre. HarperCollins Children's Books, New York.

Viorst, Judith, (1972). Alexander and theTerrible, Horrible, No Good, Very Bad Day.Macmillan Children's Group, New York.

White, E.B., (1952). Charlotte's Web.HarperCollins Children's Books, New York.

Wildsmith, Brian, (1987). One, Two, Three.Oxford University Press, New York.

Williams, Margery, (1985). The Velveteen Rabbit.Alfred A. Knopf, Inc., New York.

Zion, Gene, (1956). Harry the Dirty Dog.HarperCollins Children's Books, New York.

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AcknowledgmentsThis book has been made possible with help from thefollowing people who reviewed early drafts or providedinformation and guidance: Teresa Grish, a Vienna,Virginia, homemaker; Sharon Lynn Kagan, YaleUniversity's Bush Center in Child Development andSocial Policy; Evelyn Moore, National Black ChildDevelopment Institute, Inc.; Cynthia Newson, Women'sEducational Equity Act Publishing Center; DouglasPowell, Purdue University; Heather Weiss, HarvardFamily Research Project; Barbara Willer, NationalAssociation for the Education of Young Children; E.Dollie Wolverton, U.S. Department of Health and HumanServices; Lisa Hoffman and Johna Pierce, U.S.Department of Agriculture; Carolyn Pinney, aMinneapolis, Minnesota, preschool teacher; MarilynnTaylor, a St. Paul, Minnesota, freelance writer andeditor; and many individuals within the U.S.Department of Education.

Special thanks to Leo and Diane Dillon for their adviceon how to work with illustrators.

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Nancy Paula has been a writer and editor for the I apartmentof Education since 1986 and is the author of severs ,oks oneducation reform for the Department. Previously, she was anassistant editor of the Harvard Education Letter and a newspaperreporter in Minneapolis, Minnesota, and Quincy, Massachusetts.She has also been a commentator and interviewer on publictelevision. She received her bachelor's degree from LawrenceUniversity and a master's degree in education from Harvard as aBush Leadership Fellow. She lives with her husband and youngdaughter in Washington, DC.

Annie Lunsford has been a freelance illustrator since 1975. Herworks include a Children's Hospital calendar, a book for RonaldMcDonald House, slide shows for the National Institutes of Health,and a Christmas card for Ring ling Brothers. Her work has beenrecognized by The Advertising Club of New York, the Society ofIllustrators, and The Printing Industry of America. Lunsford livesand works in Arlington, Virginia.

What We Can DoTo Help Our Children Learn:

Listen to them and pay attention to their problems.

Read with them.

Tell family stories.

Limit their television watching.

Have books and other reading materials in the house.

Look up words in the dictionary with them.

Encourage them to use an encyclopedia.

Share favorite poems and songs with them.

Take them to the libraryand get them their ownlibrary cards.

Take them to museums and historical sites, whenpossible.

Discuss the daily news with them.

Go exploring with them and learn about plants,animals, and geography.

Find a quiet place for them to study.

Review their homework.

Meet with their teachers.

Du you have ()tiler ideas?

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For sale by the U.S. Government Printing OfficeSuperintendent of Documents. Mail Stop: SSOP. Washington. DC 20402-9328

U.S. Department of EducationOffice of Educational Researchand Improvement

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