Readiness Skills to Practice for Kindergarten

By: Christine Cox, The Choosy Mommy

I can’t even believe these words are coming out, but next year I will have a child in KINDERGARTEN! Time has gone by so fast and I just can’t get over that my oldest child will be going to full-day school next year. As a parent, I lay in bed at night and wonder if she is even ready. She seems so young to be in school all day, but she loves going to pre-school. She says it is one of her favorite things to do (besides soccer and swim class)! How are parents to know if their child is ready, besides being the right age? I attended a meeting at my daughter’s pre-school and here is a list of readiness skills to practice for kindergarten (as recommended by teachers).

ABC’s

It is all about the alphabet in kindergarten. From identifying all 26 capital letters, to knows their sounds from beginning to end, the teachers agreed that the ABC’s are most important for kindergartners.

1,2,3…

Numbers rank high on what they should know, but according to these teachers, they only expect a kindergartner to know 1-12 (verbally and identifying). In pre-school, my daughter learned up to 30 which is a lot, but once you get past 20 it is pretty easy.

Colors, Patterns & Shapes

Yes, these three things are what you would expect a kindergartner to know. But my child, my natural born leader, doesn’t “learn” from me. She thinks she is always right, even if I try to correct her (we are working on this.) Thankfully, she did go to pre-school to learn these things from her teachers. I can say, however, that flashcards helped her a lot with color recognition and shapes.

Puzzles also work wonders! My 18-month old son is just getting into puzzles. We have a shape puzzle that actually says the shape when you place it in the correct spot. Needless to say, 'oval' is a new favorite word around here!

Fine Motor Skills: Writing & Cutting

Here is the biggest one in my book. Writing is a skill that takes more than memorization. Children who are ready for kindergarten need to be able to print their first name with the first letter being capital and the rest lower case. This takes practice. In the first year of pre-school, my daughter learned all of her capital letters and how to write her name with those. And this year, she is reviewing the capitals and learning lower case. In the beginning it was confusing to her that she had to write her name with the lower case letters too, but she is getting much better at it. Luckily her name isn’t long!

Also, writing and cutting are fine motor skills that are not being learned as quickly with this generation. This article about learning fine motor skills says that children aren’t learning the art of holding a pencil/crayon/paintbrush/cutting with scissors like they used to because of the touch screen technology that is now available. I mean, my 18 month old does know how to open the iPad, touch and swipe!

Words

All I have heard for the past week was, “Is snowflake a compound word? What about basketball? Butterfly?” Kids soak up knowledge fast and are curious about words. As a piece of advice, be their teacher at home and go with the flow when they are interested in something like this. I found books that had compound words in them and pointed them out as we were reading.

They are also expected to know rhyming words in kindergarten. So same thing. I would fine books that rhymed and we’d practice those words. Dr. Suess is the best for this!

Once we were done reading the story, I’d ask her to retell it to me because the teachers also expect this. It has to do with understanding!

Last Note from the Kindergarten Teacher

One of the kindergarten teachers made these points at our meeting:

• Teach your children to tie their shoes. This is a fine motor skill that is being learned later in life and should be learned before kindergarten. 
• Get your child off of video games and touch screen technology and read a book together instead. Read to your children every day. They will learn more than just the story they hear.
• Teach your children how to use the water fountain. Pushing that button might be hard, but they will need to know how to do it!

If you have a child who is in kindergarten, or is already past this level, what were they expected to learn that I haven’t mentioned? How did you or your child deal with the stress of this milestone?

About the Author: Christine Cox is the blog master for Choosy Kids and owner of The Choosy Mommy. She has always had a passion for writing and is honored to contribute her work to this blog. Most of her writing inspiration comes from her daughter, Capri, who is fun-loving and full of energy, and son Cam, who is learning new things everyday. Click here to learn more about Christine.

Just a Little on the Middle of My Brush

By: Molly Luke, Early Intervention Specialized Instruction Teacher, Montgomery County Intermediate Unit, Norristown, PA

February is here! The month we are reminded that dental hygiene is very important. I am excited to share some dental hygiene tips with you so you and your family can be brushing champions!

Choosy says to brush after meals, or twice a day so let’s try to get on track with this. Start your month off right by hanging a calendar in the bathroom where you and your children brush your teeth. Place a simple color scribble or sticker to track when everyone brushes their teeth on the calendar. When you promote this routine with your little ones, it won’t feel like a battle and will just become an expectation - as routine as putting on clothes when going to school!

Need some motivation? Take a trip to the store to pick out a special toothbrush, rinse cup and flavored toothpaste. Another fun thing is to watch “How It’s Made-Toothpaste”. Take a trip to that factory and see how it forms and the travel to the store.

Another fun thing is to attempt to make your own toothpaste- mostly a baking soda formula. I had my son try homemade toothpaste when he was being a typical-difficult toddler. He hated it- obviously! So when the fruity toothpaste was offered again, he didn’t think twice and easily accepted it.

Most day care and preschool facilities require a dental record at age three. Have you signed up for an appointment yet? To practice, start taking your young one to sit on your lap for your routine 6-month check up. Get them familiarized with the facility, chair, lights and sounds they may hear. And of course- the doctors that wear masks! Most places will pass on FREE masks, toothbrushes, gloves and other items that you can take home. Add this gear to your imagination/dramatic play area at home to reenact a dentist trip. Literature is another way to start pre-teaching about the experience. The more information you can provide prior to the experience, the more comfortable your child may be when the event occurs. Don’t forget CHOOSY’s “BRUSH MY SMILE” short clip that coincides with the music. Watch a neighborhood friend “put a little on the middle of his brush”, brush during certain times of the day and have the happy healthy smile check-up from the dentist.

There are also two dental hygiene activities that I look forward to each year with my students. A little messy, but FUN! Painting. But not just any painting, use a toothbrush as your paint brush! Grab a piece of paper and just free paint using watercolor, tempera paint or even toothpaste. Draw a smile or some teeth if necessary, and “whiten” them up.

The other requires two HARD BOILED white eggs, milk, cola soda, toothbrush, tooth paste and two bowls or cups (clear if possible). After boiling the eggs, place one egg in a container with milk and the other in a container with cola. Let them sit (covered or uncovered) in the refrigerator over night. The next day, see how the eggs change color- just as if you have unhealthy food and drink how your teeth enamel will alter. Use toothpaste on your toothbrush and gently attempt to brush away the stains on the eggs (light pressure, but hard boiled eggs are better than non-hardboiled eggs!). Great before and after teeth science!

However you practice your dental hygiene, just take a moment in the month of February to check in on your healthy routine- and don’t rush!

How did you encourage your children to brush their teeth? How old were they when they finally made it a daily routine without your reminders?

About the Author: Hello! I have been teaching for about 10 years now, ages Pre-K through 8th grade…needless to say, I am a life-long learner and always looking for new thing to challenge my body and brain to do in a classroom! Outside of the classroom, family comes first! My husband Dan, baby Marshall and basset hound Penelope enjoy my naturally caffeinated personality on a regular basis. The whole family enjoys traveling, and I personally have a goal of visiting all 7 continents! 2 more to go! 

Autism Spectrum Disorder Social Stories

By: Rita Massullo & Caroline Ensor

What is Autism Spectrum Disorder (ASD)? That is a term you hear a lot in today’s world. And as much as you hear, there are many and varied perceptions. ASD is a developmental disability significantly affecting verbal and non-verbal social communication and social interaction. Other characteristics often associated with ASD are:

• Engagement in repetitive activities and stereotyped movements
• Resistance to environmental changes or changes in daily routines
• Unusual responses to sensory experiences.

As autism classroom teachers, we are presented frequently with questions from parents on how to introduce new activities, go through routines of the day and how to decrease anxieties which can cause behaviors.

Social stories are a great tool used to describe and/or teach a situation, skill or concept. The purpose of a social story is to improve the child’s understanding of the situation, skill or concept. They can share accurate information using a process, format, voice and content that is meaningful and physically, socially and emotionally safe for the child. For example:

1. I am starting a new school
2. I can eat new foods
3. I can go to the park
4. I can play with my friends

As we share this information with families on how to write social stories, we remind them to keep their child’s developmental level in mind, as they create a goal focused social story. Other factors to consider are length of the story, real vs. cartoon pictures, using “I” language and maintaining a positive and patient tone.

A good time to introduce and read the stories are before the activity or routine and while the child is in a calm and receptive state.  It is important to give the child opportunities to review the story frequently. You may also use the story as a visual aide to remind your child of expectations, steps of the routines and positive social behaviors.

There are a lot of resources out there, including free templates and examples. Here are a couple links that we have found helpful for our families.

1) Social Stories and Resources
2) Educate Autism - Social Stories
3) Challenging Behavior - Social Story Tips

Can you think of a social story to share with us about Choosy? We would love to start a social story collection!

In addition, join us in celebration for 2015 National Autism Awareness Month! #AutismUniquelyYou is a month-long social media campaign in April celebrating uniqueness and acceptance. It’s a simple concept – hand painting for a cause and raising awareness for the Autism Society. The campaign encourages people to paint their hands, make a video or take a picture of a unique product, share it on social media, and urge others to do the same! Share this how-to video with others.

Nearly a quarter century ago, the Autism Society launched a nationwide effort to promote autism awareness, inclusion and self-determination for all, and assure that each person with ASD is provided the opportunity to achieve the highest possible quality of life.  A popular way to promote autism awareness is to wear the Autism Awareness Puzzle Ribbon.

About the Authors: 

Rita Massullo, M.A., in Early Childhood Special Education and M.S., in Physical Education with a specialization in Motor Development, both from West Virginia University, has been working in education for over 30 years. She began to use her field of early childhood motor development with students after they were dismissed from physical therapy, and began to coach other teachers the importance of stability and balance on a child’s performance during other activities.  She held the lead position in helping to design a playground to include designs for special needs children at the school she worked in.  She went on to become a certified early child special education teacher and worked in West Virginia school systems, pairing general education and special education instruction within the universal classroom for 3-5 year olds. Rita had an opportunity to teach overseas, developing a nursery (3-4 year old) program in one of the United Arabic Emerites’ International Baccalaureate schools. Rita currently resides in Denver, Colorado, and works in Aurora Public School as an Early Childhood Special Educator.  She continues to teach in her “love area:” Autism.

Caroline Ensor, B.S. in Early Childhood Special Education, Elementary Education and a certification in Autism Spectrum Disorder from University of Wisconsin Oshkosh, has been working with children with autism for over six years.  Caroline was a line therapist for the Wisconsin Early Autism Project for three years where she did in-home Applied Behavior Analysis therapy as a part of a therapy team partnering with families.  She collaborated to teach children pre-academic, academic, daily living, communication, motor, play and social skills, while also breaking down behavior barriers. Caroline currently resides in Denver, Colorado and works for Aurora Public Schools as an Early Childhood Special Educator focusing on children with autism.