Welcome to Session 1 What to Expect Objectives

Welcome to Session 1 What to Expect

Objectives for Today’s Session Understand the four basic components of the “Gearing Up for Kindergarten” program and the importance of each Review typical 4 - and 5 -year-old development Design rules for the parent education sessions Recognize three forms of overindulgence

Icebreakers • Line up in birthday order by the month and day you were born. (We will not tell each other the year!) When you all feel you are in order, the third person in the line raises his or her hand as a signal to the teacher. • Ups and Downs

Program Overview • Parent and child activity time • Circle time • Parent discussion • Child classroom time • Take-home activities

Parents’ Rules for Discussion • We can disagree and still like and respect each other. • “Pass” is an acceptable answer. • Everyone who wants to talk gets to talk once before anyone gets to talk twice. • Be respectful of other people’s ideas and opinions. • Turn cell phones to vibrate only and take important calls outside of the room. • Be on time. • You are welcome to share parenting information, not personal information, outside of this group. • I won’t be afraid to disagree or say “I don’t know” if you won’t be afraid to do the same. • Have some fun! Adapted from “Working with Parents” by Dolores Curran

A Day in Kindergarten

Three Paths to Overindulgence 1) Giving too much 2) Overnurturing 3) Soft structure How Much is Enough? by Jean Illsley, Clarke, Ph. D. ; Connie Dawson, Ph. D. ; and David Bredehoft, Ph. D. www. overindulgence. info

Typical 4 -year-old Skills • Throws a ball overhand, holds a marker or pencil correctly, threads a bead, climbs playground equipment and can pedal. • Understands concepts of biggest, most, smaller. Can say numbers, in order, to 20 or higher. Understands sequence of events (in their day). • Sings simple songs and nursery rhymes. Knows his or her full name, parents’ and siblings’ names. • Can participate and cooperate in a group setting. • Has an active imagination.

Typical 5 -year-old Skills All of the 4 -year-old activities plus the following. • Balances on one foot for 10 seconds or more. Cuts on a line (or close) with scissors, catches a ball thrown from a short distance. • Recognizes numerals from 1 to 10. Can name a penny, nickel and dime. Knows the purpose of a calendar. • Able to tackle bedtime routine but needs many reminders. Tells jokes. Enjoys friends. May brag. • “Retells” familiar books by looking at the pictures. Uses 1, 500 words. Speech is well understood by others.

Brain Development • A young child’s brain development is highly significant, especially in the first three to five years of life. • Warm, supportive and frequent interactions stimulate positive brain development. • Parents are key in providing consistent, loving care and an enriched learning environment for their child’s brain development.

Switching Gears Please remember your handouts! Good Night! Thank you for participating!