First experiences preschool: Preschool – First Experiences Preschool

New Experiences with Your Toddler

Child Care

Whether it’s daycare, a nanny, or a playgroup, talk to your child-care provider so they understand your toddler’s hearing and how to help your child to hear well. Find tips on working with child-care providers.

Making Friends

If your toddler is in daycare or a playgroup, get to know the other parents and children. Keep an eye out for potential new friends your child interacts with. These may be the ones to have play dates as they get older.

Practice at Home

Ask what activities your child is doing during the day and do them again at home. For example, they may be learning to sit at a table and eat from small cups and a spoon, or maybe they are learning a new song or game. When you practice these at home, your child can be more familiar with the activities or directions, which helps them when interacting in the classroom.

Routines

Your toddler is on the move, has opinions, and is learning more about their body and emotions. Getting a toddler ready for an activity can be tricky, but routines can help make the process easier, more fun, and a LSL moment.

Sing a Song

Use a song to signal when it’s time to transition from one activity to another. Sing “Rub-a-dub-dub” when getting ready for bath time so your toddler connects the sound to the activity and knows what’s happening.

Describe with Detail

Now that they’re walking, shoes are a big part of your toddler’s wardrobe and routine! As you’re putting shoes on their feet, talk about them in detail — their color, laces or velcro, the sound they make on the floor.

Give Directions

Tell them two to three things they need to find to get ready. “We’re getting ready to leave. Go find your red shoes and your jacket.”

Talk About What You’ll Do

“This morning, we’re going to the post office to mail a package to grandma. Then we’ll go to the store and then we have music class. “

Pack a Bag Together

Ask open-ended questions and have discussions with your child about what they might want to bring. “We’re going to the park. What should we bring? What book do you want to bring to read in the car?”

Toddlers love adventures. There are so many great events and activities to bring your little explorer along. Prepare for these new adventures, whether it’s going to the farmer’s market or library, attending a street festival or outdoor concert, or visiting the local children’s museum or zoo. As you prepare for these outings, think through what it’ll be like for your toddler and how you can help them enjoy the experience.

Pack your child’s hearing device kit including:

Your child’s remote microphone system and charger

Extra batteries

Headbands, bonnets, hats, and clips to keep devices on your child

These spaces can be noisy and overstimulating. There’s a lot to see and hear! Move close to your child when talking with them and direct their attention to the different sounds. Focus on all the new words you can explore and experience together. Pause and encourage your toddler to listen. Talk about what you’re seeing and hearing with lots of descriptive detail. Take photos and save momentos like ticket stubs or brochures. These will be helpful later when you start to have conversations about experiences.

The Path to Preschool

The transition to preschool is a big step for your toddler and it’s a whole new experience for you too. Your early intervention professional will have conversations with you and guide you through this process well before your toddler turns three. With LSL, you can expect your child to fully participate in mainstream education with their hearing peers.

Throughout this process communicate your goals and expectations so that everyone you work with knows your child is learning to listen and talk. Remember, you’re in charge of your child’s LSL journey.

Prepare for Your Child’s Transition to Preschool

Before your child turns three, become familiar with the options for preschool services in your area. If your child’s receiving services on an IFSP, your early intervention professional will help you learn what’s available near you.

When exploring preschool options, think about the following:

• What kind of curriculum or structure does the preschool use?
• What will your child’s day look like?
• Will your child have multiple opportunities to interact with hearing peers?
• How many students will be in your child’s class?
• If your child attends public preschool, how will additional speech-language pathology (SLP) or other services be delivered?

Prepare a binder about your child with information like:

• A short summary of your child’s story
• Current speech-language assessment report
• Current audiology evaluation report
• A copy of your child’s Individual Family Service Plan (IFSP)
• Current intervention plans with goals and progress outlined
• Relevant medical reports

The best way to make this transition as easy as possible for your family is to maintain positive communication with those who will teach your child. Stay highly involved in your child’s academic education and continue to lead their LSL progress.

ABC Preschool – Enrollment

Enrollment Information and Forms

Enrollment for the 2023-2024 school year is now open.

If you are a returning parent and having trouble with your passcode or enrolling, please register as a new family. 

ONLINE ENROLLMENT

Enrollment Documents

CLASSES and HOURS

2023-2024 Preschool Classes

Morning Primary Classes

• 9:00-11:45am
• 9:15-12:00pm

PreK Classes

• 9:00-11:45am

Extended Day Classes

• 11:45 am-1:00pm
• 12:00-1:15pm

ABC Preschool serves children 3-5 years of age. Children must be 3 and fully potty-trained to attend. 

• Within ONE WEEK of online enrollment, you must provide 1) Enrollment form, 2) Photography Release and 3) Enrollment Fee.
• Before your child’s First Day of Preschool, you must provide proof of age-appropriate immunizations, or immunization exemption form, medical form signed by child’s doctor, and remaining enrollment forms.

• Class Descriptions

Primary Classes are formed with a good balance of 3s and 4s. This class provides a first experience of school focusing on play based learning. The curriculum provides an engaging mix of hands on experiences and facilitated learning. 

PreK Classes are for students who will be entering Kindergarten the following school year. The curriculum is expanded with small learning groups, longer one-on-one enrichment periods, and a focus on pre-literacy skills that are all part of Kindergarten readiness. 

Extended Day Classes are multi-age classes that provide an extension to our Primary and PreK days. Students will enjoy activities that stretch their imagination, creativity and curiosity while receiving small group and/or one-on-one instruction to expand their literacy, mathematical and fine motor skills. 

Extended Day tuition is $22 additional a month for each day chosen. For example: If enrolled in M, W, F class and you would like to extend the day every Monday your total tuition would be $252 a month. If you would like to extend for all three days of enrolled attendance the total would be $296 a month.

Please don’t hesitate to reach out if you have any questions.

                 TUITION RATES

2023-2024 preschool tuition

is split into 9 equal monthly payments.

2023 Summer Camp tuition
is based on a weekly rate per camp theme.

Zagvozkin V.

K. Experience in the development of free play in Waldorf kindergartens in the context of the Federal State Educational Standard for preschool education

Scientific and practical journal

Subscribe

№1 2015

• Author(s):

  — Zagvozkin Vladimir Konstantinovich

• Category:

  – Psychologist in kindergarten

Annotation

In the context of the introduction of the Federal State Educational Standard of preschool education, it becomes relevant to study the theory and practice of humanistic concepts of preschool education, within which there is rich experience in the practical implementation of such central provisions of the preschool education standard as support for children’s initiative, free play, work on mastering the content of educational areas within the framework of children’s activities, creating conditions – a favorable social and subject-spatial environment that promotes development. The proposed article discusses the theoretical foundations of free play, the psychology of the game – the views of J. Piaget and L.S. Vygotsky, pedagogy of free play in the Waldorf kindergarten and developing effects of free play. It is shown how in free play not only support for children’s initiative is practically carried out, but work can also be carried out in five educational areas in the context of children’s daily lives. Elements of the pedagogy of Waldorf kindergartens can be used in the practice of mass Russian kindergartens in the context of the introduction of the Federal State Educational Standard for preschool education. nine0004

Fragment of the article

One of the central provisions of the Federal State Educational Standard of preschool education is the creation of social and material conditions to support children’s initiative, child’s choice, spontaneous play, enrichment of play, provision of play time and space. At the same time, the standard defines the content of the program related to five educational areas – communicative, cognitive, speech, artistic and aesthetic and physical development. The planned results are understood in the Federal State Educational Standards as targets and contain both general psychological and physical characteristics of development, and substantive aspects related to educational areas. All this puts forward tasks for preschool organizations, the solution of which is associated with the development and implementation of innovative approaches to the pedagogy of early and preschool childhood, the rejection of the leading role of an adult and the transition to a cooperation paradigm, from the dominance of classes according to predetermined scenarios to the primacy of activities initiated by themselves. children, to support children’s initiative, during which several development tasks are solved simultaneously. nine0004

In this context, it seems relevant to study the experience of child-centered humanistic concepts of preschool education, recognized in the international community and mastered in our country. Adaptation of the best examples of international experience is a widespread way in the world through the development of national education systems, which is also suitable for our country. In this article, we will consider the general provisions on the principles of the formation of the program, as well as the psychology and pedagogy of free play in the Waldorf kindergarten. nine0004

Read the full text of the article in the journal “SDO”

References

1. Vygotsky L.S. Lectures on psychology. Sobr. op. T.2. pp. 453–454.
2. Vygotsky L.S. Play and its role in the mental development of the child. Transcript of a lecture delivered in 1933 at the Leningrad State Pedagogical Institute named after V.I. A. I. Herzen. http://dob.1september.ru/articlef.php?ID=200500510
3. Grunelius E.M. Waldorf Kindergarten. – M., 1992.
4. Zagvozkin V.K. Waldorf Kindergarten. – St. Petersburg, 2007.
5. Livehud B. Phases of child development. – Kaluga, 1998.
6. Smirnova E.O. Sources of responsiveness // Zagvozkin V.K. Waldorf Kindergarten. – St. Petersburg, 2007.
7. Federal State Standard of Preschool Education
http://www. consultant.ru/document/
cons_doc_LAW_154637/?frame=1
8. Elkonin D.B. The psychology of the game. – M., 1999.
9. Barz H. Der Waldorfkindergarten. – Belz, 1990.
10. Britz-Crecelius, H. Kinderspiel – lebensentscheidend. – Stuttgart, 1982.
11. Grünelius, E. Die Willensnatur des Kindes im ersten Lebensjahrsiebt. – Menschenschule. – N5, 1974.
12. Jaffke, F. Spielen und arbeiten im Waldorfkindergarten. – Stuttgart, 1991.
13. Lingenauber, S. Einführung in die Reggio-pädagogik. – Bochum, 2009.
14. Piaget, J. Theorien und Methoden der moderne Erziehung. – Frankfurt/M, 1974.
15. Piaget, J. Nachamung, Spiel und Traum. – Stuttgart, 1996.
16. Reble, A. Geschichte der Pädagogik. – Stuttgart, 1971.
17. Scheuerl “Das Spiel”. – Belz, 1991.

Terms of use

The copyright holder of this article is authorized to use it only for personal non-commercial use for educational purposes. The publisher is not responsible for the content of the article materials. nine0039