Parents

Typical Childhood Development

Below is a list of skills you can expect your child to gain as they develop including language, cognitive, fine motor, gross motor, social and emotional skills.

2 Years Old

Language: Uses 50 words, 2 word sentences/phrases, some children may not
Cognitive: Asking and answering simple questions
Fine Motor: Uses spoon and fork, builds a tower of 6 blocks
Gross Motor: Kicks a stationary ball
Social/Emotional: Parallel Play

3 Years Old

Language: Uses 50 words, 2 word sentences/phrases, some children may not
Cognitive: Can describe use of objects, sort objects by shape and color
Fine Motor: Beginning to develop pencil grasp, screws and unscrews lids, jars, nuts & bolts
Gross Motor: Balance on one foot for 3-5 seconds, walks backward and sideways
Social/Emotional: Building friendships

4 Years Old

Language: Speaks intelligibly, exhibits only a few sound substitutions, speaks in complete sentences
Cognitive: Understands big & little, short & tall, recognizes and repeats patterns, counting ability increased
Fine Motor: Cuts with scissors (not well), uses a pencil with control
Gross Motor: Hop on 1 foot, balance on 1 foot up to 10 seconds, displays complex ball skills
Social/Emotional: Identify similarities & differences in personal characteristics, shares 75% of the time

What to look for in a Preschool

If your child is between the ages of 3 and 6 and attends a child care center, preschool, or kindergarten program, the National Association for the Education of Young Children (NAEYC) suggests you look for these 10 signs to make sure your child is in a good classroom.

Children spend most their playing and working with materials or other children. They do not wander aimlessly and they are not expected to sit quietly for long periods of time.
Children have access to various activities throughout the day. Look for assorted building blocks and other construction materials, props for pretend play, picture books, paints and other art materials, and table toys such as matching games, pegboards, and puzzles. Children should not all be doing the same thing at the same time.
Teachers work with individual children, small groups, and the whole group at different times during the day, they do not spend all their time with the whole group.
The classroom is decorated with children’s original artwork, their own writing with inventive spelling and stories dictated by children to teachers.
Curriculum is adapted or those who are ahead as well as those who need additional help. Teachers recognize that children’s different background and experiences mean that they do not learn the same things at the same time in the same day.

Children learn numbers and the alphabet in the context of their everyday experiences. The natural world of plants and animals and meaningful activities like cooking, taking attendance, or serving snacks provides the basis for learning activities.
Children work on projects and have long periods of time (at least one hour) to play and explore. Worksheets are used little if at all.
Children have an opportunity to play outside every day. Outdoor play is never sacrificed for more instructional time.
Teachers read books to children individually or in small groups throughout the day, not just a group story time.
Children and their parents look forward to school. Parents feel secure about sending their child to program. Children are happy to attend; they do not cry regularly or complain of feeling sick.
Always ask if the program is accredited by NAEYC. NAEYC-accredited program complete a rigorous self-study and external review to prove that they meet standards of excellence in early childhood education.

Help Your Preschooler Grow

Your preschool child can participate in certain activities that will encourage positive growth and development. You can encourage your child’s development by: