Miscellaneous

Online & On-Campus Graphic Design

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The Original Graphic Design Bootcamp1:20

Shillington is the original graphic design bootcamp.

Since 1997, our innovative approach to design education means students achieve amazing (award winning!) results in a seriously short amount of time.

No experience required.

We create an inspirational learning environment where you’ll learn real and relevant skills—including design theory, typography, packaging, branding, digital design and UX/UI—from practicing designers.

Graduate with a polished graphic design portfolio showcasing your best work, ready to kickstart your creative career in only 3 months full-time or 9 months part-time.

Graphic design course options:

• Online
• On campus in New York City
• On campus in London
• On campus in Sydney or Melbourne

Our course

Discover what we’re all about

Attend an Info Session!

• RSVP now

Shillington is different to other universities and courses

No experience necessary. Seriously. You don’t need to interview or submit a portfolio. We only require passion for design and 100% dedication to the course.

Land your dream job! Shillington students get hired at top design studios, work for major brands and start their own businesses. You’ll graduate confident for the job hunt.

Create a jaw-dropping design portfolio. Our student work speaks for itself. Scroll through hundreds of digital, print and packaging projects.

Learn from industry professionals. Our friendly and experienced teachers mix design theory and practice together so your brain is trained to think like a designer from day one.

Benefit from Shillington’s reputation. When you graduate, you’ll join an esteemed global group of Shillumni, and enter an industry that trusts our methods.

Futureproof your career! Many students are attracted to Shillington because of the opportunity to learn marketable skills for a new career. We get it. Quench your passion for design and upskill for a career that excites you.

Our approach

Shillington Everywhere00:31

No experience required. You just need to be passionate about learning design.

Anthony Wood
Global Managing Director

Why study with us

Want to create work like this?

Trust us—you can! The top-notch work you see here was created by real students in only 3 months full-time or 9 months part-time. Most had never even touched design software before.

All students graduate with a portfolio and website showcasing their best branding, packaging, print and digital design projects.

Student work

Graduate showcase

Chrystal’s Story—Becoming a Graphic Designer in 3 Months2:40

Ask a question

The team typically replies within a day

Need help?

See our FAQs

Graphic Design Course

Course Dates & Fees

Upcoming Events

Study Design Abroad

Name*

Email*

Question*

Which campus?*Please selectNew YorkLondonManchesterSydneyMelbourneBrisbaneNot Applicable

• I want to hear Shillington news, get free resources and be invited to special events.

By submitting this form you agree to our privacy notice.

Thanks for getting in touch! We will follow up with you shortly.

Oops, something went wrong. Click “back” to try again. Or contact us.

Course and Intake Date

How it works

Ready to apply for Shillington’s graphic design course? You’re four steps away. Select your course, share your details, process your payment and we’ll get in touch to confirm all the details.

Still researching? Learn more about our course and view course dates and fees.

Interested in studying online? Use our timezone tool to find course times that work for your location.

Your safety matters to us. Please review our COVID-19 policy. If circumstances change, enrolled on-campus students will agree to transition to partial or complete online learning.

Find available courses

Study on CampusBrisbaneSydneyMelbourneManchesterLondonNew YorkStudy OnlineAUSUKUSA West CoastUSA East Coast

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Payment

Confirmation

Need help? Let me know.

Online & On-Campus Graphic Design

Jump to content

The Original Graphic Design Bootcamp1:20

Shillington is the original graphic design bootcamp.

Since 1997, our innovative approach to design education means students achieve amazing (award winning!) results in a seriously short amount of time.

No experience required.

We create an inspirational learning environment where you’ll learn real and relevant skills—including design theory, typography, packaging, branding, digital design and UX/UI—from practicing designers.

Graduate with a polished graphic design portfolio showcasing your best work, ready to kickstart your creative career in only 3 months full-time or 9 months part-time.

Graphic design course options:

• Online
• On campus in New York City
• On campus in London
• On campus in Sydney or Melbourne

Our course

Discover what we’re all about

Attend an Info Session!

• RSVP now

Shillington is different to other universities and courses

No experience necessary. Seriously. You don’t need to interview or submit a portfolio. We only require passion for design and 100% dedication to the course.

Land your dream job! Shillington students get hired at top design studios, work for major brands and start their own businesses. You’ll graduate confident for the job hunt.

Create a jaw-dropping design portfolio. Our student work speaks for itself. Scroll through hundreds of digital, print and packaging projects.

Learn from industry professionals. Our friendly and experienced teachers mix design theory and practice together so your brain is trained to think like a designer from day one.

Benefit from Shillington’s reputation. When you graduate, you’ll join an esteemed global group of Shillumni, and enter an industry that trusts our methods.

Futureproof your career! Many students are attracted to Shillington because of the opportunity to learn marketable skills for a new career. We get it. Quench your passion for design and upskill for a career that excites you.

Our approach

Shillington Everywhere00:31

No experience required. You just need to be passionate about learning design.

Anthony Wood
Global Managing Director

Why study with us

Want to create work like this?

Trust us—you can! The top-notch work you see here was created by real students in only 3 months full-time or 9 months part-time. Most had never even touched design software before.

All students graduate with a portfolio and website showcasing their best branding, packaging, print and digital design projects.

Student work

Graduate showcase

Chrystal’s Story—Becoming a Graphic Designer in 3 Months2:40

Ask a question

The team typically replies within a day

Need help?

See our FAQs

Graphic Design Course

Course Dates & Fees

Upcoming Events

Study Design Abroad

Name*

Email*

Question*

Which campus?*Please selectNew YorkLondonManchesterSydneyMelbourneBrisbaneNot Applicable

• I want to hear Shillington news, get free resources and be invited to special events.

By submitting this form you agree to our privacy notice.

Thanks for getting in touch! We will follow up with you shortly.

Oops, something went wrong. Click “back” to try again. Or contact us.

Course and Intake Date

How it works

Ready to apply for Shillington’s graphic design course? You’re four steps away. Select your course, share your details, process your payment and we’ll get in touch to confirm all the details.

Still researching? Learn more about our course and view course dates and fees.

Interested in studying online? Use our timezone tool to find course times that work for your location.

Your safety matters to us. Please review our COVID-19 policy. If circumstances change, enrolled on-campus students will agree to transition to partial or complete online learning.

Find available courses

Study on CampusBrisbaneSydneyMelbourneManchesterLondonNew YorkStudy OnlineAUSUKUSA West CoastUSA East Coast

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Payment

Confirmation

Need help? Let me know.

School Districts Serving Shillington, PA

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1-2 of 2 results

1. #42 Best School Districts in Pennsylvania

   • Wyomissing, PA•

   • School District

   • •

     Rating 4.2 out of 5  25 reviews

   Alum: My community is small and for the 2 square miles of territory, we are a very desirable school to attend. We are known for the academics and the sports. Even though our student population is no more than 1,000 people in the high school, we fight for State titles in sports each year. Most of my classmates went on to additional forms of education past high school. The campus is idealistic. It is beautiful and surrounded by some great neighborhoods…. Read 25 reviews

   • grade A

     Overall Niche Grade

   • Total schools 3

   • Students 1,854

   #42 Best School Districts in Pennsylvania.

   Wyomissing Area School District

   School District,

   WYOMISSING, PA,

   25 Niche users give it an average review of 4.2 stars.

   Featured Review: Alum says My community is small and for the 2 square miles of territory, we are a very desirable school to attend. We are known for the academics and the sports. Even though our student population is no more….

   Read 25 reviews.

   Overall Niche Grade: A,

   Total Schools: 3,

   Students: 1,854,

2. #202 Best School Districts in Pennsylvania

   • Shillington, PA•

   • School District

   • •

     Rating 3.93 out of 5  68 reviews

   Sophomore: I love all of the options for AP classes and all that’s available. They really give you a wide variety of AP classes to take and start you off young in AP courses. Mifflin could improve by starting off languages a year sooner so that 7th graders would take exploratory and 8th graders would take a level 1 language. This gives students more time to figure out if they want to switch the language and still go all the way to level 4. It also helps for students with very busy schedules. I think there should be more summer courses as well. Students shouldn’t be so limited in what they can take over the summer. They should be able to take more classes through the high school over the summer instead of having to go through an expensive college. Finally, there should be more opportunities to volunteer. I believe the school should be telling students about opportunities to volunteer throughout the school year since volunteer hours are required to graduate and are helpful for college…. Read 68 reviews

   • grade B

     Overall Niche Grade

   • Total schools 6

   • Students 4,156

   #202 Best School Districts in Pennsylvania.

   Governor Mifflin School District

   School District,

   SHILLINGTON, PA,

   68 Niche users give it an average review of 3.9 stars.

   Featured Review: Sophomore says I love all of the options for AP classes and all that’s available. They really give you a wide variety of AP classes to take and start you off young in AP courses. Mifflin could improve by starting….

   Read 68 reviews.

   Overall Niche Grade: B,

   Total Schools: 6,

   Students: 4,156,

3. • Drexel Hill, PA•

   • Private School•

   • PK, K-8

   • •

     Rating 4.36 out of 5  14 reviews

   Parent: We are so lucky to have found HCA! Lucas is in the Nursery 2 class currently. He has always been an extremely curious and active child. HCA has given him the opportunities flourish and grow so much in such a short amount of time. His language skills have improved immensely and he is learning so much from his ABC’s, to manners and numbers. Not only is he getting an amazing education, but he is forming lasting friendships. Lucas is so excited to go to school everyday to see his teachers and friends. HCA truly offers a family feel. Everyone already knows Lucas. When we attend events, even the older kids say hi to him and address him by name. We have such piece of mind knowing that Lucas will learn and grow at HCA through the 8th grade. We couldn’t ask for a better partner in raising our child…. Read 14 reviews

   View nearby homes Virtual tour

4. • Fairless Hills, PA•

   • Private School•

   • 9-12

   • •

     Rating 4.03 out of 5  170 reviews

   Alum: CEC has been a home to me both as a student and employee. I have been fortunate to make life long friendships here, build connections and learn both academically, professionally, and personally. I value my experience as a student, which helped to shape me into the person I am today.
   I learned here that your character is invaluable, I have always strived for excellence in my endeavors, and committed to living the values instilled in me at CEC. Working here now is just an added perk in the experience!… Read 170 reviews

   View nearby homes Virtual tour

5. • Philadelphia, PA•

   • Private School•

   • 9-12

   • •

     Rating 4.65 out of 5  384 reviews

   Senior: Saint Hubert Catholic High School for Girls is the best school ever! I have never loved a school more than this. We have a unique sisterhood because this is an all-girls school. This is a trait that stands out because it reduces the amount of judgment we feel every day, and we are always there for one another. I have found my best friends at this school, and I never thought I could feel so comfortable and safe with someone. We have the best teachers who always make sure we are learning, but also that we are having fun. I have been provided with the opportunity of pursuing my passion of Track and Field here, and I feel ready for college now. We have so many ways to get involved and find new ways of self-expression. There is a great focus on spirituality, service, academics, and integrity. Saint Hubert has prepared me for life beyond high school, and I believe it is the best foundation possible. We are the best school, and I will be so upset to be leaving my second home next year…. Read 384 reviews

   View nearby homes Virtual tour

Find schools near you

Not sure what schools you are zoned for?Find out by exploring our school boundary maps. Look up public schools and districts by address or ZIP code.

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K-12 Schools in Shillington, PA

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1-25 of 63 results

1. #115 Best Private High Schools in Pennsylvania

   Senior: Despite being in Reading, PA, Berks Catholic provides a safe environment for learning. There is a big focus on math and science. The school is family oriented with very involved parents and a strong support system. It may sound strange but, if BC could do anything different, it would be to streamline their communications. The school sends out lengthy, frequent communications making it difficult to determine what to read when time is limited. As a result, we tend to miss some important messages…. Read 55 reviews

   #115 Best Private High Schools in Pennsylvania.

   Berks Catholic High School

   Blue checkmark.

   Private School,

   READING, PA,

   9-12,

   55 Niche users give it an average review of 4 stars.

   Featured Review: Senior says Despite being in Reading, PA, Berks Catholic provides a safe environment for learning. There is a big focus on math and science. The school is family oriented with very involved parents and a….

   Read 55 reviews.

   Overall Niche Grade: B+,

   Students: 815,

   Student-Teacher Ratio: 18 to 1,

2. #140 Best Private High Schools in Pennsylvania

   Alum: The school is challenging, but never more than any of the students could handle. The teachers are very thorough and always willing to provide extra help and go the extra mile. The school is small, but there is a small niche for everyone, and thus, everyone has a circle of friends who they can bond with and call their own…. Read 19 reviews

   #140 Best Private High Schools in Pennsylvania.

   Berks Christian School

   Blue checkmark.

   Private School,

   BIRDSBORO, PA,

   PK, K-12,

   19 Niche users give it an average review of 3.8 stars.

   Featured Review: Alum says The school is challenging, but never more than any of the students could handle. The teachers are very thorough and always willing to provide extra help and go the extra mile. The school is small,….

   Read 19 reviews.

   Overall Niche Grade: B+,

   Students: 170,

   Student-Teacher Ratio: 9 to 1,

3. #577 Best Public Elementary Schools in Pennsylvania

   #577 Best Public Elementary Schools in Pennsylvania.

   Brecknock Elementary School

   Governor Mifflin School District, PA,

   K-4,

   Overall Niche Grade: B,

   Students: 505,

   Student-Teacher Ratio: 14 to 1,

5. #210 Best Public High Schools in Pennsylvania

   • Governor Mifflin School District, PA•

   • 9-12

   • •

     Rating 3. 55 out of 5  130 reviews

   Alum: Governor Mifflin is a pretty average school, being great in some areas and lacking in others. I found the advanced classes (honors, AP) to be far more beneficial than any others, with the teachers seeming to care more about students and their learnings and also preparing them for college. I know not everyone is capable or wanting to take these levels of courses, but it provided a better experience for me personally. Has a good music program (was a member of the orchestra) but lacks funding…. Read 130 reviews

   #210 Best Public High Schools in Pennsylvania.

   Governor Mifflin Senior High School

   Blue checkmark.

   Governor Mifflin School District, PA,

   9-12,

   130 Niche users give it an average review of 3.5 stars.

   Featured Review: Alum says Governor Mifflin is a pretty average school, being great in some areas and lacking in others. I found the advanced classes (honors, AP) to be far more beneficial than any others, with the teachers. …

   Read 130 reviews.

   Overall Niche Grade: B,

   Students: 1,472,

   Student-Teacher Ratio: 17 to 1,

6. #234 Best Public Middle Schools in Pennsylvania

   • Governor Mifflin School District, PA•

   • 5-6

   • •

     Rating 5 out of 5  2 reviews

   #234 Best Public Middle Schools in Pennsylvania.

   Governor Mifflin Intermediate School

   Governor Mifflin School District, PA,

   5-6,

   2 Niche users give it an average review of 5 stars.

   Read 2 reviews.

   Overall Niche Grade: B,

   Students: 626,

   Student-Teacher Ratio: 14 to 1,

7. #164 Best Private High Schools in Pennsylvania

   Parent: We love CCS! It is definitely a place where your student can grow and learn. Class sizes are small and teachers are devoted to their student’s success. They are always available to students and very responsive to emails and requests for help. Grace is extended and students learn to navigate life with the support of Godly leaders, modeling Christlike character, supporting them in their individual journeys. For a small school, they offer a variety of electives and have a full sports program that our student has thoroughly enjoyed. We highly recommend CCS!… Read 25 reviews

   #164 Best Private High Schools in Pennsylvania.

   Conestoga Christian School

   Blue checkmark.

   Private School,

   MORGANTOWN, PA,

   K-12,

   25 Niche users give it an average review of 4.4 stars.

   Featured Review: Parent says We love CCS! It is definitely a place where your student can grow and learn. Class sizes are small and teachers are devoted to their student’s success. They are always available to students and very….

   Read 25 reviews.

   Overall Niche Grade: B,

   Students: 268,

   Student-Teacher Ratio: 10 to 1,

   View nearby homes Virtual tour

8. • Governor Mifflin School District, PA•

   • K-4

   • •

     Rating 4. 83 out of 5  6 reviews

   Niche User: Our school is both academically and socially driven. They care about the whole student. I love their reading curriculum, field day, field trips, art shows, and all other opportunities that allow students to shine!… Read 6 reviews

   Mifflin Park Elementary School

   Governor Mifflin School District, PA,

   K-4,

   6 Niche users give it an average review of 4.8 stars.

   Featured Review: Niche User says Our school is both academically and socially driven. They care about the whole student. I love their reading curriculum, field day, field trips, art shows, and all other opportunities that allow….

   Read 6 reviews.

   Overall Niche Grade: B minus,

   Students: 475,

   Student-Teacher Ratio: 15 to 1,

9. • Governor Mifflin School District, PA•

   • PK, K-4

   • •

     Rating 5 out of 5  1 review

   Works Here: Cumru Elementary is truly a family among families! Everybody works together to support our kids! Even during a pandemic, Cumru has found a way to make learning fun and to keep students engaged in their learning!. .. Read 1 review

   Cumru Elementary School

   Governor Mifflin School District, PA,

   PK, K-4,

   1 Niche users give it an average review of 5 stars.

   Featured Review: Works Here says Cumru Elementary is truly a family among families! Everybody works together to support our kids! Even during a pandemic, Cumru has found a way to make learning fun and to keep students engaged in….

   Read 1 reviews.

   Overall Niche Grade: B minus,

   Students: 405,

   Student-Teacher Ratio: 12 to 1,

10. Fairview Christian School

    Private School,

    READING, PA,

    K-12,

    1 Niche users give it an average review of 3 stars.

    Read 1 reviews.

    Overall Niche Grade: C+,

    Students: 144,

    Student-Teacher Ratio: 9 to 1,

12. • Governor Mifflin School District, PA•

    • 7-8

    • •

      Rating 5 out of 5  1 review

    Niche User: it is beautiful and nice i like teaching staff. everything is excellent and games are also best.Speical thing is that coordination with teachers and students… Read 1 review

    Governor Mifflin Middle School

    Governor Mifflin School District, PA,

    7-8,

    1 Niche users give it an average review of 5 stars.

    Featured Review: Niche User says it is beautiful and nice i like teaching staff.everything is excellent and games are also best.Speical thing is that coordination with teachers and students.

    Read 1 reviews.

    Overall Niche Grade: C+,

    Students: 673,

    Student-Teacher Ratio: 15 to 1,

13. • Reading, PA•

    • Private School•

    • PK, K-8

    Holy Guardian Angels Regional School

    Blue checkmark.

    Private School,

    READING, PA,

    PK, K-8,

    Students: 536,

    Student-Teacher Ratio: 26 to 1,

14. Parent: Highly academic school with dedicated and caring faculty and staff. Warm, inviting school community – my kids felt right at home from the first day they transferred to this school. The teachers hold the kids accountable for their work and have high expectations of the students but balance that with a lot of care and encouragement. Service to others and developing good leaders for the future are also emphasized in this gem of a school. I feel blessed to have found this school for my children. Faith in every child is witnessed daily in the interactions between the students and faculty…. Read 6 reviews

    St. Ignatius Loyola Regional School

    Blue checkmark.

    Private School,

    WEST LAWN, PA,

    PK, K-8,

    6 Niche users give it an average review of 3.5 stars.

    Featured Review: Parent says Highly academic school with dedicated and caring faculty and staff. Warm, inviting school community – my kids felt right at home from the first day they transferred to this school. The teachers hold….

    Read 6 reviews.

    Students: 351,

    Student-Teacher Ratio: 20 to 1,

15. • Reading, PA•

    • Private School•

    • PK, K-8

    St.

    Margaret School

    Blue checkmark.

    Private School,

    READING, PA,

    PK, K-8,

    Students: 320,

    Student-Teacher Ratio: 20 to 1,

16. St. Catharine of Siena School

    Blue checkmark.

    Private School,

    READING, PA,

    PK, K-8,

    1 Niche users give it an average review of 3 stars.

    Read 1 reviews.

    Students: 297,

    Student-Teacher Ratio: 17 to 1,

17. Junior: ICA Cristo Rey is not for every high school girl. You have to be dedicated, hardworking, intelligent, and motivated to have the opportunities of this school. You will work at corporate jobs whether it’s medical, law, business, nonprofit, or etc. And as a student in the workforce you have to be professional, mature, and ready for the challenges ahead. It is not only the workforce we are proud and strict about but also our academics, extracurricular activities, and sports. This school gives young women the opportunity to excel and succeed to go to college. 100% of graduating high school students get accepted into college. I am a currently a Junior at ICA and I was chosen to be a high school scholar as a Sophomore at ICA and was blessed to be ranked top 10 in my class. If you put in the work you will get what you deserve…. Read 2 reviews

    Immaculate Conception Academy

    Blue checkmark.

    Private School,

    DOUGLASSVILLE, PA,

    PK, K-8,

    2 Niche users give it an average review of 5 stars.

    Featured Review: Junior says ICA Cristo Rey is not for every high school girl. You have to be dedicated, hardworking, intelligent, and motivated to have the opportunities of this school. You will work at corporate jobs whether….

    Read 2 reviews.

    Students: 175,

    Student-Teacher Ratio: 13 to 1,

    View nearby homes Virtual tour

18. • West Reading, PA•

    • Private School•

    • K-8

    Sacred Heart School

    Blue checkmark.

    Private School,

    WEST READING, PA,

    K-8,

    Students: 152,

    Student-Teacher Ratio: 13 to 1,

19. Gehmans Mennonite School

    Private School,

    DENVER, PA,

    K-8,

    2 Niche users give it an average review of 5 stars.

    Read 2 reviews.

    Students: 148,

    Student-Teacher Ratio: 10 to 1,

20. • Terre Hill, PA•

    • Private School•

    • K-8

    Shalom Mennonite School

    Private School,

    TERRE HILL, PA,

    K-8,

    Students: 145,

    Student-Teacher Ratio: 11 to 1,

21. • Ephrata, PA•

    • Private School•

    • K-12

    Pleasant Valley Mennonite School

    Private School,

    EPHRATA, PA,

    K-12,

    Students: 136,

    Student-Teacher Ratio: 11 to 1,

22. • Sinking Spring, PA•

    • Private School•

    • PK, K-8

    Berks County Montessori Country Day School

    Private School,

    SINKING SPRING, PA,

    PK, K-8,

    Students: 133,

    Student-Teacher Ratio: 17 to 1,

23. • East Earl, PA•

    • Private School•

    • 1-9

    Union Grove Mennonite School

    Private School,

    EAST EARL, PA,

    1-9,

    Students: 115,

    Student-Teacher Ratio: 15 to 1,

24. • Terre Hill, PA•

    • Private School•

    • 9-12

    Terre Hill Mennonite High School

    Private School,

    TERRE HILL, PA,

    9-12,

    Students: 110,

    Student-Teacher Ratio: 12 to 1,

25. Review your school

26. • Reading, PA•

    • Private School•

    • PK, K

    Callowhill Nursery School & Kindergarten

    Private School,

    READING, PA,

    PK, K,

    Students: 95,

    Student-Teacher Ratio: 48 to 1,

27. Niche User: I got to learn about Jesus there a lot which was great because I am a christian. The People I met there and got a long with were great. Some of the teachers really put effort into helping us and they were a blessing. Overall it was a good school, I went there for my middle school years but it was a good experience…. Read 1 review

    Reading Seventh-day Adventist Junior Academy

    Private School,

    READING, PA,

    PK, K-10,

    1 Niche users give it an average review of 4 stars.

    Featured Review: Niche User says I got to learn about Jesus there a lot which was great because I am a christian. The People I met there and got a long with were great. Some of the teachers really put effort into helping us and they….

    Read 1 reviews.

    Students: 84,

    Student-Teacher Ratio: 14 to 1,

28. • Ephrata, PA•

    • Private School•

    • 1-9

    Hahnstown Mennonite School

    Private School,

    EPHRATA, PA,

    1-9,

    Students: 68,

    Student-Teacher Ratio: 11 to 1,

30. Senior: I have attended The Perkiomen School since 6th grade. Because of the small class sizes and overall small school size, I was able to develop friendships that I expect to have forever. I was a shy, reserved kid and looking back, appreciate the way the teachers were able to engage us in the discussions. In most of my classes, the desks are arranged in a circle to promote discussion and interaction among students. I also appreciate the ability to play on a sports team, despite your skill level. As an average athlete, I likely would not have been able to participate in any varsity sport in my public high school. Now as a senior at Perk looking back, my attendance has fostered my independence, confidence, social skills and has definitely prepared me for the next step….College!… Read 65 reviews

    View nearby homes Virtual tour

Not sure what schools you are zoned for?Find out by exploring our school boundary maps. Look up public schools and districts by address or ZIP code.

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Shillington School Reviews | Course Report

Shillington School Reviews | Course Report | Course Report

shillington-school

Avg Rating:4. 4 ( 25 reviews )

• About
• Courses
• Reviews
• News

About

About

Shillington School is a graphic design bootcamp offering 12-week full-time and 36-week part-time courses with campuses in New York, London, Manchester, Sydney, Melbourne, Brisbane, and online. Shillington is focused on the entire design process, and instructors take students through the design process from beginning to end, integrating idea generation, technical knowledge, and studio skill. Students will also learn design theory, typography, and packaging for mobile app design, and user experience (UX).

Shillington’s approach to design education means that students can graduate with the technical and conceptual skills they need in a short amount of time. Students will complete the bootcamp with a polished portfolio showcasing their work. Successful Shillington graduates are prepared for the high expectations of the design industry.

Recent Shillington School Reviews: Rating 4.4

• My experience

• Shillington was the best decision!

• Amazing!

all (25) reviews for Shillington School →

Recent Shillington School News

• June 2020 Coding Bootcamp News
• How Anderson Won a Shillington Scholarship to Become a Designer
• Director Spotlight: Holly Karlsson, Shillington School

Read all (4) articles about Shillington School →

Courses

Courses

• (AU) Full-Time Graphic Design Course

  Apply

  Design, User Experience Design
  In PersonFull Time40 Hours/week13 Weeks

  Start Date	None scheduled
  Cost	$14,950
  Class size	N/A
  Location	Brisbane, Melbourne, Sydney

  Shillington is a global design school created by today’s professionals to help students upskill and change careers. With campuses in New York, London, Manchester, Sydney, Melbourne and Brisbane—the fast-paced, intensive course teaches the skills required to succeed as a designer.
  
  The innovative curriculum encourages experimentation, creative thinking and problem solving—all linked to real-world design briefs. Shillington treats students as designers from day one, covering design principles, color theory and typography basics.
  
  Shillington students graduate with a professional design portfolio and industry-relevant skills, going on to work for top creative studios, big brands or launching their own businesses—all within 3 months full-time or 9 months part-time.
  
  For the full list of upcoming course dates, check the Sydney and Melbourne page:
  https://www.shillingtoneducation.com/au/graphic-design-course/course-dates-and-fees/

  Financing

  Deposit	$1,000
  Financing	Payment plan or Ratesetter loan
  Tuition Plans	Sydney & Melbourne tuition is $14,950 (AUD). Brisbane tuition is $12,950 (AUD). Installment plan options also available.
  Refund / Guarantee	If a student withdraws prior to course commencement, their deposit will be refunded. All requests for withdrawal must be made in writing.
  Scholarship	Scholarships are announced annually for the September full-time and part-time courses.

  Getting in

  Minimum Skill Level	No experience necessary
  Placement Test	No
  Interview	No

• (AU) Part-Time Graphic Design Course

  Apply

  Design, User Experience Design
  In PersonPart Time7 Hours/week39 Weeks

  Start Date	Rolling Start Date
  Cost	$13,950
  Class size	N/A
  Location	Brisbane, Melbourne, Sydney

  Shillington is a global design school created by today’s professionals to help students upskill and change careers. With campuses in New York, London, Manchester, Sydney, Melbourne and Brisbane—the fast-paced, intensive course teaches the skills required to succeed as a designer.
  
  The innovative curriculum encourages experimentation, creative thinking and problem solving—all linked to real-world design briefs. Shillington treats students as designers from day one, covering design principles, color theory and typography basics.
  
  Shillington students graduate with a professional design portfolio and industry-relevant skills, going on to work for top creative studios, big brands or launching their own businesses—all within 3 months full-time or 9 months part-time.
  
  For the full list of upcoming course dates, check the Sydney and Melbourne page:
  https://www.shillingtoneducation.com/au/graphic-design-course/course-dates-and-fees/

  Financing

  Deposit	$1,000
  Financing	Payment plan or Ratesetter loan
  Tuition Plans	Sydney & Melbourne tuition is $13,950 (AUD). Brisbane tuition is $11,950 (AUD). Installment plan options also available.
  Refund / Guarantee	If a student withdraws prior to course commencement, their deposit will be refunded. All requests for withdrawal must be made in writing.
  Scholarship	Scholarships are announced annually for the September full-time and part-time courses.

  Getting in

  Minimum Skill Level	No experience necessary
  Placement Test	No
  Interview	No

• (NY) Full-Time Graphic Design Course

  Apply

  Design, User Experience Design
  In PersonFull Time40 Hours/week13 Weeks

  Start Date	Rolling Start Date
  Cost	$14,950
  Class size	69
  Location	New York City

  Shillington is a global design school created by today’s professionals to help students upskill and change careers. With campuses in New York, London, Manchester, Sydney, Melbourne and Brisbane—the fast-paced, intensive course teaches the skills required to succeed as a designer.
  
  The innovative curriculum encourages experimentation, creative thinking and problem solving—all linked to real-world design briefs. Shillington treats students as designers from day one, covering design principles, color theory and typography basics.
  
  Shillington students graduate with a professional design portfolio and industry-relevant skills, going on to work for top creative studios, big brands or launching their own businesses—all within 3 months full-time or 9 months part-time.
  
  For the full list of upcoming course dates, check the New York page:
  https://www.shillingtoneducation.com/us/graphic-design-course/course-dates-and-fees/

  Financing

  Deposit	$1,000
  Financing	Payment plan option available
  Tuition Plans	$1,000 deposit to secure position. $13,950 paid before first day of the course.
  Refund / Guarantee	If a student withdraws prior to course commencement, their deposit will be refunded. All requests for withdrawal must be made in writing.
  Scholarship	Scholarships are announced annually for the September full-time and part-time courses.

  Getting in

  Minimum Skill Level	No experience necessary
  Placement Test	No
  Interview	No

• (NY) Part-Time Graphic Design Course

  Apply

  Design, User Experience Design
  In PersonPart Time7 Hours/week39 Weeks

  Start Date	Rolling Start Date
  Cost	$13,950
  Class size	46
  Location	New York City

  Shillington is a global design school created by today’s professionals to help students upskill and change careers. With campuses in New York, London, Manchester, Sydney, Melbourne and Brisbane—the fast-paced, intensive course teaches the skills required to succeed as a designer.
  
  The innovative curriculum encourages experimentation, creative thinking and problem solving—all linked to real-world design briefs. Shillington treats students as designers from day one, covering design principles, color theory and typography basics.
  
  Shillington students graduate with a professional design portfolio and industry-relevant skills, going on to work for top creative studios, big brands or launching their own businesses—all within 3 months full-time or 9 months part-time.
  
  For the full list of upcoming course dates, check the New York page:
  https://www.shillingtoneducation.com/us/graphic-design-course/course-dates-and-fees/

  Financing

  Deposit	$1,000 deposit
  Financing	Payment plan option available
  Tuition Plans	$1,000 deposit to secure position. $12,950 paid before first day of course.
  Refund / Guarantee	If a student withdraws prior to course commencement, their deposit will be refunded. All requests for withdrawal must be made in writing.
  Scholarship	Scholarships are announced annually for the September full-time and part-time courses.

  Getting in

  Minimum Skill Level	No experience necessary
  Placement Test	No
  Interview	No

• (UK) Full-Time Graphic Design Course

  Apply

  Design, User Experience Design
  In PersonFull Time40 Hours/week13 Weeks

  Start Date	Rolling Start Date
  Cost	£12,950
  Class size	47
  Location	Manchester, London

  Shillington is a global design school created by today’s professionals to help students upskill and change careers. With campuses in New York, London, Manchester, Sydney, Melbourne and Brisbane—the fast-paced, intensive course teaches the skills required to succeed as a designer.
  
  The innovative curriculum encourages experimentation, creative thinking and problem solving—all linked to real-world design briefs. Shillington treats students as designers from day one, covering design principles, color theory and typography basics.
  
  Shillington students graduate with a professional design portfolio and industry-relevant skills, going on to work for top creative studios, big brands or launching their own businesses—all within 3 months full-time or 9 months part-time.
  
  For the full list of upcoming course dates, check the London and Manchester page:
  https://www.shillingtoneducation.com/uk/graphic-design-course/course-dates-and-fees/

  Financing

  Deposit	$1,000
  Financing	Payment plan option available
  Tuition Plans	London tuition is £12,950. Manchester tuition is £10,950.
  Refund / Guarantee	If a student withdraws prior to course commencement, their deposit will be refunded. All requests for withdrawal must be made in writing.
  Scholarship	Scholarships are announced annually for the September full-time and part-time courses.

  Getting in

  Minimum Skill Level	No experience necessary
  Placement Test	No
  Interview	No

• (UK) Part-Time Graphic Design Course

  Apply

  Design, User Experience Design
  In PersonPart Time7 Hours/week39 Weeks

  Start Date	Rolling Start Date
  Cost	£10,950
  Class size	47
  Location	Manchester, London

  Shillington is a global design school created by today’s professionals to help students upskill and change careers. With campuses in New York, London, Manchester, Sydney, Melbourne and Brisbane—the fast-paced, intensive course teaches the skills required to succeed as a designer.
  
  The innovative curriculum encourages experimentation, creative thinking and problem solving—all linked to real-world design briefs. Shillington treats students as designers from day one, covering design principles, color theory and typography basics.
  
  Shillington students graduate with a professional design portfolio and industry-relevant skills, going on to work for top creative studios, big brands or launching their own businesses—all within 3 months full-time or 9 months part-time.
  
  For the full list of upcoming course dates, check the London and Manchester page:
  https://www.shillingtoneducation.com/uk/graphic-design-course/course-dates-and-fees/

  Financing

  Deposit	1,000
  Financing	Payment plan option available
  Tuition Plans	London tuition is £10,950. Manchester tuition is £9,950.
  Refund / Guarantee	If a student withdraws prior to course commencement, their deposit will be refunded. All requests for withdrawal must be made in writing.
  Scholarship	Scholarships are announced annually for the September full-time and part-time courses.

  Getting in

  Minimum Skill Level	No experience necessary
  Placement Test	No
  Interview	No

• (UK Time Zone) Online Part-Time Graphic Design Course

  Apply

  Design
  OnlinePart Time9 Hours/week32 Weeks

  Start Date	Rolling Start Date
  Cost	£9,950
  Class size	27
  Location	London, Manchester

  The Online Course mimics the On-Campus experience as closely as possible—maintaining the Shillington ethos. A majority of lectures, demonstrations and briefs will be delivered live by your teachers during class time, and additional study material will be made available as recordings after the class. The Online Course is designed to keep you engaged and connected with your fellow classmates and teachers over the duration of the course. The teachers will be there to guide and support you in real-time as they would in the classroom. You’ll also be working on real-world briefs individually, in pairs or groups with your fellow students to apply what you’ve learnt. The course meets Monday, Tuesday & Wednesday nights for 9 months. Classes are offered in 3 time zones—US East Coast, US West Coast and UK.

  Financing

  Deposit	N/A
  Tuition Plans	Pay upfront £9,950 or pay via 6 x monthly payments of £1,659
  Refund / Guarantee	Request to withdraw from the course must be made in writing prior to the start of the course.

  Getting in

  Minimum Skill Level	N/A
  Placement Test	No
  Interview	No

• (US East Coast Time Zone) Online Part-Time Graphic Design Course

  Apply

  Design
  OnlinePart Time9 Hours/week32 Weeks

  Start Date	Rolling Start Date
  Cost	$12,950
  Class size	27
  Location	New York City

  The Online Course mimics the On-Campus experience as closely as possible—maintaining the Shillington ethos. A majority of lectures, demonstrations and briefs will be delivered live by your teachers during class time, and additional study material will be made available as recordings after the class. The Online Course is designed to keep you engaged and connected with your fellow classmates and teachers over the duration of the course. The teachers will be there to guide and support you in real-time as they would in the classroom. You’ll also be working on real-world briefs individually, in pairs or groups with your fellow students to apply what you’ve learnt. The course meets Monday, Tuesday & Wednesday nights for 9 months. Classes are offered in 3 time zones—US East Coast, US West Coast and UK.

  Financing

  Deposit	N/A
  Tuition Plans	Pay upfront $12,950 (USD) or pay via 6 x monthly payments of $2,159 (USD)
  Refund / Guarantee	Request to withdraw from the course must be made in writing prior to the start of the course.

  Getting in

  Minimum Skill Level	N/A
  Placement Test	No
  Interview	No

• (US West Coast Time Zone) Online Part-Time Graphic Design Course

  Apply

  Design
  OnlinePart Time9 Hours/week32 Weeks

  Start Date	Rolling Start Date
  Cost	$12,950
  Class size	27
  Location	New York City, Sydney, Melbourne, Brisbane

  The Online Course mimics the On-Campus experience as closely as possible—maintaining the Shillington ethos. A majority of lectures, demonstrations and briefs will be delivered live by your teachers during class time, and additional study material will be made available as recordings after the class. The Online Course is designed to keep you engaged and connected with your fellow classmates and teachers over the duration of the course. The teachers will be there to guide and support you in real-time as they would in the classroom. You’ll also be working on real-world briefs individually, in pairs or groups with your fellow students to apply what you’ve learnt. The course meets Monday, Tuesday & Wednesday nights for 9 months. Classes are offered in 3 time zones—US East Coast, US West Coast and UK.

  Financing

  Deposit	N/A
  Tuition Plans	Pay upfront $12,950 (USD) or pay via 6 x monthly payments of $2,159 (USD)
  Refund / Guarantee	Request to withdraw from the course must be made in writing prior to the start of the course.

  Getting in

  Minimum Skill Level	N/A
  Placement Test	No
  Interview	No

Reviews

Shillington School Reviews

WRITE A REVIEW

25 reviews sorted by:

Filtered by:

• Shillington School

  Javier Flowers • Senior Graphic Designer • Graduate • Course: (UK) Full-Time Graphic Design Course • Campus: London

  Javier Flowers

  Overall Experience:

  Curriculum:

  Instructors:

  Job Assistance:

  As a creative person, I was always interested in design but I never knew how to become a creative myself. I found the course a total life changer it opened my eyes to a creative industry that I had always wanted to be involved in. Shillington gave me the tools and the direction to showcase my creativity, my talented teachers and peers gave me the drive to succeed within the industry

• Shillington School

  Jai Luke • Graphic/Content Designer • Graduate • Course: (AU) Part-Time Graphic Design Course • Campus: Melbourne

  Life changing!

  Overall Experience:

  Curriculum:

  Instructors:

  Job Assistance:

  What an experience! I started with no technical adobe suite knowledge and a heart full of passion and excitement, and finished with a working knowledge of Adobe Suite, a group of amazing people I can now call friends, a portfolio of work that I am proud of and a creative support network. The course is full on and a lot of hard work, but because I was keen to expand my skillset and push myself to rise to the challenge I thoroughly enjoyed every step of the way. I can honestly say it has been one of the best experiences of my life. 

• Shillington School

  Christine Orchard • Graphic Designer • Graduate • Course: (AU) Full-Time Graphic Design Course • Campus: Sydney

  Sydney Shillington Experience 2019

  Overall Experience:

  Curriculum:

  Instructors:

  Job Assistance:

  I attended Shillington College of Graphic Design at the Sydney campus in a full-time capacity which was an exciting decision for me. I completely did a 180 from working full time after many years to studying full time. I was unsure of how it would all turn out but looking back can advise it was well worth diving in and meeting liked minded new friends and entered a new community. We all quickly discovered how hard we would work but it saw us produce a large variety of creative and fun projects. We had fun always along the way and learned so much from each other as we all had different abilities and it was truly wonderful to discover different methods and techniques and evolve our designs within a supportive environment.

  To compile our own portfolio, in the end, was a pleasant way to conclude the course and reflect on all the work we had achieved. I was happy to discover my creative side through all the projects and the information resources were amazing and relevant /up to date. I appreciate (during the course), designers presenting and now after the course all the inspiration it is endless!!! I would highly recommend this course to anyone seeking to discover their creative self, the entire experience was special and I won’t forget my time there, thank you 🙂

• Shillington School

  Vanessa • Freelance Graphic Designer • Graduate • Campus: Brisbane

  One of the best decisions I ever made!

  Overall Experience:

  Curriculum:

  Instructors:

  Job Assistance:

  I choose Shillington for my design education based on its reputation and flexibility to study part-time. My experience at Shillington was extremely positive and my design skills and confidence in my abilities improved dramatically. By the end of the course, I made the decision to switch to a career in design full-time and found a job one month after graduation with my Shillington portfolio.

• Shillington School

  Thomas Derwent • Designer • Graduate • Course: (NY) Full-Time Graphic Design Course • Campus: New York City

  100% Amazing! Highly Recommended! +++

  Overall Experience:

  Curriculum:

  Instructors:

  Job Assistance:

  Shillington was an amazing experience. All of the teachers were fantastic. They were super cool, nice and helpful at all times. The course was intense. I learned so much. It’s truly amazing how much they teach you/prepare you in such a small window of time. Highly Recommended!

• Shillington School

  Ulrika • Graduate • Course: (NY) Full-Time Graphic Design Course • Campus: New York City

  Life-changing design course.

  Overall Experience:

  Curriculum:

  Instructors:

  Job Assistance:

  Through the Shillington design course I changed careers from being a lawyer to becoming a graphic designer in 3 short months. I was proud of my portfolio and was able to get a job and job interviews quickly. It requires hard work and focus, but the teachers and the school back and support you 110%. It was one of the best and most inspiring experiences of my life. Shillington gave me skills and courage to follow my dream!

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Hosted By Bedford Borough Council: Shillington School

The elevation of the new school [AD3865/39]

The school in Shillington was established in 1856 as a National School, for which plans survive [AD3865/39]. The site was behind old almshouses. The new buildings could accommodate 120 children and comprised two schoolrooms, one for boys and one for girls according to the plan [AD3865/39].

The first Education Act was passed in 1870 (more correctly it was known as the Elementary Education Act). It was a milestone in the provision of education in Britain demonstrating central government’s unequivocal support for education of all classes across the country. It also sought to secularise education by allowing the creation of School Boards. These were groups of representatives, elected by the local ratepayers and the Board had the powers to raise funds to form a local rate to support local education, build and run schools, pay the fees of the poorest children, make local school attendance compulsory between the ages of 5 and 13 and could even support local church schools, though in practice they replaced them, turning them into Board run schools (known as Board Schools). Naturally, and luckily for local historians, the Act required a questionnaire of local schools in 1870. The return for Shillington stated that accommodation for an additional 210 children was needed.

In 1874 a School Board was formed for Shillington, taking control of the school away from the church. By 1875 there were 200 at the school which was, thus, overcrowded and a new infants’ room was built. The number became 300 just three years later and the church was used to teach overspill classes. Eventually the Board bit the bullet and decided to build a new school, the Education Department in London estimating that there were 440 children between the ages of 3 and 13 in the parish. A piece of land adjoining the old school was bought and new schoolrooms built, the children moving to them in 1878 [SDShillington1/1]. As it turned out numbers began falling so that by 1903 there were only 200 on the books!

 
The former Junior School March 2014

A land mark Education Act was passed in 1902, coming into effect in 1903. It disbanded the School Boards and gave day to day running of education to newly formed Local Education Authorities, usually the county council, as in Bedfordshire. The old Board Schools thus became Council Schools whilst the old National, British and other non-Board schools became known as Public Elementary Schools. Shillington thus became a council school.

Bedfordshire & Luton Archives & Records Service has a scrapbook of cuttings of visits made to most Bedfordshire Schools by School Inspectors for a period from just before the First World War through the inter-war years [E/IN1/1]. The first entry is for 1910 when the inspector visited the junior department: “In the Mixed Department cloak-room accommodation for the girls is insufficient and for the boys almost entirely wanting. I regret that this serious defect in the premises, which have bene greatly and liberally improved in recent years, was not pointed out before”.

The first visit was to the junior department in 1910: “The condition of this department is not in all ways satisfactory. The children in the first class are very backward in reading, while in the second class the teaching is lifeless and the order is poor. The babies appear to be kindly and suitably treated”. A marginal note reads: “The Managers are taking steps to effect a change of Teachers in this Department”.

In 1911 the inspector reported of the mixed department that it was: “well organised and both carefully and intelligently taught. A good tone prevails and the level of efficiency reached is very creditable to the Head Master and his Staff”. In 1914 average attendance of juniors was 112: “The school is in excellent order and is taught in a careful and painstaking manner. The work of the upper division is very creditable and that of the middle division is, in most respects, satisfactory; the lower part of the school is a little weak but is evidently rapidly improving”. The inspector in the infants department wrote: “The Infants’ School has very much improved since last reported upon. Order in all classes is now good. The children are kindly and sympathetically treated and make good progress”.

In 1914 the inspector visiting the infants, average attendance 50, reported: “The Infants’ Department is kindly ordered and suitably taught, and in spite of a good deal of hindrance through epidemic sickness good progress has been made in all subjects”.

The next visit did not take place until after World War One, due to shortages in resources caused by the conflict. So in 1922, when average attendance in the mixed department was 121, the inspector reported: “The School is very carefully taught and the work of all Classes, in spite of recent poor attendance owing to illness, is, as a rule, quite satisfactory. The Geography of the First Class and the Composition and Spelling of the Fifth Standard fall below the level of the rest of the work, but marked progress has been made in History in which the children now take considerable interest. It is somewhat surprising to find that the Head Teacher, whose work in other respects is very thorough, appears to be unconscious that the children’s Speech throughout the School is very faulty, indistinct, and often almost inaudible. Many of the Reading books are in a dilapidated condition”.

In 1924 it was the turn of the infants to be visited, average attendance was 46: “It is many years since a report was submitted upon the work of this Department. The Head Mistress and her assistant may fairly be congratulated upon their earnest thought for the children, and, on the whole, the success of their methods. The power of reading is up to the average, possibly slightly better than average. Writing is clear and clean, but might in some cases be criticised for want of regularity. Number is interesting in that experiments with much of the Montessori Apparatus and largely on the lines of that system, have been conducted. The children appear to enjoy dealing with and talking of very large numbers; their attention has also been directed to small fractions and, informally to “tables”. This part of the teaching wants clinching. Their answers, at an afternoon visit and in unpropitious circumstances, seemed to show that the foundation work still wants precision, young though they are. Recitation is well known, rather more individual confidence in speaking out is desirable, and it is shyness of utterance which prevents the reading being really good. The singing is fairly good. The Teachers have difficulties with which to contend: it is hoped that they will go on in the spirit they are now showing”.

In 1925 both departments were visited. Average attendance in the infants’ department was 34: “The attendances at this school since the 14th May last year have, for 14 weeks been very low, ranging from 35 per cent to 85 per cent, and there have nee months of closure also. The sickness prevalent and persistent through the year has in fact made it impossible for the work to reach a high level. Certain aspects of the work and methods of teaching were discussed at this visit, and, given better attendance, there seems no reason why the attainments should not be quite satisfactory in future”.

The average attendance at the junior school was 119: “As in the case of the Infants’ School, the work of this school has been very seriously affected by long closures and much unsatisfactory attendance during the past twelve months. Under the circumstances creditable progress has been made. The subjects which have suffered most appear to be Writing, especially in the lower half of the school, Composition, History, Geography and Physical Training; but Arithmetic and most of the Reading and Singing do not fall greatly below their usual level. Given satisfactory conditions the lost ground bids fair to be recovered during the present School Year. The girls of the First Class should speak out better”.

The former infants’ school March 2014

The last visit to the infants’ school was in November 1926 when average attendance was 46: “These two visits were paid at the request of the Local Education Authority. No report was submitted in January, as the School work had been seriously hindered by epidemic sickness; but a communication on the state of affairs then found was made, and a further inspection was desired. There is on the whole little change to report in the work from the condition recorded in the report of 31st March 1924. There is very definite interest on the part of the children in Reading and Number, both of which are taught individually. Their interest keeps them at work, and apparently, hard at work. Reading is very good up to a point; they know their sounds and can help themselves as a rule over strange but straightforward words. Where they fall short of the usual standard is in phrasing. Even the best children – and every child was heard – read words and there is no attempt at phrasing. Number, however, seems to be a manipulation of groups of beads, and an elaborate series of tables, made out by the beads and constructed (or copied, for the work is sometimes copied from previous tables) ten times. At both these visits, and at a visit paid in April 1925, it was quite evident that mental work wanted more attention and that the reliance on the apparatus was bad for calculation”.

“This was the main criticism of the report of 1924. To sum up Number is not at all good. Handwriting is on the whole satisfactory. Recitation is most unsatisfactory. The children will not volunteer to say the very small amount they have learned and that senior infants only will say small Nursery Rhymes is a serious confession of weakness. The children are too reticent”.

“In the “Babies” room, the work has much improved. The children there answered with confidence questions in Number over which the older children with three exceptions (of the 11 round the table at the time) hesitated. Writing has improved. In fact this room is better. There is no doubt that much thought is expended on the School – but the results are in no way commensurate with the trouble expended. The methods are all too theoretical – and the work wants clinching”.

In 1928 attendance at the junior school was 109: “This school continues to make steady progress on sound lines. The Headmaster has recently introduced a House Sustem, which, when more fully developed should be far reaching in its effects. Already the children are shouldering their new responsibilities with credit and a new spirit has entered the School. The work shows evidence of sincere and sound teaching though this is more evident in written work than in oral. The former is good throughout and in the top class reaches a particularly good standard. English Composition must be specially mentioned for its fluency. There is some interesting Light Woodwork that might be successfully developed if a few more tools were added to the present inadequate equipment. Points in connection with the teaching of Arithmetic and private study methods in History and Geography were discussed with the Head Teacher at the close of the inspection”.

The inspection in 1933 was the first since both infants and juniors were integrated into the same school instead of separate departments, average attendance was 155: “This is a good country school in which there is clear clean written work. Good oral work, rather better alertness in Mental Arithmetic than is often found, and a generally good level in the other subjects. The examinations are thorough and are critically marked; especial interest is shown in Geography and fretwork by the boys. There is no Practical Instruction or Domestic Subject work here. The Teachers and children are working very conscientiously and the school is in a very creditable condition”.

The final inspection in the book dates from 1938 when average attendance was 146: “The older children are about to be transferred to Shefford when the new Senior School is opened there. The Head Master has raised a fairly good school into a model village school, and may be warmly congratulated on the spirit of enterprise and working hard which he has obtained, the excellence of the results of this work and the variety of the activities he has successfully introduced. He has very able assistance in the second and fourth classes, too; and the Physical side of the work is unusually sound and vigorous”.

The third of the great Education Acts was that of 1944 which established the principle of County Primary Schools for children up to the age of 11, at which time they took an examination to determine the nature of the secondary school they would attend until they were 15, the most academically able going to grammar schools, the rest to secondary or secondary modern schools. The act also created two types of successor to the public elementary schools – the Voluntary Aided and Voluntary Controlled schools. Voluntary Aided schools are those in which the Local Education Authority funds the school but the governing body is independent, they are usually Anglican or Roman Catholic schools. Voluntary Controlled schools own their own buildings whilst the staff are employed directly by the governors. Shillington thus became a county primary school. By the late 1950s concerns were being raised about the old 19th century buildings and the need for a new school. In 1961 the Local Education Authority informed the parish council that new school buildings were a high priority and that plans had been approved [PCShillington26/3]. At the same time the standard of catering at the school was criticised [PCShillington26/5].

 
Shillington Lower School  April 2015

In the early 1960s problems were experienced in getting staff as lack of housing affected recruitment, the school house adjoining the school needed repairing and was still owned by the Saint Albans Diocese as it had been built as accommodation for a teacher at the school when the school was a church school [PCShillington 26/8]. By 1963 overcrowding had become a real issue and the village hall was hired as a temporary measure [PCShillington26/9], in January that year the children attended school for three weeks in sub-zero temperatures, sitting in their coats for lessons at one point it was so cold there was no water as the pipes froze [SDShillington1/3]. That Spring the children finally began moving to the new school premises in Greenfields off Bury Road [SDShillington1/3]. Today [2015] the old school buildings are private houses.

In the 1970s Bedfordshire County Council introduced comprehensive education, doing away with the 11+ examination and grammar schools and introducing a tier of school between the old County Primary and County Secondary Schools. Thus Lower Schools now taught children aged 4 to 9, Middle Schools from 9 to 13 and Upper Schools from 13 onwards. Shillington became a lower school. On 1st April 2009 Bedfordshire County Council was abolished and the new Central Bedfordshire unitary authority became Shillington’s local education authority.

Mifflin Governor’s High School

Preschool Early Education for 3-4 Year Olds

(3-4 years old)

Welcome to preschool, where we get them ready for
what comes next … “big kid school!”

This age is all about expression, when kids really start to form their own ideas about what they want to play and how they want to create. Every day in our preschool classroom, your child will explore science experiments, create artwork, and play pretend—all the skills needed for their big next step: kindergarten! 

At KinderCare, we put safety first to protect our families and staff. Visit our health and safety page to learn more. 

Everyone belongs in our circle

We build warm, welcoming, and supportive classrooms for
children of all abilities, backgrounds, and experiences.

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Explore the preschool classroom

Take a look at how we set up our classroom for preschoolers. It’s organized for their age and stage of learning and development.

Open-ended questions

As your preschooler moves through their day, they’ll hear a lot
of open-ended questions. For example, instead of saying,
“Paint your flower petals with red and yellow,” we might ask,
“What color would you paint your flower?” It’s a small change
that makes a big difference in building your child’s confidence.

Preschoolers play their way

For much of the day, kids create, play, pretend, and express
themselves their way! This kind of independent play builds
critical thinking skills, self-reliance, and confidence for life.

Inside a preschooler’s day

Our caring teachers set a daily rhythm for preschoolers that consists of group time, story time, outdoor play, meals and snacks, and naps, and most especially, lots of unstructured playtime.

Group time

Group time happens every day in each
of our classrooms. Preschoolers come
together to do a group activity or listen
to a read-aloud.

Meals and snacks

Every day, preschoolers sit down to a meal, where they eat healthy
fruits and vegetables, lean proteins, and
whole grains—never juice or fried foods.

Outdoor playtime

Most of our classes spend 20–30
minutes outside at least twice a day,
weather permitting. They can really get
going at this age! It’s a time to explore
and play using their imaginations.

Preschool curriculum

Our incredible teachers are here to offer the safest place and
most inspiring learning environment for you preschooler.
Your child will practice language, math, science, Spanish,
and social skills through hands-on learning and playtime.

Building brain power and strong bodies

Preschoolers start to do science experiments and learn early
math concepts. This helps them build their critical thinking
skills, memory, and focus. They stay healthy by playing
outdoors, hopping and dancing inside, and learning about
nutritious foods!

Making friends and expressing feelings

Children in our classroom are constantly building on their
new skills—and that includes the ones needed for making
friends and communicating feelings. We help preschoolers
talk about feelings, show them how to resolve conflicts, and
support them as they make friends.

Reading books and learning to write

We get preschoolers ready for kindergarten by reading lots
of books, identifying rhyming words, and writing. Singing
songs and playing games help them notice similar
sounding words.

Creating art and playing pretend

They’ll build lots of self-confidence by expressing
themselves creatively through painting, drama, music,
storytelling, and writing. We give them the tools they need to
create and then watch them explore. And teachers are
always nearby with words of encouragement!

Preschool classroom activities

Every day, our creative teachers guide preschoolers through fun activities that are just right for their age. Here are just a few examples! 

La Casa y la Familia

Kids are introduced to Spanish words about home and family through songs, read-alouds, active games, and activities.

Obstacle Courses

Kids move through an outdoor obstacle course, learning to solve problems independently.  

Write a Group Story

Kids create a story together using pieces of felt and a
felt board.

How to enroll

We’ve gathered all the resources you need to help you make a confident decision to join the KinderCare family.

• Know what to look for in a child care center and tour ours!
• Learn about our classrooms, curriculum, and tuition.
• Find a KinderCare nearby and contact the center director.

Learn More

Developmental Milestones: 4 to 5 Year Olds (Preschool)

From 4 to 5 years old, your child’s gross motor skills (using their arms and legs to move and play) and their fine motor skills (working on crafts and puzzles) are still developing. Play time becomes increasingly imaginative and is an important part of children’s growth.

Developmental Milestones

Doctors use certain milestones to tell if a child is developing as expected. There’s a wide range of what is considered normal, so some children gain skills earlier or later than others. Children who were born prematurely reach milestones later in life. Always talk with your doctor about your child’s progress, especially if there are concerns.

What can my 4- to 5-year-old child do at this age?

As your child continues to grow, you will notice new and exciting abilities that your child develops. While children may progress at different rates, the following are some of the common milestones children may reach in this age group:

4-year-olds:

• Sing songs
• Skip and hop on one foot
• Catch and throw a ball overhand
• Walk downstairs alone
• Draw a person with three separate body parts
• Build a block tower with 10 blocks
• Understand the difference between fantasy and reality
• Draw a circle and square
• Dress themselves
• Able to fasten large buttons without help
• Pull up a zipper after it is fastened

5-year-olds:

• Jump rope
• Walk backward
• Balance on one foot for at least 5 seconds
• Use scissors
• Begin learning how to tie shoes
• Draw a triangle and diamond
• Draw a person with six body parts
• Know address and phone number
• Recognize and recite the alphabet
• Write first name
• Start to help with chores around the house
• Start to lose their baby teeth

What can my 4- to 5-year-old child say?

Speech development in children is very exciting for parents as they watch their children become social beings that can interact with others. At this age, a child can usually understand that letters and numbers are symbols of real things and ideas, and that they can be used to tell stories and offer information. Most will know the names and gender of family members and other personal information. They often play with words and make up silly words and stories.

4 and 5-year-olds vocabulary is between 1,000 and 2,000 words. Speech at this age should be completely understandable, although there may be some developmental sound errors and stuttering, particularly among boys.

While every child develops speech at his or her own rate, the following are some of the common milestones children may reach in this age group:

4-year-olds:

• May put together four to five words into a sentence
• Will ask questions constantly
• May know one color or more
• Likes to tell stories
• May use some “bad” words (if he or she has heard them spoken repeatedly)

5-year-olds:

• May put together six to eight words into a sentence
• May know four or more colors
• Knows the days of the week and months
• Can name coins and money
• Can understand commands with multiple instructions
• Talks frequently

What does my 4- to 5-year-old child understand?

As a child’s vocabulary increases, so does his/her understanding and awareness of the world around them. Children at this age begin to understand concepts and can compare abstract ideas.

While children may progress at different rates, the following are some of the common milestones children may reach in this age group:

4-year-olds:

• Begins to understand time
• Begins to become less aware of only one’s self and more aware of people around him/her
• May obey parent’s rules, but does not understand right from wrong
• Believes that his or her own thoughts can make things happen

5-year-olds:

• Increased understanding of time
• Curious about real facts about the world
• May compare rules of parents with that of friends

Wellness and Fitness Milestones

By the time kids are 3 to 5 years old, their physical skills, like running, jumping, kicking, and throwing, have come a long way. Now they’ll continue to refine these skills and build on them to learn more complex ones. Take advantage of your child’s natural tendency to be active. Regular physical activity promotes healthy growth and development and learning new skills builds confidence.

How active should my child be at this age?

Kids at this age are learning to hop, skip and jump forward. They are eager to show off how they can balance on one foot, catch a ball or do a somersault. Preschoolers and kindergarteners also might enjoy swimming, playing on a playground, dancing and riding a tricycle or bicycle with training wheels.

Physical activity guidelines recommend that preschoolers and kindergarteners should:

• Be physically active throughout the day
• Move and engage in both active play and structured (adult-led) physical activities
• Do activities such as jumping, hopping and tumbling to strengthen bones and muscles

Should my 4- to 5-year-old child participate in sports?

Many parents look into organized sports to get 4 and 5-year-olds active. The average preschooler has not mastered the basics, such as throwing, catching and taking turns. Even simple rules may be hard for them to understand, as any parent who has watched their child run the wrong way during a game knows.

Starting too young can also be frustrating for kids and may discourage future participation in sports. If you decide to sign your child up for soccer or another team sport, be sure to choose a league that is right for their age and developmental stage. A peewee league that focuses on fun and learning the fundamentals might be great for a child still in preschool.

Family Fitness Tips

Playing together, running in the backyard or using playground equipment at a local park can be fun for the entire family. Other activities to try together, or for a group of preschoolers to enjoy, include:

• Playing games such as “Duck, Duck, Goose” or “Follow the Leader,” then mixing it up with jumping, hopping and walking backward
• Kicking a ball back and forth or into a goal
• Hitting a ball off a T-ball stand
• Playing freeze dance or freeze tag

Kids can be active even when they’re indoors. Designate a safe play area and try some active inside games such as:

• Treasure hunt: Hide “treasures” throughout the house and provide clues to their locations
• Obstacle course: Set up an obstacle course with chairs, boxes, and toys for the kids to go over, under, through and around
• Soft-ball games: Use soft foam balls to play indoor basketball, bowling, soccer or catch. You can even use balloons to play volleyball or catch

How long should my 4- to 5-year-old sleep?

4 to 5-year-olds should be sleeping around 10-12 hours at night. Those who get enough rest may no longer need a daytime nap and can benefit from some quiet time in the afternoon. This is the age where they might be in preschool or in kindergarten. As they give up naps, they may go to bed at night earlier than they did as toddlers.

Check out our guide about Healthy Sleep for Children for more info.

Communication Milestones

Communicating with our kids is one of the most pleasurable and rewarding parts of parenting. Children learn by absorbing information through daily interactions and experiences not only with us, but with other adults, family members, other kids, and the world.

Between the ages of 4 and 5, many kids enter preschool or kindergarten programs, with language skills a key part of learning in the classroom.

How does my 4- to 5-year-old child interact with others?

A very important part of growing up is the ability to interact and socialize with others. This can be a frustrating transition for the parent as children go through different stages, some of which are not always easy to handle. While every child is unique and will develop different personalities, the following are some of the common behavioral traits that may be present in your child:

4-year-olds can:

• Be very independent and may want to do things on his or her own
• Be selfish and do not like to share
• Be moody; mood swings are common in this age group
• Be aggressive during mood swings towards family members
• Have a number of fears
• Have imaginary playmates
• Enjoy exploring the body and may play doctor and nurse
• “Run away” or threaten to do so
• Fight with siblings
• Play with others in groups

5-year-olds can:

• Generally, be more cooperative and responsible than 4-year-olds
• Be eager to please others and make them happy
• Have good manners
• Dress self completely without help
• Get along well with parents
• Enjoy cooking and playing sports
• Become more attached to parent as they enter school

Interacting with Your Child

Kids learn more through interactive conversation and play. Reading books, singing, playing word games and simply talking to kids will increase their vocabulary while providing increased opportunities to develop listening skills. As kids gain language skills, they also develop their conversational abilities. Kids 4 to 5 years old can follow more complex directions and enthusiastically talk about things they do. They can make up stories, listen attentively to stories and retell stories.

Here some ways you can help boost your child’s communication skills:

• Talk about the day’s activities
• Talk with your child about the books you read together
• Talk with your child about the TV programs and videos you watch together
• Keep books, magazines, and other reading material where kids can reach them without help
• Help kids create their own “This Is Me” or “This Is Our Family” album with photographs or mementos

How can I help increase my preschool child’s social ability?

Consider the following as ways to foster your preschool child’s social abilities:

• Offer compliments for good behavior and achievements
• Encourage your child to talk to you and be open with his or her feelings
• Read to your child, sing songs and talk with him or her
• Spend quality time with your child and show him or her new experiences
• Encourage your child to ask questions and explore
• Encourage physical activity with supervision
• Arrange times for your child to be with other children, such as in play groups
• Give your child the chance to make choices, when appropriate
• Use time-out for behavior that is not acceptable
• Encourage your child to express his or her anger in an appropriate manner
• Limit television watching (or other screen time) to 1 to 2 hours a day. Use free time for other more productive activities.

When should I call the doctor?

You should talk to your doctor if you suspect your child has a problem with hearing, language skills or speech clarity. A hearing test may be one of the first steps to find out if your child has a hearing problem.

Communication problems among kids in this age group include:

• Hearing problems
• Trouble following directions
• Trouble asking or answering questions
• Difficulty holding a conversation
• Poor vocabulary growth
• Trouble learning preschool concepts, such as colors and counting
• Stuttering
• Trouble putting sentences together
• Unclear speech

Some kids will outgrow these problems. Others might need speech therapy or further evaluation. This is especially important to assess at a young age because some children that have difficulty with communication may get frustrated, angry and even aggressive because they cannot relay their thoughts and feelings clearly.

Reviewed by Dr. Priya Mody, Pediatric & Adult Medicine, CHOC Primary Care – May 2021

Preschooler (3-5 years old) | CDC

Developmental Milestones

Skills such as naming colors, showing affection, and hopping on one foot are called developmental milestones. Developmental milestones are things most children can do by a certain age. Children reach milestones in how they play, learn, speak, behave, and move (like crawling, walking, or jumping).

As children grow into early childhood, their world will begin to open up. They will become more independent and begin to focus more on adults and children outside of the family. They will want to explore and ask about the things around them even more. Their interactions with family and those around them will help to shape their personality and their own ways of thinking and moving. During this stage, children should be able to ride a tricycle, use safety scissors, notice a difference between girls and boys, help to dress and undress themselves, play with other children, recall part of a story, and sing a song.

Positive Parenting Tips

Following are some of the things you, as a parent, can do to help your preschooler during this time:

• Continue to read to your child. Nurture her love for books by taking her to the library or bookstore.
• Let your child help with simple chores.
• Encourage your child to play with other children. This helps him to learn the value of sharing and friendship.
• Be clear and consistent when disciplining your child. Explain and show the behavior that you expect from her. Whenever you tell her no, follow up with what he should be doing instead.
• Help your child develop good language skills by speaking to him in complete sentences and using “grown up” words. Help him to use the correct words and phrases.
• Help your child through the steps to solve problems when she is upset.
• Give your child a limited number of simple choices (for example, deciding what to wear, when to play, and what to eat for snack).

Preschoolers (3-5 years of age) pdf icon[PDF – 771K]

Child Safety First

As your child becomes more independent and spends more time in the outside world, it is important that you and your child are aware of ways to stay safe. Here are a few tips to protect your child:

• Tell your child why it is important to stay out of traffic. Tell him not to play in the street or run after stray balls.
• Be cautious when letting your child ride her tricycle. Keep her on the sidewalk and away from the street and always have her wear a helmet.
• Check outdoor playground equipment. Make sure there are no loose parts or sharp edges.
• Watch your child at all times, especially when he is playing outside.
• Be safe in the water. Teach your child to swim, but watch her at all times when she is in or around any body of water (this includes kiddie pools).
• Teach your child how to be safe around strangers.
• Keep your child in a forward-facing car seat with a harness until he reaches the top height or weight limit allowed by the car seat’s manufacturer. Once your child outgrows the forward-facing car seat with a harness, it will be time for him to travel in a booster seat, but still in the back seat of the vehicle. The National Highway Traffic Safety Administration pdf icon[1.15 MB / 1 page]external icon has information on how to keep your child safe while riding in a vehicle.

Healthy Bodies

• Eat meals with your child whenever possible. Let your child see you enjoying fruits, vegetables, and whole grains at meals and snacks. Your child should eat and drink only a limited amount of food and beverages that contain added sugars, solid fats, or salt.
• Keep television sets out of your child’s bedroom. Set limits for screen time for your child to no more than 1 hour per day of quality programming, at home, school, or afterschool care and develop a media use plan for your family.external icon
• Provide your child with age-appropriate play equipment, like balls and plastic bats, but let your preschooler choose what to play. This makes moving and being active fun for your preschooler.
• Make sure your child gets the recommended amount of sleep each night: For preschoolers 3-5 years, 10–13 hours per 24 hours (including naps)

For More Information

• Infants and toddlers
• Preschool
• Middle childhood
• Adolescence

CDC’s “Learn the Signs. Act Early.” Campaign
For more details on developmental milestones, warning signs of possible developmental delays, and information on how to help your child’s development, visit the “Learn the Signs. Act Early.” campaign website.

CDC’s Parent Information (Children 0―3 years)
This site has information to help you learn how to give your child a healthy start in life.

CDC’s Essentials for Parenting Toddlers and Preschoolers
Learn ways you can help build a safe, stable, and nurturing relationship with your child.

CDC’s Breastfeeding Information
This site has answers to frequently asked questions about breastfeeding.

CDC’s Information on Infant and Toddler Nutrition
Tips for Parents – Ideas to help children maintain a healthy weight.

CDC’s Protect the Ones You Love
CDC’s Injury Center has information on how you can protect your child from drowning and other common causes of injury.

CDC’s Information on Vaccinations
View the immunization schedule for infants and children and find out if your child’s vaccinations are up to date.

My Plate – Infantsexternal icon
The U.S. Department of Agriculture provides information on health and nutrition for 2 through 5 years of age.

My Plate – Toddlersexternal icon
The U.S. Department of Agriculture provides information on health and nutrition for toddlers

HealthyChildren.orgexternal icon
AAP’s Healthy Children website provides information on feeding, nutrition, and fitness for all developmental stages from infancy to young adulthood.

Just in Time Parentingexternal icon (JITP)
Quality, research-based information to families at the time it can be most useful.

Healthy Kids Healthy Futureexternal icon
You will find information on physical activity for young children and on ways to keep them moving.

National Highway Traffic Safety Administrationexternal icon (NHTSA)
NHTSA has information on safety recalls and safety tips for children riding in motor vehicles, walking, biking, playing outside, waiting at school bus stops, and more.

National Institute of Child Health and Human Development.external icon (NICHD)
Visit NICHD to learn how to reduce the risk of Sudden Infant Death Syndrome (SIDS) and about safe sleep environments.

World Health Organization information on infant nutritionexternal icon
This site has information to promote proper feeding for infants and young children.

CDC’s “Learn the Signs. Act Early.” Campaign
For more details on developmental milestones, warning signs of possible developmental delays, and information on how to help your child’s development, visit the “Learn the Signs. Act Early.” campaign website.

CDC’s Parent Information (Children 4−11 years)
This site has information to help you guide your child in leading a healthier life.

CDC’s Essentials for Parenting Toddlers and Preschoolers
Learn ways you can help build a safe, stable, and nurturing relationship with your child.

CDC’s Healthy Weight Information.
Tips for parents – Ideas to help children maintain a healthy weight.

CDC’s Youth Physical Activity Guidelines
This site has information on how to help children be active and play.

My Plate- Preschoolersexternal icon
The U.S. Department of Agriculture provides information on health and nutrition for preschoolers.

HealthyChildren.orgexternal icon
AAP’s Healthy Children website provides information on feeding, nutrition, and fitness for all developmental stages from infancy to young adulthood.

Just in Time Parentingexternal icon (JITP)
Quality, research-based information to families at the time it can be most useful.

Healthy Kids Healthy Futureexternal icon
You will find information on physical activity for young children and on ways to keep them moving.

National Highway Traffic Safety Administrationexternal icon (NHTSA)
NHTSA has information on safety recalls and safety tips for children riding in motor vehicles, walking, biking, playing outside, waiting at school bus stops, and more.

CDC’s Parent Information (Children 4 — 11 years)
This site has information to help you guide your child in leading a healthier life.

CDC’s Healthy Weight Information.
Tips for parents – Ideas to help children maintain a healthy weight.

CDC’s Youth Physical Activity Basics
This site has information on how to help children be active and play.

CDC’s Kids Quest
Kids Quest is a CDC website designed for students in fourth, fifth, and sixth grades, to get them to think about people with disabilities and some of the issues related to daily activities, health, and accessibility.

CDC’s BAM! Body and Mind
CDC’s BAM! Body and Mind is a website designed for kids 9 through 13 years of age to give them the information they need to make healthy lifestyle choices. The site focuses on topics that kids told us are important to them—such as stress and physical fitness—using kid-friendly lingo, games, quizzes, and other interactive features.

My Plate – Kidsexternal icon.
The U.S. Department of Agriculture provides information on health and nutrition for children over 5 years of age.

HealthyChildren.orgexternal icon
AAP’s Healthy Children website provides information on feeding, nutrition, and fitness for all developmental stages from infancy to young adulthood. Visit this website to learn more about emotional problemsexternal icon, learning disabilitiesexternal icon and other health and development concerns.

Just in Time Parentingexternal icon (JITP)
Quality, research-based information to families at the time it can be most useful.

Let’s Move-Kidsexternal icon
Five simple steps for parents towards creating a healthy environment at home.

National Highway Traffic Safety Administrationexternal icon (NHTSA)
NHTSA has information on safety recalls and safety tips for children riding in motor vehicles, walking, biking, playing outside, waiting at school bus stops, and more.

StopBullying.govexternal icon
StopBullying.gov provides information from various government agencies on how children, parents, educators and others in the community can prevent or stop bullying.

SAMHSA’s KnowBullying appexternal icon
A free app for parents to help prevent bullying, created by the Substance Abuse and Mental Health Agency (SAMHSA).

Teens Healthexternal icon
Visit this site for information on healthy eating and exerciseexternal icon for children and teenagers, safety tips for your child at homeexternal icon when you can’t be there, and other important health and safety topics.

CDC’s Adolescent and School Mental Health
Learn how connection is key to good adolescent mental health.

CDC’s Parent Information (Teens 12— 19)
This site has information to help you learn how to guide your teen to be safe and become a healthy and productive adult.

CDC’s Healthy Weight Information.
Tips for parents – Ideas to help children maintain a healthy weight.

CDC’s Youth Physical Activity Guidelines
This site has information on how to help children be active and play.

CDC’s Pregnancy Prevention for Teens.
Tips and information especially for teens and designed with input from teens.

CDC’s BAM! Body and Mind
CDC’s BAM! Body and Mind is a website designed for kids 9 through 13 years of age, to give them the information they need to make healthy lifestyle choices. The site focuses on topics that kids told us are important to them—such as stress and physical fitness—using kid-friendly lingo, games, quizzes, and other interactive features.

CDC’s Information on Lesbian, Gay, Bisexual, and Transgender Youth Health
Learn about the physical and mental health of lesbian, gay, bisexual, and transgender youth

American Academy of Child & Adolescent Psychiatryexternal icon
The American Academy of Child & Adolescent Psychiatry has many fact sheets for parents on child and adolescent health and development.

My Plate – Teenexternal icon
The U.S. Department of Agriculture provides information on health and nutrition for teens.

HealthyChildren.orgexternal icon
AAP’s Healthy Children website provides information on feeding, nutrition, and fitness for all developmental stages from infancy to young adulthood.

Just in Time Parentingexternal icon (JITP)
Quality, research-based information to families at the time it can be most useful.

National Highway Traffic Safety Administrationexternal icon (NHTSA)
NHTSA has information on safety recalls and safety tips for children riding in motor vehicles, walking, biking, playing outside, waiting at school bus stops, and more.

National Institute of Mental Healthexternal icon
The National Institute of Mental Health has information on mental disorders affecting children and adolescents, including anxiety and depression.

StopBullying.govexternal icon
StopBullying.gov provides information from various government agencies on how children, parents, educators, and others in the community can prevent or stop bullying.

SAMHSA’s KnowBullying appexternal icon
A free app for parents to help prevent bullying, created by the Substance Abuse and Mental Health Agency (SAMHSA).

Substance Abuse and Mental Health Services Administration (SAMHSA)external icon
SAMHSA works to improve the quality and availability of substance abuse prevention, alcohol and drug addiction treatment, and mental health services.

Teens Healthexternal icon
Visit this site for information on healthy eating and exercise for children and teenagers.

Child development at 4-5 years

Preschooler development at 4-5 years: what’s happening

Feelings and behaviour
At this age, preschoolers are exploring and learning to express motions. They do this in many ways – for example, by talking, using gestures, making noises and playing.

Preschoolers also like to be around people. Your child might want to please and be like preschool-age friends. Imaginary friends could be important to your child too. As part of getting along with others, you might hear your child saying sorry, agreeing to rules and being pleased when good things happen to other people.

When it comes to cooperating, your child is likely to be more helpful, but sometimes they might still be demanding. By the time your child is 5 years old, they’ll probably have more control over their behaviour and fewer temper tantrums.

Your child might feel anxious about starting school. Talking to your child about this and even visiting the school together can help to ease any worries.

In this year, your child might hide the truth about things sometimes, or even start telling lies. For example, they might say ‘I didn’t do it’ even when they did. This is a normal part of preschooler development.

Playing and learning 
Play is important because it’s still how children learn and explore feelings.

When it comes to play, your child likes to sing, dance and act. Your child also loves make-believe play and is learning the difference between fantasy and reality. Your child is more aware of their gender and might want to play gender-based games – for example, boys might want to play at being ‘Dad’. Your child might also try different roles and behaviour, like being a doctor or getting married.

Your child might be very curious about bodies – their own and other people’s. For example, you might find your child looking at their own and other children’s genitals. A combination of natural curiosity and role-playing is usually a normal part of childhood sexual behaviour. But if you’re concerned about a child’s sexual behaviour, it’s a good idea to talk with a GP, a paediatrician or another qualified health professional.

Thinking
Preschoolers understand more about opposites – for example, high/low. They know the names of letters and numbers out of order, and can count to 10. Your child might remember their own address and know the difference between left and right.

Talking
Children’s language develops a lot at 4-5 years. You might notice that your child loves telling stories and having conversations. Your child might also tell you how they feel, talk about their ideas, ask a lot of questions and say words that rhyme.

At 4 years, preschoolers know hundreds of words and can use 5-6 words or more in sentences. You can understand what your child is saying all the time.

By 5 years, preschoolers can speak more clearly and will know, understand and use even more words, often in more complex sentences of up to 9 words.

Daily life
Dressing themselves is pretty easy for children at this age. Also, your child can probably use a fork, spoon and sometimes a knife – for example, to spread butter on bread. You still need to supervise and help your child sometimes, but your child can go to the toilet and brush their teeth independently.

Moving
Preschoolers love moving and being active. Your child is getting better at walking down steps (maybe using the rail) with alternating feet, throwing, catching and kicking a ball, running, climbing, jumping, hopping and balancing on one foot.

Your child might also develop some new gross motor skills – for example, skipping, jumping backwards or jumping while running.

Your child’s fine motor skills are improving too. Your child can cut with child-safe scissors and write their first name and some letters. Your child might also be able to draw a circle and make detailed drawings of people with body parts and clothes.

Helping preschooler development at 4-5 years

Here are some simple things you can do to help your child’s development at this age:

• Give your child plenty of playtime: play helps preschoolers express feelings like joy, excitement, anger or fear. Your child might like messy play in sand or mud, pretend play with puppets, and outdoor play with plenty of running, tumbling and rolling.
• Make time for imaginative and creative play: this might be painting, drawing or dress-up games. Musical play is another idea – your child might like to dance, jump around or make music with simple instruments.
• Read with your child: reading together, telling stories, singing songs and reciting nursery rhymes all encourage your child’s talking, thinking and imagination.
• Do some cooking with your child: this helps your child to get interested in healthy food, learn new words and understand maths concepts like ‘half’, ‘1 teaspoon’ or ‘30 minutes’. You can give your child simple cooking activities, like tossing a salad or putting together sandwiches.
• Play games with your child that involve learning to share and taking turns. When you play, say things like, ‘Now it’s my turn to build the tower, then it’s your turn’, or ‘You share the red blocks with me, and I’ll share the green blocks with you’. Sharing is still hard for children at this age, so give your child plenty of praise when they share.

You might want to think about sending your child to preschool. At preschool your child can learn through play, make friends, and develop responsibility, independence and confidence. Preschool can support and encourage your child’s amazing development – and it can be a lot of fun too.

Parenting a preschooler at 4-5 years

As a parent, you’re always learning. It’s OK to feel confident about what you know. And it’s also OK to admit you don’t know something and ask questions or get help.

When you’re focused on looking after a child, you might forget or run out of time to look after yourself. But looking after yourself physically, mentally and emotionally will help your child grow and thrive.

Sometimes you might feel frustrated, upset or overwhelmed. It’s OK to take some time out until you feel calmer. Put your child in a safe place, or ask someone else to look after your child for a while. Try going to another room to breathe deeply, or call a family member or friend to talk things through.

Never shake a young child. It can cause bleeding inside the brain and likely permanent brain damage.

It’s OK to ask for help. If you’re feeling overwhelmed by the demands of caring for your child, call your local Parentline. You might also like to try our ideas for dealing with anger, anxiety and stress.

When to be concerned about child development at 4 years

See your child and family health nurse or GP if you have any concerns or notice that your 4-year-old has any of the following issues.

Seeing, hearing and communicating
Your child:

• has trouble seeing or hearing things
• doesn’t use sentences of more than 3 words.

Behaviour and play
Your child:

• can’t understand 2-part commands like ‘Put the doll down, and pick up the ball’
• doesn’t pretend during play – for example, doesn’t pretend to be mum or dad
• has very challenging behaviour – for example, has big tantrums over very small things or still clings or cries when you leave
• seems very afraid, unhappy or sad a lot of the time.

Movement and motor skills
Your child:

• is clumsy – for example, trips over a lot when walking or running
• finds it hard to handle small objects – for example, a pencil or crayon
• has trouble drawing shapes – for example, a circle or cross
• has difficulty eating, dressing or using the toilet.

When to be concerned about child development at 5 years

See your child and family health nurse or GP if you notice your 5-year-old has any of the following issues.

Seeing, hearing and communicating
Your child:

• has trouble seeing or hearing things
• isn’t developing conversational skills – for example, doesn’t understand how to talk, listen and respond.

Behaviour and play
Your child:

• can’t understand 3-part commands like ‘Put the doll down, get the ball from under the chair and put it in the box’
• doesn’t play with other children or acts in a very aggressive way
• seems very afraid, unhappy or sad a lot of the time
• is easily distracted and can’t concentrate on any single activity for more than a few minutes
• doesn’t pretend during play – for example, doesn’t play doctors and nurses, construction in the sandpit or cooking.

Movement and motor skills
Your child:

• is clumsy – for example, trips over a lot when walking or running
• finds it hard to use small objects – for example, a pencil or crayon
• has trouble drawing shapes – for example, a circle or square
• has difficulty eating, dressing or using the toilet.

You should see a child health professional if at any age your child experiences a noticeable and consistent loss of skills.

Children grow and develop at different speeds. If you’re worried about whether your child’s development is ‘normal’, it might help to know that ‘normal’ varies a lot. But if you still feel that something isn’t quite right, see your child and family health nurse or GP.

The Growing Child: Preschool (4 to 5 Years)

Children progress at different rates.
They have different interests, abilities, and personalities. But there are some common
milestones many children reach from ages 4 to 5.

What can my child do at these ages?

As your child grows, you’ll notice him or her developing new and exciting abilities.

A child age 4:

• Sings a song

• Skips and hops on one foot

• Catches and throws a ball overhand

• Walks downstairs alone

• Draws a person with 3 separate body parts

• Builds a block tower with 10 blocks

• Understands the difference between fantasy and reality

 A child age 5:

• Jumps rope

• Walks backward

• Balances on one foot with eyes closed

• Uses scissors

• Begins learning to tie shoes

• Copies shapes while drawing

• Dresses himself or herself

• Knows his or her address and phone number

• Recognizes and recites the alphabet

What can my child say?

Speech development in children is very exciting for parents. They can watch their children become social beings that can interact with others.

A child age 4:

• May put 4 to 5 words together into a sentence

• Will ask questions constantly

• May know 1 or more colors

• Likes to tell stories

• May use some bad words (if he
  or she has heard them spoken repeatedly)

 A child age 5:

• May put 6 to 8 words together into a sentence

• May know 4 or more colors

• Knows the days of the week and months

• Can name coins and money

• Can understand commands with multiple instructions

• Talks often

What does my child understand?

As a child’s vocabulary gets larger, so does his or her understanding of the world around him or her. Children at this age begin to understand concepts and can compare abstract ideas.

A child age 4:

• Begins to understand time

• Begins to become more aware of people around him or her

• May obey parent’s rules, but doesn’t understand right from wrong

• Believes that his or her own thoughts can make things happen

A child age 5:

• Has more understanding of time

• Is curious about real facts about the world

• May compare rules of parents with that of friends

How will my child interact with others?

An important part of growing up is learning to interact and socialize with others. This can be a frustrating transition for the parent. Children go through different stages. Some of these are not always easy to handle.

A child age 4:

• Is very independent, wants to do things on his or her own

• Is selfish, and doesn’t like to share

• Is moody. Mood swings are common.

• May be aggressive during mood swings and become aggressive to family members

• Has a number of fears

• May have imaginary
  friends

• Likes to explore the body and may play healthcare provider

• Might “run away” or threaten to do so

• Fights with siblings

• Will often play with others in groups

A child age 5:

• Is generally more cooperative
  than a 4-year-old

• Is generally more responsible
  than a 4-year-old

• Is eager to please others and make them happy

• Has good manners

• Dresses himself or herself completely without help

• Gets along well with parents

• Likes to cook and play sports

• May become more attached to a parent as he or she starts attending school

How can I encourage my child’s social abilities?

You can help boost your preschool child’s social abilities by:

• Offering compliments for good behavior and achievements

• Encouraging your child to talk to you and be open with his or her feelings

• Reading to your child, singing songs, and talking with him or her

• Spending quality time with your child and showing him or her new experiences

• Encouraging your child to ask questions and explore

• Encouraging physical activity with supervision

• Arranging times for your child to be with other children, such as in play groups

• Giving your child the chance to make choices, when appropriate

• Using time-out for behavior that isn’t acceptable

• Encouraging your child to express his or her anger in an appropriate manner

• Limiting TV time (or other
  screen time) to 1 to 2 hours a day. Encourage free time to be used for other
  activities.

Preschool Age: What Age is Pre-K?

Preschool is your child’s first taste of “big kid” school, and if it’s your first child, it’s likely to be your first experience as well. Because of this, you may have plenty of questions when it comes to preschool age and programs. When searching for a preschool program, you may notice some call themselves “pre-K” while others use the term “preschool.” Many parents often ask if there’s even a difference.

Preschool vs. Pre-K: Are they the same?

Essentially, preschool and pre-K are the same thing: education prior to kindergarten. Despite this, most preschools will typically have separate classes for three- and four-year-olds, with three-year-old children attending fewer days or for fewer hours while the four-year-olds attend more often in preparation for the kindergarten year. But regardless of preschool age, the learning is largely similar, with emphasis on learning ABC’s, numbers to ten, and how to interact with other kids. In the end, the goal is the same… to get your preschool or pre-k age child ready for kindergarten.

What Age Do Kids Start Preschool?

Parents often wonder when to start preschool for their kids. While there is no magical preschool age, many preschool programs begin taking children at age three, and the typical preschool age range is three to four years old.

Is My Child Ready for Preschool?

When deciding when to start preschool, age should not be the only determining factor. A major component of when to start preschool is determining a child’s “preschool readiness.” Since each child develops at a different rate, teachers can’t wave a magic wand and say all children are ready at a typical preschool age. There are several developmental areas you’ll want to look at when deciding if your child is ready, regardless of a “typical” preschool age.

• Is your child potty trained? Many schools have a “no diaper” or “no Pull-up” policy for preschool. While kids may have an accident from time to time, they should be potty trained prior to starting preschool.
• Can your child separate from you? All kids may miss their moms and dads, but they should be able to separate from you for a few hours without a total meltdown. Kids who go from a daycare environment to a preschool program usually have no separation issues.
• Can your child play with others? It’s a given that young children don’t always play well in the sandbox, but in a preschool environment, they will need to be able to interact with other kids. Although they will learn more social interaction as time goes on, preschool-age kids should be able to make friends, share and cooperate at a basic level.
• Does your child still take long naps? Preschool requires some stamina on the part of your child. Many programs do provide a short rest time, but if your child still needs a two-hour nap mid-morning to function, you may want to hold off on preschool.
• Can your child communicate? While you may speak your child’s own quirky language, others do not. You need to make sure your preschool-age child can communicate well enough that s/he can be understood by teachers and other kids. Putting your child in a preschool setting when s/he can’t be understood will frustrate your child and others.
• Does your child listen? We all know three-and four-year-olds are not the best listeners, but in order to send your child off to preschool s/he should be able to listen to basic instructions and try to follow them.
• Talk to your pediatrician. If there are medical issues that you think would hinder your child in preschool, talk to your pediatrician. They’ll be able to guide you.

Is Preschool required?

The short answer is no, but this is a debate within itself. For every person who tells you preschool is not necessary, you’ll find someone else who tells you it’s vital. And scientific studies are equally divided: there are plenty of arguments and studies that have been performed on preschool students that also waffle back and forth as to whether these programs truly gives children a step up.

Benefits of Preschool

Despite this, you can’t deny that preschool and pre-K programs come with many inherent benefits. Those that argue all children should attend preschool point to these benefits for preschool-age kids who attend programs:

• Prepares Children Academically for Kindergarten. Preschool-age programs will introduce children to their ABC’s and even show them how to write their names.
• Provides Structure. Children learn to follow a schedule, many for the first time. They also learn how to follow instructions like putting toys away and sitting quietly for a story.
• Teaches Social Interaction. When you’re thinking of the benefits of preschool, social interaction is just as important as academic growth. Pre-K programs begin to show children the right way to interact with their peers.
• Teaches Independence. While there are teachers on hand to help, mommy and daddy are not. Children have to learn they need to get their snack and they have to know when they have to go to the bathroom.
• Physical Activity. With the increase in childhood obesity in preschool-age kids and beyond, many preschool programs are making exercise a part of the daily routine.

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Site of Kindergarten No. 79

Age characteristics of children 3-4 years old (2nd junior group No. 2)

Younger age is the most important period in the development of a preschooler. It was at this time that the baby’s transition to new relationships with adults, peers, with the objective world takes place.

At an early age, the child learned a lot: he mastered walking, various actions with objects, he successfully develops understanding of speech and active speech, the baby received valuable experience in emotional communication with adults, felt their care and support. All this evokes in him a joyful feeling of the growth of his capabilities and the desire for independence, for active interaction with the outside world.

Psychologists pay attention to the “crisis of three years”, when the younger preschooler, until recently so accommodating, begins to show intolerance towards the guardianship of an adult, the desire to insist on his demand, perseverance in the implementation of his goals. This indicates that the former type of relationship between an adult and a child should be changed in the direction of giving the baby greater independence and enriching his activity with new content.

It is important to understand that the requirement “I am myself”, characteristic of a child of the third year of life, primarily reflects the emergence of a new need for independent actions in him, and not the actual level of his capabilities. Therefore, the task of an adult is to support the desire for independence, not to extinguish it by criticizing the child’s inept actions, not to undermine the child’s faith in his own strengths, expressing impatience with his slow and inept actions. The main thing in working with younger preschoolers is to help each child notice the growth of their achievements, to feel the joy of experiencing success in their activities.

The desire for independence is formed in the younger preschooler in the experience of cooperation with adults. In joint activities with the child, an adult helps to learn new ways and methods of action, shows an example of behavior and attitude. He gradually expands the area of ​​independent actions of the child, taking into account his growing capabilities and, with his positive assessment, strengthens the child’s desire to achieve a better result.

Trust and affection for the teacher are necessary conditions for the well-being and development of the child in kindergarten. The younger preschooler especially needs maternal support and care of the educator. During the day, the teacher should show his kind attitude to each child: caress, call him an affectionate name, stroke. Feeling the love of the teacher, the younger preschooler becomes more sociable. He imitates the actions of an adult with pleasure, sees in adults an inexhaustible source of new games, actions with objects.

By the end of the younger preschool age, the need for cognitive communication with adults begins to actively manifest itself, as evidenced by the numerous questions that children ask.

The development of self-awareness and the allocation of the image of “I” stimulate the development of personality and individuality. The kid begins to clearly realize who he is and what he is. The inner world of the child begins to be filled with contradictions: he strives for independence and at the same time cannot cope with the task without the help of an adult, he loves his loved ones, they are very significant to him, but he cannot help being angry with them because of the restrictions of freedom.

In relation to others, the child develops his own internal position, which is characterized by awareness of his behavior and interest in the world of adults.

The aggressiveness and tirelessness of babies at this age is manifested in a constant readiness for activity. The child already knows how to be proud of the success of his actions, knows how to critically evaluate the results of his work. The ability to set goals is formed: to present the result more clearly, compare it with a sample, highlight the differences.

At this age, the child can perceive the object without trying to examine it. His perception acquires the ability to more fully reflect the surrounding reality.

On the basis of the visual-effective, by the age of 4, visual-figurative thinking begins to form. In other words, there is a gradual detachment of the child’s actions from a specific object, the transfer of the situation to “as if”.

As at an early age, at 3-4 years old, the recreating imagination prevails, that is, the child is only able to recreate the images drawn from fairy tales and adult stories. Of great importance in the development of the imagination is the experience and knowledge of the child, his horizons. Children of this age are characterized by a mixture of elements from various sources, a mixture of the real and the fabulous. The fantastic images that arise in the baby are emotionally saturated and real for him.

The memory of a 3-4-year-old preschooler is involuntary, characterized by figurativeness. Recognition prevails, not memorization. Only that which was directly connected with his activity, was well remembered, was interesting and emotionally colored. However, what is remembered remains for a long time.

The child is not able to keep his attention on one subject for a long time, he quickly switches from one activity to another.

Emotionally, the same trends persist as in the previous stage. Characterized by severe mood swings. Emotional state continues to depend on physical comfort. Relationships with peers and adults begin to affect mood. Therefore, the characteristics that a child gives to other people are very subjective. However, an emotionally healthy preschooler is inherently optimistic.

At 3-4 years old, children begin to learn the rules of relationships in a peer group, and then indirectly controlled by adults.

By the age of four, the height of the child reaches 100-102 cm. The weight of children is on average 16-17 kg (between three and four years, weight gain is 2 kg).

A three-four-year-old child walks confidently, coordinates the movements of his arms and legs when walking, and reproduces a variety of other movements. He knows how to hold a pencil correctly, draws horizontal and vertical lines, masters visual skills.

The child owns a variety of actions with objects, is well versed in distinguishing between such shapes as a circle, square, triangle, combines objects on the basis of shape, compares them in size (in length, width, height). He actively strives for independence, confidently masters the techniques of self-service and hygiene. With pleasure independently repeats the mastered actions, is proud of his successes.

In games, the child independently conveys a simple plot, uses substitute objects, willingly plays with adults and children, he has favorite games and toys. He can start a mechanical toy with a key, make toys and pictures from several parts, and depict animals and birds in the game.

The child is distinguished by high speech activity; its vocabulary contains all the parts of speech. He knows by heart several poems, nursery rhymes, songs and repeats them with pleasure. The child is keenly interested in the environment, the stock of his ideas about the environment is continuously replenished. He carefully looks at the actions and behavior of elders and imitates them. He is characterized by high emotionality, readiness to independently reproduce actions and deeds approved by adults. He is cheerful and active, his eyes peer into the world with inexhaustible curiosity, and his heart and mind are open to good deeds and deeds.

Children aged 4 to 5

Children from 4 to 5 years old

Development of Children from 4 to 5 years old. You are in the section “Children from 4 to 5 years old”.

In this section, we will help you find out and determine the level of development of your child, namely, what your child should know and be able to do at the age of 4 to 5 years.
What a 4 year old should know and be able to do.

This article is for your reference and gives approximate norms for the degree of formation of your child’s mental processes at this age. You can check his potential in different areas of knowledge, find out in which areas of knowledge your child succeeds, and in which additional attention and time are required.

In this section “Children from 4 to 5 years old” we have collected all the material published on our website, which will help you and your child to study, prepare for the next, more in-depth stage of classes.

Materials for your classes you can use at home, in kindergarten or in elementary grades.
Mathematics
A child aged 4 to 5 should be able to:

1. The child should be able to determine the location of objects: on the right, on the left, in the middle, above, below, behind, in front.
2. The child must know the basic geometric shapes (circle, oval, square, triangle and rectangle)
3. The child must know all the numbers (0, 1, 2, 3, 4, 5, 6, 7, 8, 9). Count items within ten, correlate the number of items with the desired number.
4. The child must be able to arrange the numbers from 1 to 5 in the correct sequence and in reverse order.
5. The child must be able to compare the number of objects, understand the meaning: more – less, equally. Make Unequal Item Groups Equal: Add one item to a group with fewer items.
6. The child gets acquainted with the graphic image of the number, learns to write numbers correctly.

Study aids:
1. Cards Teaching the child to count
2. Connect the numbers and color the picture
3. The game is learning geometric shapes
4. Introducing the child to Geometric shapes
5. Cards with numbers from 0 to 10 906 . Cards “which number is superfluous”
7. Game for learning Geometric shapes
8. Copy Numbers
9. Write numbers
10. Cards with numbers-coloring
11. Puzzles-triple geometric shapes
12. Puzzles-triple numbers and Counting
13. Geometric shapes. Developing memory
14. Geometric shapes. Develop Fine Motor Skills
15. Learn Geometric Shapes
16. Math Worksheet
17. Learn to Count. Developing memory with Geometric shapes
22. Correlate the number with the number
23. Entertaining tasks in mathematics
24. Orientation in space. Before and After
25. Cards with Numbers
26. Puzzle Counting from 1 to 10
27. Math with Dice
28. Didactic Math Games
29. Puzzle Counting from 1 to 10
30. Math for Kids with Dice

Logical thinking
– Development of Thinking, Memory, Attention
A child aged 4 to 5 years should be able to:

1. The child should be able to find differences and similarities between two pictures (or between two toys).
2. The child must be able to fold according to the model of the building from the designer.
3. The child should be able to put together a cut picture from 2-4 parts.
4. The child must be able to complete the task within 5 minutes without being distracted.
5. The child must be able to fold the pyramid (cups, putting them into each other) without assistance.
6. The child must be able to put the missing fragments of pictures into the holes.
7. The child must be able to name a group of objects with a generalizing word (cow, horse, goat – domestic animals; winter, summer, spring – seasons). Find the extra item in each group. Find a match for each item.
8. The child should be able to answer questions such as: Is it possible to go sledding in summer? Why? Why wear warm jackets in winter? What are windows and doors for in a house? Etc.
9. The child should be able to choose opposite words: a full glass – an empty glass, a high tree – a low tree, go slowly – go quickly, a narrow belt – a wide belt, a hungry child – a child full, cold tea – hot tea, etc.
10. A child should be able to memorize pairs of words after being read by an adult: glass-water, girl-boy, dog-cat, etc.
11. The child should be able to see incorrectly depicted objects in the picture, explain what is wrong and why.

Study aids:
1. Find the extra object cards
2. Find the extra object cards. Part 2
3. Cards from the series find a pair
4. Find a shadow in the picture
5. Develop logical thinking
6. Big-small cards
7. Puzzles
8. Krasnoukhov’s puzzle
9. Logic coloring
10. Development of Attention
11. Development of Thinking
12. Development of Memory
13. Development of Memory. Part 2 4010 15. Add the missing object
16. Game in opposites (Antonyms)
17. Entertaining activities with the child
18. We orient ourselves in space. Right and Left
19. Game – “What is What?”
20. Game Catch a fish
21. Association Game: Find a Pair
22. Game for the Development of Memory and Attention
23. Coloring Book for Children about Horses
24. Guess Whose Shadow

Development of Speech
Child aged 4 to 5 years must be able to:

1. The child must use a thousand words, build phrases from 6-8 words. Even strangers, and not just parents, should understand the child.
2. The child must understand how the structure of a person differs from the structure of animals, name their parts of the body (hands – paws, nails – claws, hair – wool).
3. The child must be able to correctly put nouns in the plural form (flower – flowers, girl – girls).
4. The child must be able to find an object according to the description (apple – round, sweet, yellow). Be able to independently write a description of the subject.
5. The child must understand the meaning of prepositions (in, on, under, behind, between, in front of, about, etc.).
6. The child must know what professions are, what people of these professions do.
7. The child must be able to maintain a conversation: be able to answer questions and ask them correctly.
8. A child should be able to retell the content of a fairy tale or story he has heard. Tell by heart a few poems, nursery rhymes.
9. The child must give his name, surname, how old he is, name the city in which he lives.
10. The child should be able to answer questions about recent events: Where were you today? Who did you meet along the way? What did mom buy at the store? What were you wearing?

Study aids:
1. Letters of the Alphabet-Puzzles
2. Studying the letter A. What the beech A looks like.
3. Learning vowels
4. Alphabet in the form of cards
5. How to teach a child to read by syllables
6. Learning to Read. Part 1
7. Learning to Read. Part 2
8. Learning to Read. Part 3
9. Colored Letters of the Alphabet
10. Unique Alphabet by Letters
11. Lotto learning Letters
12. Cards with Letters and a Picture
13. Pure words
14. Rhymes and Rhymes 101
Collect the Word from the Picture and Letters
17. Cards – What Letter does the Word Begin with
18. Collect the Word from the Picture and Letters. Didactic Game

World around
A child aged 4 to 5 should be able to:

1. The child should be able to distinguish between vegetables, fruits and berries, to know what they are when they ripen.
2. The child must know the names of insects, be able to talk about how they move (a butterfly flies, a snail crawls, a grasshopper jumps)
3. The child must know all domestic animals and their cubs.
4. The child should be able to guess the seasons from the pictures. Know the signs of each of them.

Practice Materials:
1. Body Parts Cards
2. Transportation Cards
3. Fruit Cards
4. Vegetable Cards
5. Color Learning Cards
6. Furniture Cards 901 ” animals and what they eat”
8. “Clothes and Shoes” cards
9. Animals and Birds cards
10. Profession cards
11. Tree and Leaves structure
12. Season Autumn
13. Season Winter
14. Season Spring
15. Season Summer
16. Cards learning Colors
17. Winter month – December
18. Winter month – January
19. Winter month – February
20. Lessons on the theme of Winter
21. Fruits and berries. Learning and coloring
22. Vegetables. Learning and coloring
23. Fruits and Berries (coloring cards)
24. Vegetables (coloring cards)
25. Spring month – March

26. Spring month – April

Household skills

A child aged 4 to 5 should be able to:

1. The child already perfectly fastens buttons, zippers and unties shoelaces, a spoon and a fork obey him well.
2. The child must be able to string large buttons or beads onto a thread.
3. The child must be able to accurately draw lines without lifting the pencil from the paper.
4. The child should be able to shade figures with even straight lines, without going beyond the contours of the picture.
5. The child should be able to trace and color pictures without leaving the edges.
6. The child must be able to draw lines in the middle of the track without going beyond its edges.
7. The child must distinguish between the right and left hand.

Practice aids:
1. Stencils for drawing
2. How to teach a child to tie shoelaces
3. Outline and color
4. Tic-tac-toe game in a new way
5. Signs and Properties of objects
6. Flowers
7. Getting to know the concepts: Right, left, top, bottom
8. Studying the Clock
9. Book My Home
10. Parts of the Human Body
11. Recipe for Lefties
12. Game Catch a Fish
13. Bus for Little Ponies
14. Game – all Professions
15. My Home. Components of a house.
16. Plasticine and beads
17. Board Game Tell me about your city
18. Children’s Rhymes
19. Colored Cardboard Caterpillar
20. Learning Colors with Ice Cream
21. DIY Button Applications
22. Christmas Tree Cones
23. Cheerful Chupa-Chups
24. Learning the Days of the Week
25. How to teach a child to jump rope
26. How to teach a child to clean his room

English

A child aged 4 to 5 can be introduced to English.
Use parent and teacher guides for teaching English to children ages 4 to 5.

Practice aids:
1. English Letter Puzzle
2. Cards with letters of the English alphabet
3. Card numbers in English
4. Cards Fruits and Berries
5. Cards with English words. Part 1
6. Cards with English words. Part 2
7. Furniture cards in English
8. Household appliances cards
9. Clothing cards
10. Vegetable cards in English
11. Months cards in English
12. Transportation cards in English
13. Big puzzles and Small letters of the English alphabet

Read also the article for Parents What you need to know about Child Development.

Find out what a child should know and be able to do by age. Take advantage of the training aids offered by our website.

Child development calendar up to 1 year (by months)
Child from 1 to 2 years
Child from 2 to 3 years
Child from 3 to 4 years
Child from 5 to 7 years

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How does a preschooler develop?

Psychology

The crisis of three years with the slogan “I myself” is a difficult time, but predictable. However, after it, a vacuum may form in the minds of parents: they have survived the crisis – and now what? Getting ready for school and waiting for September 1st? Don’t be in a hurry. It is better to pay attention to the development of higher mental functions, which are formed just at preschool age. We tell you about some of them.

Perception

At preschool age, a child learns to classify and compare, scientifically speaking, he masters sensory standards. This is a circle and this is a square; blue there, green here; the chair is close, the lamp is far away; dad is bigger than a cat… We, adults, do not notice such categorization, but actively use it, because at preschool age we learned to see the difference between hard and soft, hot and cold. Subsequently, based on abstract thinking, we can distinguish good from bad, acceptable from unacceptable, we build a system of values ​​that cannot be touched. To do this, you first need to learn how to lay out the objective world into boxes.

The easiest way to check whether a child perceives sensory patterns well is to invite him to build a pyramid. Or more difficult: arrange objects from smallest to largest, from dark to light. You can train on any objects at home, in the garden, on the street. The world provides the widest possibilities for classifying everything in a row.

Thinking

Visual-figurative thinking develops at preschool age. Previously, in order to put a triangle in a special box with slots in the form of various geometric shapes, the child first tried to poke it anywhere and accidentally hit the desired shape. Now he not only understands that this is possible, but also remembers exactly how. It is not necessary for him to apply a triangle to a slot in the form of a square or a circle in order to figure out: it does not fit.

Wenger tests are used to diagnose thinking. This is a battery of five methods showing how advanced they are:

Arbitrariness – the child needs to draw a line between two points according to a certain instruction that has to be kept in mind.

Sensory standards – a geometric figure and eight objects from the world are drawn, it is necessary to determine which of them are similar to the figure in shape.

Modeling – a figure is drawn on top, and scattered elements are drawn on the bottom. You need to choose those from which you can assemble a sample figure.

Action on the model – tangled paths and houses are drawn at the end of each of them, below – one path and one house. The child must match the route and point to the correct house in the general maze.

Generalization – a table is given, horizontally it has a size: from small to large, vertically types of different figures. The child needs to understand where in the table a given figure will fit, for example, a very small hexagon or a medium square.

You can create tasks for your child to develop thinking by simply modifying these tests.

Imagination

The preschooler’s leading activity is play. It is she who lays the foundations of imagination. The meaning of the game for development lies in two things:

In symbolization: the child built a wide rectangle out of cubes, climbed inside and makes growling sounds – he is driving a car. There is no car in the room, but the child definitely has it in his head. A preschooler can imagine something, and this is the basis of abstract thinking and creativity, which develop at an older age.

Role-playing game, the main point of which is to recreate human relationships. The child not only sees how people communicate with each other, but also gets acquainted with social roles, imagining where there is no clear idea of ​​how it should really be. Imagination in the game helps to create casts of reality and subsequently successfully adapt to it.

According to the recommendations of the well-known researcher of the development of preschoolers O. M. Dyachenko, three factors must be taken into account in the diagnosis: the number of correct answers is relevant only when solving problems; the variability and originality of the answers of a particular child is best assessed in a group, since there is an opportunity to compare. To diagnose the imagination of preschoolers, psychologists use simple “drawings”: geometric shapes or lines that the child must turn into a new object.

The good news is that higher mental functions develop throughout life, and some of them have a sensitive period at preschool age, that is, they are best formed. Of course, you need to deal with the child, but do not panic if he learned to do something at 4 years and 2 months, and all the children around have already mastered it at 3 and 11. Given the patterns of the age range, it is worth understanding that the spread is still is individual, and there is no need to adjust the child to a fictitious norm from mom’s forums. When parents are engaged with a child, not forgetting to enjoy it, and he develops at a speed accessible to him – this is really normal.

Prepared by Maria Krasheninnikova-Height

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It would seem that yesterday you brought an envelope from the maternity hospital, and today your baby is already three years old. Now the child has become a preschooler. What changes await him in the coming year in psychological and physical terms? Especially for parents, we have prepared a checklist that takes into account the developmental features of three-four-year-old children.

Physical development of children aged 3-4

Early preschool age is a new stage in the life of children. At this age, the baby usually:

– already knows how to jump, run, climb objects;

– attempts to play group games;

– gaining weight slightly, only 1-2 kg per year;

– grows by 3-7 cm;

– has up to 20 milk teeth.

Mental development of children aged 3-4

This period is characterized by the fact that the child begins to identify himself as a person and requires a proper attitude. In a small person appear:

– stubbornness;

– negativism;

– attempts to command;

– overestimated independence;

– jealousy.

Parents should remember that it is at this age that the child has the first crisis, which they, as older and more experienced, must help to cope with.

Social and communicative development of children aged 3-4

At this age it is important to teach the child:

– to say hello when meeting other children and adults;

– get to know peers;

– share and exchange;

– take part in joint games with other children;

– use fantasy in joint games;

– be able to tell about yourself: what is his name, what are the names of his parents;

– speak polite words and know the rules of behavior in society.

Intellectual development of a child at 3-4 years old

Starting from the age of three, a certain knowledge base is formed in the child, which he tries to apply. The kid actively gets acquainted with the world around him and by his age should already know:

– names and characteristics of 10 pets;

– 5-7 species of birds, be able to show them in the picture;

– 4-5 varieties of fish;

– 4-5 varieties of insects;

– names of the main plants growing in the region: up to 5 species of trees and flowers;

– names of vegetables, berries, fruits and mushrooms that grow in the region and are sold on the shelves;

– what is the difference between the characteristics of materials such as wood, glass, stone, plastic;

– times of day and their characteristics;

– the seasons and how they differ;

– natural phenomena;

– parts of the body, and be able to show them;

– 3-5 popular professions;

– up to 10 types of vehicles;

– what is the difference between a city and a village.

Logical and mathematical development of children 3-4 years old

Between the ages of three and four, basic logical operations and mathematical concepts improve. If a child is given enough attention, then at this age he can confidently:

– count up to 10;

– name the primary colors;

– know geometric shapes;

– know the concepts more – less, many – few, high – low, etc.;

– compare objects according to 1-2 features;

– add pictures from fragments;

– find differences between similar pictures.

Parents should actively encourage children of this age to engage in independent activities by offering to complete certain tasks.

Speech development of children aged 3-4

By the age of three, a baby should be able to:

– compose simple phrases;

talk about recent events;

– use speech as a way to get new information;

– retell a fairy tale based on illustrations;

– talk about yourself;

– try to change words by case.

By the age of four, a child should master the following skills:

– describe the seen image;

– quickly formulate one’s thoughts;

– know the signs of objects;

– use verbs;

– repeat complex phrases after adults;

– give your first and last name;

– invent your own words, determine the meaning of incomprehensible words.

Artistic development of a child 3-4 years old

The ability to express one’s feelings through creativity plays an important role in the formation of a child’s psyche. At the age of 3-4 years, it is desirable for a child to master the following types of creativity:

– drawing with pencils, finger paints, brushes, crayons, sponges, felt-tip pens;

– applications from colored paper, natural materials, cotton wool;

– molding from plasticine and clay;

– construction;

– cutting along the contour with children’s scissors with round ends;

– origami – folding figures without the use of scissors and glue;

– in addition to classes aimed at developing creative potential, the child should be offered to develop knowledge in painting, music, and literature.

Keep your finger on the pulse of your baby’s development. But do not get carried away by the fears of not having time to develop the child according to the generally accepted scale. Children develop differently! And if, nevertheless, there is doubt that your child keeps up with their peers, the personal assistance of a preschool teacher will not hurt.

Materials provided by professional teacher Tatyana Fedorovna Antonova. Tatyana Fedorovna, a teacher with 48 years of experience, lives in Prague and teaches children aged 3-12 in her school to read, write, math and Russian in person and online. She teaches her youngest students aged 3 to 6 the basics of reading and writing, counting, logic and the world around her, helping them take the first steps in the development of speech and develop fine motor skills.